Movements of House Sparrows Captured at an Experimental Grain Station in Fargo, North Dakota

From 2 August through 1 October 1993 we banded and leg flagged 362 house sparrows (126 adults, 236 juveniles) captured in a decoy trap at an experimental grain station on the campus of North Dakota State University, Fargo (NDSU). We documented sightings of leg-flagged birds between 3 August 1993 and 14 December 1994. Over this period, 56 (66%) of the total 76 observations of leg-flagged birds were on the NDSU campus; 21 (28%) of the 76 observations occurred between March and December 1994, a minimum of 5 months after the leg flags were attached and following the 1993-1994 winter. Of the 21 observations in 1994, 16 (76%) occurred on campus. The farthest sighting of a leg-flagged bird was 6.5 km (4 mi.) from the trap site. The data indicated that we captured and marked a localized population. A concerted effort based on trapping could reduce house sparrow damage on the small, experimental plots of cereal grains and sunflower grown at the station

Comparison of Views of the Nature of Science between Natural Science and Nonscience Majors

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates