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science</title> <meta name="description" content="Search results for: material science"> <meta name="keywords" content="material 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 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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="material 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> 9110</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: material science</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9110</span> Reproductive Health Education (RHE) Toolkit for Science Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivy%20Jeralyn%20T.%20Andres">Ivy Jeralyn T. Andres</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20B.%20Macugay"> Eva B. Macugay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a descriptive research design utilizing the Research and Development (R&D) methodology, this study focused on the development of Reproductive Health Education (RHE) Toolkit for Science Teachers that provides a guide in teaching reproductive health. Based on the findings, the teacher-respondents identified nine topics that can be included in the development of the RHE toolkit. The topics included are The Male Reproductive System, The Female Reproductive System, The Roles of Hormones in Male and Female Reproductive System, Menstrual Cycle, Fertilization, Pregnancy and Childbirth, Breastfeeding, Human Reproductive and Developmental Concerns and Reproductive Health Management and Diseases. The developed RHE Toolkit is remarked as very highly valid and very highly acceptable learning material. The validators and evaluators acknowledged the developed RHE toolkit as clear, creative, and academically useful supplemental material for educating reproductive health. Moreover, it follows the principles of SMART objectives, factual, timely, and relevant content for both learners and the community as a whole. Science teachers should employ the RHE Toolkit in teaching reproductive health education into their respective classes. It is also suggested that the developed RHE toolkit can be implemented to elementary pupils and the community, particularly in rural areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reproductive%20health%20education" title="reproductive health education">reproductive health education</a>, <a href="https://publications.waset.org/abstracts/search?q=toolkit" title=" toolkit"> toolkit</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teachers" title=" science teachers"> science teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=supplemental%20material" title=" supplemental material"> supplemental material</a> </p> <a href="https://publications.waset.org/abstracts/174548/reproductive-health-education-rhe-toolkit-for-science-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174548.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">88</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">9109</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">9108</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">9107</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">9106</span> Development of Instructional Material Using Scientific Approach to Make the Nature of Science (NOS) and Critical Thinking Explicit on Chemical Bonding and Intermolecular Forces Topics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Ashif%20Ardhana">Ivan Ashif Ardhana</a>, <a href="https://publications.waset.org/abstracts/search?q=Intan%20Mahanani"> Intan Mahanani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chemistry education tends to change from triplet representation among macroscopic, microscopic, and symbolic to tetrahedron shape. This change set the aspect of human element on the top of learning. Meaning that students are expected to solve the problems involving the ethic, morality, and humanity through the class. Ability to solve the problems connecting either theories or applications is called scientific literacy which have been implemented in curriculum 2013 implicitly. Scientific literacy has an aspect of nature science and critical thinking. Both can be integrated to learning using scientific approach and scientific inquiry. Unfortunately, students’ ability of scientific literacy in Indonesia is far from expectation. A survey from PISA had proven it. Scientific literacy of Indonesian students is always at bottom five position from 2002 till 2012. Improving a scientific literacy needs many efforts against them. Developing an instructional material based on scientific approach is one kind of that efforts. Instructional material contains both aspect of nature of science and critical thinking which is instructed explicitly to improve the students’ understanding about science. Developing goal is to produce a prototype and an instructional material using scientific approach whose chapter is chemical bonding and intermolecular forces for high school students grade ten. As usual, the material is subjected to get either quantitative mark or suggestion through validation process using validation sheet instrument. Development model is adapted from 4D model containing four steps. They are define, design, develop, and disseminate. Nevertheless, development of instructional material had only done until third step. The final step wasn’t done because of time, cost, and energy limitations. Developed instructional material had been validated by four validators. They are coming from chemistry lecture and high school’s teacher which two at each. The result of this development research shown the average of quantitative mark of students’ book is 92.75% with very proper in criteria. Given at same validation process, teacher’s guiding book got the average mark by 96.98%, similar criteria with students’ book. Qualitative mark including both comments and suggestions resulted from validation process were used as consideration for the revision. The result concluded us how the instructional materials using scientific approach to explicit nature of science and critical thinking on the topic of chemical bonding and intermolecular forces are very proper if they are used at learning activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20material" title=" instructional material"> instructional material</a>, <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=scientific%20literacy" title=" scientific literacy"> scientific literacy</a> </p> <a href="https://publications.waset.org/abstracts/58847/development-of-instructional-material-using-scientific-approach-to-make-the-nature-of-science-nos-and-critical-thinking-explicit-on-chemical-bonding-and-intermolecular-forces-topics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58847.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">265</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">9105</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">9104</span> Focus Group Study Exploring Researchers Perspective on 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> Knowledge about the factors that influence the exchange between research and society is of the utmost importance for developing collaboration between different actors, especially in future science policy development and the creation of support structures for researchers. Among other things, how researchers look at the surrounding open science policy environment and what conditions and attitudes they have for interacting with it. This paper examines the Finnish researchers' attitudes towards open science policies in 2020. Open science is an integrated part of researchers' daily lives and supports not only the effectiveness of research outputs but also the quality of research. Open science policy in ideal situation is seen as a supporting structure that enables the exchange between research and society, but in other situation, it can end up being red tape generating obstacles and hindering possibilities of making science in an efficient way. Results of this study were carried out through focus group interviews. This qualitative research method was selected because it aims to understand the phenomenon under study. In addition, focus group interviews produce diverse and rich material that would not be available with other research methods. Focus group interviews have well-established applications in social science, especially in understanding the perspectives and experiences of research subjects. In this study, focus groups were used in studying the mindset and actions of researchers. Each group's size was between 4-10 people, and the aim was to bring out different perspectives on the subject. The interviewer enabled the presentation of different perceptions and opinions, and the focus group interviews were recorded and written as text. The material was analysed using grounded theory method. The results are presented as thematic areas, theoretical model, and as direct quotations. Attitudes towards open science policy can vary greatly depending on the research area. This study shows that the open science policy demands in medicine, technology, and natural sciences compared to social sciences, educational sciences, and the humanities, varies somewhat. The variation in attitudes between different research areas can thus be largely explained by the fact that the research output and ethical code vary significantly between certain subjects. This study aims to increase understanding of the nuances to what extent open science policies should be tailored for different disciplines and research areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focus%20group%20interview" title="focus group interview">focus group interview</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> 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=science%20policy" title=" science policy"> science policy</a> </p> <a href="https://publications.waset.org/abstracts/126940/focus-group-study-exploring-researchers-perspective-on-open-science-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126940.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">155</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">9103</span> The Effect of Cassava Starch on Compressive Strength and Tear Strength of Alginate Impression Material</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mirna%20Febriani">Mirna Febriani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Statement of problem. Alginate impression material is an imported material and a dentist always used this material to make impression of teeth and oral cavity tissues. Purpose. The aim of this study was to compare about compressive strength and tear strength of alginate impression material and alginate impression material combined with cassava. Material and methods.Property measured included compressive strength and tear strength. Results.The compressive strength and tear strength of the impression materials tested of a comparable ANSI/ADA standard no.18.The compressive strength and tear strength alginate impression material combined with cassava have lower than the compressive strength and tear strength alginate impression material. The alginate impression material combined with cassava has more water and silica content more decrease than alginate impression material. Conclusions.We concluded that compressive strength and tear strength of alginate impression material combined with cassava has lower than alginate impression material without cassava starch. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compressive%20strength" title="compressive strength">compressive strength</a>, <a href="https://publications.waset.org/abstracts/search?q=tear%20strength" title=" tear strength"> tear strength</a>, <a href="https://publications.waset.org/abstracts/search?q=Cassava%20starch" title=" Cassava starch"> Cassava starch</a>, <a href="https://publications.waset.org/abstracts/search?q=alginate" title=" alginate"> alginate</a> </p> <a href="https://publications.waset.org/abstracts/64938/the-effect-of-cassava-starch-on-compressive-strength-and-tear-strength-of-alginate-impression-material" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64938.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">424</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">9102</span> An Assessment of Existing Material Management Process in Building Construction Projects in Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uttam%20Neupane">Uttam Neupane</a>, <a href="https://publications.waset.org/abstracts/search?q=Narendra%20Budha"> Narendra Budha</a>, <a href="https://publications.waset.org/abstracts/search?q=Subash%20Kumar%20Bhattarai"> Subash Kumar Bhattarai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Material management is an essential part in construction project management. There are a number of material management problems in the Nepalese construction industry, which contribute to an inefficient material management system. Ineffective material management can cause waste of time and money thus increasing the problem of time and cost overrun. An assessment of material management system with gap and solution was carried out on 20 construction projects implemented by the Federal Level Project Implementation Unit (FPIU); Kaski district of Nepal. To improve the material management process, the respondents have provided possible solutions to overcome the gaps seen in the current material management process. The possible solutions are preparation of material schedule in line with the construction schedule for material requirement planning, verifications of material and locating of source, purchasing of the required material in advance before commencement of work, classifying the materials, and managing the inventory based on their usage value and eliminating and reduction in wastages during the overall material management process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=material%20management" title="material management">material management</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20site" title=" construction site"> construction site</a>, <a href="https://publications.waset.org/abstracts/search?q=inventory" title=" inventory"> inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20project" title=" construction project"> construction project</a> </p> <a href="https://publications.waset.org/abstracts/181880/an-assessment-of-existing-material-management-process-in-building-construction-projects-in-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181880.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">68</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">9101</span> Modification of Polymer Composite Based on Electromagnetic Radiation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ananta%20R.%20Adhikari">Ananta R. Adhikari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's era, polymer composite utilization has witnessed a significant increase across various fronts of material science advancement. Despite the development of many highly sophisticated technologies aimed at modifying polymer composites, there persists a quest for a technology that is straightforward, energy-efficient, easily controllable, cost-effective, time-saving, and environmentally friendly. Microwave technology has emerged as a major technique in material synthesis and modification due to its unique characteristics such as rapid, selective, uniform heating, and, particularly, direct heating based on molecular interaction. This study will be about the utilization of microwave energy as an alternative technique for material processing. Specifically, we will explore ongoing research conducted in our laboratory, focusing on its applications in the medical field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=polymer%20composites" title="polymer composites">polymer composites</a>, <a href="https://publications.waset.org/abstracts/search?q=material%20processing" title=" material processing"> material processing</a>, <a href="https://publications.waset.org/abstracts/search?q=microstructure" title=" microstructure"> microstructure</a>, <a href="https://publications.waset.org/abstracts/search?q=microwave%20radiation" title=" microwave radiation"> microwave radiation</a> </p> <a href="https://publications.waset.org/abstracts/185193/modification-of-polymer-composite-based-on-electromagnetic-radiation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185193.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">44</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">9100</span> Science Anxiety Levels in Emirati Pre-Service Teachers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martina%20Dickson">Martina Dickson</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanadi%20Kadbey"> Hanadi Kadbey</a>, <a href="https://publications.waset.org/abstracts/search?q=Melissa%20Mcminn"> Melissa Mcminn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research has shown that anxiety and trepidation towards learning about science is prevalent among elementary school teachers in Western countries. It has also been shown repeatedly that pre-service and in-service teachers who show signs of anxiety towards science are; a) less likely to teach it at all, where they have some autonomy over this, b) less likely to teach it effectively c) ultimately that their students have lower attainment scores in science. It is therefore critically important to gauge pre-service teachers’ science anxiety levels early on whilst there are still possibilities to overturn some of the reasons behind these fears and avert these serious issues occurring later on. This study takes place in the capital of the United Arab Emirates (U.A.E.) in the context of training local elementary school teachers. In the U.A.E., where Emirati teachers are already in the vast minority and attrition rates are high, it is important to offer as much support to pre-service teachers as possible. If pre-service teachers are graduating with high levels of science anxiety unabated, according to the research there is a very real concern that as generalist primary school teachers, their science teaching will be far from optimal. The aims of this research study were to ascertain the science anxiety levels of pre-service elementary teachers and to identify particular areas of their science anxiety, if appropriate. We surveyed 200 Emirati pre-service teachers and found that levels of science anxiety were directly related to their perceptions of performance in science exams, laboratory experiments and inquiry approaches to science learning. Whilst some studies have shown that science anxiety can decrease as students gain confidence in science knowledge by studying courses, we did not see this effect in our study. This is based upon a theoretical framework which holds that in some cases, science anxiety is related to lack of exposure to, or insecurity with science content itself which in some cases is alleviated by the students’ covering of material and greater confidence in the subject. Exploring this variable allowed us to explore whether students educated in schools influenced by the educational reform in Abu Dhabi have differing science anxiety levels from those who were educated prior to the reforms. We discuss the possible implications of these findings to the future teaching of science in Abu Dhabi public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title="pre-service teachers">pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20anxiety" title=" science anxiety"> science anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates" title=" United Arab Emirates"> United Arab Emirates</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reform" title=" educational reform"> educational reform</a> </p> <a href="https://publications.waset.org/abstracts/27547/science-anxiety-levels-in-emirati-pre-service-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27547.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">9099</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">9098</span> Nanotechnology: A New Revolution to Increase Agricultural Production</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reshu%20Chaudhary">Reshu Chaudhary</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20S.%20Sengar"> R. S. Sengar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To increase the agricultural production Indian farmer needs to aware of the latest technology i.e. precision farming to maximize the crop yield and minimize the input (fertilizer, pesticide etc.) through monitoring the environmental factors. Biotechnology and information technology have provided lots of opportunities for the development of agriculture. But, still we have to do much more for increasing our agricultural production in order to achieve the target growth of agriculture to secure food, to eliminate poverty and improve living style, to enhance agricultural exports and national income and to improve quality of agricultural products. Nanotechnology can be a great element to satisfy these requirements and to boost the multi-dimensional development of agriculture in order to fulfill the dream of Indian farmers. Nanotechnology is the most rapidly growing area of science and technology with its application in physical science, chemical science, life science, material science and earth science. Nanotechnology is a part of any nation’s future. Research in nanotechnology has extremely high potential to benefit society through application in agricultural sciences. Nanotechnology has greater potential to bring revolution in the agricultural sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agriculture" title="agriculture">agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=biotechnology" title=" biotechnology"> biotechnology</a>, <a href="https://publications.waset.org/abstracts/search?q=crop%20yield" title=" crop yield"> crop yield</a>, <a href="https://publications.waset.org/abstracts/search?q=nanotechnology" title=" nanotechnology"> nanotechnology</a> </p> <a href="https://publications.waset.org/abstracts/24021/nanotechnology-a-new-revolution-to-increase-agricultural-production" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24021.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">361</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">9097</span> Cell Patterns and Tissue Metamorphoses Based on Cell Surface Mechanism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reyhane%20Hamed%20Kamran">Reyhane Hamed Kamran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early stage morphogenesis requires the execution of complex systems that direct the nearby conduct of gatherings of cells. The organization of such instruments has been, for the most part, deciphered through the recognizable proof of moderated groups of flagging pathways that spatially and transiently control cell conduct. In any case, how this data is handled to control cell shape and cell elements is an open territory of examination. The structure that rises up out of differing controls, for example, cell science, material science, and formative science, focuses to bond and cortical actin arranges as controllers of cell surface mechanics. In this specific circumstance, a scope of formative marvels can be clarified by the guideline of cell surface pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell" title="cell">cell</a>, <a href="https://publications.waset.org/abstracts/search?q=tissue%20damage" title=" tissue damage"> tissue damage</a>, <a href="https://publications.waset.org/abstracts/search?q=morphogenesis" title=" morphogenesis"> morphogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20conduct" title=" cell conduct"> cell conduct</a> </p> <a href="https://publications.waset.org/abstracts/154753/cell-patterns-and-tissue-metamorphoses-based-on-cell-surface-mechanism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154753.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">105</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">9096</span> Cell Patterns and Tissue Metamorphoses Based on Cell Surface Mechanics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narin%20Salehiyan">Narin Salehiyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early stage morphogenesis requires the execution of complex systems that direct the nearby conduct of gatherings of cells. The organization of such instruments has been, for the most part, deciphered through the recognizable proof of moderated groups of flagging pathways that spatially and transiently control cell conduct. In any case, how this data is handled to control cell shape and cell elements is an open territory of examination. The structure that rises up out of differing controls, for example, cell science, material science and formative science, focuses to bond and cortical actin arranges as controllers of cell surface mechanics. In this specific circumstance, a scope of formative marvels can be clarified by the guideline of cell surface pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell" title="cell">cell</a>, <a href="https://publications.waset.org/abstracts/search?q=tissue%20damage" title=" tissue damage"> tissue damage</a>, <a href="https://publications.waset.org/abstracts/search?q=morphogenesis" title=" morphogenesis"> morphogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20conduct" title=" cell conduct"> cell conduct</a> </p> <a href="https://publications.waset.org/abstracts/170992/cell-patterns-and-tissue-metamorphoses-based-on-cell-surface-mechanics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170992.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">81</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">9095</span> Antarctica, Global Change and Deaf Education in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luiz%20Antonio%20Da%20Costa%20Rodrigues">Luiz Antonio Da Costa Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Mara%20Aparecida%20De%20Castilho%20Lopes"> Mara Aparecida De Castilho Lopes</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandre%20Santos%20Alencar"> Alexandre Santos Alencar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching of science must transcend simple transmission of fundamental concepts and allow scientific literacy, as a process for understanding the human being as an integral part of a complex and interdependent whole. In this context, approaching the theme ‘Antarctica’ in deaf education is an important advance for teaching, considering that that continent has direct interactions with the climatic and environmental system of the planet. Therefore, textbooks can be important tools to enable the Deaf Community to access the discussion about the natural environment. A specific script was used to analyze textbooks adopted by schools in the Rio de Janeiro Metropolitan Region. Results show that none of the 14 analyzed books have a specific chapter on the theme, some presents images of the continent without reference to their environmental importance, and the complementary texts present in the analyzed material do not address the theme either. It is concluded that the study on Antarctica and global changes in elementary education is still incipient and the material used by most Brazilian public schools does not contemplate that subject in an accessible way for the deaf person. This fact represents the distance between deaf students and their environment, denoting the need for actions to promote that and other neglected themes in Science teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antarctica" title="Antarctica">Antarctica</a>, <a href="https://publications.waset.org/abstracts/search?q=deaf%20education" title=" deaf education"> deaf education</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=textbook" title=" textbook"> textbook</a> </p> <a href="https://publications.waset.org/abstracts/81264/antarctica-global-change-and-deaf-education-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81264.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">281</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">9094</span> Information Technology Approaches to Literature Text Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Tarhan">Ayse Tarhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Ilkan"> Mustafa Ilkan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Karimzadeh"> Mohammad Karimzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science was considered as part of philosophy in ancient Greece. By the nineteenth century, it was understood that philosophy was very inclusive and that social and human sciences such as literature, history, and psychology should be separated and perceived as an autonomous branch of science. The computer was also first seen as a tool of mathematical science. Over time, computer science has grown by encompassing every area in which technology exists, and its growth compelled the division of computer science into different disciplines, just as philosophy had been divided into different branches of science. Now there is almost no branch of science in which computers are not used. One of the newer autonomous disciplines of computer science is digital humanities, and one of the areas of digital humanities is literature. The material of literature is words, and thanks to the software tools created using computer programming languages, data that a literature researcher would need months to complete, can be achieved quickly and objectively. In this article, three different tools that literary researchers can use in their work will be introduced. These studies were created with the computer programming languages Python and R and brought to the world of literature. The purpose of introducing the aforementioned studies is to set an example for the development of special tools or programs on Ottoman language and literature in the future and to support such initiatives. The first example to be introduced is the Stylometry tool developed with the R language. The other is The Metrical Tool, which is used to measure data in poems and was developed with Python. The latest literature analysis tool in this article is Voyant Tools, which is a multifunctional and easy-to-use tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DH" title="DH">DH</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technologies" title=" information technologies"> information technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=stylometry" title=" stylometry"> stylometry</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20metrical%20tool" title=" the metrical tool"> the metrical tool</a>, <a href="https://publications.waset.org/abstracts/search?q=voyant%20tools" title=" voyant tools"> voyant tools</a> </p> <a href="https://publications.waset.org/abstracts/144484/information-technology-approaches-to-literature-text-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144484.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">151</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">9093</span> Material Selection for Footwear Insole Using Analytical Hierarchal Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20A.%20Almomani">Mohammed A. Almomani</a>, <a href="https://publications.waset.org/abstracts/search?q=Dina%20W.%20Al-Qudah"> Dina W. Al-Qudah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Product performance depends on the type and quality of its building material. Successful product must be made using high quality material, and using the right methods. Many foot problems took place as a result of using poor insole material. Therefore, selecting a proper insole material is crucial to eliminate these problems. In this study, the analytical hierarchy process (AHP) is used to provide a systematic procedure for choosing the best material adequate for this application among three material alternatives (polyurethane, poron, and plastzote). Several comparison criteria are used to build the AHP model including: density, stiffness, durability, energy absorption, and ease of fabrication. Poron was selected as the best choice. Inconsistency testing indicates that the model is reasonable, and the materials alternative ranking is effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AHP" title="AHP">AHP</a>, <a href="https://publications.waset.org/abstracts/search?q=footwear%20insole" title=" footwear insole"> footwear insole</a>, <a href="https://publications.waset.org/abstracts/search?q=insole%20material" title=" insole material"> insole material</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20selection" title=" materials selection"> materials selection</a> </p> <a href="https://publications.waset.org/abstracts/42837/material-selection-for-footwear-insole-using-analytical-hierarchal-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42837.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">349</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">9092</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">9091</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">9090</span> Investigation on Mechanical Properties of a Composite Material of Olive Flour Wood with a Polymer Matrix</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Slim%20Souissi">Slim Souissi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Ben%20Amar"> Mohamed Ben Amar</a>, <a href="https://publications.waset.org/abstracts/search?q=Nesrine%20Bouhamed"> Nesrine Bouhamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Pierre%20Marechal"> Pierre Marechal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The bio-composites development from biodegradable materials and natural fibers has a growing interest in the science of composite materials. The present work was conducted as part of a cooperation project between the Sfax University and the Havre University. This work consists in developing and monitoring the properties of a composite material of olive flour wood with a polymer matrix (urea formaldehyde). For this, ultrasonic non-destructive and destructive methods of characterization were used to optimize the mechanical and acoustic properties of the studied material based on the elaboration parameters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bio-composite" title="bio-composite">bio-composite</a>, <a href="https://publications.waset.org/abstracts/search?q=olive%20flour%20wood" title=" olive flour wood"> olive flour wood</a>, <a href="https://publications.waset.org/abstracts/search?q=polymer%20matrix" title=" polymer matrix"> polymer matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasonic%20methods" title=" ultrasonic methods"> ultrasonic methods</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20properties" title=" mechanical properties"> mechanical properties</a> </p> <a href="https://publications.waset.org/abstracts/35388/investigation-on-mechanical-properties-of-a-composite-material-of-olive-flour-wood-with-a-polymer-matrix" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35388.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">493</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">9089</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">9088</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">9087</span> An Experiment with Science Popularization in Rural Schools of Sehore District in Madhya Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peeyush%20Verma">Peeyush Verma</a>, <a href="https://publications.waset.org/abstracts/search?q=Anil%20Kumar"> Anil Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Anju%20Rawlley"> Anju Rawlley</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanchal%20Mehra"> Chanchal Mehra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India's school-going population is largely served by an educational system that is, in most rural parts, stuck with methods that emphasize rote learning, endless examinations, and monotonous classroom activities. Rural government schools are generally seen as having poor infrastructure, poor support system and low motivation for teaching as well as learning. It was experienced during the survey of this project that there is lesser motivation of rural boys and girls to attend their schools and still less likely chances to study science, tabooed as “difficult”. An experiment was conducted with the help of Rural Knowledge Network Project through Department of Science and Technology, Govt of India in five remote villages of Sehore District in Madhya Pradesh (India) during 2012-2015. These schools are located about 50-70 Km away from Bhopal, the capital of Madhya Pradesh and can distinctively qualify as average rural schools. Three tier methodology was adapted to unfold the experiment. In first tier randomly selected boys and girls from these schools were taken to a daylong visit to the Regional Science Centre located in Bhopal. In second tier, randomly selected half of those who visited earlier were again taken to the Science Centre to make models of Science. And in third tier, all the boys and girls studying science were exposed to video lectures and study material through web. The results have shown an interesting face towards learning science among youths in rural schools through peer learning or incremental learning. The students who had little or no interest in learning science became good learners and queries started pouring in from the neighbourhood village as well as a few parents requested to take their wards in the project to learn science. The paper presented is a case study of the experiment conducted in five rural schools of Sehore District. It reflects upon the methodology of developing awareness and interest among students and finally engaging them in popularising science through peer-to-peer learning using incremental learning elements. The students, who had a poor perception about science initially, had changed their attitude towards learning science during the project period. The results of this case, however, cannot be generalised unless replicated in the same setting elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=popularisation%20of%20science" title="popularisation of science">popularisation of science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20temper" title=" science temper"> science temper</a>, <a href="https://publications.waset.org/abstracts/search?q=incremental%20learning" title=" incremental learning"> incremental learning</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-to-peer%20learning" title=" peer-to-peer learning"> peer-to-peer learning</a> </p> <a href="https://publications.waset.org/abstracts/26096/an-experiment-with-science-popularization-in-rural-schools-of-sehore-district-in-madhya-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26096.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">315</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">9086</span> Synthesis and Performance Study of Co3O4 as a Bi-Functional Next Generation Material</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shrikaant%20Kulkarni">Shrikaant Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Akshata%20Naik%20Nimbalkar"> Akshata Naik Nimbalkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this worki a method protocol has been developed for the synthesis of innovative Co3O4 material by using a method of chemical synthesis followed by calcination. The effect of calcination temperature on the morphology, structure and catalytic performance on material in question is investigated by using characterization tools like scanning electron microscopy (SEM), X-ray diffraction (XRD) spectroscopy and electrochemical techniques. The SEM images reveal that the morphology of the Co3O4 material undergoes a change from the rod to a beadlike shape on calcination at temperature of 700 °C. The XRD image shows that although the morphology of synthesized Co3O4 material exhibits a cubic phase but it differs in crystallinity depending upon morphology. Similarly spherical beadlike Co3O4 material has exhibited better activity than its rodlike counterpart which is reflected from electrochemical findings. Further, its performance in terms of bifunctional nature and hlods a lot much of promise as a excellent electrode material in the next generation batteries and fuel cells. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bifunctional" title="bifunctional">bifunctional</a>, <a href="https://publications.waset.org/abstracts/search?q=next%20generation%20material" title=" next generation material"> next generation material</a>, <a href="https://publications.waset.org/abstracts/search?q=Co3O4" title=" Co3O4"> Co3O4</a>, <a href="https://publications.waset.org/abstracts/search?q=XRD" title=" XRD"> XRD</a> </p> <a href="https://publications.waset.org/abstracts/16208/synthesis-and-performance-study-of-co3o4-as-a-bi-functional-next-generation-material" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16208.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">379</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">9085</span> Mathematical Analysis of Matrix and Filler Formulation in Composite Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olusegun%20A.%20Afolabi">Olusegun A. Afolabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ndivhuwo%20Ndou"> Ndivhuwo Ndou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Composite material is an important area that has gained global visibility in many research fields in recent years. Composite material is the combination of separate materials with different properties to form a single material having different properties from the parent materials. Material composition and combination is an important aspect of composite material. The focus of this study is to provide insight into an easy way of calculating the compositions and formulations of constituent materials that make up any composite material. The compositions of the matrix and filler used for fabricating composite materials are taken into consideration. From the composite fabricated, data can be collected and analyzed based on the test and characterizations such as tensile, flexural, compression, impact, hardness, etc. Also, the densities of the matrix and the filler with regard to their constituent materials are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=composite%20material" title="composite material">composite material</a>, <a href="https://publications.waset.org/abstracts/search?q=density" title=" density"> density</a>, <a href="https://publications.waset.org/abstracts/search?q=filler" title=" filler"> filler</a>, <a href="https://publications.waset.org/abstracts/search?q=matrix" title=" matrix"> matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=percentage%20weight" title=" percentage weight"> percentage weight</a>, <a href="https://publications.waset.org/abstracts/search?q=volume%20fraction" title=" volume fraction"> volume fraction</a> </p> <a href="https://publications.waset.org/abstracts/182436/mathematical-analysis-of-matrix-and-filler-formulation-in-composite-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182436.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">67</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">9084</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">9083</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">9082</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">9081</span> The Language of Science in Higher Education: Related Topics and Discussions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gurjeet%20Singh">Gurjeet Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Harinder%20Singh"> Harinder Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present "The Language of Science in Higher Education: Related Questions and Discussions". Linguists have written and researched in depth the role of language in science. On this basis, it is clear that language is not just a medium or vehicle for communicating knowledge and ideas. Nor are there mere signs of language knowledge and conversion of ideas into code. In the process of reading and writing, everyone thinks deeply and struggles to understand concepts and make sense. Linguistics play an important role in achieving concepts. In the context of such linguistic diversity, there is no straightforward and simple answer to the question of which language should be the language of advanced science and technology. Many important topics related to this issue are as follows: Involvement in practical or Deep theoretical issues. Languages for the study of science and other subjects. Language issues of science to be considered separate from the development of science, capitalism, colonial history, the worldview of the common man. The democratization of science and technology education in India is possible only by providing maximum reading/resource material in regional languages. The scientific research should be increase to chances of understanding the subject. Multilingual instead or monolingual. As far as deepening the understanding of the subject is concerned, we can shed light on it based on two or three experiences. An attempt was made to make the famous sociological journal Economic and Political Weekly Hindi almost three decades ago. There were many obstacles in this work. The original articles written in Hindi were not found, and the papers and articles of the English Journal were translated into Hindi, and a journal called Sancha was taken out. Equally important is the democratization of knowledge and the deepening of understanding of the subject. However, the question is that if higher education in science is in Hindi or other languages, then it would be a problem to get job. In fact, since independence, English has been dominant in almost every field except literature. There are historical reasons for this, which cannot be reversed. As mentioned above, due to colonial rule, even before independence, English was established as a language of communication, the language of power/status, the language of higher education, the language of administration, and the language of scholarly discourse. After independence, attempts to make Hindi or Hindustani the national language in India were unsuccessful. Given this history and current reality, higher education should be multilingual or at least bilingual. Translation limits should also be increased for those who choose the material for translation. Writing in regional languages on science, making knowledge of various international languages available in Indian languages, etc., is equally important for all to have opportunities to learn English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnography" title=" ethnography"> ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=punjabi" title=" punjabi"> punjabi</a>, <a href="https://publications.waset.org/abstracts/search?q=gurmukhi" title=" gurmukhi"> gurmukhi</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/150547/the-language-of-science-in-higher-education-related-topics-and-discussions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150547.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">91</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=material%20science&page=2">2</a></li> <li class="page-item"><a class="page-link" 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