Education Commons^™

Covid Strategy, Finn Kane, Joseph Katosh, Caleb Osuna

Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal

This presentation was done by the entire class in a Communication, Media & Rhetoric course taught by Dr. Rhea Walker. While the entire class worked on the project, only the named authors wished to be included in the journal publication. This presentation describes a strategy for the University of Minnesota system to use in the occurrence of another pandemic, written by students who experienced the pandemic during their education in both college and high school.

Approaches To Broadening Participation With Ap Computer Science Principles, Audrey Le Meur

Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal

The Advanced Placement Computer Science Principles (AP CSP) course framework was created with the intention of broadening participation in computing. Research has produced mixed results on whether or not the framework succeeds in that goal. Given that teachers have significant freedom in how they choose to teach the AP CSP content, students can have a variety of experiences that may or may not impact their continued participation in CS. In this paper, I compare four different approaches to the AP CSP framework by examining their impact on AP exam scores, self-efficacy and confidence, belongingness and identity, and persistence and interest, …

Successes And Shortfalls: A Comparison Of German And American Environmental Education, Sophie Wieland

Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal

Germany and the United States have very different national policies related to climate change mitigation and adaptation, a reflection of starkly different public views on climate change. Public opinions on the environment have many influences, with primary and secondary public education being a factor in the development of environmentally friendly opinions and behaviors. The differences in each country’s approach to the environment, overall methods of environmental education, and continuing problems in climate education are investigated here through a literature search. Both Germany and the US have education systems centered on regional control, and slow change of educational standards plagues both …

Minnesota-North Dakota Academies Of Science, 1994, Roland Dille

Journal of the Minnesota Academy of Science

No abstract provided.

Science Education

Journal of the Minnesota Academy of Science

Abstracts of articles on science education, including abstracts on biology, chemistry, interdisciplinary, and physics.

Mathematics Education For Gifted Students, Wayne Roberts

Journal of the Minnesota Academy of Science

Three Minnesotans were among the 25 secondary students invited to a special training session held on the campus of the Naval Academy at Annapolis this past summer. This program, designed for students who represent an important national resource in a technologically competitive world, is held each summer. Students qualify for invitation on the basis of a series of examinations conducted by the Mathematical Association of America (MAA).

The over-representation of Minnesota is noteworthy because it reverses a long-standing pattern in which our best students have been underrepresented in the MAA program to identify outstanding students of mathematics. The results in …

An Evaluation Of Science Education In Minnesota: Grades 7-12, Frances Lawrenz, Elizabeth Thornton

Journal of the Minnesota Academy of Science

There is a national priority for change in education, and in science education particularly (1). In a review of national data, the National Science Board (2) states that American students perform poorly in comparison with students from other industrialized nations and even with students from some third world countries. The 1986 National Assessment of Educational Progress science assessment (3) provides evidence that student understanding of science concepts is improving from the recent past but still has not compensated for declines in the 1970s. The NAEP science data suggest that a majority of our nation's 17-year-olds are poorly equipped for informed …

Minnesota's 1990 Environmental Education Act, Mark A. Davis

Journal of the Minnesota Academy of Science

The development of new technologies and effective environmental management by communities, states, and nations will not be enough to arrest and repair the environmental degradation that exists in the world today. Nor will technology and management alone be able to prevent significant environmental degradation in the future. Extensive pollution and other types of environmental degradation have occurred because societies have not sufficiently understood and valued their environments. The development of environmentally sound societies will require changed attitudes and a citizenry which is informed about the environment. Thus, it is essential that environmental education be a part of the long range …

The State Of Environmental Education In Minnesota, Ann Sigford

Journal of the Minnesota Academy of Science

Minnesota has an excellent reputation for its environmentally aware citizenry. It is also nationally known for its environmental education facilities and school programs. Which one is the result of the other is debatable; but the fact remains that Minnesotans and their legislators value environmental education. Yet environmental education in Minnesota is not without difficult issues and challenges.

This paper seeks to clarify the goals of environmental education in Minnesota and to explain who participates in it, where it is done, and how it has mushroomed in the twenty years since the first Earth Day.

Mas Provides A Solution For The 1990s, Gary Goken

Journal of the Minnesota Academy of Science

No abstract provided.

The St. Croix Field Research Station: A New Facility And Program Of The Science Museum Of Minnesota, Ronald W. Lawrenz

Journal of the Minnesota Academy of Science

No abstract provided.

Report On The Conference Of Post-Secondary Environmental Educators, Caryl Edward Buchwald, Shirley M. Dougherty

Journal of the Minnesota Academy of Science

No abstract provided.

Thoughts On Science Coordination In Minnesota, Wayne C. Wolsey

Journal of the Minnesota Academy of Science

No abstract provided.

Science Education: Opportunities And Obligations, A. Truman Schwartz

Journal of the Minnesota Academy of Science

No abstract provided.

Science Education In Minnesota: An Update, Adela S. Elwell

Journal of the Minnesota Academy of Science

No abstract provided.

Biotechnology And Its Future: Implications For School And Careers, John Frey, John Cronn

Journal of the Minnesota Academy of Science

No abstract provided.

Issues In Teaching Science, M. Ediger

Journal of the Minnesota Academy of Science

Vital issues in the science curriculum include: 1) product versus process goals; 2) inductive versus deductive learning; 3) a psychological versus a logical curriculum; and 4) subject centered versus activity centered units of study. Each student needs to achieve optimally regardless of the position(s\ taken by science teachers on any one of the above named issues.

The Minnesota Academy Of Science: History And Outlook, M. I. Harrigan, Angelo Cohn

Journal of the Minnesota Academy of Science

No abstract provided.

Education As A Strategy In Foreign Policy Of The United States, Ghulam M. Haniff

Journal of the Minnesota Academy of Science

The role of international education as an element in the foreign policy strategy of the United States is examined from the end of World War II until the late sixties. It is hypothesized that education was used as a convenient device during the period of the Cold War for conducting international relations when the battle for men's minds was being fought by the superpowers. Data presented indicates that with the intensification of the Cold War, a greater interest was expressed in international educational projects. As an instrument of the United States foreign policy, education was conceived as a convenient format …

St. Paul, Minnesota, Chosen As Site 1980 International Science And Engineering Fair

Journal of the Minnesota Academy of Science

No abstract provided.

Minnesota Academy Of Science Committed To Youth

Journal of the Minnesota Academy of Science

No abstract provided.

What Is The International Science And Engineering Fair?

Journal of the Minnesota Academy of Science

No abstract provided.

One Teacher's View Of Science Fairs, E. William Anderson

Journal of the Minnesota Academy of Science

No abstract provided.

A Three Time Isef Winner Reflects On Involvement In Science Fair Program, Linda Mcdonald

Journal of the Minnesota Academy of Science

No abstract provided.

1980 Isef Logo Theme Is New Physics, Alex Taylor

Journal of the Minnesota Academy of Science

No abstract provided.

3m Officer To Lead 1980 Fair

Journal of the Minnesota Academy of Science

No abstract provided.

A Parents Point Of View, Leonard Rabatin, Joanne Rabatin

Journal of the Minnesota Academy of Science

No abstract provided.

Minnesota's Talented Young Scientists Compete In Cleveland Fair

Journal of the Minnesota Academy of Science

No abstract provided.

Effect Of Behavioral Objectives On Student Achievement In Biology, Dale R. Carlson

Journal of the Minnesota Academy of Science

This study attempts to determine if utilization of behavioral objectives in the freshman biology sequence significantly improved student achievement. The mean grade point of students in the sequence in the two years preceding the use of behavioral objectives was compared with the mean grade point of students in the sequence in two years when behavioral objectives were applied. A one tailed t-test using mean biology grade point was used to test the directional hypothesis: the experimental group achieved at a. significantly higher level than the control group. The directional hypothesis was tested at the .05 level of significance for a …

Laboratory, Computer Program Audio-Visual Or Lecture Methods, Karin A. Ostrand

Journal of the Minnesota Academy of Science

A comparison is made of the relative learning effectiveness under several instructional methods: a laboratory approach, computer-programmed instruction, and audio-visual teaching, with the traditional lecture method as a control. No significant differences have been recorded relative to the different methods or sex of the students. Some indication of preference among the laboratory and computer groups for those activities is noted, but not sufficiently strong to be considered educationally significant.