1,820,019 research outputs found

    Teaching Data Science

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    We describe an introductory data science course, entitled Introduction to Data Science, offered at the University of Illinois at Urbana-Champaign. The course introduced general programming concepts by using the Python programming language with an emphasis on data preparation, processing, and presentation. The course had no prerequisites, and students were not expected to have any programming experience. This introductory course was designed to cover a wide range of topics, from the nature of data, to storage, to visualization, to probability and statistical analysis, to cloud and high performance computing, without becoming overly focused on any one subject. We conclude this article with a discussion of lessons learned and our plans to develop new data science courses.Comment: 10 pages, 4 figures, International Conference on Computational Science (ICCS 2016

    Primary connections in a provincial Queensland school system: relationships to science teaching self-efficacy and practices

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    The teaching of science is important, both to meet the need for future workers in fields requiring scientific capability and to equip students for full participation in modern societies where many decisions depend upon knowledge of science. However, many teachers in Australian primary schools do not allocate science education sufficient amounts of time to achieve these outcomes. This study reports data obtained from 216 teachers in the primary schools in a provincial Australian school system. The purpose of the study was to assess the effects of existing strategies using Primary Connections for promoting science teaching and to inform future professional development strategies. Teachers reported moderate levels of self-efficacy for teaching science and a proportion reported allocating little or no time to teaching science. Both self-efficacy for science teaching and the amount of science taught were higher for teachers who had used Primary Connections curriculum materials

    What sorts of worlds do we live in nowadays? Teaching biology in a post-modern age.

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    Most historians of science, sociologists of science, philosophers of science and science educators now accept that there is no such thing as 'the scientific method'. We explore the implications of this view of the nature of science for biology education in particular. Accepting that there is no single way of investigating and describing the world scientifically presents both challenges and opportunities, especially when teaching biology. We illustrate these opportunities by suggesting fresh approaches to the teaching of drawing in biology, the teaching of classification and the teaching of human biology
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