CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: materials science</title> <meta name="description" content="Search results for: materials science"> <meta name="keywords" content="materials science"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="materials science" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="materials science"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9265</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: materials science</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9265</span> Using Vocabulary Instructional Materials in Improving the Grade Four Students' Learning in Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shirly%20May%20Balais">Shirly May Balais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to evaluate the effects of vocabulary instruction in improving the students’ learning in science. The teacher-researcher utilized the vocabulary instructional materials in enriching the science vocabulary of grade four learners. The students were also given an achievement test to determine the effects of vocabulary instructional materials. The assessment indicated that students had shown improvement in comprehension and science literacy. This also helps the students to grasp, understand, and communicate appropriate science concepts and the integration of imagery makes learning science fun. In this research, descriptive qualitative methods and observation interviews were used to describe the effects of using vocabulary instructional materials in improving the science vocabulary of grade four learners. The students’ perceptions were studied, analyzed, and interpreted qualitatively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instruction" title="instruction">instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/134803/using-vocabulary-instructional-materials-in-improving-the-grade-four-students-learning-in-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9264</span> The Role of Nano-Science in Construction of Civil Engineering and Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrdad%20Abkenari">Mehrdad Abkenari</a>, <a href="https://publications.waset.org/abstracts/search?q=Naghmeh%20Pournayeb"> Naghmeh Pournayeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Ramezan%20Shirazi"> Mohsen Ramezan Shirazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nano-science has been widely used in different engineering sciences. Generally, materials’ application can be determined through their chemical and physical properties. Nano-science has introduced as a new way in production systems that not only turns the materials into very small particles but also, gives them new and considerable properties. Like other fields of study, civil engineering has not been ignorant of benefits and characteristics of new nanotechnology and has used it in the construction industry and environmental engineering. Therefore, considering such chemical properties as elemental analysis and molecular or atomic structure, the present article is aimed at studying the effects of Nano-materials on different branches of civil engineering. Finally, by identifying new Nano-materials, this study attempts to introduce advantages of using these materials for increasing the strength of materials during construction as well as finding new approaches to prevent or reduce the entrance of chemical pollutants during or after construction to the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil" title="civil">civil</a>, <a href="https://publications.waset.org/abstracts/search?q=nano-science" title=" nano-science"> nano-science</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a> </p> <a href="https://publications.waset.org/abstracts/31195/the-role-of-nano-science-in-construction-of-civil-engineering-and-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9263</span> The Need for the Utilization of Instructional Materials on the Teaching and Learning of Agricultural Science Education in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogoh%20Andrew%20Enokela">Ogoh Andrew Enokela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper dwelt on the need for the utilization of instructional materials with highlights on the type of instructional materials, selection, uses and their importance on the learning and teaching of Agricultural Science Education in developing countries. It further discussed the concept of improvisation with some recommendation in terms of availability, utilization on the teaching and learning of Agricultural Science Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title="instructional materials">instructional materials</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20science%20education" title=" agricultural science education"> agricultural science education</a>, <a href="https://publications.waset.org/abstracts/search?q=improvisation" title=" improvisation"> improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/7482/the-need-for-the-utilization-of-instructional-materials-on-the-teaching-and-learning-of-agricultural-science-education-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7482.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9262</span> Science Explorer Modules as a Communication Approach to Encourage High School Students to Pursue Science Careers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Ivan%20Roblas">Mark Ivan Roblas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Science Explorer is a mobile learning science facility in the Philippines. It is a bus that travels to different provinces in the country bringing interactive science modules facilitated by scientists from the industry and academe. The project aims to entice students to get into careers in science through interactive science modules and interaction with real-life scientists. This article looks into the effectiveness of its modules as a communication source and message to encourage high school students to get into careers in the future. The study revealed that as the Science Explorer modules are able to retain students to stay in science careers of their choice and even convert some to choose from non-science to a science degree, it still lacks in penetrating the belief system of the students and influencing them to take a scientific career path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informal%20science" title="informal science">informal science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20science" title=" mobile science"> mobile science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20careers" title=" science careers"> science careers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/89161/science-explorer-modules-as-a-communication-approach-to-encourage-high-school-students-to-pursue-science-careers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9261</span> Moderating Effects of Future Career Interest in Science and Gender on Students' Achievement in Basic Science in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Segun%20Jacob%20Ogunkunle">Segun Jacob Ogunkunle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the moderating effects of future career interest in science and gender on achievement in basic science of students taught in a simulated laboratory and enriched laboratory guide material environments. It adopted the pretest-posttest control group quasi experimental design with a 3x2x2 factorial matrix. A total of 277 (130 males, 147 females; ± 17 years) junior secondary three students randomly selected from six purposively selected secondary schools based on availability of functional computer and physics laboratories participated in the study. Data were collected using achievement test in basic science (r=0.87) and future career interest in science (r=0.99) while analysis of covariance and estimated marginal means were used to test three hypotheses at 0.05 level of significance. The findings of the study show that future career interest in science had significant effect on students’ achievement in basic science whereas gender did not. The interaction effect of future career interest in science and gender on students’ achievement in basic science was not significant. It is therefore recommended that prior knowledge of students’ future career interest in science could be used to improve participation in basic science practical in order to enhance achievement in biology, chemistry, and physics at the post-basic education level in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=future%20career%20interest%20in%20science" title="future career interest in science">future career interest in science</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science" title=" basic science"> basic science</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20laboratory" title=" simulated laboratory"> simulated laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=enriched%20laboratory%20guide%20materials" title=" enriched laboratory guide materials"> enriched laboratory guide materials</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20in%20science" title=" achievement in science"> achievement in science</a> </p> <a href="https://publications.waset.org/abstracts/103529/moderating-effects-of-future-career-interest-in-science-and-gender-on-students-achievement-in-basic-science-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9260</span> Science Education in Nigeria: Issues and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogbeta%20I.%20Joseph">Ogbeta I. Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Habiba%20B.%20A.%20Awwalu"> Habiba B. A. Awwalu</a>, <a href="https://publications.waset.org/abstracts/search?q=Otokiti%20Jimoh"> Otokiti Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper entitled science education in Nigeria issues and challenges highlighted the role of science education to the development of science and technology in Nigeria. Science embraces every attempt of human to explore and manage the natural world, the contribution of science education to the technological development of the nation, the role of science education in ICT development, the importance of mathematics in the development of science education, the paper also analyzed the challenges facing the development of science education to include corruption, insecurity, and political instability, the paper concluded by encouraging the government and other stakeholders in educational sector to pay more attention to the teaching and learning of science in our schools. Therefore recommended the development that emphasizes should be on the teaching and learning of science base subjects in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20and%20national%20development" title=" technology and national development"> technology and national development</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a> </p> <a href="https://publications.waset.org/abstracts/25860/science-education-in-nigeria-issues-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9259</span> Studies on Mechanical Behavior of Kevlar/Kenaf/Graphene Reinforced Polymer Based Hybrid Composites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20K.%20Shivanand">H. K. Shivanand</a>, <a href="https://publications.waset.org/abstracts/search?q=Ranjith%20R.%20Hombal"> Ranjith R. Hombal</a>, <a href="https://publications.waset.org/abstracts/search?q=Paraveej%20Shirahatti"> Paraveej Shirahatti</a>, <a href="https://publications.waset.org/abstracts/search?q=Gujjalla%20Anil%20Babu"> Gujjalla Anil Babu</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20ShivaPrakash"> S. ShivaPrakash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When it comes to the selection of materials the knowledge of materials science plays a vital role in selection and enhancements of materials properties. In the world of material science a composite material has the significant role based on its application. The composite materials are those in which two or more components having different physical and chemical properties are combined to create a new enhanced property substance. In this study three different materials (Kenaf, Kevlar and Graphene) been chosen based on their properties and a composite material is developed with help of vacuum bagging process. The fibers (Kenaf and Kevlar) and Resin(vinyl ester) ratio was maintained at 70:30 during the process and 0.5% 1% and 1.5% of Graphene was added during fabrication process. The material was machined to thedimension ofASTM standards(300×300mm and thickness 3mm)with help of water jet cutting machine. The composite materials were tested for Mechanical properties such as Interlaminar shear strength(ILSS) and Flexural strength. It is found that there is significant increase in material properties in the developed composite material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevlar" title="Kevlar">Kevlar</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenaf" title=" Kenaf"> Kenaf</a>, <a href="https://publications.waset.org/abstracts/search?q=graphene" title=" graphene"> graphene</a>, <a href="https://publications.waset.org/abstracts/search?q=vacuum%20bagging%20process" title=" vacuum bagging process"> vacuum bagging process</a>, <a href="https://publications.waset.org/abstracts/search?q=Interlaminar%20shear%20strength%20test" title=" Interlaminar shear strength test"> Interlaminar shear strength test</a>, <a href="https://publications.waset.org/abstracts/search?q=flexural%20test" title=" flexural test"> flexural test</a> </p> <a href="https://publications.waset.org/abstracts/174472/studies-on-mechanical-behavior-of-kevlarkenafgraphene-reinforced-polymer-based-hybrid-composites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9258</span> Implementation of the Science Curriculum of the Colleges of Education: Successes and Challenges </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Boakye">Cecilia Boakye</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Ghartey%20Ampiah"> Joseph Ghartey Ampiah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we present a case study in which we explored how the 2007 science curriculum of the colleges of education in Ghana was implemented at W College of Education. Purposive sampling was used to select 13 participants, comprising 2 tutors and 6 teacher trainees from W College of Education and, 5 newly qualified Junior High School (JHS) science teachers who were products of W College. Interviews, observations and content analysis were used to collect data. Using the deductive and inductive analytic approaches, the findings showed that although upgraded laboratories have provided for teaching authentic science at W College of Education, they are rather used to accommodate large classes at the expense of practical activities. The teaching and learning methods used by the tutors do not mirror effectively the objectives of the 2007 science curriculum of the colleges of education. There are challenges such as: (a) lack/inadequate equipment and materials, (b) time constraint, and (c) an examination- oriented curriculum that influence the implementation of the curriculum. Some of the suggestions that were made are that: (a) equipment and materials should be supplied to the colleges to facilitate the proper implementation of the curriculum, and (b) class sizes should be reduced to provide enough room for practical activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20size" title="class size">class size</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=examination-oriented%20curriculum" title=" examination-oriented curriculum"> examination-oriented curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20time-constraint" title=" teaching and time-constraint"> teaching and time-constraint</a> </p> <a href="https://publications.waset.org/abstracts/48550/implementation-of-the-science-curriculum-of-the-colleges-of-education-successes-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9257</span> The Importance of Science and Technology Education in Skill Acquisition for Self Dependence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olaje%20Monday%20Olaje">Olaje Monday Olaje</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science and technology has been prove to be the back bone for economic development of any country, and for Nigeria, it has more critical role to play. This paper examines the importance of science and technology education for national development and self dependence for Nigerian citizens. A historical overview of the interconnectivity of science and technology and self dependence is heighted. The current situation and challenges facing science and technology education are also highlighted to bring out the theoretical importance of science and technology education for self dependence which actually has not been practically achieved. Recommendations are also made at the of the study so as to skill acquisition through science and technology for self dependence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-dependence" title=" self-dependence"> self-dependence</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/30436/the-importance-of-science-and-technology-education-in-skill-acquisition-for-self-dependence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9256</span> Development and Validation for Center-Based Learning in Teaching Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Berame">Julie Berame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study probed that out of eight (8) lessons in Science Six have been validated, lessons 1-3 got the descriptive rating of very satisfactory and lessons 4-8 got the descriptive rating of outstanding based on the content analysis of the prepared CBL lesson plans. The evaluation of the lesson plans focused on the three main features such as statements of the lesson objectives, lesson content, and organization and effectiveness. The study used developmental research procedure that contained three phases, namely: Development phase consists of determining the learning unit, lesson plans, creation of the table of specifications, exercises/quizzes, and revision of the materials; Evaluation phase consists of the development of experts’ assessment checklist, presentation of checklist to the adviser, comments and suggestions, and final validation of the materials; and try-out phase consists of identification of the subject, try-out of the materials using CBL strategy, administering science attitude questionnaire, and statistical analysis to obtain the data. The findings of the study revealed that the relevance and usability of CBL lessons 1 and 2 in terms of lesson objective, lesson content, and organization and effectiveness got the rating of very satisfactory (4.4) and lessons 3-8 got the rating of outstanding (4.7). The lessons 1-8 got the grand rating of outstanding (4.6). Additionally, results showed that CBL strategy helped foster positive attitude among students and achieved effectiveness in psychomotor learning objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a>, <a href="https://publications.waset.org/abstracts/search?q=center-based%20learning" title=" center-based learning"> center-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/59914/development-and-validation-for-center-based-learning-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9255</span> Study of Behavior Tribological Cutting Tools Based on Coating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Achour%20L.%20Chekour">A. Achour L. Chekour</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mekroud"> A. Mekroud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tribology, the science of lubrication, friction and wear, plays an important role in science "crossroads" initiated by the recent developments in the industry. Its multidisciplinary nature reinforces its scientific interest. It covers all the sciences that deal with the contact between two solids loaded and relative motion. It is thus one of the many intersections more clearly established disciplines such as solid mechanics and the fluids, rheological, thermal, materials science and chemistry. As for his experimental approach, it is based on the physical and processing signals and images. The optimization of operating conditions by cutting tool must contribute significantly to the development and productivity of advanced automation of machining techniques because their implementation requires sufficient knowledge of how the process and in particular the evolution of tool wear. In addition, technological advances have developed the use of very hard materials, refractory difficult machinability, requiring highly resistant materials tools. In this study, we present the behavior wear a machining tool during the roughing operation according to the cutting parameters. The interpretation of the experimental results is based mainly on observations and analyzes of sharp edges e tool using the latest techniques: scanning electron microscopy (SEM) and optical rugosimetry laser beam. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=friction" title="friction">friction</a>, <a href="https://publications.waset.org/abstracts/search?q=wear" title=" wear"> wear</a>, <a href="https://publications.waset.org/abstracts/search?q=tool" title=" tool"> tool</a>, <a href="https://publications.waset.org/abstracts/search?q=cutting" title=" cutting"> cutting</a> </p> <a href="https://publications.waset.org/abstracts/31229/study-of-behavior-tribological-cutting-tools-based-on-coating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9254</span> The Need for Interdisciplinary Approach in Studying Archaeology: An Evolving Cultural Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inalegwu%20Stephany%20Akipu">Inalegwu Stephany Akipu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Archaeology being the study of mans past using the materials he left behind has been argued to be classified under sciences while some scholars are of the opinion that it does not deserve the status of being referred to as ‘science’. However divergent the opinions of scholars may be on the classification of Archaeology as a science or in the humanities, the discipline has no doubt, greatly aided in shaping the history of man’s past. Through the different stages that the discipline has transgressed, it has encountered some challenges. This paper therefore, attempts to highlight the need for the inclusion of branches of other disciplines when using Archaeology in reconstructing man’s history. The objective of course, is to add to the existing body of knowledge but specifically to expose the incomparable importance of archaeology as a discipline and to place it on such a high scale that it will not be regulated to the background as is done in some Nigerian Universities. The paper attempts a clarification of some conceptual terms and discusses the developmental stages of archaeology. It further describes the present state of the discipline and concludes with the disciplines that need to be imbibed in the use of Archaeology which is an evolving cultural science to obtain the aforementioned interdisciplinary approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=archaeology" title="archaeology">archaeology</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural" title=" cultural"> cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=evolution" title=" evolution"> evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary"> interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/30273/the-need-for-interdisciplinary-approach-in-studying-archaeology-an-evolving-cultural-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9253</span> Gender and Science: Is the Association Universal?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neelam%20Kumar">Neelam Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science is stratified, with an unequal distribution of research facilities and rewards among scientists. Gender stratification is one of the most prevalent phenomena in the world of science. In most countries gender segregation, horizontal as well as vertical, stands out in the field of science and engineering. India is no exception. This paper aims to examine: (1) gender and science associations, historical as well as contemporary, (2) women’s enrolment and gender differences in selection of academic fields, (2) women as professional researchers, (3) career path and recognition/trajectories. The paper reveals that in recent years the gender–science relationship has changed, but is not totally free from biases. Women’s enrolment into various science disciplines has shown remarkable and steady increase in most parts of the world, including India, yet they remain underrepresented in the S&T workforce, although to a lesser degree than in the past. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=universal" title=" universal"> universal</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/6797/gender-and-science-is-the-association-universal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9252</span> Exploring Students’ Views on Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Alshammari">Ahmad Alshammari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on exploring the students’ views about the science education in intermediate stage in State of Kuwait. This study used Social-Culture Theory (SCT) as a theoretical framework to understand the science curriculum reform process through the socio-cultural context and to discuss and explain the study findings. This study used a multi-method design, with both quantitative and qualitative methods to collect the data: students’ questionnaires and interviews. The study sample was selected randomly. First, the questionnaire was conducted with 647 students. Then 30 students (5 in each of 6 focus groups) were chosen to conduct the in-depth interviews. The findings of this study indicated the generally negative views of most of the students about the new science curriculum. The findings showed that most of the students have a negative attitude toward science, they have difficulty understanding most of the lessons, and they do not enjoy studying the science subject. This study recommends reviewing the new science curriculum (now currently in use) and taking into account the perspectives of the students about this curriculum. Developing and adapting the new science curriculum took place without taking into consideration the socio-culture and Islamic religion of Kuwaiti students. The MoE should deal with the relationship between science and culture and between science and religion, integrating more relevant science into the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20views" title=" students views"> students views</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20curriculum" title=" science curriculum"> science curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a> </p> <a href="https://publications.waset.org/abstracts/54004/exploring-students-views-on-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9251</span> Secondary Science Teachers' Views about Purposes of Practical Works in School Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kew-Cheol%20Shim">Kew-Cheol Shim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Hwan%20Moon"> Sung-Hwan Moon</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji-Hyon%20Kil"> Ji-Hyon Kil</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoungho%20Kim"> Kyoungho Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teacher" title=" science teacher"> science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20inquiry" title=" scientific inquiry"> scientific inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20knowledge" title=" scientific knowledge"> scientific knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20attitude" title=" scientific attitude"> scientific attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=STS" title=" STS"> STS</a> </p> <a href="https://publications.waset.org/abstracts/10717/secondary-science-teachers-views-about-purposes-of-practical-works-in-school-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10717.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9250</span> Hemocompatible Thin-Film Materials Recreating the Structure of the Cell Niches with High Potential for Endothelialization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roman%20Major">Roman Major</a>, <a href="https://publications.waset.org/abstracts/search?q=Klaudia%20Trembecka-%20Wojciga"> Klaudia Trembecka- Wojciga</a>, <a href="https://publications.waset.org/abstracts/search?q=Juergen%20Markus%20Lackner"> Juergen Markus Lackner</a>, <a href="https://publications.waset.org/abstracts/search?q=Boguslaw%20Major"> Boguslaw Major </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The future and the development of science is therefore seen in interdisciplinary areas such as bio medical engineering. Self-assembled structures, similar to stem cell niches would inhibit fast division process and subsequently capture the stem cells from the blood flow. By means of surface topography and the stiffness as well as micro structure progenitor cells should be differentiated towards the formation of endothelial cells monolayer which effectively will inhibit activation of the coagulation cascade. The idea of the material surface development met the interest of the clinical institutions, which support the development of science in this area and are waiting for scientific solutions that could contribute to the development of heart assist systems. This would improve the efficiency of the treatment of patients with myocardial failure, supported with artificial heart assist systems. Innovative materials would enable the redesign, in the post project activity, construction of ventricular heart assist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bio-inspired%20materials" title="bio-inspired materials">bio-inspired materials</a>, <a href="https://publications.waset.org/abstracts/search?q=electron%20microscopy" title=" electron microscopy"> electron microscopy</a>, <a href="https://publications.waset.org/abstracts/search?q=haemocompatibility" title=" haemocompatibility"> haemocompatibility</a>, <a href="https://publications.waset.org/abstracts/search?q=niche-like%20structures" title=" niche-like structures"> niche-like structures</a>, <a href="https://publications.waset.org/abstracts/search?q=thin%20coatings" title=" thin coatings "> thin coatings </a> </p> <a href="https://publications.waset.org/abstracts/27004/hemocompatible-thin-film-materials-recreating-the-structure-of-the-cell-niches-with-high-potential-for-endothelialization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9249</span> Effects of Planned Pre-laboratory Discussion on Physics Students’ Acquisition of Science Process Skills in Kontagora, Niger State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akano%20Benedict%20Ubawuike">Akano Benedict Ubawuike</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of pre-laboratory discussion on physics students’ acquisition of science process skills. The study design was quasi-experimental and purposive sampling technique was applied in selecting two schools in Kontagora Town for the research based on the availability of a good physics laboratory. Intact classes already grouped by the school for the sake of small laboratory space and equipment, comprising Thirty (30) students, 15 for experimental group in School A and 15 for control in school B were the subjects for the research. The instrument used for data collection was the lesson prepared for pre – practical discussion and researcher made Science Process Skill Test (SPST ) and two (2) research questions, and two (2) research hypotheses were developed to guide the study. The data collected were analyzed using means and t-Test statistics at 0.05 level of significance. The study revealed that pre-laboratory discussion was found to be more efficacious in enhancing students’ acquisition of science process skills. It also revealed that gender, had no significant effect on students’ acquisition of science process skills. Based on the findings, it was recommended among others that teachers should encourage students to develop interest in practical activities by engaging them in pre-laboratory discussion and providing instructional materials that will challenge them to be actively involved during practical lessons. It is also recommended that Ministries of Education and professional organizations like Science Teachers' Association of Nigeria (STAN) should organize workshops, seminars and conferences for physics teachers and Physics concepts should be taught with practical activity so that the students will do science instead of learning about science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics" title="physics">physics</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=discussion" title=" discussion"> discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=acquisition" title=" acquisition"> acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a> </p> <a href="https://publications.waset.org/abstracts/151983/effects-of-planned-pre-laboratory-discussion-on-physics-students-acquisition-of-science-process-skills-in-kontagora-niger-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9248</span> Evaluation of Introductory Programming Course for Non-Computer Science Majored Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Varol">H. Varol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although students’ interest level in pursuing Computer Science and related degrees are lower than previous decade, fundamentals of computers, specifically introductory level programming courses are either listed as core or elective courses for a number of non-computer science majors. Universities accommodate these non-computer science majored students either via creating separate sections of a class for them or simply offering mixed-body classroom solutions, in which both computer science and non-computer science students take the courses together. In this work, we demonstrated how we handle introductory level programming course at Sam Houston State University and also provide facts about our observations on students’ success during the coursework. Moreover, we provide suggestions and methodologies that are based on students’ major and skills to overcome the deficiencies of mix-body type of classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=non-computer%20science%20major" title=" non-computer science major"> non-computer science major</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20education" title=" programming education"> programming education</a> </p> <a href="https://publications.waset.org/abstracts/46371/evaluation-of-introductory-programming-course-for-non-computer-science-majored-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9247</span> Desired Flow of Radioactive Materials from Logistics Service Quality Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tu%C4%9F%C3%A7e%20Yava%C5%9F%20Ak%C4%B1%C5%9F">Tuğçe Yavaş Akış</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, due to an increased use of radioactive materials, radioactive sources are constantly being transported via air, road and ocean ways for medical, industrial, research etc. purposes throughout the world. The quantity of radioactive materials transported all around the world varies from negligible quantities in shipments of consumer products to very large quantities in shipments of irradiated nuclear fuel. Radioactive materials have been less attractive for social science researchers in literature. In this study, it is aimed to discover desired flow of radioactive materials from logistics service quality (LSQ) perspective. In doing so, case study approach will be employed by using secondary data collected from one of the world’s leading transportation companies’ customer care system reports. Movement of radioactive cargoes containing IR-192 and logistics process will be analyzed with the help of logistics service quality dimensions. Based on the case study that will be conducted, interaction between dimensions, the importance of each dimension in desired flow, and their relevance with desired flow of radioactive materials will be explained. This study will bring out the desired flow of radioactive materials transportation and be a guide for all other companies, employees and researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=logistics%20service%20quality" title="logistics service quality">logistics service quality</a>, <a href="https://publications.waset.org/abstracts/search?q=LSQ%20dimension" title=" LSQ dimension "> LSQ dimension </a>, <a href="https://publications.waset.org/abstracts/search?q=radioactive%20material" title=" radioactive material"> radioactive material</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/80745/desired-flow-of-radioactive-materials-from-logistics-service-quality-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9246</span> Pre-Service Science Teachers' Perceptions Related to the Concept of Laboratory: A Metaphorical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salih%20Uzun">Salih Uzun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The laboratory activities are seen an indispensable part of science, teaching, and learning. In this study, the aim was to identify pre-service science teachers’ perceptions related to the concept of laboratory through metaphors. It is expressed that metaphors can be used as a powerful research tool in order to understand personal perceptions. Therefore, metaphors were used with the aim of revealing a picture regarding how pre-service science teachers perceive laboratory. Within the scope of this aim, phenomenographic research design was adopted for this study and an answer was sought to the question; ‘What are pre-service science teachers’ perceptions about the concept of laboratory?’. The sample of this study was a total of 80 pre-service science teachers at various grade levels in Turkey. Participants were asked to complete the sentence; ‘Laboratory is like…; because…’. Documents including pre-service science teachers’ answers to the open-ended questions were used as data sources and the data were analysed with content analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=laboratory" title="laboratory">laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20science%20teachers" title=" pre-service science teachers"> pre-service science teachers</a> </p> <a href="https://publications.waset.org/abstracts/18484/pre-service-science-teachers-perceptions-related-to-the-concept-of-laboratory-a-metaphorical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9245</span> Interactive Teaching and Learning Resources for Bilingual Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarolta%20Lip%C3%B3czi">Sarolta Lipóczi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ildik%C3%B3%20Szab%C3%B3"> Ildikó Szabó</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of ICT in European Schools has increased over the last decade but there is still room for improvement. Also interactive technology is often used below its technical and pedagogical potentials. The pedagogical potential of interactive technology in classrooms has not yet reached classrooms in different countries and in a substantial way. To develop these materials cooperation between educational researchers and teachers from different backgrounds is necessary. INTACT project brings together experts from science education, mathematics education, social science education and foreign language education – with a focus on bilingual education – and teachers in secondary and primary schools to develop a variety of pedagogically qualitative interactive teaching and learning resources. Because of the backgrounds of the consortium members INTACT project focuses on the areas of science, mathematics and social sciences. To combine these two features (science/math and foreign language) the project focuses on bilingual education. A big issue supported by ‘interactiveness’ is social and collaborative learning. The easy way to communicate and collaborate offered by web 2.0 tools, mobile devices connected to the learning material allows students to work and learn together. There will be a wide range of possibilities for school co-operations at regional, national and also international level that allows students to communicate and cooperate with other students beyond the classroom boarders while using these interactive teaching materials. Opening up the learning scenario enhance the social, civic and cultural competences of the students by advocating their social skills and improving their cultural appreciation for other nations in Europe. To enable teachers to use the materials in indented ways descriptions of successful learning scenarios (i.e. using design patterns) will be provided as well. These materials and description will be made available to teachers by teacher trainings, teacher journals, booklets and online materials. The resources can also be used in different settings including the use of a projector and a touchpad or other technical interactive devices for the input i.e. mobile phones. Kecskemét College as a partner of INTACT project has developed two teaching and learning resources in the area of foreign language teaching. This article introduces these resources as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20educational%20settings" title="bilingual educational settings">bilingual educational settings</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20cooperation" title=" international cooperation"> international cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20teaching%20and%20learning%20resources" title=" interactive teaching and learning resources"> interactive teaching and learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20across%20culture" title=" work across culture"> work across culture</a> </p> <a href="https://publications.waset.org/abstracts/31041/interactive-teaching-and-learning-resources-for-bilingual-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9244</span> Exploring the Formation of High School Students’ Science Identity: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitong.%20Chen">Sitong. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Bing%20Wei"> Bing Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a sociocultural concept, identity has increasingly gained attention in educational research, and the notion of students’ science identity has been widely discussed in the field of science education. Science identity was proved to be a key indicator of students’ learning engagement, persistence, and career intentions in science-related and STEM fields. Thus, a great deal of educational effort has been made to promote students’ science identity in former studies. However, most of this research was focused on students’ identity development during undergraduate and graduate periods, except for a few studies exploring high school students’ identity formation. High school has been argued as a crucial period for promoting science identity. This study applied a qualitative method to explore how high school students have come to form their science identities in previous learning and living experiences. Semi-structured interviews were conducted with 8 newly enrolled undergraduate students majoring in science-related fields. As suggested by the narrative data from interviews, students’ formation of science identities was driven by their five interrelated experiences: growing self-recognition as a science person, achieving success in learning science, getting recognized by influential others, being interested in science subjects, and informal science experiences in various contexts. Specifically, students’ success and achievement in science learning could facilitate their interest in science subjects and others’ recognition. And their informal experiences could enhance their interest and performance in formal science learning. Furthermore, students’ success and interest in science, as well as recognition from others together, contribute to their self-recognition. Based on the results of this study, some practical implications were provided for science teachers and researchers in enhancing high school students’ science identities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title="high school students">high school students</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title=" identity formation"> identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=living%20experiences" title=" living experiences"> living experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20identity" title=" science identity"> science identity</a> </p> <a href="https://publications.waset.org/abstracts/182763/exploring-the-formation-of-high-school-students-science-identity-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9243</span> Rigorous Literature Review: Open Science Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20T.%20Svahn">E. T. Svahn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article documents how open science policy is perceived in the scientific literature globally throughout the history. It also presents what policy needs are persistent to enable safe and effective dissemination of scientific knowledge. This information may be of interest to open science and science policy makers globally, especially in the view of recent adoption of supranational open science policies such as Plan S. Evaluation of open science policy landscape is in pressing need of assessment regarding its impact on the research community and society at wide as no previous literature review has been conducted on the topic. This study is a rigorous literature review based on constructivist grounded theory method on the full body of scientific open science policy publications. Selection of these articles has been conducted in 2019 and 2020 in major global knowledge databases. Through the analysis of these articles, two key themes emerged that are seen to shape the relationship between science and society. 1st is that of the policy enabling open science in a safe and effective way, and 2nd is that of the outcome of the science policy may have on the research community and the wider society. These findings accentuate that open science policies can have a major impact on not only research process and availability of knowledge but also on society itself. As an outcome of this study, a theoretical framework is constructed, and the need for further study on open science policy itself on a higher level becomes apparent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title="constructivist grounded theory">constructivist grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20science%20policy" title=" open science policy"> open science policy</a>, <a href="https://publications.waset.org/abstracts/search?q=rigorous%20literature%20review" title=" rigorous literature review"> rigorous literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20policy" title=" science policy"> science policy</a> </p> <a href="https://publications.waset.org/abstracts/126920/rigorous-literature-review-open-science-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126920.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9242</span> Virtual Science Hub: An Open Source Platform to Enrich Science Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the Virtual Science Hub platform. It is an open source platform that combines a social network, an e-learning authoring tool, a video conference service and a learning object repository for science teaching enrichment. These four main functionalities fit very well together. The platform was released in April 2012 and since then it has not stopped growing. Finally we present the results of the surveys conducted and the statistics gathered to validate this approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/abstracts/search?q=authoring%20tool" title=" authoring tool"> authoring tool</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title=" science teaching"> science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a> </p> <a href="https://publications.waset.org/abstracts/2692/virtual-science-hub-an-open-source-platform-to-enrich-science-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9241</span> Science Subjects Studied and Relation to Income after University Graduation: An Empirical Analysis in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazuo%20Nishimura">Kazuo Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=Junichi%20Hirata"> Junichi Hirata</a>, <a href="https://publications.waset.org/abstracts/search?q=Tadashi%20Yagi"> Tadashi Yagi</a>, <a href="https://publications.waset.org/abstracts/search?q=Junko%20Urasaka"> Junko Urasaka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is an investigation of the effect of science education during the high school education how science graduates of universities are appreciated in the labor market in Japan. We conducted a survey utilizing the internet and analyzed the subjects they were good at and their annual income. The results confirm that among science graduates, workers adept at physics tend to have higher incomes compared to workers good at other subjects. Generational analysis based on the curriculum guideline amendments reveals that the generational difference is small among science majors who are good at physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=income" title=" income"> income</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/53525/science-subjects-studied-and-relation-to-income-after-university-graduation-an-empirical-analysis-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9240</span> Science Process Skill and Interest Preschooler in Learning Early Science through Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seah%20Siok%20Peh">Seah Siok Peh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashimah%20Mohd%20Yunus"> Hashimah Mohd Yunus</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hashimah%20Hashim"> Nor Hashimah Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Mohamad"> Mariam Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A country needs a workforce that encompasses knowledge, skilled labourers to generate innovation, productivity and being able to solve problems creatively via technology. Science education experts believe that the mastery of science skills help preschoolers to generate such knowledge on scientific concepts by providing constructive experiences. Science process skills are skills used by scientists to study or investigate a problem, issue, problem or phenomenon of science. In line with the skills used by scientists. The purpose of this study is to investigate the basic science process skill and interest in learning early science through mobile application. This study aimed to explore six spesific basic science process skills by the use of a mobile application as a learning support tool. The descriptive design also discusses on the extent of the use of mobile application in improving basic science process skill in young children. This study consists of six preschoolers and two preschool teachers from two different classes located in Perak, Malaysia. Techniques of data collection are inclusive of observations, interviews and document analysis. This study will be useful to provide information and give real phenomena to policy makers especially Ministry of education in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science%20process%20skill" title=" basic science process skill"> basic science process skill</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20science" title=" early science"> early science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a> </p> <a href="https://publications.waset.org/abstracts/54008/science-process-skill-and-interest-preschooler-in-learning-early-science-through-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9239</span> Analysis of Learning Difficulties among Preservice Students towards Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nahla%20Khatib">Nahla Khatib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated several learning difficulties that affected the classroom learning experience of preservice students who are studying general science and methods of teaching science students at Faculty of Educational Studies at the Arab Open University (AOU) in Amman, Jordan. The focus questions for this study were to find answers for the following: 1. What are the main areas of learning difficulty among preservice students towards science education? 2. What are the main aspects of reducing obstacles towards success in science education? To achieve this goal, the researcher prepared a questionnaire which included 30 items to point out the learning difficulties among preservice students towards science education. The questionnaire was distributed among students enrolled in the general science courses 1&2 and methods of teaching science courses at the beginning of the spring semester of year (2013-2014). After collecting the filled questionnaire a descriptive statistical analysis was carried out (means and standard deviation) for the items of the questionnaire. After analyzing the data statistically our findings showed that student control–factors as well as course controlled factor, factors related to the nature of science, and factors related to the role of instructor affected student success toward science education. The study was concluded with a number of recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title="nature of science">nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/11993/analysis-of-learning-difficulties-among-preservice-students-towards-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11993.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9238</span> Evaluation of Published Materials in Meeting the Information Needs of Students in Three Selected College Libraries in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafiat%20Olasumbo%20Akande">Rafiat Olasumbo Akande</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most college libraries in Oyo State show signs of unhealthy collection practices like the preponderance of non-recent collections and indiscriminate acquisition of sub-standard books from hawkers. The objective of this study, therefore, is to determine the extent at which available published materials in those college libraries are able to meet both knowledge and information needs of students in those institutions. A descriptive survey was conducted among 18 librarians and 21 library officers in three colleges purposively selected for the exercise using simple sampling technique. In all, 279 questionnaires were administered and out of those 279 administered, 265 were returned and analyzed using Statistical Package for Social Science (SPSS). Three College Librarian were also interviewed. Findings from the study showed that due to the paucity of funds, obsolete materials, and sub-standard materials being procured from roadside book hawkers hinders the college libraries in meeting the information needs of the students in these college libraries. It then concluded that only when there is standard procedure for collection management and acquisition of library materials that the knowledge and information needs of the students could be met. The study recommends that students and curriculum review committee members from various departments should always be involved in determining materials needed by the library to meet students information needs and that institution authority must fund, monitor and ensure compliance with the acquisition policy in place in the college libraries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=libraries" title="libraries">libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=published%20materials" title=" published materials"> published materials</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20needs" title=" information needs"> information needs</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/47292/evaluation-of-published-materials-in-meeting-the-information-needs-of-students-in-three-selected-college-libraries-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9237</span> Data Science in Military Decision-Making: A Semi-Systematic Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20W.%20Meerveld">H. W. Meerveld</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20H.%20A.%20Lindelauf"> R. H. A. Lindelauf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In contemporary warfare, data science is crucial for the military in achieving information superiority. Yet, to the authors’ knowledge, no extensive literature survey on data science in military decision-making has been conducted so far. In this study, 156 peer-reviewed articles were analysed through an integrative, semi-systematic literature review to gain an overview of the topic. The study examined to what extent literature is focussed on the opportunities or risks of data science in military decision-making, differentiated per level of war (i.e. strategic, operational, and tactical level). A relatively large focus on the risks of data science was observed in social science literature, implying that political and military policymakers are disproportionally influenced by a pessimistic view on the application of data science in the military domain. The perceived risks of data science are, however, hardly addressed in formal science literature. This means that the concerns on the military application of data science are not addressed to the audience that can actually develop and enhance data science models and algorithms. Cross-disciplinary research on both the opportunities and risks of military data science can address the observed research gaps. Considering the levels of war, relatively low attention for the operational level compared to the other two levels was observed, suggesting a research gap with reference to military operational data science. Opportunities for military data science mostly arise at the tactical level. On the contrary, studies examining strategic issues mostly emphasise the risks of military data science. Consequently, domain-specific requirements for military strategic data science applications are hardly expressed. Lacking such applications may ultimately lead to a suboptimal strategic decision in today’s warfare. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20science" title="data science">data science</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20superiority" title=" information superiority"> information superiority</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title=" literature review"> literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=military" title=" military"> military</a> </p> <a href="https://publications.waset.org/abstracts/155179/data-science-in-military-decision-making-a-semi-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9236</span> Inquiry-based Science Education in Computer Science Learning in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maslin%20Masrom">Maslin Masrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Nik%20Hasnaa%20Nik%20Mahmood"> Nik Hasnaa Nik Mahmood</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Normeza%20Wan%20Zakaria"> Wan Normeza Wan Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizul%20Azizan"> Azizul Azizan</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshaliza%20Kamaruddin"> Norshaliza Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, in science education, the teacher provides facts and the students learn them. It is outmoded for today’s students to equip them with real-life situations, mainly because knowledge and life skills are acquired passively from the instructors. Inquiry-Based Science Education (IBSE) is an approach that allows students to experiment, ask questions, and develop responses based on reasoning. It has provided students and teachers with opportunities to actively engage in collaborative learning via inquiry. This approach inspires the students to become active thinkers, research for solutions, and gain life-long experience and self-confidence. Therefore, the research aims to investigate how the primary-school teacher supports students or pupils through an inquiry-based science education approach for computer science, specifically coding skills. The results are presented and described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20science%20education" title="inquiry-based science education">inquiry-based science education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/147613/inquiry-based-science-education-in-computer-science-learning-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=308">308</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=309">309</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=materials%20science&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>