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Article
Publication date: 1 June 2003

Mark Shelton

2498

Abstract

Details

Collection Building, vol. 22 no. 2
Type: Research Article
ISSN: 0160-4953

Keywords

Book part
Publication date: 11 August 2022

Emma Weitkamp and Carla Almeida

Abstract

Details

Science & Theatre: Communicating Science and Technology with Performing Arts
Type: Book
ISBN: 978-1-80043-641-1

Open Access
Book part
Publication date: 4 May 2018

Sri Setiawaty, Nuraini Fatmi, Ayu Rahmi, Ratna Unaida, Fakhrah, Izkar Hadiya, Iryana Muhammad, Mursalin, Muliana, Rohantizani, Alchalil and Ratih Permana Sari

Purpose – The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students’…

Abstract

Purpose – The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students’ science process skills and science attitudes.

Design/Methodology/Approach – The pre-experimental design, which is a mixed method approach is used in the study that included a pretest-posttest one group model and descriptive quantitative.

Findings – As a result of data analysis that STEM learning significantly enhances students’ science process skills and attitudes toward inquiry instruction. This study examines how participation in a semester long inquiry-based STEM learning project that involves interdisciplinary skills, sociological research on attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students.

Research Limitations/Implications – Quantitative research is needed to determine the more common effects of learning outcomes. However, this study only determines a self-assessment on science attitudes. The other one is a limitation on the participants and reviewing aspects of learning with more variables in order to obtain more optimal results.

Practical Implications – The results of this study have practical implications in terms of hands-on activities. The learning model can be used to explain the concept of multidisciplinary studies and particularly to students and their parents. It will be a useful model for lecturers, personal tutors, and any other practitioners involved in hands-on activities.

Originality/Value – This paper innovative at a conceptual level of education development for students, graduates, and it is very simple descriptive papers. It will be of value to anybody with an interest in education competitiveness issues.

Details

Proceedings of MICoMS 2017
Type: Book
ISBN:

Keywords

Abstract

Details

Science & Theatre: Communicating Science and Technology with Performing Arts
Type: Book
ISBN: 978-1-80043-641-1

Abstract

Details

Innovations in Science Teacher Education in the Asia Pacific
Type: Book
ISBN: 978-1-78190-702-3

Book part
Publication date: 19 February 2019

Jane Turner and Clare Warren

In 1976, in a speech at Ruskin College, Oxford, Prime Minister James Callaghan asked ‘Why is it that such a high proportion of girls abandon science before leaving school?’ …

Abstract

In 1976, in a speech at Ruskin College, Oxford, Prime Minister James Callaghan asked ‘Why is it that such a high proportion of girls abandon science before leaving school?’ (Gillard, 2018). Little has changed over the last 40 years; a recent report from the National Audit Office (2018, p. 28) stated that only 8% of science, technology, engineering and mathematics (STEM) apprenticeships were taken up by women in 2016/2017 and that the shortage of STEM skills in the workforce is a key UK economic problem. However, just as the Aldridge marriage has been the source of considerable interest and the site of significant financial investment in terms of designer kitchens and expensive holidays, so has the issue of ‘girls in science’ been a consistently debated topic and taken up a large chunk of government and industry spending. Research (Archer et al., 2013) suggests that although children enjoy their science experiences in school, too few pupils aspire to a STEM career. It reveals that the pupils most likely to aspire to careers in science are those whose families have high ‘science capital’ which ‘refers to the science-related qualifications, understanding, knowledge (about science and “how it works”), interest and social contacts (e.g. “knowing someone who works in a science-related job”)’ (Archer et al., 2016, p. 3).

Episodes of The Archers are full of scientific talk, from herbal leys to plate meters. This chapter looks at how the science capital in Ambridge is shared. Why is Alice Carter an engineer and not Emma Grundy? Will Kiera Grundy choose physics A level? Who are the female STEM role models? How can the concept of science capital help us to understand the career paths of Ambridge residents? Will the young girls of Ambridge remedy the gender imbalance in STEM careers?

Details

Gender, Sex and Gossip in Ambridge
Type: Book
ISBN: 978-1-78769-948-9

Book part
Publication date: 1 December 2009

Jerlando F.L. Jackson, Juan E. Gilbert, LaVar J. Charleston and Kinnis Gosha

The Computing Research Association (CRA) was formed in 1972 as the Computer Science Board (CSB), which provided a forum for the chairs of Ph.D.-granting computer science

Abstract

The Computing Research Association (CRA) was formed in 1972 as the Computer Science Board (CSB), which provided a forum for the chairs of Ph.D.-granting computer science departments to discuss issues and share information (CRA, 2009). Since 1989, women have never accounted for more than 24% of the computer science faculty at any given rank (e.g., assistant, associate, or full professor). Currently, women represent 21.7%, 15.4%, and 11.7% of computer science faculty at the assistant, associate, and full professor ranks, respectively. Women have been as much as 24% of the Ph.D. graduates in computing in a single year. Since 1998, African Americans have never accounted for more than 2.0%, 1.4%, and 0.7% of the assistant, associate, and full professors, respectively, in computer science. Furthermore, African Americans have never accounted for more than 2% of the Ph.D. graduates in computer science in a single year over that same time period. It appears women and African Americans overall are underrepresented among the ranks of computer science faculty, but to what extent?

Details

Black American Males in Higher Education: Research, Programs and Academe
Type: Book
ISBN: 978-1-84950-643-4

Open Access
Article
Publication date: 8 March 2024

Camila Alvarenga and Cicero Braga

In Brazil, over 4.7 million women enrolled in university in the year 2017. However, Brazilian women have been consistently overrepresented in humanities and care majors and…

Abstract

Purpose

In Brazil, over 4.7 million women enrolled in university in the year 2017. However, Brazilian women have been consistently overrepresented in humanities and care majors and underrepresented in science, technology, engineering and mathematics (STEM). Given that observed gender differences in math-intensive fields have lasting effects on gender inequality in the labor market, and that observed gender variations do not necessarily associate with differences in innate ability, in this paper we explore the paths of societal gender bias and gender differences in a Brazilian university.

Design/methodology/approach

We conduct a social experiment at a University in Southeastern Brazil, applying the gender-STEM Implicit Association Test.

Findings

We found that women in STEM are less likely to show gender-STEM implicit stereotypes, compared to women in humanities. The results indicate a negative correlation between implicit gender stereotyping and the choice of math-intensive majors by women.

Originality/value

The stereotype-congruent results are indicative of the gender bias in Brazilian society, and suggest that stereotypes created at early stages in life are directly related to future outcomes that reinforce gender disparities in Brazil, which can be observed in career choices.

Details

EconomiA, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1517-7580

Keywords

Open Access
Article
Publication date: 15 February 2024

Pertti Vakkari

The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the…

Abstract

Purpose

The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the organization of sciences and Fuchs’ (1993) theory about scientific change.

Design/methodology/approach

The study combines historical source analysis with conceptual and theoretical analysis for characterizing LIS. An attempt is made to empirically validate the distinction between LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

Findings

The origin of fragmentation in LIS due the contributions of other disciplines can be traced in the 1960s and 1970s for solving the problems produced by the growth of scientific literature. Computer science and business established academic programs and started research relevant to LIS community focusing on information retrieval and bibliometrics. This has led to differing research interests between LIS and other disciplines concerning research topics and methods. LIS has been characterized as fragmented adhocracy as a whole, but we make a distinction between research topics LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

Originality/value

The paper provides an elaborated historical perspective on the fragmentation of LIS in the pressure of other disciplines. It also characterizes LIS as discipline in a fresh way by applying Whitley’s (1984) theory.

Details

Journal of Documentation, vol. 80 no. 7
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 26 February 2024

Victoria Delaney and Victor R. Lee

With increased focus on data literacy and data science education in K-12, little is known about what makes a data set preferable for use by classroom teachers. Given that…

Abstract

Purpose

With increased focus on data literacy and data science education in K-12, little is known about what makes a data set preferable for use by classroom teachers. Given that educational designers often privilege authenticity, the purpose of this study is to examine how teachers use features of data sets to determine their suitability for authentic data science learning experiences with their students.

Design/methodology/approach

Interviews with 12 practicing high school mathematics and statistics teachers were conducted and video-recorded. Teachers were given two different data sets about the same context and asked to explain which one would be better suited for an authentic data science experience. Following knowledge analysis methods, the teachers’ responses were coded and iteratively reviewed to find themes that appeared across multiple teachers related to their aesthetic judgments.

Findings

Three aspects of authenticity for data sets for this task were identified. These include thinking of authentic data sets as being “messy,” as requiring more work for the student or analyst to pore through than other data sets and as involving computation.

Originality/value

Analysis of teachers’ aesthetics of data sets is a new direction for work on data literacy and data science education. The findings invite the field to think critically about how to help teachers develop new aesthetics and to provide data sets in curriculum materials that are suited for classroom use.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

Keywords

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