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Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Does marine science sound like an exciting career, but you're not exactly sure what jobs are out there or how to get started? You've come to the right place. In South Carolina, there are many organizations, state and federal agencies, non-profits, universities, and local governments that have careers in marine science.

Vols. 4-38, 40-41 include Record of political events, Oct. 1, 1888-Dec. 31, 1925 (issued as a separately paged supplement to no. 3 of v. 31-38 and to no. 1 of v. 40) ; Microfilm. ; Mode of access: Internet. ; Issued by the Academy of Political Science in the City of New York, 1909- ; by the Academy of Political Science, Edited by the Faculty of Political Science of Columbia University ; Vols. 1-15, 1886-1900. 1 v; Vols. 1-30, 1886-1915. 1 v.; Vols. 1-45, 1886-1930. 1 v.; Vols. 46-65, 1931-50. 1 v ; NEWS; MICROFILM 21252: See call no. H1 P8 for MAIN holdings on paper for this title. ; MAIN; AQ P66: Includes reprint editions when original not available ; SCP weekly serials 2007/2008. ; UPD

The research field of science education has gathered questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes under the umbrella concept 'nature of science' (NOS). Previous research has suggested that teaching ought to focus much more on these issues, but so far the focus has been on older children and students, while there is a lack of research on NOS teaching for the youngest children (up to six years). In this conceptual article,we suggest that NOS should be taught from the outset, and thus be part of science teaching in the early years. We put forward arguments as to why this early introduction coupled to the overall values and aims of democracy and social justice is important, and elaborate on the kind of NOS issues that could be included in science teaching aimed at the youngest children. ; This work was supported by the research platform 'Collaboration for Learning' at Kristianstad University, Sweden [2017-2312-519, 2018-2312-557 and 2019-2312-590].

The proper preservation of both current and historical scientific data will underpin a multitude of ecological, economic and political decisions in the future of our society. The SCIDIP-ES project addresses the long-term persistent storage, access and management needs of scientific data by providing preservation infrastructure services. Taking exemplars from the Earth Science domain we highlight the key preservation challenges and barriers to be overcome by the SCIDIP-ES infrastructure. SCIDIP-ES augments existing science data e-infrastructures by adding specific services and toolkits, which implement core preservation concepts, thus guaranteeing the long-term access to data assets across and beyond their designated communities. ; European Space Agency ESA-ESRIN, Italy, Alliance for Permanent Access, The Netherlands, Science and Technology Facility Council, United Kingdom.

A review devoted to the historical statistical and comparative study of politics, economics and public law. ; A review devoted to the historical statistical and comparative study of politics, economics and public law. ; Vols. 4-38, 40-41 include Record of political events, Oct. 1, 1888-Dec. 31, 1925 (issued as a separately paged supplement to no. 3 of v. 31-38 and to no. 1 of v. 40). ; Mode of access: Internet. ; Electronic mode of access: World Wide Web. ; Microfilm copy: Microfilm. Ann Arbor, Mich., University Microfilms. reels. 35 mm. ; Issued in print, microform, and online. ; Edited by the Faculty of Political Science of Columbia University (1909- for the Academy of Political Science).

This White Paper explores the potential for learning from, and the practice of, citizen science to foster innovation in science. Citizen science, operating both within and outside of established research organisations and engaging with civil society has the potential to feed back into science not only in terms of social aspects of how and by whom science is done, but also in terms of impact on the concrete outcomes of scientific research. This document takes a sociological and political perspective on the opportunities offered by citizen science for facing existing challenges within the practice of science. It aims to communicate to scientific researchers and policymakers involved in citizen science the under-explored potential for innovation within scientific practice from advances made in the practice of citizen science.

Includes index. ; Shipping list no.: 88-164-P. ; Mode of access: Internet.

Celebrating its 5th anniversary, this year's Science in the House exhibition was a most memorable occasion. The event was held on Thursday 29th September at 11:00 am in the main foyer of the Parliament Building in Valletta. The event commenced with opening remarks from Prof. Alex Felice, chairman of the Science in the City/European Researchers' Night consortium followed by a distinguished list of speakers including Prof. Alfred Vella, Rector of the University of Malta, the Hon. Evarist Bartolo M.P., Minister for Education and Employment, and the Hon. Anglu Farrugia M.P., Speaker of the House of Representatives, Parliament of Malta. This year's event showcased a selection of research projects on neuroscience and brain research in addition to the regular compliment of posters from across various research disciplines. A set of four posters on the neuroscience theme presented research on the use of stereo-electroencephalography (EEG), the treatment of epilepsy with light, biochemical studies of autism and research related to depression, addition and epilepsy. Science in the House is organised by the Malta Chamber of Scientists, the RIDT and the Science in the City/European Researchers' Night consortium and part funded by the EU Marie Sklodowska-Curie Action of the Horizon 2020 (H2020) Programme. ; peer-reviewed

Includes index. ; Shipping list no.: 90-722-P. ; Mode of access: Internet.

Recent gender analyses have been opening new paths for innovation and excellence. They are the basis for the Gendered Innovations project, led by the science historian Londa Schiebinger, in joint collaboration with the European Union. However, this work did not come out of nowhere; it is supported by decades of gender and science studies consisting of different research lines that critically reviewed the history of science and recovered the story of women's contributions to different scientific fields. This paper reviews the origin and genealogy of the project, highlights its positive effects, and highlights examples of its achievements.

One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. Descriptive study, followed by developmental research has been done to determine the factors that caused the weakness, to find the right solution. In addition, the research that involving 25 teachers as subject, has also examined how far the treatment can be able to overcome the problems. The descriptive research shows that almost all of teachers did not have skillful on how to teach science in integrated way. This is because all of teacher's background is not from fully integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by government) on integrated science teaching, but it apparently have not succeeded. The eight steps of learning approach has been developed and implemented along the training: (1) Building common perception on science literacy, (2) integrated science analysis based on current curriculum and lesson analysis, (3) presentation, (4) designing lesson plan in groups, (5) simulation, (6) designing lesson plan individually, (7) evaluation-reflection, and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans eventually improves much better as well as the understanding on integrated science concepts. Only three teachers have to follow remediation in making lesson plan because they still not fulfill requirement of graduation (minimum 80% achievement of conceptual understand, performance, and lesson plan product).

Physics and politics; an application of the principles of natural science to political society, by Walter Bagehot -- History of the science of politics, by Frederick Pollock. ; Mode of access: Internet.

On rare occasions in the history of science, remarkable discoveries transform human society and forever alter mankind's view of the world. Examples of such discoveries include the heliocentric theory, Newtonian physics, the germ theory of disease, quantum theory, plate tectonics and the discovery that DNA carries genetic information. The science philosopher Thomas Kuhn famously described science as long periods of normality punctuated by times of crisis, when anomalous observations culminate in revolutionary changes that replace one paradigm with another. This essay examines several transformative discoveries in the light of Kuhn's formulation. We find that each scientific revolution is unique, with disparate origins that may include puzzle solving, serendipity, inspiration, or a convergence of disparate observations. The causes of revolutionary science are varied and lack an obvious common structure. Moreover, it can be difficult to draw a clear distinction between so-called normal and revolutionary science. Revolutionary discoveries often emerge from basic science and are critically dependent on nonrevolutionary research. Revolutionary discoveries may be conceptual or technological in nature, lead to the creation of new fields, and have a lasting impact on many fields in addition to the field from which they emerge. In contrast to political revolutions, scientific revolutions do not necessarily require the destruction of the previous order. For humanity to continue to benefit from revolutionary discoveries, a broad palette of scientific inquiry with a particular emphasis on basic science should be supported.