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Relevant bibliographies by topics / Natural history - Study and teaching

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Academic literature on the topic 'Natural history - Study and teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Natural history - Study and teaching"

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Shin, Myeong Kyeong. "The Nature of Science at Informal Education Settings: Natural History Museums." Key Engineering Materials 277-279 (January 2005): 387–90. http://dx.doi.org/10.4028/www.scientific.net/kem.277-279.387.

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The purpose of this study is to explore the characteristics of the on-line teaching materials on the websites of natural history museums particularly with regards to their educational perspectives, focusing on the nature of science. A total of twelve on-line resources from the four well established museums used in this study were selected as representative informal science teaching materials. The analyses highlighted the potential of natural history museums as an informal science learning venues.

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Amin, Tejal N., Hannah Cohen, Michael Wong, Sara-Louise Pointer, Naaila Aslam, and Davor Jurkovic. "The Natural History of Uterine Venous Plexus Thrombosis." Diagnostics 11, no. 8 (July 26, 2021): 1338. http://dx.doi.org/10.3390/diagnostics11081338.

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The management of incidental or unusual site venous thrombosis (VT) is challenging and is often extrapolated from studies on symptomatic deep venous thrombosis (DVT). There is a tendency to treat with anticoagulation, due to the theoretical risk of propagation and embolism; however, this is not without risk. Furthermore, there is little guidance on how to monitor incidental VT. The aim of this study was to describe the natural history of incidental uterine venous plexus thrombosis (UVPT) and provide a structured approach to its overall management. A prospective study was conducted in a university teaching hospital over a 16-month period. Women diagnosed with UVPT on transvaginal ultrasound (TVS) were followed up over a six-month period and managed based on an individualised risk assessments, in conjunction with haematologists. Fifty women were diagnosed with UVPT during the study period, of which 38 were managed expectantly. The resolution was documented in 70% of women. There were no cases of symptomatic DVT or pulmonary embolisms in either the expectant or treatment groups. Our study has shown that in a high proportion of women, incidental UVPT could be managed successfully without the need for anticoagulation. The overall management of UVPT should be based on individualised clinical risk assessments.

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Staley, David J. "Teaching the Future of Technology in the History Classroom: A Case Study." World Futures Review 10, no. 4 (August 1, 2018): 253–62. http://dx.doi.org/10.1177/1946756718791273.

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This article will describe how historians can teach the future of technology. Historians need not alter their traditional methods of historical inquiry to teach the future, and indeed the history classroom is a natural site for foresight education. Historical inquiry begins with questions, and futuring similarly begins with asking the right questions. The historian seeks out evidence, and futurists as well identify drivers and blockers, considering how these drivers and blockers will interact with each other. In contrast to social scientists, historians work with imperfect or incomplete information, an apt description of the state of our evidence about the future. In a manner similar to historians, futurists interpret and draw inferences from evidence. After the research an analysis of the evidence is complete, the historian/futurist writes representations. This article will describe how I employed the historical method to teach the future of technology in a history research seminar, the results produced by the students, and ways that the study of the future can be situated in the history classroom.

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You, Hye Sun. "Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks." Journal of Education and Learning 6, no. 4 (June 5, 2017): 66. http://dx.doi.org/10.5539/jel.v6n4p66.

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This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.

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Ismagilova, R. R., and G. Kh Akhmetshina. "HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 3 (October 25, 2021): 322–30. http://dx.doi.org/10.35634/2412-9550-2021-31-3-322-330.

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The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

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Zeman, Ivanna. "Museum lessons as an alternat form of teaching natural sciences in basic secondary school." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 94–100. http://dx.doi.org/10.30970/vpe.2022.36.11556.

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The article is devoted to the issue of the museum lessons as an alternative form of teaching Natural Sciences for students in basic secondary school. It proposes the detailed analysis of the concept «natural sciences museum lessons» and explores educational activities provided by the Ukrainian museums to schoolchildren. The author of the article emphasizes the importance of the museum educational activities for both, students and teachers: while for students museum lessons are the chance to improve their knowledge, skills and abilities, for teachers, they are the opening to explain subject material in an accessible way and meet the basic curriculum. Most museums in Ukraine and abroad offer standard tours, museum lessons, lectures and educational workshops. Analysis of those activities showed that natural museums have an extremely important role in the education process of children. Natural history museums clearly realize the importance of their educational role by setting the programs for schools. They provide the interdisciplinary approach in teaching and offer natural sciences lessons to students of all educational levels. Educational activities offered by natural history museums are usually complementary to school natural sciences curriculum, which include several school subjects – biology, geography, physics, chemistry, and astronomy. It is emphasized that apart from the educational content, the museums offer a very wide choice of possibilities and new teaching methods, which require students’ active participation. The educational activities of the museums are included into the curricula of basic secondary education and provide information and communication technologies for the organization of information and educational environment of the museum. The study describes and characterizes the activity of Lviv museums, which offer museum lessons their compatibility with the core curriculum of basic secondary education. Keywords: museum lesson, museum education, natural history museum, basic secondary education, educational program, museum innovations.

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Jadon, Deepak R., Gavin Shaddick, William Tillett, Eleanor Korendowych, Graham Robinson, Nicola Waldron, Charlotte Cavill, and Neil J. McHugh. "Psoriatic Arthritis Mutilans: Characteristics and Natural Radiographic History." Journal of Rheumatology 42, no. 7 (May 15, 2015): 1169–76. http://dx.doi.org/10.3899/jrheum.150083.

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Objective.(1) To compare clinical characteristics of patients with psoriatic arthritis (PsA) with PsA mutilans (PAM) and without PAM, and (2) to determine the rate of PAM radiographic progression.Methods.A retrospective cohort study was conducted of all patients with PsA attending a teaching hospital. The most recent hand and feet radiographs were screened for PAM. Serial radiographs (earliest to most recent) were quantitatively scored for osteolysis, erosion, joint space narrowing, and osteoproliferation.Results.Out of the 610 cases, 36 PsA cases had PAM (5.9%). PAM cases were younger at diagnosis of PsA than non-PAM cases (p = 0.04), had more prevalent psoriatic nail dystrophy (OR 5.43, p < 0.001), and worse health assessment questionnaire score (1.25 vs 0.63, p < 0.04). Radiographic axial disease (OR 2.31, adjusted p = 0.03) and especially radiographic sacroiliitis (OR 2.99, adjusted p = 0.01) were more prevalent in PAM. PAM were more likely than non-PAM cases to have used a disease-modifying antirheumatic drug (DMARD; OR 16.36, p < 0.001). Out of 33 cases, 29 PAM cases had initiated a synthetic DMARD and 4/13 had initiated anti-tumor necrosis factor (anti-TNF) prior to first demonstration of PAM. A median 5 radiographs were scored for each PAM case (interquartile range 3–7). PAM progressed from monoarticular (60%) to polyarticular (80%) involvement. Osteolysis was initially rapid and progressive in the hands and feet, tapering later during disease course. Nail dystrophy predicted more severe osteolysis (p = 0.03).Conclusion.Compared with non-PAM cases, PAM cases have earlier age at PsA diagnosis, poorer function, more prevalent nail dystrophy, and more radiographic axial disease/sacroiliitis. The rate of osteolysis is higher in earlier disease, and more severe in those with nail dystrophy. DMARD and anti-TNF therapy appear not to prevent PAM occurrence.

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Wylie, Caitlin Donahue. "Teaching nature study on the blackboard in late nineteenth- and early twentieth-century England." Archives of Natural History 39, no. 1 (April 2012): 59–76. http://dx.doi.org/10.3366/anh.2012.0062.

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England's Education Acts in the late nineteenth century made school free and mandatory for all children, filling schools with more and younger students. Visual teaching methods such as blackboard drawing were used to catch young students’ eyes and engage their interest. At the same time, there was high public engagement with natural history and popular science lectures, which built the perception of science as accessible, interesting and useful for people of all social classes. This “science for all” trend along with the new universal education paved the way for nature study, a new school subject based on experiential learning through observation of plants and animals, similar to the popular nineteenth-century pedagogy of object lessons. The many manuals about nature study that were published for teachers in England in the early twentieth century reveal the content, pedagogy, and portrayal of science communicated to young students. Analysis of one manual, Nature teaching on the blackboard (1910), sheds light on typical nature study lessons, including suggested images for teachers to draw on the blackboard. Visual methods of teaching science were not limited to schoolchildren: university lecturers as well as popularizers of science used object lessons and blackboard drawing to educate and entertain their adult audiences. Comparing blackboard teaching of nature study with other educational images and audiences for science explores how multisensory learning and the blackboard brought information about the natural world and engagement with science to the public.

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Nafisa, Syeda, Ben Messer, Beatrice Downie, Patience Ehilawa, William Kinnear, Sherif Algendy, and Milind Sovani. "A retrospective cohort study of idiopathic diaphragmatic palsy: a diagnostic triad, natural history and prognosis." ERJ Open Research 7, no. 3 (July 2021): 00953–2020. http://dx.doi.org/10.1183/23120541.00953-2020.

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BackgroundIsolated diaphragmatic palsy in the absence of progressive neuromuscular disease is uncommon. It poses diagnostic challenges and limited data are available regarding prognosis. We present retrospective cohort data from two large teaching hospitals in the United Kingdom.Method60 patients who were assessed either as inpatients or outpatients were included in this study. Patients with progressive neuromuscular disease were excluded. Clinical presentation, tests of respiratory muscle function (sitting/supine vital capacity, maximal expiratory pressure (MEP), maximal inspiratory pressure (MIP) and sniff nasal inspiratory pressure (SNIP)) and outcomes were recorded.ResultsFor patients with diaphragmatic palsy, mean±sd seated and supine vital capacity pre-noninvasive ventilation (NIV) were reduced at 1.7±1.2 L and 1.1±0.9 L, respectively, with a mean±sd postural fall in vital capacity of 42±0.16%. The mean MEP/MIP and MEP/SNIP ratios for diaphragmatic palsy were 3 and 3.5, respectively. After a year of treatment with NIV, mean±sd upright and supine vital capacity had increased to 2.1±0.9 L and 1.8±1 L, respectively, and the mean±sd fall in vital capacity from sitting to supine reduced to 29±0.17%. MEP/MIP and MEP/SNIP ratios reduced to 2.6 and 2.9, respectively, from the pre-NIV values. The values of postural fall in vital capacity correlated (p<0.05) with MEP/MIP and MEP/SNIP ratio (r2=0.86 and r2=0.7, respectively).ConclusionTests of respiratory muscle strength are valuable in the diagnostic workup of patients with unexplained dyspnoea. A triad of 1) orthopnoea, with 2) normal lung imaging and 3) MEP/MIP and/or MEP/SNIP ratio ≥2.7 points towards isolated diaphragmatic palsy. This needs to be confirmed by prospective studies.

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Ribble, David O. "Ahead of his time: Joseph Grinnell, natural history, and inclusion and equity in STEM." Therya 13, no. 1 (January 30, 2022): 99–102. http://dx.doi.org/10.12933/therya-22-1104.

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Joseph Grinnell designed the Natural History of the Vertebrates (NHV) course at the Museum of Vertebrate Zoology, University of California at Berkeley, over 100 years ago and the course has changed little over these years. In this essay, I connect modern pedagogical and cognitive understandings of what we know leads to success among students to the course. This analysis reveals that the course continues to be successful because it has all the elements of a student-centered, active-learning class that leads to better cognitive gains, better retention, and importantly, proportionately better gains for students from underserved populations. This study will be important for advocates of teaching natural history in biology curriculum.

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Dissertations / Theses on the topic "Natural history - Study and teaching"

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Hougland, Uchwat Gail Ann. "Natural history of the saguaro." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1466.

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Hope-King, Lizabeth Ann. "Natural history of Hesperoyucca whipplei." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2991.

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Explores many aspects of the Hesperoyucca whipplei (formerly known as Yucca whipplei), a type of chaparral plant that grows in arid regions of Southern California. Five of the subspecies of H. whipplei are individually described and discussed. Its relationship with its pollinator, Tegeticula maculata, is traced and documented throughout the process of a reproductive season. The project examines the historic uses of H. whipplei by the Native Americans as well as its current uses in the modern world. It includes field study lessons and Hesperoyucca recipes.

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Leslie, Susan Stansbury. "Selecting wildlife and environmental education programs for adult organizations in an urban area." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06162009-063225/.

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Colborn, Robert Maurice. "Manilius on the nature of the Universe : a study of the natural-philosophical teaching of the Astronomica." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:481db8c5-4a3b-42ff-b301-eafc3e2f9ad8.

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The thesis has two aims. The first is to show that a more charitable approach to Manilius, such as Lucretian scholarship has exhibited in recent decades, yields a wealth of exciting discoveries that earlier scholarship has not thought to look for. The thesis' contributions to this project centre on three aspects of the poem: (I) the sophistication of its didactic techniques, which draw and build on various predecessors in the tradition of didactic poetry; (II) its cosmological, physical and theological basis, which has no exact parallel elsewhere in either astrology or natural philosophy, and despite clear debts to various traditions, is demonstrably the invention of our poet; (III) the extent to which rationales and physical bases are offered for points of astrological theory – something unparalleled in other astrological texts until Ptolemy. The second, related aim of the thesis is to offer a more satisfying interpretation of the poem as a whole than those that have hitherto been put forward. Again the cue comes from Lucretius: though the DRN is at first sight primarily an exposition of Epicurean physics, it becomes clear that its principal concern is ethical, steering its reader away from superstition, the fear of death and other damaging thought-patterns. Likewise, the Astronomica makes the best sense when its principal message is taken to be not the set of astrological statements that make up its bulk, but the poem’s peculiar world- view, for which those statements serve as an evidential basis. It is, on this reading, just as much a poem ‘on the nature of the universe', which provides the title of my thesis. At the same time, however, it finds new truth in the conventional assumption that Manilius is first and foremost an advocate of astrology: it reveals his efforts to defend astrology at all costs, uncovers strategies for making the reader more amenable to further astrological study and practice, and contends that someone with Manilius' set of beliefs must first have been a devotee of astrology before embracing a natural- philosophical perspective such as his. The thesis is divided into prolegomena and commentaries, which pursue the aims presented above in two different but complementary ways. The prolegomena comprise five chapters, outlined below: Chapter 1 presents a comprehensive survey of the evidence for the cosmology, physics and theology of the Astronomica, and discovers that a coherent and carefully thought-out world-view underlies the poem. It suggests that this Stoicising world- view is drawn exclusively from a few philosophical works of Cicero, but is nonetheless the product of careful synthesis. Chapter 2 explores the relationship between this world-view and earlier Academic criticism of astrology and concludes that the former has been developed as a direct response to these criticisms, specifically as set out in Cicero’s De divinatione. Chapter 3 examines the later impact of Manilius’ astrological world-view, as far as it can be detected, assessing the evidence for the early reception of his poem and its role in the history of philosophical astrology. The overwhelming impression is that the work was received as a serious contribution to debate over the physical and theological underpinnings of astrology; its world-view was absorbed into the mainstream of astrological theory and directly targeted in the next wave of Academic criticism of astrology. Chapter 4 looks at the more subtle strategies of persuasion that are at work in the Astronomica. It observes, first, a number of structural devices and word- patternings that set up the poem as a model of the universe it describes. This first part of the chapter concludes by asking what didactic and/or philosophical purpose such modelling could serve. The second part examines how, by a gradual process of habituation-through-metaphor, the reader is made familiar with the conventional astrological way of thinking about the world, which might otherwise have struck him as a baffling mass of contradictions. The third part looks at the use of certain rhetorical figures, particularly paradox, to re-emphasise important physical claims and assist the process of habituation. Chapter 5 takes on the task of making sense of the Astronomica as a whole, seeking out an underlying rationale behind the choice and ordering of material, accounting as well as is possible for its apparently premature end, and asking why, if it is a serious piece of natural-philosophical teaching, it so often appears to be self- undermining. A short epilogue asks what path can have led Manilius to embark on such a work as the Astronomica. It offers a sketch of the author as an adherent (but not a practitioner) of astrology, who had developed a philosophical system first as scaffolding for an art under threat, but had then come to see more importance in that philosophical underpinning than in the activities of prediction. The lemmatised commentaries that follow cover several passages from the first book of the Astronomica. As crucial as the remaining four books are to his natural-philosophical teaching, it is in this part of the poem that Manilius concentrates the direct expositions of his world-view. Like the chapters, the commentaries' two concerns are the nature and the exposition of the work's world-view. Each of the commentaries has its own focus, but all make full use of the format to tease out the poet's teaching strategies and watch his techniques operate 'in real time' over protracted stretches of text. Finally, an appendix presents the case for the Astronomica as the earliest evidence for the use of plane-image star maps. At two points in his tour of the night sky Manilius describes the positions of constellations in a way that suggests that he is consulting a stereographic projection of each hemisphere, and that he is assuming his reader has one to hand, too. This observation casts valuable new light on the development of celestial cartography.

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Kearns, Lorraine D. "Revitalization of the Valley of Enchantment Elementary School Nature Center, an on-site learning facility." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/620.

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Hart, Hilary 1969. "Sentimental spectacles : the sentimental novel, natural language, and early film performance." Thesis, University of Oregon, 2004. http://hdl.handle.net/1794/297.

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Advisor: Mary E. Wood. xii, 181 leaves : ill. ; 29 cm. Print copy also available for check out and consultation in the University of Oregon's library under the call number: PS374.S714 H37 2004.
The nineteenth-century American sentimental novel has only in the last twenty years received consideration from the academy as a legitimate literary tradition. During that time feminist scholars have argued that sentimental novels performed important cultural work and represent an important literary tradition. This dissertation contributes to the scholarship by placing the sentimental novel within a larger context of intellectual history as a tradition that draws upon theoretical sources and is a source itself for later cultural developments. In examining a variety of sentimental novels, I establish the moral sense philosophy as the theoretical basis of the sentimental novel's pathetic appeals and its theories of sociability and justice. The dissertation also addresses the aesthetic features of the sentimental novel and demonstrates again the tradition's connection to moral sense philosophy but within the context of the American elocution revolution. I look at natural language theory to render more legible the moments of emotional spectacle that are the signature of sentimental aesthetics. The second half of the dissertation demonstrates a connection between the sentimental novel and silent film. Both mediums rely on a common aesthetic storehouse for signifying emotions. The last two chapters of the dissertation compare silent film performance with emotional displays in the sentimental novel and in elocution and acting manuals. I also demonstrate that the films of D. W. Griffith, especially The Birth of a Nation, draw upon on the larger conventions of the sentimental novel.

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Martell, David D. "Developing a guidebook for an outdoor classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/36.

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Madison, Sotera. "NatureScope workshop handbook for facilitators." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/788.

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Ruppel, Darrell. "The Heaps Peak Arboretum environmental unit." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/793.

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Pecore, John L. "A Case Study of Secondary Teachers Facilitating a Historical Problem-Based Learning Instructional Unit." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/52.

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Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or “problem,” is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers’ understandings, successes and obstacles. By identifying teachers’ possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers’ current systems into reform-based teacher instruction. While participating teachers addressed a few NOS tenets, emphasizing the full range of possible NOS objectives included in historical PBL is warranted. This study also revealed the importance of creating a collaborative classroom culture and building positive student-teacher relationships when implementing PBL instruction. The four teachers agreed that the historical PBL instructional unit provided a context for learning state standards, and they positively viewed their experiences teaching the lesson. Thus findings from this study suggest that teaching science in a historical context using PBL can be effective.

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Books on the topic "Natural history - Study and teaching"

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Laughlin, Jennifer Bauer. A naturalist's teaching manual: Activities and ideas for teaching natural history. New York, N.Y: Prentice Hall, 1986.

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Laughlin, Jennifer Bauer. A naturalist's teaching manual: Activities and ideas for teaching natural history. New York: Prentice Hall, 1986.

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William, Swainson. A preliminary discourse on the study of natural history. Cambridge: Cambridge University Press, 2009.

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Kane, Patricia F. Bridges to the natural world: A natural history guide for teachers of grades pre-k to 6. Franklin Lakes, N.J: New Jersey Audubon Society, 1992.

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Milesi, Edwina. Directory of lecturers in natural history and environmental conservation. London: Council for Environmental Conservation, 1986.

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Look what I made now!: Interactive nature activities for young children : over 40 craft ideas, over 120 related activities. Rocklin, CA: Prima Pub., 1992.

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Gertz, Lucille N. Let nature be the teacher: Seasonal natural history activities for parents and other educators to share with young children. Belmont, MA: Habitat Institute for the Environment, 1993.

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Dewire, Robert. Introducing America's habitats: Natural science information & interdisciplinary activities. Rosemont, NJ: Modern Learning Press, 2000.

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Edelman, Jack R. The natural classroom: A directory of field courses, programs, and expeditions in the natural sciences. Golden, Colo: North American Press, 1996.

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Sewall, Susan Breyer. Hooked on science!: Ready-to-use discovery activities for grades 4-8. West Nyack, N.Y: Center for Applied Research in Education, 1990.

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Book chapters on the topic "Natural history - Study and teaching"

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Hutterer, Rainer. "Habitat Dioramas as Historical Documents: A Case Study." In Natural History Dioramas, 23–32. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9496-1_3.

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Haefeli, Sara. "Case Study Curriculum Design." In Teaching Music History with Cases, 18–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-2.

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Haefeli, Sara. "Assessment in the Case Study Classroom." In Teaching Music History with Cases, 87–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-6.

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Zaterka, Luciana, and Ronei Clécio Mocellin. "Natural History, Chemistry, and Teaching in Modern Scientific Culture." In Teaching Science with Context, 235–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_14.

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Adam, Paul. "The study of natural history - a PPP." In The Natural History of Sydney, 1–15. P.O. Box 20, Mosman NSW 2088, Australia: Royal Zoological Society of New South Wales, 2010. http://dx.doi.org/10.7882/fs.2010.003.

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Brockett, Oscar G. "On Theatre History: Historical Study in the Theatre Curriculum." In Teaching Theatre Today, 31–49. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9780230100862_3.

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Ben-Menahem, Ari. "Why Study the History of Science?" In Historical Encyclopedia of Natural and Mathematical Sciences, 1–2. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-68832-7_1.

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Agassiz, Louis. "Introduction to the Study of Natural History." In Introduction to the Study of Natural History, 23–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66081-3_2.

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Samaras, Anastasia P., Mark A. Hicks, and Jennifer Garvey Berger. "Self-Study Through Personal History." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 905–42. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_23.

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Marandino, Martha, Juliana Bueno, Marianne Achiam, and Carolina Laurini. "Teaching and Learning Biodiversity with Dioramas." In Natural History Dioramas – Traditional Exhibits for Current Educational Themes, 185–200. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00208-4_13.

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Conference papers on the topic "Natural history - Study and teaching"

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Francesco Cherchi, Pier, Marco Lecis, and Marco Moro. "Research and Teaching as Actions Supporting the Specificity of a Territory: Developing a Design and Pedagogic Strategy for the Abandoned Mining Landscapes of Sardinia." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.38.

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This paper illustrates a case study of teaching and research applied to the abandoned mining landscapes of the Sulcis area, located in the south-east side of Sardinia, one of the poorest in Europe. Although the region’s critical condition in the present, the area is nevertheless extremely rich in fascination and history. It offers unique natural landscapes, mostly pristine, a variety of archeological sites and, as mentioned, the ruins of the mining installations. All of this makes fore-seeable a concrete possibility of regeneration for the area, based on tourism, one of the island primary resources. The local institutions of Sulcis started a partnership with the University of Cagliari aiming to pursuit not just a practical and economical outcome in the immediate present, more a cultural and deeper rescue with a wider perspective. In the following pages, we present our academic activities in this mark and how we managed to guarantee fruitful superpositions of pedagogy, design, and research in our work within this kind of cooperation.Our focus is, therefore, the relationship between researching and teaching activities and the actions in support of the territory, pursued in a joint venture with the political institution. During these experiences, we defined a strategy to intercross these different layers, bringing the real and concrete dimension into our classroom, sharing our work with the students, and, at the same time, transferring the fruits of the teaching experiences to the territory. The correspondence between these two levels is not free of ambiguity and contradictions, however, we are convinced that it might show very important and fruitful outcomes.

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Ribeiro, Vitor, Isilda-Bragadacosta Monteiro, and Margarida Quinta e Costa. "GEOGRAPHY, HISTORY AND NATURAL SCIENCES: AN INTERDISCIPLINARY TEACHING APPROACH WITH GIS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1729.

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Benediktova, Lenka. "THE USE OF KAHOOT APP IN TEACHING NATURAL HISTORY ON GRAMMAR SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1031.

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Tarasenko, E., A. Manukovskaya, and David Barhudaryan. "THE HISTORY OF THE FORMATION OF MANOR COMPLEXES IN RUSSIA." In Reproduction, monitoring and protection of natural, natural-anthropogenic and anthropogenic landscapes. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/rmpnnaal2021_109-113.

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There are a large number of manor complexes in Russia, which arose mainly in the XVII-XIX centuries. The development of estates is closely connected with the development of the country, so its study is not only scientific in nature, but also necessary for us to preserve knowledge about the cultural heritage. Manor complexes have passed through many stages from "yard patrimony" to palace complexes, and those estates that have remained intact are very important, as they are witnesses of history, so their preservation and restoration are very necessary.

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Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.

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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.

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Hooper, Gregory, Dylan Trundell, Giuseppe Palermo, Thomas Kremer, Elsbeth Frick, Lauren Boak, Rachelle Doody, and Scott Schobel. "F24 Design of a prospective, longitudinal, natural history study in huntington’s disease." In EHDN 2018 Plenary Meeting, Vienna, Austria, Programme and Abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/jnnp-2018-ehdn.128.

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Khropov, A. "HISTORY OF TOPOGRAPHIC STUDY OF THE TERRITORY OF CRIMEA (EARLY STAGES)." In Man and Nature. Socio-natural interaction in the world-historical process. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1952.s-n_history_2020_43/106-116.

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Khropov, A. "HISTORY OF TOPOGRAPHIC STUDY OF THE TERRITORY OF CRIMEA (EARLY STAGES)." In Man and Nature. Socio-natural interaction in the world-historical process. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1953.s-n_history_2020_43/117-120.

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Al Mukaddam, M., C. Stockklausner, RJ Pignolo, G. Baujat, MA Brown, C. De Cunto, M. Di Rocco, et al. "A Global Natural History Study of Fibrodysplasia Ossificans Progressiva (FOP): 12-Month Outcomes." In Jahreskongress DVO OSTEOLOGIE 2021. Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0040-1722141.

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Ramadhana, Muhammad Affan, and Patricya Febiola Rudhy Noble. "Lesson Study Activities in Teaching English: A View from Undergraduate Students' Research." In The 2nd International Conference on Natural and Social Sciences. Universitas Cokroaminoto Palopo, 2019. http://dx.doi.org/10.30605/iconss.98.

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Reports on the topic "Natural history - Study and teaching"

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Antonov, Volodymyr. Natural history BBC documentaries: history and functions. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11402.

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This scientific article studies natural history documentaries produced by BBC and traces important stages of the development of the attitude towards such genre as natural history documentary. This research is about understanding why this kind of programmes is important, particularly for Ukrainians, and why we should study the genre thoroughly, including the BBC’s experience in the field. Accordingly, the main objectives of the study were: 1. To substantiate the necessity for Ukrainian scholars to study natural history documentaries and BBC’s experience in the field. 2. To trace back and describe the main stages of development in the sphere of producing natural history documentaries by British Broadcasting Corporation. 3. To analyze the obstacles which modern journalists, filmmakers are dealing with and to draw attention of Ukrainian specialists to those philosophical questions that modern era is searching for answers to. In the result of the research these main tasks which were outlined above were fulfilled. The author of this article concluded that natural history documentaries help to understand our place in the world we live in. In addition, through the shared environment we can feel unity with those who inhabit our region, country, inhabited it before, will inhabit in future. Documentaries help us understand who we are. And this function of identification is very important for contemporary Ukraine. To understand how to create proper natural history documentary it’s important to learn the global history of creating such programmes and especially that part which covers BBC’s achievements. The achievements of the corporation which gave birth to such prominent figure as David Attenborough. In addition to this, the article described some modern challenges which documentary makers face and those questions which contemporary society needs to have answered. Because you cannot create a proper natural history programme if you know past but do not know modern challenges. To sum up, the topic which is deeply connected with process of self-identification is very important and perspective for Ukrainian society which suffers hybrid war and endeavours of Russian Federation to assimilate Ukrainian people, Ukrainian culture.

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Belton, Tom, Amanda Jamieson, Amanda Oliver, and Anne Quirk. Library Impact Research Report: Impact of Archival Collections and Services on the Western University Department of History. Association of Research Libraries, June 2022. http://dx.doi.org/10.29242/report.westernuni2022.

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As part of ARL’s Research Library Impact Framework initiative, Western University Libraries conducted a study to examine the impact of archival collections and related services on teaching and research in Western University’s Department of History.

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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).

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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.

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Zhou, Ruhua, Jingjing Xu, Jiaochen Luan, Weiyun Wang, Xinzhi Tang, Yanling Huang, Ziwen Su, Lei Yang, and Zejuan Gu. The Predictive Role of C-Reactive Protein on Sudden Death: A meta-analysis of prospective studies. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0074.

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This study was a diagnostic research, so the content was decomposed according to PIRO : P: Patients diagnosed with sudden death; I: C-reactive protein; R: There is no gold standard for sudden death, and the definition of sudden death varies from literature to literature. The World Health Organization defines sudden death: "Patients who are normally healthy or seemingly healthy die suddenly due to natural diseases in an unexpectedly short period of time." In our study, sudden death is determined by the history, symptoms, physical examination and electrocardiogram results assesed by doctor. If death events were collected from the patients’ medical records, deaths coded using the International Classification of Diseases-9th Revision, codes 410 to 414 for non-SCD and 798.1 for SCD; or the International Classification of Diseases-10th Revision, codes I20 to I25 for non-SCD and I46 for SCD. All deaths registered as sudden deaths were confirmed in interviews with the patient’s physician or family members again. O: sudden death.

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Zhang, Cheng, and Yue Yang. Impact of adaptive design on reducing the duration of clinical trials in rare cancers: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0081.

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Review question / Objective: Whether the application of adaptive design in clinical trials of rare cancers can shorten the duration of clinical trials? Condition being studied: Currently, the development of innovative drug products (InMPs) for rare cancers faces many challenges, including the difficulty of enrolling sufficient numbers of patients from small and heterogeneous patient populations for clinical trials, and the significant risks of high financial investment, long development times and potential failure from a pharmaceutical company's perspective for rare cancer drugs due to limited knowledge of the natural history of the disease. Therefore, alternative approaches to clinical trial design are needed to conduct cost-effective, well-controlled analyses that can assess treatment effects in small, heterogeneous populations within shorter time frames. Adaptive trials, on the other hand, may be an effective solution to this problem. Adaptive clinical trials are designed to accelerate the clinical trial process by making predefined adjustments to key parameters through data accumulated at predefined time points during the trial without compromising the integrity and validity of the results.This study aims to examine the value of adaptive design in reducing the duration of clinical trials in rare cancers and encourage their wider implementation.

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Wells, Aaron, Tracy Christopherson, Gerald Frost, Matthew Macander, Susan Ives, Robert McNown, and Erin Johnson. Ecological land survey and soils inventory for Katmai National Park and Preserve, 2016–2017. National Park Service, September 2021. http://dx.doi.org/10.36967/nrr-2287466.

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This study was conducted to inventory, classify, and map soils and vegetation within the ecosystems of Katmai National Park and Preserve (KATM) using an ecological land survey (ELS) approach. The ecosystem classes identified in the ELS effort were mapped across the park, using an archive of Geo-graphic Information System (GIS) and Remote Sensing (RS) datasets pertaining to land cover, topography, surficial geology, and glacial history. The description and mapping of the landform-vegetation-soil relationships identified in the ELS work provides tools to support the design and implementation of future field- and RS-based studies, facilitates further analysis and contextualization of existing data, and will help inform natural resource management decisions. We collected information on the geomorphic, topographic, hydrologic, pedologic, and vegetation characteristics of ecosystems using a dataset of 724 field plots, of which 407 were sampled by ABR, Inc.—Environmental Research and Services (ABR) staff in 2016–2017, and 317 were from existing, ancillary datasets. ABR field plots were located along transects that were selected using a gradient-direct sampling scheme (Austin and Heligers 1989) to collect data for the range of ecological conditions present within KATM, and to provide the data needed to interpret ecosystem and soils development. The field plot dataset encompassed all of the major environmental gradients and landscape histories present in KATM. Individual state-factors (e.g., soil pH, slope aspect) and other ecosystem components (e.g., geomorphic unit, vegetation species composition and structure) were measured or categorized using standard classification systems developed for Alaska. We described and analyzed the hierarchical relationships among the ecosystem components to classify 92 Plot Ecotypes (local-scale ecosystems) that best partitioned the variation in soils, vegetation, and disturbance properties observed at the field plots. From the 92 Plot Ecotypes, we developed classifications of Map Ecotypes and Disturbance Landscapes that could be mapped across the park. Additionally, using an existing surficial geology map for KATM, we developed a map of Generalized Soil Texture by aggregating similar surficial geology classes into a reduced set of classes representing the predominant soil textures in each. We then intersected the Ecotype map with the General-ized Soil Texture Map in a GIS and aggregated combinations of Map Ecotypes with similar soils to derive and map Soil Landscapes and Soil Great Groups. The classification of Great Groups captures information on the soil as a whole, as opposed to the subgroup classification which focuses on the properties of specific horizons (Soil Survey Staff 1999). Of the 724 plots included in the Ecotype analysis, sufficient soils data for classifying soil subgroups was available for 467 plots. Soils from 8 orders of soil taxonomy were encountered during the field sampling: Alfisols (<1% of the mapped area), Andisols (3%), Entisols (45%), Gelisols (<1%), Histosols (12%), Inceptisols (22%), Mollisols (<1%), and Spodosols (16%). Within these 8 Soil Orders, field plots corresponded to a total of 74 Soil Subgroups, the most common of which were Typic Cryaquents, Typic Cryorthents, Histic Cryaquepts, Vitrandic Cryorthents, and Typic Cryofluvents.

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Crystal, Victoria, Justin Tweet, and Vincent Santucci. Yucca House National Monument: Paleontological resource inventory (public version). National Park Service, May 2022. http://dx.doi.org/10.36967/nrr-2293617.

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Yucca House National Monument (YUHO) in southwestern Colorado protects unexcavated archeological structures that were constructed by the Ancestral Puebloan people between 1050 and 1300 CE. It was established by Woodrow Wilson by presidential proclamation in 1919 and named “Yucca House” by archeologist Jesse Fewkes as a reference to the names used for this area by the local Ute, Tewa Pueblo, and other Native groups. It was originally only 3.9 ha (9.6 ac) of land, but in 1990, an additional 9.7 ha (24 ac) of land was donated by Hallie Ismay, allowing for the protection of additional archeological resources. Another acquisition of new land is currently underway, which will allow for the protection of even more archeological sites. The archeological resources at YUHO remain unexcavated to preserve the integrity of the structures and provide opportunities for future generations of scientists. One of the factors that contributed to the Ancestral Puebloans settling in the area was the presence of natural springs. These springs likely provided enough water to sustain the population, and the Ancestral Puebloans built structures around one of the larger springs, Aztec Spring. Yet, geologic features and processes were shaping the area of southwest Colorado long before the Ancestral Puebloans constructed their dwellings. The geologic history of YUHO spans millions of years. The oldest geologic unit exposed in the monument is the Late Cretaceous Juana Lopez Member of the Mancos Shale. During the deposition of the Mancos Shale, southwestern Colorado was at the bottom of an inland seaway. Beginning about 100 million years ago, sea level rose and flooded the interior of North America, creating the Western Interior Seaway, which hosted a thriving marine ecosystem. The fossiliferous Juana Lopez Member preserves this marine environment, including the organisms that inhabited it. The Juana Lopez Member has yielded a variety of marine fossils, including clams, oysters, ammonites, and vertebrates from within YUHO and the surrounding area. There are four species of fossil bivalves (the group including clams and oysters) found within YUHO: Cameleolopha lugubris, Inoceramus dimidius, Inoceramus perplexus, and Pycnodonte sp. or Rhynchostreon sp. There are six species of ammonites in three genera found within YUHO: Baculites undulatus, Baculites yokoyamai, Prionocyclus novimexicanus, Prionocyclus wyomingensis, Scaphites warreni, and Scaphites whitfieldi. There is one unidentifiable vertebrate bone that has been found in YUHO. Fossils within YUHO were first noticed in 1875–1876 by W. H. Holmes, who observed fossils within the building stones of the Ancestral Puebloans’ structures. Nearly half of the building stones in the archeological structures at YUHO are fossiliferous slabs of the Juana Lopez Member. There are outcrops of the Juana Lopez 0.8 km (0.5 mi) to the west of the structures, and it is hypothesized that the Ancestral Puebloans collected the building stones from these or other nearby outcrops. Following the initial observation of fossils, very little paleontology work has been done in the monument. There has only been one study focused on the paleontology and geology of YUHO, which was prepared by paleontologist Mary Griffitts in 2001. As such, this paleontological resource inventory report serves to provide information to YUHO staff for use in formulating management activities and procedures associated with the paleontological resources. In 2021, a paleontological survey of YUHO was conducted to revisit previously known fossiliferous sites, document new fossil localities, and assess collections of YUHO fossils housed at the Mesa Verde National Park Visitor and Research Center. Notable discoveries made during this survey include: several fossils of Cameleolopha lugubris, which had not previously been found within YUHO; and a fossil of Pycnodonte sp. or Rhynchostreon sp. that was previously unknown from within YUHO.

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