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45 results for “Science education”
Dataset for Paper "Towards Increased Diversity in STEM Education: Five archetypes Derived through a Data-Driven Approach Examining a Computer Science Student Cohort
<p># Dataset for Paper "Towards Increased Diversity in STEM Education: Five archetypes Derived through a Data-Driven Approach Examining a Computer Science Student Cohort" - Rev #1</p> <p>This is the dataset for the paper titled "Towards Increased Diversity in STEM Education: Five archetypes Derived through a Data-Driven Approach Examining a Computer Science Student Cohort".</p> <p>In case of questions, feel free to contact the authors, *anonymised*, ORCID: https://orcid.org/*anonymised*, current affiliation and email: *anonymised*</p> <p>## Survey 2019 ##<br> The raw survey data for the initial 2019 survey is available in the file *survey2019_anon.csv*. Note that the data is anonymised as free-text comments have been removed. Explanations on the variables and their levels are given in the files *variables_survey2019.csv* and *values_survey2019.csv*.<br> The questionnaire for the 2019 survey is contained in *survey2019_instrument.pdf*.</p> <p>## Survey 2020 ##<br> The raw survey data for the 2020 survey is available in the file *rdata_anon_survey2020.csv*. Additional scripts are supplied to reproduce the exploratory factor analysis. The main entry is the file *EFA.R*, which imports the data. The file contains some comments on the process.<br> The questionnaire for the 2020 survey is contained in *survey2020_instrument.pdf*.</p> <p>## Interviews ##<br> The interview guide used for the five interviews is available in the file *interview_instrument.pdf*.</p>
Expert-based literature review on RRI indicators for science education assessment: PERFORM analysis matrix
<p>The document contains the main variables and categories of analysis of the expert-based literature review conducted as part of the assessment impact developed in the PERFORM project. This literature review globally aimed to identify and characterize assessment frameworks used in the context of science learning and engagement with young people. Specifically, it examined the operationalization of: i) RRI values and process requirements, ii) transversal competences, iii) experiential aspects, and iv) cognitive aspects. In doing that assessment gaps and challenges where identified relevant to the context of PERFORM and, more broadly, to the development of science education assessments incorporating the RRI dimension. By assessment framework we refer to a set of interlinked criteria, practices and concepts providing a systematic way of data collection, analysis and interpretation to the study of science learning and engagement. The template for data collection was organised in different sections approaching the following specific review questions and sub-questions:</p> <ol> <li><em>What assessment frameworks can be identified in the selected sample?</em> <ol> <li>On which disciplines are they based?</li> <li>What is being assessed in these frameworks?</li> <li>How it is the evaluation conducted?</li> <li>What are the challenges of each approach for assessing science learning and engagement?</li> </ol> </li> <li><em>How are transversal competences, RRI and emotional factors included in these frameworks?</em> <ol> <li>How are these notions operationalised?</li> <li>What kinds of evaluation indicators are applied for data collection, if any?</li> </ol> </li> </ol>
ScintPi: A low-cost, easy-to-build GPS ionospheric scintillation monitor for DASI studies of space weather, education, and citizen science initiatives
<p>These data sets contain ionospheric scintillation (GPS L1) observations (S4 indices) collected by a ScintPi prototype during 2018 at a low magnetic latitude station (Presidente Prudente). ScintPi is a low-cost, easy-to-build GPS ionospheric scintillation monitor for DASI studies of space weather, education, and citizen science initiatives.</p> <p>The file named "ScintPi_PPR_S4_2018.mat" contains S4 values (s4mat) for 2018 as a function of universal time (utmat), day-of-year (doymat), GPS satellite identifier number (prnmat), GPS satellite elevation (elmat) and azimuth (azmat) angles.</p> <p>The file named "ScintPi_PPR_20180211.mat" contains example raw (10 Hz) measurements made by ScintPi on February 11, 2018. The file contains values of receiver's altitude, latitude and longitude (variables alt,lat, and lon), GPS satellite azimuth and elevation (variables el and az), GPS identifier number (prn), signal-to-noise ratio (snr), and day-of-year (doy).</p>
Data sets - The attitude of computer science teachers to inclusive education, Motivation to teach, Perception of the possible impact of computer science on students with mental disabilities
<p>Data sets </p> <p>The attitude of computer science teachers to inclusive education, Motivation to teach, Perception of the possible impact of computer science on students with mental disabilities. <br>In the period from February to October 2024, a survey of 112 computer science teachers in Kazakhstan (Pavlodar region) was conducted to determine attitudes to inclusive education, motivation to teach, and perception of the possible impact of computer science on students with mental disabilities.</p> <p>Questionnaire <br>https://docs.google.com/document/d/1LzukKSqW_mHMZXbMtN0ecmmU4cKJiwgf0laTWBHQSng/edit?usp=sharing</p> <p><strong>This research has been funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP14872400).</strong></p>
One Health EJP 4th Dissemination Workshop: Communication, education and training, and science to policy translation. Lessons learnt and legacy of the One Health EJP
<p>The Dissemination Workshops inform on One Health EJP solutions created in response to stakeholder needs, fostering the link between stakeholders and the consortium. Previous Dissemination Workshops targeted policy and decision makers at the national, European, and international level (reports available <a href="https://onehealthejp.eu/outcomes/science-to-policy-translation/reports">here</a>). This workshop instead is dedicated to all those who would like to set up One Health initiatives, encouraging them to learn from the experience of the One Health EJP.</p> <p>The 4th virtual One Health EJP Dissemination Workshop focuses on the interaction with stakeholders to translate science into policy, the impact of the education and training activities, and strategies used for effective dissemination of One Health solutions. Online presentations are given by the members of the One Health EJP <a href="https://onehealthejp.eu/outcomes/science-to-policy-translation/reports">Science to Policy Translation</a> (WP5), <a href="https://onehealthejp.eu/community/education-and-training">Education and Training</a> (WP6), and Communications Teams.</p> <p>Through this workshop, One Health EJP consortium members provide examples of successful strategies and lessons learnt, with the objective of inspiring all those working in this field or setting up new One Health initiatives and increasing the impact of One Health activities in Europe. This is an important legacy of the One Health EJP.</p> <p>Sessions include:</p> <ol> <li> Welcome and introduction.</li> <li> Education and training: Training a new generation of One Health scientists.</li> <li> Communication and dissemination: How to reach One Health audiences.</li> <li> Interactions with stakeholders: targeted dissemination, support, and advocacy. The example of the One Health EJP.</li> <li> Final round table discussion.</li> </ol> <p>Full details on the briefing agenda.</p>
Survey: Open Science in Higher Education
<p>Open Science in (Higher) Education – data of the February 2017 survey</p> <p>This data set contains: </p> <ul> <li>Full raw (anonymised) data set (completed responses) of Open Science in (Higher) Education February 2017 survey. Data are in xlsx and sav format.</li> <li>Survey questionnaires with variables and settings (German original and English translation) in pdf. The English questionnaire was not used in the February 2017 survey, but only serves as translation.</li> <li>Readme file (txt)</li> </ul> <p>Survey structure</p> <p>The survey includes 24 questions and its structure can be separated in five major themes: material used in courses (5), OER awareness, usage and development (6), collaborative tools used in courses (2), assessment and participation options (5), demographics (4). The last two questions include an open text questions about general issues on the topics and singular open education experiences, and a request on forwarding the respondent’s e-mail address for further questionings. The online survey was created with Limesurvey[1]. Several questions include filters, i.e. these questions were only shown if a participants did choose a specific answer beforehand ([n/a] in Excel file, [.] In SPSS). </p> <p>Demographic questions</p> <p>Demographic questions asked about the current position, the discipline, birth year and gender. The classification of research disciplines was adapted to general disciplines at German higher education institutions. As we wanted to have a broad classification, we summarised several disciplines and came up with the following list, including the option “other” for respondents who do not feel confident with the proposed classification:</p> <ul> <li>Natural Sciences</li> <li>Arts and Humanities or Social Sciences</li> <li>Economics</li> <li>Law</li> <li>Medicine</li> <li>Computer Sciences, Engineering, Technics</li> <li>Other</li> </ul> <p>The current job position classification was also chosen according to common positions in Germany, including positions with a teaching responsibility at higher education institutions. Here, we also included the option “other” for respondents who do not feel confident with the proposed classification:</p> <ul> <li>Professor</li> <li>Special education teacher</li> <li>Academic/scientific assistant or research fellow (research and teaching)</li> <li>Academic staff (teaching)</li> <li>Student assistant</li> <li>Other</li> </ul> <p>We chose to have a free text (numerical) for asking about a respondent’s year of birth because we did not want to pre-classify respondents’ age intervals. It leaves us options to have different analysis on answers and possible correlations to the respondents’ age. Asking about the country was left out as the survey was designed for academics in Germany.</p> <p>Remark on OER question</p> <p>Data from earlier surveys revealed that academics suffer confusion about the proper definition of OER<sup><sup>[2]</sup></sup>. Some seem to understand OER as free resources, or only refer to open source software (Allen & Seaman, 2016, p. 11). Allen and Seaman (2016) decided to give a broad explanation of OER, avoiding details to not tempt the participant to claim “aware”. Thus, there is a danger of having a bias when giving an explanation. We decided not to give an explanation, but keep this question simple. We assume that either someone knows about OER or not. If they had not heard of the term before, they do not probably use OER (at least not consciously) or create them. </p> <p>Data collection</p> <p>The target group of the survey was academics at German institutions of higher education, mainly universities and universities of applied sciences. To reach them we sent the survey to diverse institutional-intern and extern mailing lists and via personal contacts. Included lists were discipline-based lists, lists deriving from higher education and higher education didactic communities as well as lists from open science and OER communities. Additionally, personal e-mails were sent to presidents and contact persons from those communities, and Twitter was used to spread the survey.</p> <p>The survey was online from Feb 6<sup>th</sup> to March 3<sup>rd </sup>2017, e-mails were mainly sent at the beginning and around mid-term. </p> <p>Data clearance</p> <p>We got 360 responses, whereof Limesurvey counted 208 completes and 152 incompletes. Two responses were marked as incomplete, but after checking them turned out to be complete, and we added them to the complete responses dataset. Thus, this data set includes 210 complete responses. From those 150 incomplete responses, 58 respondents did not answer 1st question, 40 respondents discontinued after 1st question. Data shows a constant decline in response answers, we did not detect any striking survey question with a high dropout rate. We deleted incomplete responses and they are not in this data set.</p> <p>Due to data privacy reasons, we deleted seven variables automatically assigned by Limesurvey: submitdate, lastpage, startlanguage, startdate, datestamp, ipaddr, refurl. We also deleted answers to question N<sup>o</sup> 24 (email address).</p> <p>References</p> <p>Allen, E., & Seaman, J. (2016). <em>Opening the Textbook: Educational Resources in U.S. Higher Education, 2015-16.</em></p> <p> </p> <p>First results of the survey are presented in the poster:</p> <p>Heck, Tamara, Blümel, Ina, Heller, Lambert, Mazarakis, Athanasios, Peters, Isabella, Scherp, Ansgar, & Weisel, Luzian. (2017). Survey: Open Science in Higher Education. Zenodo. http://doi.org/10.5281/zenodo.400561</p> <p>Contact:</p> <p>Open Science in (Higher) Education working group, see http://www.leibniz-science20.de/forschung/projekte/laufende-projekte/open-science-in-higher-education/.</p> <p> </p> <p>[1] https://www.limesurvey.org</p> <p>[2] The survey question about the awareness of OER gave a broad explanation, avoiding details to not tempt the participant to claim “aware”. </p>
Youth, Science, education and struggles to preserve fragile ecosystems in South America
<p>Presentation made at Panel 5, the Educational, Ethical, and Preservationist Water Question, The Youth and the Climatic Struggle, First International Forum of the Federal University of Pernambuco (UFPE), in Preparation for the 2025 UNCOP30, 21-24 November 2023 Recife, Pernambuco, Brazil.</p>
Overview: GERMAN LANGUAGE OER FOR SOCIAL SCIENCE METHODS EDUCATION
<p>This document contains the corpus of identified OER as well as OER-like on social science research methods in the German language and the used codes to classify the identified resources. This document is provided for secondary use as well as expansion and revision.</p> <p>The collection and classification of the corresponding OER and OER-like was last updated in August 2021 and has to be discussed accordingly. OER and OER-like that were created later or were offline during data collection are not included.</p> <p>The codings provided are only covering content-based aspects and not feature e.g. like license framework or opportunity to comment and discuss.</p>
Supplementary Material - Women's Journey in STEM Education in Brazil: A Rapid Review on Engineering and Computer Science
<p>Supplementary Material for the Rapid Review - Women's Journey in STEM Education in Brazil in Engineering and Computer Science courses</p>
Media education to Open Science | Education des médias à Open Science
<p><strong>Open Science - an opportunity for science journalism -> Poster in English <em>It's Time</em></strong></p> <p>Well-known Swiss media such as RTS, Le Temps or NZZ have sometimes relayed dubious scientific articles. This brings the idea of training journalists at Open Science to acquire new tools and avoid the spread of<em> 'flawed or fake science'</em>. The Swiss National Science Foundation (SNSF) has been providing media training to researchers for years. In turn, journalists and institutional communicators could be trained in Open Science to improve - the selection of scientific content to relay - and the accuracy of the reports. A proposal was formulated in the form of posters at the <a href="http://memento.epfl.ch/event/swissuniversities-open-science-action-plan-kick-of/">swissuniversities Open Science Action Plan: Kick-Off Forum of 17 October 2019</a>. Swissuniversities and the SNSF can unite and begin to make a commitment to raise the awareness of journalists and institutional communicators at Open Science.</p> <p><strong>Open Science - une opportunité pour le journalisme scientifique -> Poster en français <em>Il est Temps</em></strong></p> <p>Des médias réputés tels que la RTS, Le Temps ou la NZZ ont parfois relayé des articles scientifiques douteux. Ce qui amène l’idée d’une formation des journalistes à Open Science pour aquérir de nouveaux outils et éviter la propagation de '<em>flawed ou fake science'. </em>Le Fond National Suisse (FNS) offre des formations aux médias aux chercheurs depuis des années. A leur tour, les journalistes et communicants institutionnels pourraient être formés à Open Science pour améliorer - la sélection de contenus scientifiques à relayer - et la précision des comptes rendus. Une proposition a été formulée sous forme de posters à l’occasion de <a href="http://memento.epfl.ch/event/swissuniversities-open-science-action-plan-kick-of/">swissuniversities Open Science Action Plan: Kick-Off Forum du 17 octobre 2019</a>. Swissuniversities et le FNS peuvent s'unir et commencer à s’engager à sensibiliser les journalistes et communiquants institutionnels à Open Science.</p>
A Systematic Mapping of the Classification of Open Educational Resources for Computer Science Education in Digital Sources (Data)
<p>Data from a Systematic Mapping of the classification of Open Educational Resources for Computer Science Education.</p> <p>Content:</p> <ul> <li>Studies selected</li> <li>Digital sources used to classify Open Educational Resources for Computer Science Education</li> <li>Computer Science domains explored by Open Educational Resources</li> <li>Approaches for the classification of Open Educational Resources for Computer Science Education</li> </ul>
Database of the educational role of Citizen Science in the framework of Open Science from the paradigm of complex thinking
<p>Database for the analysis of the educational role of Citizen Science projects in the framework of Open Science from the paradigm of complex thinking</p>
Sustaining Cities, Naturally Webinar: Education Session - Bioblitz - Citizen science
<p>Poorly planned urbanisation can lead to societal challenges as social deprivation, climate change, deteriorating health and increasing pressure on urban nature. Urban ecosystem restoration can contribute to lessen these challenges, e.g. through implementing nature-based solutions (NBS). </p> <p>This pitch was made as part of the online webinar ‘Sustaining cities, Naturally: Urban ecosystem restoration in Europe, China and Latin America’, which took place as an official side-event of the European Week of Regions and Cities 2022 on 13th and 14th October 2023. The webinar was jointly organised by the projects: INTERLACE, CONEXUS, Regreen and CLEARING HOUSE. </p> <p>The webinar illustrated how Horizon 2020 projects support international cooperation in knowledge creation and knowledge exchange between local authorities and researchers to promote urban ecosystem restoration in Europe, China and Latin America and brought together cities, regions and local authorities, city network representatives, policy makers, researchers, civil society and experts on nature-based solutions and urban ecosystem restoration from Europe, China and Latin America. </p>
01 - A Missing Ingredient in Science Education
<p> </p> <p>Session #1 of the REINFORCE Critical & Scientific Thinking course, 'A Missing Ingredient in Science Education', is given by Nobel Prize laureate Saul Perlmutter, Professor at the University of California, Berkeley, Lawrence Berkeley National Laboratory. During this first session, Prof. Perlmutter covers the problem of collective critical thinking, looking at the ways in which crises of scientific knowledge are also crises of decision-making. He examines intellectual methodologies and poses questions such as what is reality? The Sense and Sensibility and Science course, developed at UC Berkeley, is described, with the areas of Underpinnings and Probabilistic Thinking explained in detail.</p>
Education in the Anthropocene: Assessing planetary health science standards in the US
The environmental crises defining the Anthropocene demand ubiquitous mitigation efforts, met with collective support. Yet, disengagement and disbelief surrounding planetary health threats are pervasive, especially in the United States (US). This skepticism may be influenced by inadequate education addressing the scope and urgency of the planetary health crisis. We analyzed current K-12 science standards related to planetary health throughout the US, assessing their quality and potential predictors of variation. While planetary health education varies widely across the US with respect to the presence and depth of terms, most science standards neglected to convey these concepts with a sense of urgency. Furthermore, state/territory political affiliation and primary GDP contributor were each predictive of the quality of planetary health education. We propose that a nation-wide science standard could fully address the urgency of the planetary health crisis and prevent political bias from influencing the breadth and depth of concepts covered.
Efficacy of Pain Science Education Combined With Exercise in Older Adults With Chronic Pain
ClinicalTrials.gov study NCT07287501. IPD Sharing: YES. Countries: 1. Publications: 13.
Data for: Integrating open education practices with data analysis of open science in an undergraduate course
Open the record for dataset details and reuse information.
Education in the Anthropocene: Assessing planetary health science standards in the US
Open the record for dataset details and reuse information.
The impact of learning modality on team-based learning (TBL) outcomes in anatomical sciences education
<p>Team-based learning (TBL) is an instructional methodology that has been increasingly used in anatomy and physiology education in recent years. The appropriateness of TBL methods for students with diverse preferred sensory learning modalities has not been adequately examined. This study aimed to show the influence of students preferred sensory modality for learning on TBL and traditional academic outcome measures (tests, assignments, etc.). 157 American undergraduate Communication Sciences and Disorders students taking anatomy and physiology courses took the VARK, a questionnaire quantifying their preferred learning modality. These students traditional and TBL measures of academic success were compared by preferred learning modality. A one-way MANOVA failed to find any difference in TBL or other academic outcomes by preferred learning modality (<em>p</em> = .252). The results of this study support the effectiveness of TBL methods for undergraduate students regardless of what sensory mode they prefer to receive information</p>
Dataset for Citizen Science as a Relevant Approach to the Challenges of Complex Thinking Development in Higher Education
<p>Dataset with questions and analysis for the article Citizen Science as a Relevant Approach to the Challenges of Complex Thinking Development in Higher Education: Mapping and Bibliometric Analysis</p>
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.