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Talbert, Bradford N. "Development of the Characteristics of Science Questionnaire (CSQ): Assessing Student Knowledge of the Utah State Secondary Science Core Intended Learning Outcome 6 on the Nature of Science." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2107.pdf.
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Jakstas, Tadas. "Assessing the European Union's energy policy : the nature of interests and conflicts in a changing historical environment." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/16023/.
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This thesis contributes to an understanding of the changes in prominence in EU energy policy since the 1990s. It does so by analysing struggles over energy poli-cy developments, as well as focusing on a new way of looking at EU politics, in particular, at the role of the EU Commission in the development of energy policy. Realist and liberal oriented perspectives, and constructivist and discourse ap-proaches, offer competing theoretical frameworks through which to view EU politics, and furnish us with many useful insights. However, they also suffer from some prob-lematic features, such as state-centrism, automatism, determinism, and cultural relativism. Drawing on the neo-Gramscian approach, informed by a historical institution-alist perspective, and certain elements of the post-structuralist account, I provide a more convincing and thorough explanation of several considerable shifts in EU energy policy, beginning with competitiveness in the 1990s, then turning towards energy security as well as climate change in the 2000s, and again competitiveness at the end of the 2000s. In addition, I illuminate the proactive role of the Commission in continuous hegemonic struggles over EU energy policy development. First, using historical institutionalism, I argue that the EU Commission acts as a political entrepreneur, promoting a long-term pro-growth orientation that stems from its organizational DNA, i.e. its historical make-up. Moreover, other state and non-state players often contest the Commission’s forward-looking position. The neo-Gramscian account of hegemony provides a comprehensive and detailed framework that reveals how the Commission, and other players, were actively involved in hegemonic struggles sur-rounding the EU energy policy domain. Furthermore, due to the lack of analytical mechanisms in the neo-Gramscian tradition to explore dynamic struggles and changes at the discursive level, I use the post-structuralist political logics of equivalence and difference, together with various rhetorical instruments that serve as descriptive framing devices.
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Smart, Wayne Anthoony. "Assessing the Roles of Seabird Harvest and Non-native Rats on Grenadine Seabird Nesting Performance." Thesis, Arkansas State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813639.
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Seabird populations are declining worldwide. Two major causes of decline are non-native predators and seabird (indirect or direct) overexploitation; these have been suspected but not assessed in the Caribbean region, including in the southern Grenadine islands. Using cameras, questionnaire surveys, and nest monitoring, I explored the potential of invasive predator presence and seabird harvest in affecting nesting productivity of five species in five uninhabited islands during 2014–2017. Overall, nesting productivity increased (n = 567 nests) despite the confirmed presence of non-native rats. However, my survey of Grenada residents (n = 32 responses) and physical evidence found on the islands (e.g., gun shells) suggest that seabird harvest still occur and may be responsible for previous declines. Additionally, most contributors to harvest did not seem aware of any seabird-protective laws. Therefore, I recommend establishing a community-based monitoring program that educates and empowers residents to prevent seabird harvest and continue nest monitoring.
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Morandi, Marc Joseph. "Assessing the Influence of Different Inland Lake Management Strategies on Human-Mediated Invasive Species Spread." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365116997.
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Ha, Minsu. "Assessing Scientific Practices Using Machine Learning Methods: Development of Automated Computer Scoring Models for Written Evolutionary Explanations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1367505135.
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Hirsch, Merilynn Carol. "Process_Based Management of Downy Brome in Salt Desert Shrublands: Assessing Pre- and Post-Rehabilitation Soil and Vegetation Attributes." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1032.
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A number of technical approaches had to be employed within the planner, namely, 1) translating expected reward into a probability of goal satisfaction criterion, 2) monitoring belief states with a Rao-Blackwellized particle, and 3) employing Rao-Blackwellized particles in the McLUG probabilistic conformant planning graph heuristic. POND-Hindsight is an action selection mechanism that evaluates each possible action by generating a number of lookahead samples (up to a xed horizon) that greedily select actions based on their heuristic value and samples the actions' observation; the average goal satisfaction probability of the end horizon belief states is used as the value of each action.
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Czibere, Ludwig. "Assessing the complex nature of behavior." Diss., lmu, 2009. http://nbn-resolving.de/urn:nbn:de:bvb:19-102077.
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Hertzberg, Jillian M. "Investigating the effects of the invasive Euonymus fortunei on populations of native species in an on campus forest and assessing campus population social value in developing a protection plan." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1303763035.
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Philpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.
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Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students’ understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students’ understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science – High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students’ understandings of NOS was a crucial step to understanding what experiences formed these students’ understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.
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Philpot, Cindy J. "Science Olympiad students' nature of science understandings." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03282007-213459/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Olga Jarrett, Michael Dias, committee members. Electronic text (147 p. : ill.) : digital, PDF file. Description based on contents viewed Nov. 16, 2007. Includes bibliographical references (p. 131-143).
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Zakatistovs, Atis. "Hume's science of human nature." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9839.
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In my thesis I propose a new interpretation of Book I of A Treatise of Human Nature by David Hume. I claim that this Book must be read in the light of the Introduction to the Treatise. Thus, my interpretation revolves around Hume's intention of creating a new system of the sciences on the basis of his science of man. In this thesis I pay close attention to the following subjects: the analysis of the 'vulgar'; Hume's discussion about the impact of predispositions on our ideas; the distinction between the concept of causation and the process of causation. Finally, I discuss Hume's position on the question of the simplicity and complexity of ideas.
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Jones, William I. "Examining Preservice Science Teacher Understanding of Nature of Science: Discriminating Variables on the Aspects of Nature of Science." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284776708.
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PEDRAS, LUCIA RICOTTA VILELA PINTO BRANDO. "THE ENCHANTRESS NATURE: NATURE, SCIENCE AND ART IN ALEXANDER VON HUMBOLDT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9023@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO objetivo dessa tese foi verificar o uso da linguagem literária nas obras científicas Ansichten der Natur e Kosmos de Alexander von Humboldt (1769- 1859). A hipótese consistiu em salientar a importância do tratamento estético da linguagem para a configuração de certa noção e prática de ciência. Considerando a permanente preocupação de Humboldt em nunca reduzir a ciência ao seu caráter descritivo e tecnicamente operacional, constatamos o predomínio de um conhecimento antropologicamente fundamentado. Isso nos permite considerar, a partir do aproveitamento estético-simbólico dos assuntos científicos, os vários colapsos que irão sendo instaurados entre consciência/imaginação, ciência/magia, conceito/intuição, conhecimento/mistério, aparência física/significado ideal, real/ideal, subjetivo/objetivo. Argumentamos ainda que as condições de percepção e experiência transformam, aqui, os resultados das apreensões. As prerrogativas do Standpunkt da cosmovisão e outras formas de mediação, como a viagem, a saída e o retorno a si, resguardam a impressão de totalidade, num mundo cada vez mais desintegrador. Em suma, a ciência de Humboldt sendo linguagem e estando, portanto, preservada na forma de seu efeito moral, revela a possibilidade de reintegração de espírito e Natureza, sem contudo transformá-los numa unidade indissolúvel. Considerado como ciência poética, e em virtude da harmonia que promove, o conhecimento de Humboldt confere ao empírico um começo, uma direção que vai precisamente significar a retomada idealista/ transcendental do mundo.
This dissertation s aim objective was to verify the use of literary language on the scientific works Ansichten der Natur and kosmos written by Alexander von Humboldt (1769-1859). The hypothesis emphasized the importance of the aesthetic treatment on the language, resulting in a certain scientific notion and pragmatic. Considering the everlasting preoccupation of Humboldt in never reducing science to its descriptive character nor reducing it to its technically operational character, we´ve perceived an anthropological knowledge predominantly structured,. this allow us to consider, throughout the symbolicaesthetic utilization of scientific matters, many collapses that will be installed between imagination/conscience, magic/science, intuition/concept, mistery/ knowledge, ideal significance/physical appearance, ideal/real, objective/subjective. We then discuss that the conditions of perception and those of experiment transform, the result of the accomplishment. The prerogatives in the Standpunkt of cosmovision and other ways of mediation, like traveling , the exit and the return to oneself, preserve the sensation of totality, in a world growing in disintegration. In conclusion, Humboldt´s science being language and being preserved in its form from its moral effects reveals the possibility of reintegration of Nature and spirit, however it doesn´t change them into an indissoluble unity. Considered as poetic Science, and due to the harmony that it brings forth, Humboldt´s knowledge gives to the empirical a starting point, a direction that will precisely signify an idealistic/ transcending recover over of the world.
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Nicholas, Mark C. "Faculty Conceptualizations and Approaches to Assessing Critical Thinking in the Humanities and Natural Sciences – A Grounded Theory Study." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321367323.
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Yamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.
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The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, Reproduction, Development and Growth in Living Beingsand Systems in Our Body units, in the 7th grade science textbook, Systems in Our Body and Human and Environment units, in the 8th grade science textbook, Cell Division and Heredity and Livings and Energy Relationships units were analyzed by using Nature of Science Criteria, adapted from Gunckel’
s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge. A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&
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s Kappa and the value 0,71 which was found is reliable. The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.
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Karakas, Mehmet. "College science professors' understanding and use of nature of science." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Kim, Sun Young. "Genetics instruction with history of science nature of science learning /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186971775.
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Blühdorn, Ingolfur. "The abolition of nature : nature and ecology in German social theory." Thesis, Keele University, 1998. http://opus.bath.ac.uk/14473/.
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Daraghma, Anis. "Constructions of Nature and Environmental Justice in Driftsands nature reserve, South Africa." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/4841.
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This thesis provides an analysis of the discourses of nature conservation in South Africa and Driftsands provincial nature reserve from constructionist and environmental justice perspectives. At the outset I examine the theoretical framework on the social construction of nature and that of environmental justice. I then discuss the history of nature conservation in South Africa. Finally I analyse the discourse (nature conservation and local communities) surrounding the Driftsands Provincial Nature Reserve (DNR). This nature reserve is located one kilometre east of Cape Town International Airport, in the Western Cape, South Africa. My analysis of the first theoretical framework (the social construction of nature) confirms that a) the idea of nature is constructed over time; b) nature, as a concept and a phenomenon, is complex; c) nature discourses reveal, hide, and create 'truths' about nature which are accepted as being truthful yet are a question of social struggle and power politics; d) humans have amassed countless definitions of the word 'nature'. Those definitions are categorised by Castree and Braun (2001) into three groups: external, intrinsic, and universal. My analysis of the second theoretical framework (environmental justice) suggests that the idea of nature can be used constructively or negatively depending on who uses it and why. The link between both theoretical frameworks suggests that nature is bound up with agendas. Humans construct natures to pursue individual, social or political agendas. From this standpoint the focus of the thesis shifts from debating whether or not nature is socially constructed to examining what type of agendas were pursued to achieve those 'natural' constructions, and what their consequences were for local communities living in and around protected areas. In order to achieve this, I employed four interlinked analytical methods (stakeholder, discourse, critical and ideological analysis). My analysis of the case study of DNR and that of the history of nature conservation in South Africa suggests ideological similarities. First, in both cases nature conservation is inspired by external environmental views. In the colonial period of South Africa, nature conservation policies and practices were shaped by English and Afrikaner protectionist ideas and aimed also to address the demand of their naturalists, sportsmen, and explorers for hunting and exploiting wild animals. In post-apartheid South Africa, nature has been 12 constructed in protected areas according to universalised environmental views and to some extent has been proactive, meaning that it aimed to address some of the social challenges. Likewise, at DNR, nature conservation was adopted in the early 1980s by the white government to pursue political agendas. In the late 1980s nature conservation began to be influenced by universalised environmental views. Second, the ideological nexus of both discourses regarding nature and local communities suggests conformity with global environmental models. Under these models the normal course is: a) to fence local communities from protected areas or to fence protected areas from local communities, b) to maximise the boundaries of protected areas, or to minimise the settlements of local communities in protected areas, c) to regulate local communities' access to protected areas and natural resources, d) to promote persuasive concepts of ecotourism to achieve nature conservation goals through community participation, co-benefiting local communities from protected areas, co-managing protected areas with local communities, and local socio-economic development, e) to aim for the removal of the on-site communities from protected areas. The impoverishment of the DNR on-site communities has been effected by means of three ideological principles. Since 1990, DNR's on-site communities have been labouring under a state of emergency - the state of living below the flood line; the state of high level of house robbery and a worrying level of rape and child abuse. Their dispossession has led to the spaces of temporality - a state of informality and limited public services and hopelessness (there is no hope of sustaining settlements on the site). Currently, these communities are cornered between two choices. Either they voluntarily relocate their shacks into the surrounding townships or they live with the state of emergency, hopelessness and temporality. Local communities of other protected areas in South Africa have been similarly impoverished by these states of emergency, temporality and hopelessness. During the colonial period, South Africa's conservation discourses were predominantly white-based. Whites constructed the common sense among themselves that they own the land and wildlife. Constructing the idea that they are the people of the land meant also suppressing the non-white sovereignty over land and natural resources. For example, Until late in the twentieth century [South African children's literature in English] 13 usually endorsed the assumption held by whites that they had exclusive ownership of the land and wildlife' (Jenkins, 2004: 107). While whites were protecting South Africa's wildlife, they also alienated blacks from nature. It is just recently, after 1994 that, 'English-Language children's writers and translators of indigenous folktales for children have begun to explore traditional beliefs about and practices in conservation (Jenkins, 2004: 107). These statements do not state or imply that English literature on humannature discourse begun to explore the idea of harmony where indigenous people live and depend on wildlife. In South Africa, it is typical for non-white communities living in or around protected areas to be relocated voluntarily or by force from their land or their settlements, and to be denied resources they had traditionally used within protected areas. Finally, both contemporary discourses continue to be in line with various universalised conservation models. Although both discourses have evolved over time, the status quo of local communities has remained the same: impoverished by exclusion from protected areas, permitted participation in only insignificant co-management models and recipients of intangible benefits. Although the contemporary discourse on nature conservation appears to be more considerate of local communities, I suggest that it is early days for this young discourse to achieve harmony between people and nature. It is up to local and national governmental and non-governmental agencies to modify global environmental views rather than fully adopting them, in order to be more respectful and accommodating of local communities.
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Peters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy." Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.
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Thesis (Ph.D.)--George Mason University, 2007.Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
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McCord, John A. "Assessing and addressing the nature of intractable contact disputes through a Delphi study." Thesis, Ulster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535495.
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Abstract. Empirical research has immeasurably improved our understanding of the complex matrices and intrigues that confront the family court when there is a contact dispute between parents. Indeed, extensive empirical research has been conducted since the 1980’s on the need for contact between children and both their parents and the nature of contact disputes between parents. Undoubtedly, this has served to identify and permit a more sophisticated understanding of the consequences and effects that contact disputes have on children, and has been utilized by the courts to better inform decisions in respect of contact proceedings. Notwithstanding this, the issue of contact remains problematic and recent debate and academic literature has highlighted the deficiencies in the family justice system when confronted with the ‘intractable’ contact dispute. Although recent years have witnessed a vast outpouring of learned and popular literature, it is notable that there is a dearth of pedagogic and related empirical rigour and intelligence into the inordinately complex phenomena of the ‘intractable’ contact dispute. This prompts the need to consolidate and develop our knowledge in this difficult area of family law. Accordingly, the thesis theoretically and empirically assesses intractable contact disputes. The research focuses on three core theses. Firstly, it explores the theoretical basis of intractable contact disputes by critically appraising the salient scholastic and related descriptive literature focusing on the explanations for contact disputes including how they are divided along gender lines. This is further consolidated through the application of a thematic analysis of the salient jurisprudence in this area and scrutiny of the key concepts that emerge. In light of this, the research subsequently develops a conceptual model and hierarchical framework of the ‘intractable’ contact dispute. Secondly, the thesis empirically examines the nature of intractable contact disputes by eliciting the views of a multi-disciplinary and eclectic group of professionals from within the family law arena in Northern Ireland. The research achieves this through the application of the ‘Delphi’ technique. Significantly, the collated empirical data identifies the prevalent features of these types of disputes through expert knowledge which permits the ranking of the salient variables which affect and explain these complex phenomena. The rankings are consolidated by further statistical analyses. Finally, the research findings are evaluated in the context of family proceedings and extant legislative instruments and statutory rules, in an attempt to identify and consider reforms to family law policy in Northern Ireland, including the appropriate interventions to be applied and conclusions to be offered by the research.
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Daigle, Cheryl Perusse. "A Portfolio of Science and Nature Writing." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/DaigleCP2002.pdf.
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Ainsworth, Jonathan N. "Science, domination and the order of nature." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264681.
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Tai, Chih-Che. "Nature of Science, Connections, Visions and Opportunities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3302.
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Zhang, Fan M. Eng Massachusetts Institute of Technology. "Assessing intrusiveness of smartphone apps." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/85534.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 123-125).
We tackle the challenge of improving transparency for smartphone apps by focusing on the intrusiveness component of assessing privacy risk. Specifically, we develop a framework for qualitatively assessing and quantitatively measuring the intrusiveness of apps based on their data access behavior. This framework has two essential components: 1) the Privacy Fingerprint, a concise yet holistic visual that captures the data access patterns unique to each app, including which types and under which privacy-relevant usage contexts sensitive data are collected, and 2) an Intrusiveness Score that numerically measures each app's level of intrusiveness, based on real data accesses gathered from empirical testing on about 40 popular Android apps across 4 app categories. Used together, the Privacy Fingerprint and Intrusiveness Score help smartphone users easily and accurately assess the relative intrusiveness of apps during the decision-making process of installing apps. Our study demonstrates that the Intrusiveness Score is especially useful in helping to compare apps that exhibit similar types of data accesses. Another major contribution of the thesis is the identification and quantification of the proportion of accesses that are made while the user is idle. As our preliminary user study will show, this level of idle access activity significantly enhances the profiling potential of apps, increasing the app's intrusiveness. When quantified, idle access activity exerts significant impact on changes in an app's Intrusiveness Score and its relative intrusiveness ranking within a given app category.
by Fan Zhang.
M. Eng.
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Naone, Erica (Erica Beth Aana). "The dancer in nature." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42150.
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Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Graduate Program in Science Writing, 2007.Includes bibliographical references (leaves 29-31).
A rich body of science has grown up around the art of dance. It includes study of a dancer's relationship to Newtonian physics, dance medicine, the role of the spine in balance, and the emerging study of the neuroscience of dance. The thesis integrates personal narrative and descriptions of dance performances with scientific discussion of the art form. Greater scientific understanding of the art of dance is needed in order to improve teaching practices and decrease injuries to dancers.
by Erica Naone.
S.M.in Science Writing
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Davies, Damon. "Nature and dynamics of ice-stream beds : assessing their role in ice-sheet stability." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31399.
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Ice streams are fast flowing outlet glaciers through which over 90% of the ice stored within the Antarctic Ice Sheet drains. The dynamic behaviour of ice streams is therefore crucial in controlling the mass balance of the ice sheet. Over the past few decades, Antarctica has been losing mass. Much of this mass loss has been focussed around coastal regions of the Antarctic Ice Sheet. Some of the most dramatic changes such as grounding-line retreat, acceleration and surface elevation change have been observed in Pine Island Glacier (PIG) and its neighbouring ice streams. This is of particular concern because these ice streams account for 10% of the discharge from the west Antarctic Ice Sheet and therefore have the potential to contribute significantly to global sea-level rise. One of the key challenges in accurately forecasting this future sea-level rise is improving understanding of processes occurring at the beds of ice streams. This requires detailed knowledge of the properties and dynamics of the bed. This thesis aims to address this knowledge gap by investigating the spatial and temporal characteristics of the bed of PIG using high-resolution geophysical data acquired in its trunk and tributaries and beneath the ice shelf. The thesis begins by analysing radar-derived high-resolution maps of subglacial topography. These data show a contrasting topography across the ice-bed interface. These diverse subglacial landscapes have an impact on ice flow through form drag, controlled by the size and orientation of bedrock undulations and protuberances. The next chapter provides a quantitative analysis of these landscapes using Fast Fourier analysis of subglacial roughness. This analysis investigates the roughness signature of subglacial bedforms and the how the orientation and wavelength of roughness elements determine their correlation with ice dynamic parameters. The slow-flowing inter-tributary site is found to have a distinct signature comparable to 'ribbed' patterns of modelled basal shear stress and transverse 'mega rib' bedforms. Roughness oriented parallel to ice flow with wavelengths approaching mean ice thickness are found to have the highest correlation with ice dynamic parameters. The temporal stability of PIG is analysed using repeat radar measurements. No significant change is observed over a period of 3-6 years with no evidence of rapid erosion or the evolution of subglacial bedforms as observed in previous repeat measurements of ice-stream beds elsewhere in Antarctica. This suggests that the widespread deforming till layer detected in extensive seismic reflection surveys is in steady state. Lastly, the thesis explores geomorphological evidence of twentieth-century grounding-line retreat beneath PIG Ice Shelf using high-resolution geophysical data acquired from autonomous underwater vehicle surveys. Evidence of erosion, deposition, meltwater flow and post-glacial modification is observed in fine detail. The observed distribution of sediment supported previous surveys indicating a geological transition coinciding with the ridge that acted as a former stable grounding-line location. Metre-scale resolution images of recently deglaciated ice stream beds were found to reveal bedforms that are not detectable with traditional offshore bathymetric surveys. Together these findings reveal the role of short wavelength topography as both an influence on, and product of fast ice stream flow. It also highlights the spatial diversity of subglacial environments and the need to focus future research on tying detailed observations of ice-stream beds with knowledge of basal properties over time.
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Wan, Zhihong, and 万志宏. "Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44749910.
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Mulenga, Mukuka Mpundu. "Assessing the awareness, adoptability and sustainability of improved pellet cook stoves of low income households in Lusaks, Zambia." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388338.
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In order to attain sustainable development, there is need for clean and reliable energy. Woodfuel (charcoal and firewood) make up over 70 percent of the national energy consumption in Zambia as only about 25 percent of the population has access to electricity. It is among the most important domestic fuels for low income households in Zambia. The country’s low income are continuously affected by the low availability of sustainable, clean and reliable energy. Cooking with solid fuels and inefficient cook stoves has adverse effects for human wellbeing, health and the environment. One initiative for sustainable energy provision in urban Zambia has been the introduction of improved cook stoves (ICS) based on sawdust pellets to replace traditional cooking on charcoal braziers that have dominated usage in homes since the 1930s. One of the main motivations for improved cook stove interventions has been to reduce household demand for woodfuel thus to reduce pressures on deforestation. However, adoption of improved cook stoves designed to reduce these impacts remain relatively low while the demand for woodfuel remains predominantly high. Using a user centred approach, the study investigated the awareness, adoptability and sustainability of improved pellet cook stoves in view of government policies of Matero- George compound, Lusaka low income households. It sought the factors influencing households’ preference of traditional or modern cook stoves, the knowledge of available energy options, the challenges households had relating to their current cooking solutions and the options available to them and the appropriateness and effectiveness of government policies promoting the use of improved cooking technologies. The study employed a qualitative approach using semi structured interview questionnaires. The study involved thirty (30) respondents comprising ten (10) key informants from Departments of Energy (3) and Forestry (2) and the Lusaka City Council (5), and 20 households from Matero-George Compound. The study revealed three main types of energy used by different households,’ woodfuel, electricity and the pellet cook stoves and four major determinants of energy choice; in/convenience, economic, health, and risks factors. It also revealed that the expense of the pellet cook stove could be the reason for its slow adoption. Further, the study revealed that the awareness levels of the pellet cook stoves and new technologies was low except for the people involved in the projects. It was clearly pointed out that the government had no policy instruments with regard to dissemination, sensitization and communication strategies on the new cook stoves although they were in the process of developing energy efficient strategies on new cook stoves.
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Perinetti, Dario. "Hume, history and the science of human nature." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38509.
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This thesis sets out to show that a philosophical reflection on history is, in the strongest possible way, an essential feature of Hume's project of a science of human nature: a philosophical investigation of human nature, for Hume, cannot be successful independently of an understanding of the relation of human beings to their history. Hume intended to criticize traditional metaphysics by referring all knowledge to experience. But it is almost always assumed that Hume means by "experience" the result of an individual's past sense perception or personal observation. Accordingly, Hume's criticism of traditional metaphysics is taken to lead to an individualistic conception of knowledge and human nature. In this thesis I claim that this picture of Hume's "empiricism" is simply wrong. He is not a philosopher who reduces "experience" to the merely private happenings within a personal psychology. On the contrary, Hume has a wider notion of experience, one that includes not only personal observation and memory, but, fundamentally, one that includes implicit knowledge of human history. Experience, so understood, brings about what I term a historical point of view, namely, the point of view of someone who seeks to extend his experience as far as it is possible in order to acquire the capacity to produce more nuanced and impartial judgments in any given practice. It is precisely this historical point of view that enables us to depart from the individualistic perspective that we would otherwise be bound to adopt not only in epistemology but, most significantly, in politics, in social life, in religion, etc.Chapter 1 presents the historical background against which Hume elaborates his views of history's role in philosophy. Chapter 2 discusses and criticizes the individualist reading of Hume by showing that he had a satisfactory account of beliefs formed via human testimony. Chapter 3 presents a view of Hume on explanation that underscores his interest in practical and informal explanations as those of history. Chapter 4 provides a discussion of Hume's notion of historical experience in relation both to his theory of perception and to his project of a "science of man."
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McGoey, Jonathan P. "The nature of science portrayed in ecological webspace." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39854.pdf.
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Brotherton, Peter Nigel. "The nature and teaching of science process skills." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333456.
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Stanistreet, Paul J. "Hume's scepticism and the science of human nature." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/7007/.
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The difficulty of reconciling Hume's use and endorsement of sceptical arguments and conclusions with his constructive project of founding 'a science of man' is perhaps the central interpretive puzzle of A Treatise of Human Nature. Hume has been interpreted as an entirely unmitigated sceptic about induction, causation, personal identity and the external world. His sceptical arguments emerge as apart of a naturalistic programme to explain fundamental human beliefs, but seem to call into serious question the viability of this programme. This work is an attempt to understand the relationship between Hume's sceptical arguments and his Newtonian ambition of founding a science of human nature. It defends two main theses: that Hume's sceptical arguments appear as steps in a more general and systematic argument the conclusion of which involves a causal explanation of scepticism itself; and that the scepticism of Book One of the Treatise is to be seen not as unmitigatedly destructive but as a part of the necessary preparation for the more robustly Newtonian investigations of Books Two and Three. Hume's sceptical arguments support the general conception he has of philosophy, and of its role and value, which emerges in the conclusion to the first book. I show that Hume's exposition of this conception is the conclusion of a complex and systematic dialectic. The work is divided into four chapters. In Chapter One, I examine Hume's commitment to the experimental method of reasoning and formulate a number of general theoretical principles which, I argue, guide the Newtonian investigations of the Treatise. I also assess Hume's understanding of what constitutes a good or adequate explanation in science. Chapter Two considers Part III of Book One. Here I emphasise the reflexiveness of Hume's extended account of the causal relation, acknowledging the constructive programme which leads Hume to formulate a set of normative rules for telling what is the cause of what. The remaining two chapters deal with Hume's main sceptical arguments concerning the attribution of identity over time to bodies and persons.
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McDonald, Christine. "Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26330/.
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There exists a general consensus in the science education literature around the goal of enhancing students. and teachers. views of nature of science (NOS). An emerging area of research in science education explores NOS and argumentation, and the aim of this study was to explore the effectiveness of a science content course incorporating explicit NOS and argumentation instruction on preservice primary teachers. views of NOS. A constructivist perspective guided the study, and the research strategy employed was case study research. Five preservice primary teachers were selected for intensive investigation in the study, which incorporated explicit NOS and argumentation instruction, and utilised scientific and socioscientific contexts for argumentation to provide opportunities for participants to apply their NOS understandings to their arguments. Four primary sources of data were used to provide evidence for the interpretations, recommendations, and implications that emerged from the study. These data sources included questionnaires and surveys, interviews, audio- and video-taped class sessions, and written artefacts. Data analysis involved the formation of various assertions that informed the major findings of the study, and a variety of validity and ethical protocols were considered during the analysis to ensure the findings and interpretations emerging from the data were valid. Results indicated that the science content course was effective in enabling four of the five participants. views of NOS to be changed. All of the participants expressed predominantly limited views of the majority of the examined NOS aspects at the commencement of the study. Many positive changes were evident at the end of the study with four of the five participants expressing partially informed and/or informed views of the majority of the examined NOS aspects. A critical analysis of the effectiveness of the various course components designed to facilitate the development of participants‟ views of NOS in the study, led to the identification of three factors that mediated the development of participants‟ NOS views: (a) contextual factors (including context of argumentation, and mode of argumentation), (b) task-specific factors (including argumentation scaffolds, epistemological probes, and consideration of alternative data and explanations), and (c) personal factors (including perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, and durability and persistence of pre-existing beliefs). A consideration of the above factors informs recommendations for future studies that seek to incorporate explicit NOS and argumentation instruction as a context for learning about NOS.
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Mitchell, Adam James. "Assessing Scientific Inquiry: Teacher Beliefs and Practices." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2521.
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Science education reform movements have long urged the use of inquiry methods in all science instruction. More recently, standards and accountability reform efforts have emphasized measuring and improving student science achievement. Researchers have questioned the alignment and balance between these reforms (Lane, 2004; Yeh, 2001). This study addresses issues faced by secondary science teachers as they simultaneously meet the goals of these reform movements. Mixed methods were used to answer the questions: 1) Can a teacher's beliefs and practices regarding inquiry teaching methods be correlated with his/her assessment practices?; 2) What item types are most commonly employed by teachers that use an inquiry pedagogy?; and 3) What assessment strategies do teachers describe to assess scientific inquiry? Secondary science teachers, mostly from one western state, responded to a survey (N = 83) and provided a teacher-made classroom assessment (n = 30). Survey responses were used to assign a teacher inquiry score based on described frequency of pedagogical practices supporting or detracting from an inquiry focus. A rubric based on cognitive complexity was used to determine a numeric value for each test item with the sum of item scores providing an overall assessment score. Using regression analysis and Pearson's correlation this study found a moderate correlation (r = 0.0447, p = 0.0133) between teacher inquiry scores and assessment scores. A modest correlation was also established between teacher inquiry levels (high, medium, and low categories assigned using cut scores) and overall assessment scores using an ANOVA (DF=2, p = 0.0262) and Tukey-Kramer pairwise analysis (low to medium p = 0.046; low to high p = 0.057). Correlations indicate that teachers are able to simultaneously focus on inquiry in pedagogical and assessment practices. Cognitively complex items used by teachers with an inquiry focus measure the same cognitive skills as scientific inquiry. Survey responses to open-ended questions provided additional qualitative data supporting the study's findings. Respondents reported challenges in creating assessments that measure student scientific inquiry competency, but also noted that labs, observation and questioning, and performance assessments are useful in measuring inquiry skills.
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Bandi, Ajay. "Assessing code decay by detecting software architecture violations." Thesis, Mississippi State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665453.
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Code decay is a gradual process that negatively impacts the quality of a software system. Developers need trusted measurement techniques to evaluate whether their systems have decayed. This dissertation aims to assess code decay by discovering software architectural violations. Our methodology uses Lightweight Sanity Check for Implemented Architectures to derive architectural constraints represented by can-use and cannot-use phrases. Our methodology also uses Lattix to discover architectural violations. We also introduce measures that indicate code decay in a software system. We conducted two case studies of proprietary systems (9 versions of System A and 14 versions of System B) to demonstrate our methodology for assessing code decay. Resulting architectural constraints and architectural violations were validated by the expert of each system. Our results show that the net violations of System A increased from one version to other version even though there were architecture changes. However, in System B, the number of net violations decreased after changes in the architecture.
The proposed code decay metrics can give managers insight into the process of software development, the history of the software product, and the status of unresolved violations. Our results and qualitative analysis showed that the methodology was effective and required a practical level of effort for moderate sized software systems. Code decay values increase because of an increase in the number of violations over multiple versions.
We compared our code decay measures with definitions in the literature, namely coupling metrics. In addition, our empirical results showed that coupling is qualitatively correlated with the size of a system as expected. We note that coupling is an opportunity for architectural violations. We concluded that coupling is not consistently related to violations.
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Castillo, Andrea R. (Andrea Redwing). "Assessing computational methods and science policy in systems biology." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/51655.
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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2009.Includes bibliographical references (p. 109-112).
In this thesis, I discuss the development of systems biology and issues in the progression of this science discipline. Traditional molecular biology has been driven by reductionism with the belief that breaking down a biological system into the fundamental biomolecular components will elucidate such phenomena. We have reached limitations with this approach due to the complex and dynamical nature of life and our inability to intuit biological behavior from a modular perspective [37]. Mathematical modeling has been integral to current system biology endeavors since detailed analysis would be invasive if performed on humans experimentally or in clinical trials [17]. The interspecies commonalities in systemic properties and molecular mechanisms suggests that certain behaviors transcend specie differentiation and therefore easily lend to generalizing from simpler organisms to more complex organisms such as humans [7, 17]. Current methodologies in mathematical modeling and analysis have been diverse and numerous, with no standardization to progress the discipline in a collaborative manner. Without collaboration during this formative period, successful development and application of systems biology for societal welfare may be at risk. Furthermore, such collaboration has to be standardized in a fundamental approach to discover generic principles, in the manner of preceding long-standing science disciplines. This study effectively implements and analyzes a mathematical model of a three-protein biochemical network, the Synechococcus elongatus circadian clock.
(cont.) I use mass action theory expressed in kronecker products to exploit the ability to apply numerical methods-including sensitivity analysis via boundary value formulation (BVP) and trapiezoidal integration rule-and experimental techniques-including partial reaction fitting and enzyme-driven activations-when mathematically modeling large-scale biochemical networks. Amidst other applicable methodologies, my approach is grounded in the law of mass action because it is based in experimental data and biomolecular mechanistic properties, yet provides predictive power in the complete delineation of the biological system dynamics for all future time points. The results of my research demonstrate the holistic approach that mass action method-ologies have in determining emergent properties of biological systems. I further stress the necessity to enforce collaboration and standardization in future policymaking, with reconsiderations on current stakeholder incentive to redirect academia and industry focus from new molecular entities to interests in holistic understanding of the complexities and dynamics of life entities. Such redirection away from reductionism could further progress basic and applied scientific research to embetter our circumstances through new treatments and preventive measures for health, and development of new strains and disease control in agriculture and ecology [13].
by Andrea R. Castillo.
S.M.in Technology and Policy
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De, Anda Maria Elizabeth. "Assessing students' understanding of science concepts through portfolio assessment." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1197.
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Weisend, Ausma Skerbele. "Poetry, nature and science : romantic nature philosophy in the works of Novalis and E.T.A. Hoffmann /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249485965.
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Hansson, Katarina. "Assessing total legitimacy in Swedish large carnivore policy." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132925.
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Karbiner, Lara M. (Lara Magdalena) 1975. "Assessing the vulnerabilities of reliable multicast protocols." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/47644.
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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.Includes bibliographical references (leaf 40).
by Lara M. Karbiner.
S.B.and M.Eng.
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Khaldi, Mousa M. M. "An exploratory study of Palestinian science teachers' views of the nature of science." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/13380/.
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This mixed methods study investigates Palestinian science teachers' views of the nature of science (NOS), with an in-depth exploration of the nature, causes and context of these views, and the possible reasons why teachers hold such views. The research provides suggestions of possible ways to improve Palestinian science teachers' views of NOS, and the factors within the Palestinian context that might either facilitate or hamper efforts to promote teachers' understanding of NOS. Quantitative data were collected during the first phase of the study from a sample of 277 teachers working in three areas in Palestine. Twelve teachers were randomly selected for the second qualitative phase. In line with the regional and global literature, the results of the closed NOS survey, the open-ended questionnaire and the individual semi-structured interviews revealed that Palestinian science teachers hold relatively naive, traditional views of most of the main tenets of NOS. During the qualitative phase, a series of semi-structured interviews was also carried out with ten Palestinian academics to explore in depth their views and suggestions concerning the nature, causes and context of teachers' views of NOS. They identified possible factors responsible for this apparent naivete in teachers' views and suggested ways to improve their understanding of NOS. The analysis of academics' responses revealed eight main factors that might explain the naivete of teachers' views of NOS: Palestinian socio-cultural background, education policy, teachers' own personal values, teaching approaches at school and university levels, science textbooks, teacher training programmes, educational supervision and school resources. Possible ways to improve teachers' views of NOS could be grouped in six main areas: tertiary science teaching and teacher preparation programmes, teaching as a well-resourced profession, Palestinian science textbooks, education supervision and in-service teacher training, educational leadership and administration system, and public scientific literacy and critical awareness. Finally, there is a consideration of the possible implications of these findings for teaching and teacher education in Palestine, for policy making bodies in the Ministry of Education and Higher Education, for methodology, and for future research in the area.
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Lau, Kwok–chi. "Knowledge and skills that science teachers need for teaching the nature of science." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9172.
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Nature of science (NOS) has long been a highly valued element of science education, but it remains largely ignored in science classrooms despite decades of efforts in promoting it. Past research mostly focuses on curricular efforts and NOS understanding of teachers and students to the exclusion of in depth examination of NOS teaching in actual classrooms. The studies targeting NOS teaching, however, often put heavy emphasis on the intentions and beliefs of teachers to account for whether or not NOS aspects are addressed in the classrooms. These types of studies still treat NOS teaching as a black box without addressing the complex interplays between teachers and students in class, and also fail to address the issues pertaining to the competence of teachers in NOS teaching. This study seeks to delineate and understand the complex dynamics of NOS teaching in actual classroom contexts in order to shed light on the knowledge and skills that science teachers need to teach NOS. The study employed a multiple case study design, examining in depth the NOS teaching attempts of eight science teachers in Hong Kong. Data were collected mainly through class observations, interviews, and analysis of teaching plans. The NOS understandings and constructivist pedagogy of the teachers were assessed with quantitative instruments. A framework for the key characteristics of NOS teaching is established based on the literature and empirical findings of this study. Three knowledge bases are found connected with these characteristics: knowledge of NOS, pedagogical knowledge and skills to teach NOS in a constructivist and dialogic manner, and knowledge of the contexts for NOS teaching, such as history of science. The implications of the findings to teacher training and curriculum development pertinent to NOS were discussed.
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Vaughan, William S. "Investigation of preservice science and mathematics teachers' beliefs about the nature of science /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202678776226.
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Johnson, Joseph Casey. "Peptidic Materials: Nature Inspired Mechanical Enhancement." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1403197488.
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Leung, Shuk-ching Jessica, and 梁淑貞. "Understanding of nature of science and evaluation of science in the media among non-science majors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50162627.
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Scientific literacy has been recognized internationally for its importance as a goal of science education. Lying at the core of scientific literacy is understandings of nature of science (NOS). A desired outcome from a scientifically literate populace is – critical evaluation of reports and discussions about science in the media. It is generally assumed that an informed conception of NOS will lead to this desired outcome of scientific literacy. Yet this assumption remains untested.
The purpose of this research study was to examine the relationship, if any, between NOS understandings and the quality of evaluating science in the media. Sixty-four non-science majors from a local community college participated in the study. Participants were asked to evaluate on three health-related news articles reporting scientific claims by completing the Health News Evaluation Questionnaire. Their NOS understandings were assessed by the Views about Science Questionnaire. Participants were invited for a follow-up interview to further probe their NOS conceptions and quality of evaluating science news articles. The quality of evaluation, and the application and prioritization of criteria by each participant were analyzed. These were compared with the level of NOS understandings. Reasons for applying or not applying and for prioritizing or not prioritizing the NOS-related criteria were also examined in the follow-up interview.
No correlation was identified between the non-science majors’ understanding on the targeted aspects of NOS and their frequency of application of these concepts in evaluating the science news except the followings where significant correlations, though weak, were identified. These include understanding of the peer view process and its frequency of application in evaluating (i) Article 2 on the effect of calorie on body weight and memory (r=0.325, p<0.05), (ii) Article 3 on cell phone controversies (r=0.326, p<0.05) and (iii) all the 3 news articles as a whole (r=0.381, p<0.05). Correlations are also identified between understanding of the peer review process and the level of sophistication with its application in the evaluation of Article 2 (r=0.345, p<0.05) and all the three articles as a whole (r=0.39, p<0.05). Another intriguing finding was that understanding of the tentative NOS was found to be correlated with the stance adopted in the evaluation of Article 3 (r=0.434, p<0.05). The poor performance of the participants in evaluating science in the media was attributed to the lack of awareness for the important role of NOS understandings, unfamiliarity with the application of NOS understandings, and compartmentalization among various NOS aspects. These were possible culprits for successful transformation of NOS understandings to critical evaluation of science in the media.
Based on the findings, it is argued that NOS understandings are a necessary, but not sufficient, condition for critical evaluation of science in the media. Three additional conditions are suggested: (1) awareness towards the importance and the need in making reference to NOS understandings, (2) ability to apply NOS understandings, and (3) understanding the interconnectedness among various NOS aspects would aid successful transformation of NOS understandings to critical evaluation of science in the media.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Ozdem, Yasemin. "The Nature Of Pre-service Science Teachers'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611154/index.pdf.
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The purpose of this study is to explore pre-service science teachers&rsquo(PST) argumentation in the context of inquiry-oriented laboratory work. Specifically, this study investigated the kinds of argumentation schemes PSTs use as they perform inquiry-oriented laboratory tasks, and how argumentation schemes generated by PSTs vary by tasks as well as by experimentation and critical discussion sessions. The participants in this study were 35 pre-service elementary teachers, who will teach middle school science from 6th through 8th grade students after graduation. In this study, participants were engaged in six inquiry-oriented laboratory tasks. The performance of laboratory tasks consisted of two stages. Through the experimentation stage, PSTs planned and developed their own hypotheses, carried out an experiment and collected data, and processed their data to verify their hypotheses. Through the critical discussion stage, one of the research groups presented their hypotheses, methods, and results orally to the other research groups. Each presentation was followed by a class discussion of weak and strong aspects of the experimentation. The data of this study were collected through video- and audio-recording. The data were the transcribed from video- and audio-recordings of the PSTs&rsquo
discourse during the performance of the laboratory tasks. For the analysis of PSTs&rsquo
discourse pre-determined argumentation schemes by Walton (1996) were employed. The results illustrated that PSTs applied varied premises rather than only observations or reliable sources, to ground their claims or to argue for a case or an action. The interpretation of the frequency data and the kind of the most frequent argumentation schemes can be seen as a positive indication that the inquiry-oriented laboratory tasks that were employed in this study are effective toward promoting presumptive reasoning discourse. Another result of this study, which is worthy of notice is the construction and evaluation of scientific knowledge claims that resulted in different number and kinds of arguments. Results of this study suggest the following implications for improving science education. First, designing inquiry-oriented laboratory environments, which are enriched with critical discussion, provides discourse opportunities that can support argumentation. Second, both the number of arguments and the use of various scientific argumentation schemes can be enhanced by specific task structures. Third, &ldquo
argumentation schemes for presumptive reasoning&rdquo
is a promising analysis framework to reveal the argumentation patterns in scientific settings. Last, pre-service teachers can be encouraged to support and promote argumentation in their future science classrooms if they engage in argumentation integrated instructional strategies.
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Cochrane, D. Brian. "Grade six students' understanding of the nature of science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ57346.pdf.
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Abe, Satoshi. "Remaking Nature in Iran: Environmentalism, Science, and the Nation." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311450.
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In the last 30 years, Iran has experienced mounting environmental problems, such as air and water pollution, that are perceived as in need of redress. In order to address and confront these problems, Iran has recently adopted the language and framework of ecological science. Subsequently, the prestige of science in the country has been growing through extensive applications of ecological science at various levels of Iranian society. Viewing this development as a socio-cultural process of modernity in Iran, this dissertation addresses two major issues: First, it investigates the discursive historical conditions of Iran in which modern science, including ecological science, has been developed and practiced since the nineteenth century. Second, it explores the cultural dimensions of environmentalism in Iran through examining its reception by Iranian environmentalists, researchers, and non-expert citizens in Tehran and their attitudes toward it. The analyses of the genealogies of science in Iran show that modern science has provided Iranians with a conceptual framework through which to govern the objects that state authorities, with accuracy and efficiency, wish to identify, analyze, and organize. I argue that the "population" has been a prominent object in the governance of Iran in the nineteenth and twentieth centuries and that, more recently, "the environment" has become such an object. Scientific knowledge and management have played a vital role in establishing these mechanisms of governance, thereby the status of science is kept intact in Iran. Drawing on thirteen months of fieldwork in Tehran, I also examine the recent development of environmentalism in urban Iran through changing conceptions of "nature." With Iran's utilization of ecological science, a new conception of nature is recently introduced to society: a scientific formulation of nature. I demonstrate how this notion of nature has become influential along with growing environmental discourses in Iran, and yet, argue that another conception of nature--relating to Iranian nationhood--also makes a key contribution to Iranian environmentalism. In particular, I engage the anthropological perspectives of "materiality" and "heteroglossia" to highlight this point.
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Mezey, Eva. "The Nature and Role of Experiment in Science Education." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33990.
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Experimentets art och roll i naturvetenskaplig undervisning är ett fundamentalt och omfattande ämne. I föreliggande litteraturstudie görs ett försök att sätta in frågan i ett historiskt, pedagogiskt och vetenskapligt sammanhang. Innan experimentets roll diskuteras, ställs dock frågan vad naturvetenskap är, varför och hur det skall undervisas, och vad som kännetecknar praktiskt arbete och experimentell verksamhet i skolan. Med denna bakgrund refereras några forskares och lärares erfarenheter och åsikter. Det visar sig, föga överraskande, att formerna för och avsikterna med experiment i undervisningen är skiftande. Studien får därför ses som ett försök till kartläggning av frågeställningen, med avsikten att lyfta fram några representativa exempel. Slutsatsen måste bli, att titelns fråga har många möjliga svar. Den gemensamma nämnaren förefaller vara, att praktiskt arbete och experiment är önskvärda inslag i naturvetenskaplig undervisning, trots oenighet och osäkerhet beträffande deras mål och effektivitet.The nature and role of experiment in science education is a fundamental and extensive subject. In the present literature survey, the subject is considered in a historical, pedagogical and scientific context. However, previous to discussing the role of experiment, we ask what science is, why and how we should teach it, and what characterizes practical and experimental work in school. Bearing this in mind, the experiences and opinions of some researchers and teachers are accounted for. We realize, not very surprisingly, that the methods and intentions for using experiment in science teaching are diverse. This work is consequently an attempt to map the subject and to bring forward some representative examples. The conclusion must be, that the question we have posed in the title has many possible answers. These appear to have in common, that practical and experimental work are considered desirable in science teaching, in spite of disagreement and doubt concerning their goal and efficiency.