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1
Marchal, Bruno. "Theoretical computer science and the natural sciences." Physics of Life Reviews 2, no. 4 (December 2005): 251–89. http://dx.doi.org/10.1016/j.plrev.2005.07.001.
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Jumadillayevа, А., K. Jumadillayev, Z. Jakupova, and A. Kozybay. "METHODOLOGICAL BASIS OF REALIZATION OF INTERSUBJECT COMMUNICATIONS OF PHYSICS WITH THE NATURAL SCIENCES IN SCIENCE EDUCATION." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 190–93. http://dx.doi.org/10.51889/2020-1.1728-7901.32.
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The article deal with the problems of implementing intersubject communications of physics with the natural sciences in natural science education. The relevance, significance, goals, methods and forms of the implementation of intersubject communications of physics with the natural sciences in natural science education are established. It is shown that the only way for future teachers of physics to form deep and systematic knowledge is to prepare them for the implementation of interdisciplinary knowledge. Intersubject communication should be considered as a manifestation in the educational process of the relationship of different sciences. No single science, no matter how significant and developed it may be, can create a holistic view of the world, but can only take part in its formation. Interdisciplinary communication, acting as a bridge connecting all objects and sciences, opens up wide opportunities for the development of specific sciences and the scientific picture of the world. Therefore, interdisciplinary communication, as a prerequisite for the successful development of scientific knowledge, and as a method of searching for new results and cognition, reveals to students the way of understanding the world, and thereby ensures conceptual thinking.
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Abdulahi, Abdurezak Hashi. "The Architectural Design of Natural Physics in the Qur’an: nalytical study of its objectives and philosophy." Journal of Islam in Asia (E-ISSN: 2289-8077) 7, no. 1 (June 30, 2010): 125. http://dx.doi.org/10.31436/jia.v7i1.105.
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Numerous Qur’anic verses elucidate the structural design of the celestial bodies of the physical cosmos such as the Sun, the Moon, the Earth, the Stars, and the natural rules (sunan) governing such planets in the space. Though a large portion of the Qur’an illuminates the rules of the natural sciences, including the architectural design of the physical world, however, it emphasizes on the worth of signals beyond the scientific natural sciences. As such, the enduring attractive architectural design of the natural physics, the diversity of its subject matter and the expediency of its environmental climate, in the Qur’anic view, are not without philosophy and aim. Besides the functional consistency of the natural physics to serve humanity (taskhÊr), according to the Qur’an, the rules of nature are ayÉt, i.e., signboards, which indicate to ultimate destinations or goals. Hence, the architectural design of the natural physics is both purposive and evocative. Therefore, philosophy of natural physics, which is the study of the philosophical questions underlying the cosmological universe, is a field which the Qur’an required man to reflect upon. Similarly, scholars of philosophy of science agree on the necessity of exploring not only the sciences of the natural world but also its metaphysical indications, objectives and implications. This is because of the fact that, scientific findings and statements are no longer merely neutral accounts without meaningful signals and philosophy. Through analytical and textual methods, this paper attempts to examine the philosophy and objectives of the architectural design of natural physics from the Qur’anic perspective.
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Ryder, L. H. "High-Energy Physics: Studies in Natural Sciences Vol 20." Physics Bulletin 37, no. 11 (November 1986): 464. http://dx.doi.org/10.1088/0031-9112/37/11/032.
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Grachev,, Vladimir I., and Alexander S. Ilyushin. "In Memory of Arkady Borisovich Tsepelev." Radioelectronics. Nanosystems. Information Technologies. 13, no. 1 (March 27, 2021): 104. http://dx.doi.org/10.17725/rensit.2021.13.104.
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Provides information about the deceased Arkady Borisovich Tsepelev - Doctor of Physical and Mathematical Sciences, full member of the Russian Academy of Natural Sciences, professor, leading researcher at the A.A. Baikov Institute of Metallurgy and Materials Science (IMET) RAS, member of the academic council of IMET RAS, professor at MEPhI, specialist in the field of solid state physics and radiation and space materials science: basic biographical data, training at the Voronezh Polytechnic Institute at the Faculty of Physics and Technology, postgraduate studies and work at IMET, defense of the candidate and doctoral dissertations, authorship of hundreds of scientific papers and reviews, pedagogical activity at MEPhI, editorial staff in scientific journals, membership in the Russian Academy of Natural Sciences
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Weingartner, P. "Causality in the natural sciences." Annalen der Physik 7, no. 7-8 (December 1998): 737–47. http://dx.doi.org/10.1002/(sici)1521-3889(199812)7:7/8<737::aid-andp737>3.0.co;2-h.
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SIDDIQUE, Nazmul, and Hojjat ADELI. "BRIEF HISTORY OF NATURAL SCIENCES FOR NATURE-INSPIRED COMPUTING IN ENGINEERING." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 22, no. 3 (March 24, 2016): 287–301. http://dx.doi.org/10.3846/13923730.2016.1157095.
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The goal of the authors is adroit integration of three mainstream disciplines of the natural sciences, physics, chemistry and biology to create novel problem solving paradigms. This paper presents a brief history of the development of the natural sciences and highlights some milestones which subsequently influenced many branches of science, engineering and computing as a prelude to nature-inspired computing which has captured the imagination of computing researchers in the past three decades. The idea is to summarize the massive body of knowledge in a single paper succinctly. The paper is organised into three main sections: developments in physics, developments in chemistry, and developments in biology. Examples of recently-proposed computing approaches inspired by the three branches of natural sciences are provided.
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Roeckelein, Jon E. "Hierarchy of the Sciences and Terminological Sharing of Laws among the Sciences." Psychological Reports 81, no. 3 (December 1997): 739–46. http://dx.doi.org/10.2466/pr0.1997.81.3.739.
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A variable called index of terminological sharing that measures the extent to which one science shares lawful concepts from another science was used to assess hypotheses concerning the concept of an hierarchy of sciences and psychology's terminological relationship with other sciences. (1) The values of the index will be relatively small for the natural sciences (physics, chemistry, biology) as compared to the relatively large values for the social sciences (anthropology, sociology), and (2) the index's value for psychology will be closer to the mean value of the social sciences than to that of the natural sciences. Analysis showed only a 17% agreement between the present data and the relative ordering of the sciences assumed by the hierarchy. Hypothesis 1 was confirmed, but not Hypothesis 2. Index values for psychology were closer to those of the natural sciences than to those of the social sciences. Psychology appears to have a relatively high terminological independence concerning citation of shared lawful concepts in textbooks as compared to other sciences, but also psychology shows a large and disproportionate use of eponyms in references to shared lawful concepts. It was suggested that new quantitative-comparative measures, in addition to the present index, be developed to understand further psychology's relationships with other sciences.
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Hecht, Karl. "Teaching natural sciences-an integrated approach." Physics Education 21, no. 5 (September 1, 1986): 283–87. http://dx.doi.org/10.1088/0031-9120/21/5/005.
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Gardiner, C. W., U. N. Bhat, D. Stoyan, D. J. Daley, Yu A. Kutoyants, and B. L. S. Prakasa Rao. "Handbook of Stochastic Methods for Physics, Chemistry and the Natural Sciences." Biometrics 42, no. 1 (March 1986): 226. http://dx.doi.org/10.2307/2531274.
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Vahala, K. "Handbook of stochastic methods for physics, chemistry and the natural sciences." IEEE Journal of Quantum Electronics 22, no. 9 (September 1986): 1922. http://dx.doi.org/10.1109/jqe.1986.1073148.
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Melnik, Eleonora. "HOW TO MAKE NATURAL SCIENCES BECOME THE SCIENCES OF PRIORITY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 2 (August 25, 2013): 4–6. http://dx.doi.org/10.48127/gu-nse/13.10.04a.
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In many countries the interest to natural sciences among youth declines at the same time the interest to human sciences and management of human activity increases. Educational environment reflects those transformative mechanisms which influence the real sphere of human activity. Education being a socially significant institution should respond to human needs “here and now”, keep and develop fundamental knowledge using innovative means of education. Knowledge of some areas of physics, chemistry and biology remain conservative. New industries require professionals who can integrate different knowledge. This knowledge is acquired in the process of school education and the best time is primary school period. Forms of extracurricular work: traditional clubs, inter-class associations, interest cen-ters and so on. Teachers give less preference to research of natural objects and phenomena and more preference to use of video information. This includes different presentations devel-opment of which is encouraged and widely used in primary school. New technologies should be implemented in school education but we shouldn’t substitute live communication with na-ture by texts and pictures from the Internet. Observation of nature being a method of classi-cal biology is still of great value because it allows a child to identify and explore the environ-ment and become a discoverer of the world. Key words: educational environment, interest in science, new technologies, natural science education.
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Cekovic, Zivorad. "Challenges for chemical sciences in the 21st century." Chemical Industry 58, no. 4 (2004): 151–57. http://dx.doi.org/10.2298/hemind0404151c.
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Chemistry and chemical engineering have changed very significantly in the last half century. From classical sciences they have broadened their scope into biology, medicine, physics, material science, nanotechnology, computation and advanced methods of process engineering and control. The applications of chemical compounds, materials and knowledge have also dramatically increased. The development of chemical sciences in the scientifically most advanced countries, at the end of the last century was extrapolated to the next several decades in this review and challenges for chemists and chemical engineers are described. Research, discovery and invention across the entire spectrum of activities in the chemical sciences, from fundamental molecular-level chemistry to large-scale chemical processing technology are summarized. The strong integration of chemical science and engineering into all other natural sciences, agriculture, environmental science, medicine, as well as into physics, material science and information technology is discussed. Some challenges for chemists and chemical engineers are reviewed in the following fields: i) synthesis and manufacturing of chemical products, ii) chemistry for medicine and biology, iii) new materials, iv) chemical and physical transformations of materials, v) chemistry in the solving of energy problems (generation and savings), vi) environmental chemistry: fundamental and practical challenges.
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Andrich, David. "Exemplifying natural science measurement in the social sciences with Rasch measurement theory." Journal of Physics: Conference Series 1379 (November 2019): 012006. http://dx.doi.org/10.1088/1742-6596/1379/1/012006.
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Wigner, E. P. "Some problems of our natural sciences." International Journal of Theoretical Physics 25, no. 5 (May 1986): 467–76. http://dx.doi.org/10.1007/bf00668783.
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Šlekienė, Violeta, and Loreta Ragulienė. "SCIENCE LEARNING SYSTEMS NEWLY RECEIVED BY LITHUANIAN SCHOOLS AND THEIR POTENTIAL APPLICATIONS IN TEACHING PHYSICS." Problems of Education in the 21st Century 50, no. 1 (December 15, 2012): 108–16. http://dx.doi.org/10.33225/pec/12.50.108.
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Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to renew textbooks and other teaching tools and to help teachers learn how to work with new knowledge. Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences”. However, to achieve the desired result, it is necessary to find out whether there is sufficient infrastructure, whether new equipment conforms to expectations of the teacher, whether teachers are able to learn independently and appropriately use new laboratory equipment and modern tools. All this added together can require a systematic teacher training. The paper presents research connected with the new equipment and teaching tools received by Lithuanian secondary schools under the project "Infrastructure of technology arts and natural sciences” and their potential application in teaching physics. Information gathering and data processing unit Xplorer (GLX), Science Learning Systems (Nova and Spark) with sensors are analyzed. Questionnaire survey results of the teachers having this equipment are presented. Key words: Science learning System, teaching physics, educational equipment, teachers’ opinion.
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Ermekova, Zh K., G. E. Sagyndykova, and R. B. Hurlybekova. "In accordance with the updated content of education, the training of future physics teachers for the development of the cognitive interest of students." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 77–83. http://dx.doi.org/10.32523/2616-6895-2020-133-4-77-83.
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The rapid development of innovative technologies is based on the integration of natural sciences. The development of new branches of science such as synergetic, cybernetics, the noosphere, etc. is the result of the integration of the sciences. One of the requirements for the updated educational program, which is introduced in Kazakhstan, is the continuity of disciplines, the definition of interdisciplinary relations in the short term of each lesson and its implementation in the classroom. Since Physics is the fundamental base of natural science, increasing students’ interest in Physics through its interaction with other disciplines will ensure the fulfillment of the requirements of the new program in the field of education. This article proposes the content of a number of lessons used in teaching Physics for effective solution of problems related to the practical creativity of the process of developing students’ cognitive interests.
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Giannakopoulou, Polyxeni. "Women and Physics popularizing natural sciences in the 19th c. Greek periodicals." Almagest 1, no. 1 (January 2010): 66–85. http://dx.doi.org/10.1484/j.alma.3.4.
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Weiss, George H. "Book review:Handbook of stochastic methods for physics, chemistry, and the natural sciences." Journal of Statistical Physics 45, no. 5-6 (December 1986): 1089. http://dx.doi.org/10.1007/bf01020591.
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Dovhyi, S. O., K. V. Terletskа, and S. M. Babiіchuk. "Climate education in Junior academy of sciences of Ukraine." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 2(18) (2020): 3–13. http://dx.doi.org/10.51707/2618-0529-2020-18-01.
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Global climate change is one of the central issue of human progress. In the long run, climate change is likely cause a significant slowdown in economic growth. Education is one of the important decision-making tools to adress further climate change. Climate education requires a multidisciplinary approach that includes as the natural sciences (physics, chemistry, geography, biology, geophysics, etc.) and the social sciences (economics, law, etc.). Climate education in the Junior academy sciences of Ukraine (as a UNESCO center of science education) includes techniques within the framework of science education, that based on projects and active teaching, discussing problems in class, questioning: inquiry-based approaches to learning, research to investigate the hypotheses, which may be carried out through experiments, investigations, observations or documentary studies that will lead to solutions with the climate change. The goal of this educational activity is to develop environmental awareness, understanding of the physical aspects of the formation of natural phenomena such as the greenhouse effect, ocean currents and atmospheric circulation, other scientific knowledge and life skills. They are necessary for young people to understand the causes, consequences and mechanisms of climate change. The possibilities of integrating elements of science education on climate issues in the extracurricular education program are described in present paper. In the paper we describe as some examples and corresponding demonstrations of physical experiments as the possibilities of remote sensing to monitor climate change and factors affecting to them.
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Lamanauskas, Vincentas. "THE SYSTEMIC APPROACH TO THE NATURAL SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 3 (December 5, 2009): 4–7. http://dx.doi.org/10.48127/gu-nse/09.6.04b.
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A term “Natural Science(s)” most frequently associates with natural sciences such as physics, chemistry, biology, astronomy, geography, etc., i.e. inanimate and animate nature. An extensive list of sci-ences testifies to the complexity of nature and its problematic character. The senior forms of comprehensive school are taught these sciences as individual subjects with little interdependence. Thus, undivided materiali-ty of nature seems to be “disjointed” and a general view of it is lost. Trying to perceive the phenomena that surround us, we always divide the world into single dimensions (for easier perception). What would happen if a chemist saw the world in a hundred – dimensional universe (following the number of chemical ele-ments)?! How deeply and properly one part may be studied it can never disclose the wholeness (a holistic or systemic aspect). On the other hand, we try to design complex systems from the observed and perceived single-dimensional fragments (for example, periodic law, etc.). In this case, any subject of nature cannot describe the wholeness of it. Of course, the view of general nature cannot be fully displayed within the frame of one of its branches. We have lost the real world as the set of interconnected parts. The pictures of the partial worlds (a world of physics, chemistry, biology, etc.) are fragmentary, incoherent and influence our consciousness as a stream of separate pictures. Therefore, it is necessary to form a system that would comprise the knowledge accumulated by all natural sciences establishing the linkage between subjects, inte-grating the knowledge of natural sciences, creating a picture of the world and turning back to the undivided individual world. Thus, in order to clearly realize and understand our environment and nature, to perceive therein existing relations between phenomena and laws, to have orientation in nature following the latest requirements for a scientific knowledge, it is equally important both, the differentiation and integration of natural sciences: the reconstruction of the “disjoined” nature as a unified system in a more advanced level of a theoretic cognition. The task to be resolved is in no manner easy; still the solution has to necessarily be found. The emphasis is put today on one of the reasons indicating why interest in natural sciences is de-creasing. The point is that natural science education (physics, chemistry, biology, etc.) stands behind the latest academic science achievements. According to N.Lisov (2000), scientific content is a key component of the educational process that promotes general - theoretic and functional - practical literacy of a person. The necessity of systemic thinking (approach) unfolds and implements natural science education. The correlation between human being and nature becomes more and more problematic. Human being cannot be treated only as a component of biosphere. The necessary systemic development of both nature and society is considered to be examined. In other words, a mind strategy is needful in the correlation with nature, society and a technical environment. Hypothetically we can say that nature “created” human being and human being established technical (technological) environment, but the latter “turned back” to both nature and human being. How not to wander? Although every living creature, including human being, is able to keep stability (homeostasis) it has to succeed in changing (evolution) as great stability can harm any organism. The sys-temic approach is extremely important to natural science education. The acknowledgment of a single com-ponent does not afford an opportunity to perceive the whole system. A similar method could be used creating a number of systems. For example, thermodynamics (entro-py, chaos, temperature and thermal energy are fundamental characteristics of thermodynamics), cybernetics (information and management are two fundamental characteristics of cybernetics) and synergetic (a science explaining the links between the phenomena, seeking to find out the origin of new objects that produce new phenomena or disappear) can be examined only as a closely operating system. Nature study (in a broad sense) is a complex, specific subject. Human being needs to be trained to feel nature and research it what makes him able to immediately communicate with it. Nature value awareness, experience and practice impersonation are the fundamental manifestations of the interaction between human being and nature. This is one of the primary tasks of natural science education in the 21st century. Key words: science education, systemic approach, human being, general education.
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Mainzer, Klaus. "Causality in Natural, Technical, and Social Systems." European Review 18, no. 4 (October 2010): 433–54. http://dx.doi.org/10.1017/s1062798710000244.
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Since the very beginning of science and philosophy, causality has been a basic category of research. In the theory of dynamical systems, different forms of causality can be distinguished depending on different equations of motion. The question arises how causal relationships can be inferred from observational data. Statistic data analysis often yields information on correlations only, but not on causation. Under special conditions probabilistic distributions of data are connected with causal networks. Causal modeling plays an eminent role in the natural sciences (e.g. physics, chemistry, biology). In engineering sciences, causal dependence must not only be recognized, but constructed and controlled, in order to guarantee reliable and desired functions of technical systems. Control is the inverse problem of causality for engineers. In social sciences, causal networks are used to analyze social and economic interactions in, for example, markets, organizations, and institutions. With respect to volatility shocks and financial crashes, it is a challenge to discover the causes of extreme events. From an epistemic and interdisciplinary point of view, complex nonlinear causal networks are distinguished by universal properties, which are true in natural, technical, and social networks (e.g. scale-invariance, power laws).
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Arnhart, Larry. "The behavioral sciences are historical sciences of emergent complexity." Behavioral and Brain Sciences 30, no. 1 (February 2007): 18–19. http://dx.doi.org/10.1017/s0140525x0700060x.
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Unlike physics and chemistry, the behavioral sciences are historical sciences that explain the fuzzy complexity of social life through historical narratives. Unifying the behavioral sciences through evolutionary game theory would require a nested hierarchy of three kinds of historical narratives: natural history, cultural history, and biographical history.
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Vasilevskaya, Elena, and Viktor Khvalyuk. "CHEMISTRY IN THE NEW GENERATION OF UNIVERSITY EDUCATION STANDARDS IN BELARUS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 3 (December 5, 2009): 24–28. http://dx.doi.org/10.48127/gu-nse/09.6.24b.
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The article presents the structure and content of a new generation of post-secondary education standards in Belarus. New educational standards consist of four units: a social science core, a natural science core, a core of professional disciplines, and a selection of special courses. We discuss the place and role of chemistry in new curriculums for students of natural sciences, engineering and humanities. For chemistry students, the natural science core includes such disciplines as Higher Mathemat-ics, Physics, Ecology, Introduction to Information Technology, Information Technology in Chemistry, and Mathematical Modeling of Chemical Processes and others. In the core of professional disciplines there are classical selection of chemistry courses including Inorganic Chemistry, Analytical Chemistry, Organic Chemistry, Physical Chemistry, Chemistry of Polymers and Biopolymers, Chemical Technology, Instru-mental Methods of Chemical Analysis, Physical Methods of Structure Determination, Quantum Chemistry, Crystal chemistry, Structure of Matter, Fundamental Problems of Chemistry, etc. Key words: chemical university education, education standard techniques.
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Voitovych, Oksana. "PROFESSIONAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 13–17. http://dx.doi.org/10.36550/2415-7988-2021-1-194-13-17.
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It was established that the professional training of future teachers of natural sciences should be focused on providing an integrated model of education and based on the formation of students a set of general and special (professional) competencies and personal qualities, which are necessary for successful professional activity. Accordingly, the main content components of professional training of future teachers of natural sciences are knowledge of subjects (physics, chemistry, biology, etc.) and their interdisciplinary interaction, understanding of teaching methods, ability to use this knowledge in educational activities and willingness to apply knowledge, skills and abilities in professional activities. The training teacher of natural sciences should be focused on teaching an integrated course «Natural Sciences», which is studied in high school in which natural subjects are not specialized, although his qualifications are a teacher of natural sciences, physics, chemistry, biology, in this specialist has broader qualifications and, accordingly, the range of competencies. Therefore, in addition to the formed competencies in each subject, we expect that in the process of training teachers of natural sciences is also important to integrate the curriculum of mandatory disciplines, which will ensure the formation of a holistic system of knowledge and skills. Analytical review of the programs of the course «Natural Sciences» for high school in terms of their content allowed us to state that they were aimed at the formation of natural sciences competence of the individual, but each provides it differently. While some clearly show the presence of separate semantic blocks of different subjects, in others we see an attempt to make the program more integrated basis on objects of study: matter, field, energy and technology, we anticipate human habitation in the environment and man-made society. We convinced that this approach will be further develops, because it corresponds to the idea of integrativity, embedded in the idea of the emergence of this subject in high school. The introduction of an integrated course «Natural Sciences» in high school forces to move away from the disparate formation of natural knowledge in individual subjects and strengthens the integrative nature of the content of natural subjects. Accordingly, the professional training of future teachers of natural sciences should be improve in the direction of integrating the knowledge, skills and abilities of students in the process of studying the relevant professional disciplines. It was recommended to introduce integrated disciplines in the process of training future teachers of natural sciences, which will ensure their quality professional training.
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Rochman, C., D. Nasrudin, M. Muslim, and N. Hermita. "Characteristics of The Ability of Physics Concept in Enrichment Teaching Materials of Natural and Mineral Resources (NMRs) Literacy." Jurnal Pendidikan IPA Indonesia 6, no. 2 (October 17, 2017): 252. http://dx.doi.org/10.15294/jpii.v6i2.9482.
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<p>This study is aimed at describing the characteristics of basic physics concepts in materials of science literacy enrichment of natural and mineral resources (NMRs) prepared by students of Physics Education Department, Universitas Islam Negeri Sunan Gunung Djati Bandung. The method of data collection for scientific literacy ability of NMRs is obtained from the description of NMRs, results of describing the enrichment materials of NMRs process, the basic concepts of physics, and context as well as attitudes of students towards NMRs through paper enrichment materials. This study was conducted to 15 documents of enrichment materials made by students. The study concluded that: (1) characteristics of students’ ability to describe the physics concepts in literacy enrichment materials NMRs show variation; (2) the ability of describing concept of fundamental physics in five NMRs groups being investigated shows a low gains. The study recommends that the application of material needs developing and teaching media literacy enrichment and physical sciences should have more contextual NMRs for secondary, high school and undergraduate students.<br /><br /></p>
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Rodrigues, Davi Röhe, Karin Everschor-Sitte, Susanne Gerber, and Illia Horenko. "A deeper look into natural sciences with physics-based and data-driven measures." iScience 24, no. 3 (March 2021): 102171. http://dx.doi.org/10.1016/j.isci.2021.102171.
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Bejan, Adrian, and Sylvie Lorente. "Natural Design with Constructal Theory." Mechanical Engineering 131, no. 09 (September 1, 2009): 44–48. http://dx.doi.org/10.1115/1.2001-sep-4.
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This article elaborates the constructal theory and its link with natural design. Constructal theory is the view that the generation of design (configuration, rhythm) in nature is a universal phenomenon, which is covered by a law of physics known as the constructal law. The constructal law is about direction in time. It provides a broad coverage of “designedness” everywhere, from engineering to geophysics and biology. The constructal law provides the student with strategy for how to pursue and discover design—the configurations or patterns—in both space and time. Constructal theory pushes design thinking closer to science and away from art. It tears down the walls between engineering and natural sciences. Because the configuration-generating phenomenon of “design” has scientific principles that are now becoming known, it is possible to learn where to expect opportunities for discovering new, more effective configurations. How to pursue these discoveries with less effort and time is the chief merit of the constructal law.
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Kearns, Timothy. "Substantial Form in Modern Physics and the Other Sciences—and a New Picture of the Cosmos." Proceedings of the American Catholic Philosophical Association 93 (2019): 311–25. http://dx.doi.org/10.5840/acpaproc2021422112.
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Beginning from the apparent failure of Aristotelian natural philosophy in the last centuries, I propose key questions internal to that tradition, most importantly this: Are the central theses of Aristotelian natural philosophy true and do they continue to contribute to our knowledge of the natural world in light of modern discoveries in the sciences? In this paper, I answer this question affirmatively by drawing on the most general mathematical theory used in the sciences to study natural change. I propose an Aristotelian extension of that theory to include substantial change. With such an extension, it becomes possible to see the physical aspect of substantial form, the role that each natural thing plays in making the cosmos what it is. Understood this way, substantial form allows the cosmos itself to be seen in a new way, one that integrates modern scientific discoveries with an Aristotelian approach to nature.
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Lamanauskas, Vincentas. "IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 1 (March 1, 2009): 4–7. http://dx.doi.org/10.48127/gu-nse/09.6.04.
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Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.
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Moravcsik, Michael J. ""Explain" in The Natural Sciences: Are Our Criteria Biased?" Physics Essays 2, no. 2 (June 1, 1989): 191–96. http://dx.doi.org/10.4006/1.3035865.
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Harvey, Alex. "The reasonable effectiveness of mathematics in the natural sciences." General Relativity and Gravitation 43, no. 12 (August 10, 2011): 3657–64. http://dx.doi.org/10.1007/s10714-011-1248-9.
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Rantaniitty, Toni, and Maija Aksela. "Too Spicy? Spices as a Context for Comprehensive School Chemistry Education." Lumat: International Journal of Math, Science and Technology Education 2, no. 2 (October 30, 2014): 141–52. http://dx.doi.org/10.31129/lumat.v2i2.1064.
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Many institutions of higher education are strugling with student lack of interest to continue their studies in natural sciences. The interest also seems to be diveded between girls/biology and boys/physics. Students consider research in natural sciences as important, but do not consider science as interesting. The lack of contexts for discussing the concepts of science makes them abstract, hard to understand and boring. Spices are one theme, that can be utilized in more contextual science education to provide links to everyday life of the students and increase their interest in science. In a questionnaire regarding the use of web-material on chemistry of spices, teachers and students hoped that the pages would be easy to navigate and include wide variety of examples about spices and chemistry.
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Melnik, Eleonora. "ABOUT AN INTEGRATING FUNCTION OF MODERN SCIENCES TO UNDERSTAND THE ESSENCE OF ENVIRONMENTAL PHENOMENON." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 3 (May 1, 2008): 4–5. http://dx.doi.org/10.48127/gu-nse/08.5.04b.
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The modern person lives in conditions of a new environment in which the share of a natural basis is reduced. There is a falling interest of young generation to studying and research of the nature. The modern environment is multicomponent system. The natural, public and modified components are included in the structure of the environment. Teaching / learning subjects of a school natural science cycle – biology, geography, physics and chemistry have connections not only in the theoretical plan, but also a uniform basis of the empirical character (scientific supervision, measurement, experiment etc.). The interaction of the theory and practice during knowledge of an environment enables pupils to analyze the World as a whole. The combination of pupils' knowledge and their dialogue with natural objects in a concrete and real environment, allows them not only to observe, describe and analyze different situations, but also to predict and design further development of such situations. Key words: modern sciences, environmental phenomenon, science education.
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Cheng, Huihong, Changqing Sun, and Cong Wang. "Optimization of the discipline layout of geophysics and space physics sciences in the National Natural Science Foundation of China." Chinese Science Bulletin 66, no. 2 (February 1, 2021): 176–86. http://dx.doi.org/10.1360/tb-2020-1322.
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Daineko, Yevgeniya, Viktor Dmitriyev, and Madina Ipalakova. "Using virtual laboratories in teaching natural sciences: An example of physics courses in university." Computer Applications in Engineering Education 25, no. 1 (November 16, 2016): 39–47. http://dx.doi.org/10.1002/cae.21777.
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Löwdin, Per-Olov. "On fundamentals, logic, and the connection between the natural sciences." International Journal of Quantum Chemistry 53, no. 1 (January 5, 1995): 97–103. http://dx.doi.org/10.1002/qua.560530114.
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Grachev, Vladimir I. "In Memory of Alexander Sergeevich Ilyushin." Radioelectronics. Nanosystems. Information Technologies. 13, no. 2 (June 12, 2021): 221–24. http://dx.doi.org/10.17725/rensit.2021.13.221.
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Provides information about the deceased Alexander Sergeevich Ilyushin - Doctor of Physical and Mathematical Sciences, professor, Head of the Chair of Solid State Physics, Faculty of Physics, Lomonosov Moscow State University, Honored Professor of Lomonosov MSU, a full member of the Russian Academy of Natural Sciences, a well-known specialist in the field of structural solid state physics: basic biographical data, training at the Physics Faculty of Lomonosov MSU, postgraduate studies and work at the Solid State Physics Chair of Moscow State University, defense of candidate and doctoral dissertations, authorship of hundreds of scientific works, dozens of monographs and textbooks, pedagogical activity, leadership of the Solid State Physics Chair of MSU, membership in the academic councils of the Physics Faculty, participation and organization of Russian and international conferences, editorial scientific journals, creation and management of the Museum of History of the Physics Faculty of MSU, membership in the Russian Academy of Natural Sciences, management of its Division, creation and management of the Union of Philatelists of Russia, participation and organization of Russian and international philatelic exhibitions and conferences.
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Naýryzbaeva, R. F. "Issues Related to Science in the Quran." Iasaýı ýnıversıtetіnіń habarshysy 4, no. 118 (December 15, 2020): 64–73. http://dx.doi.org/10.47526/2020/2664-0686.036.
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There is no doubt that a person and a people with a strong spiritual support have a great future. Therefore, the scientific study of the Quran is of great importance. The theoretical foundations of this problem are relevant both in the history of religious studies and the philosophy of religion, as well as in the scientific field of natural science and the humanities. Considering the Islamic worldview from the point of view of the humanities, natural (physical) and other sciences allows young people to delve into all areas of science without understanding religion, the Koran as a dogmatic Secret doctrine, and initiates becoming a member of a spiritually conscious society. The article considers The Holy Quran as a divine book based on science, knowledge, teaching and education. The Quran covers all areas of science. In other words, the Quran contains a lot of information from various fields of science: physics, astronomy, astrophysics, chemistry, biology, mathematics, medicine, Economics, Pedagogy, Psychology, Embryology, Geology, Philosophy, Cultural studies, Natural science, Religious studies, and many others. Therefore, the Quran is a source of inexhaustible science. As science and technology develop, the truth of the Quran is also confirmed. The article notes that the Koran is a real book that has not lost its value over the centuries, its wonders are inexhaustible, useful for the happiness and prosperity of all mankind. The connection between the subject of physics and the topics contained in the Koran, sacred words, verses, and prayers is also considered.
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Naýryzbaeva, R. F. "Issues Related to Science in the Quran." Iasaýı ýnıversıtetіnіń habarshysy 4, no. 118 (December 15, 2020): 64–73. http://dx.doi.org/10.47526/2020/2664-0686.036.
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There is no doubt that a person and a people with a strong spiritual support have a great future. Therefore, the scientific study of the Quran is of great importance. The theoretical foundations of this problem are relevant both in the history of religious studies and the philosophy of religion, as well as in the scientific field of natural science and the humanities. Considering the Islamic worldview from the point of view of the humanities, natural (physical) and other sciences allows young people to delve into all areas of science without understanding religion, the Koran as a dogmatic Secret doctrine, and initiates becoming a member of a spiritually conscious society. The article considers The Holy Quran as a divine book based on science, knowledge, teaching and education. The Quran covers all areas of science. In other words, the Quran contains a lot of information from various fields of science: physics, astronomy, astrophysics, chemistry, biology, mathematics, medicine, Economics, Pedagogy, Psychology, Embryology, Geology, Philosophy, Cultural studies, Natural science, Religious studies, and many others. Therefore, the Quran is a source of inexhaustible science. As science and technology develop, the truth of the Quran is also confirmed. The article notes that the Koran is a real book that has not lost its value over the centuries, its wonders are inexhaustible, useful for the happiness and prosperity of all mankind. The connection between the subject of physics and the topics contained in the Koran, sacred words, verses, and prayers is also considered.
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Falkenburg, Brigitte. "On Method: The Fact of Science and the Distinction between Natural Science and the Humanities." Kant Yearbook 12, no. 1 (September 9, 2020): 1–31. http://dx.doi.org/10.1515/kantyb-2020-0001.
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AbstractThis article examines Cohen’s “transcendental method”, Windelband’s “critical method”, the neo-Kantian distinctions between natural science and the humanities (i. e., human or cultural sciences), and Weber’s account of ideal-typical explanations. The Marburg and the Southwest Schools of neo-Kantianism have in common that their respective philosophies of science focused on method, but they substantially differ in their approaches. Cohen advanced the “transcendental method”, which was taken up and transformed by Natorp and Cassirer; later, it became influential in neo-Kantian approaches to 20th century physics. Windelband distinguished between facts and values, linking the former to the “genetic” method of history and the latter to the “critical” method of philosophy; and between the “nomothetic” and “idiographic” methods of the empirical sciences, a distinction further elaborated by Rickert. The distinction does not give rise to a sharp discrimination but is rather what Weber would later call an ideal type. All these approaches contribute in different ways to understanding the structure of scientific knowledge, focusing on different aspects of the general path of the empirical sciences between rationalism and empiricism.
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Babaev, Eugene. "Periodic law in chemistry and other sciences." Pure and Applied Chemistry 91, no. 12 (December 18, 2019): 2023–35. http://dx.doi.org/10.1515/pac-2019-0821.
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Abstract Review of attempts to generalize the principle of periodic system to objects other than chemical elements in some areas of natural science, particularly in physics, molecular science and biology.
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Hrytsai, N. "TRAINING FUTURE TEACHERS TO USE PROJECT TECHNOLOGY IN THE TEACHING OF NATURAL SCIENCES." Ukrainian professional education, no. 7 (September 14, 2020): 28–36. http://dx.doi.org/10.33989/2519-8254.2020.7.238031.
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The article reveals the essence and significance of project technology in the teaching of natural sciences in the New Ukrainian school, actualizes the problem of training future teachers to use project technology in the teaching of natural sciences. It is determined that the project method is a learning technology focused not on the integration of factual knowledge, but on their use and acquisition of new knowledge and skills (sometimes through self-education) in the process of performing practical tasks. The article describes the features of projects and their types. Emphasis is placed on educational projects provided by the school curriculum in natural subjects (physics, chemistry, biology). It has been found that the features of project technology are action-oriented, teamwork, self-organization of students, situational orientation, correlation with real life, reliance on previous achievements of each student, their existing experience, interdisciplinary, integrity, focus on the finished product, and a certain result. The main stages of project implementation in general secondary education institutions are analyzed (initiation, work planning, project implementation, project presentation, project reflection, evaluation of results). The advantages of project technology are established: stimulation of students’ independent activity, improvement of information retrieval skills, intensification of research and creative activity of schoolchildren, provision of students’ need for self-realization and self-development, the practical significance of work results, a real result. Sciences allow them not only to acquire new knowledge, to understand the interdisciplinary links in science education, to improve design skills, but also to learn to methodically organize the project activities of pupils and perform interdisciplinary learning projects. That is, the preparation of future science teachers for the application of project technology in professional activities is a mandatory component of their professional training in a higher education institution.
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Di Biase, Giuliana. "Physica in John Locke's Adversaria and Classifications of the Branches of Knowledge." Locke Studies 16 (December 31, 2016): 69–165. http://dx.doi.org/10.5206/ls.2016.654.
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The framework of the various schemes of Physica in Locke’s classifications of knowledge (ca. 1670-1687) shows relevant traces of what may be defined, in a very broad sense, as an Aristotelian model: the internal divisions of this science are shaped into the classical ordering of the Stagirite’s physical works, as was common in seventeenth-century Aristotelian texts on natural philosophy. However, Locke’s schemes are also evidence of his uneasiness with that model, especially with reference to the first part—the one containing the fundamentals of physics, or physica generalis—and the last, concerning the objects of sense— one of the branches of physica specialis. This uneasiness was clearly due to Locke’s adherence to mechanism (in particular to Boyle’s mechanism) as well as to his empiricism. The last scheme of Physica (ca. 1687) shows Locke’s detachment from the Aristotelian model and his adhesion to Pansophism: the object of physica generalis, which in the earlier schemes was circumscribed to the material world, is re-conceptualised in broader terms which include spiritual beings. This later scheme is also evidence of a redefinition of Physica as a theoretical science, a point which was somewhat obscured in Locke’s previous schemes by the location of the discipline after the practical sciences. The various adversaria Locke wrote in 1677 help to illuminate his way of conceiving the object and scope of Physica; they show the relevance he attributed to the Baconian method of natural history, as well as the priority he assigned to useful knowledge with respect to speculative knowledge.
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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "INTERDISCIPLINARY RELATION REALISATION DIDACTIC POSSIBILITIES: SUBJECT NANOTECHNOLOGY BEGINNING – FULLERENES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (March 25, 2015): 20–31. http://dx.doi.org/10.48127/gu-nse/15.12.20.
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One of the main natural science education aims is the integral perception of the phenomena occurring in nature. Therefore, teachers have to be able to find and convey the pupils the links between separate natural sciences. For this, it is necessary to specially organise the teaching process itself, to prepare the teaching material. First of all, the material has to be distinguished which reflects interdisciplinary links, to choose the teaching forms, methods and ways. In the renewed natural science general programme, seeking to bring secondary education nearer to present day requirements and to improve pupils’ learning motivation, one of the most rapidly spreading science fields in the world – nanotechnology – is included. To what extent and how deep to analyse nanotechnologies, decides the teacher himself. Therefore, it is necessary for the teacher to be prepared to work in the constantly changing teaching environment, to be able to realise the newest interdisciplinary didactic principles, to use information communication technologies. By giving a sample lesson, natural science (physics, chemistry, biology) informatics and mathematics subject relation realisation didactic possibilities are revealed in the article. A sample scenario of the lesson Nanotechnologies: we produce a fullerene model, is presented. The lesson course is described, the tasks, integrating natural sciences, information technologies and mathematics are presented, extra tasks and the tasks for homework are foreseen.
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Firstov, S. O. "Materials Science in Ukraine." Uspihi materialoznavstva 2020, no. 1 (December 1, 2020): 3–7. http://dx.doi.org/10.15407/materials2020.01.003.
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In the short historical essay, the ways of formation of Materials Science in Ukraine are considered, and tendencies of its development over the World were taken into account. The outstanding human resources and excellent raw deposit capabilities of Ukraine have led to creating Ukrainian scientific schools back in the days of the Russian Empire, which were comparable to the Ural and another world schools of metallurgists and metal scientists. The further development of science on materials in Ukraine is closely related with establishing the Academy of Sciences in 1918. From the first twelve members of the All-Ukrainian Academy of Sciences, three of them namely V.I. Vernadsky, P.A. Tutkovsky and S.P. Tymoshenko, had represented the natural sciences. The election of E.O. Paton to the Academy in 1929 for "technical sciences" specialty had initiated the usage of promising achievements of fundamental sciences for development of applied ones. Since that, the famous Institutes of Ferrous Metallurgy (1936), Metal Ceramics and Special Alloys (1955) and others were founded. The idea to develop the new area of knowledge, which would combine the different types of interatomic bonding to be resulted in new materials and would not be preferable to metallic materials only, has been already in time, namely in 1963. B.Ye. Paton jointly with I.M. Frantcevych had created the Department of Physical and Technical Problems of Materials Science, which included a few institutes namely: electric welding (Paton Welding Institute, PWI), cermets and special alloys (Institute for Problems of Materials Science (IPMS since 1964), foundry (problems of casting since 1964, and Institute of Physics and Technology Metals and Alloys (PTIMA since 1996), mechanical engineering and automation (Institute of Physics and Mechanics (IPM since 1964). And although the institutions are quite different in their profiles, their uniting direction is materials science. As early as 1963, V.N. Yeremenko was elected as the first academician for the "materials science” specialty. Therefore, the issue of a new collection of scientific papers under the title "Progress in Materials Science" is natural and vitally required. It is corresponding to global trends in the formation of scientific and technical priorities in developed countries and is as the task for Ukraine too.
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Marino, Antigone. "Physics, lasers and the nobel prize." Europhysics News 50, no. 2 (March 2019): 26–28. http://dx.doi.org/10.1051/epn/2019205.
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Like every year, we have been waiting for the announcement of the most important award for natural sciences, the Nobel Prize in Physics. Perhaps it is since 2013, the year in which the award was given for the discovery of the Higgs boson, that the Nobel Prize has great media visibility. The public, scientific or otherwise, is waiting to know who will be awarded.
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Gnitetskaya, Tat’yana N., and Yekaterina M. Drozdova. "DEVELOPMENT OF NATURAL SCIENCE EDUCATION BASED ON QUALITY MANAGEMENT." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 166–72. http://dx.doi.org/10.34216/2073-1426-2020-26-2-166-172.
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This article is devoted to one of the most important problems of forming a mechanism for assessing the quality of training of university graduates whose professions require deep knowledge in the field of natural sciences. The insufficient degree of research of this mechanism is discussed, which by default should include assessment of quality and reliability of educational programmes in physics, chemistry, mathematics and others. The authors of the article propose to assess the quality of natural science training on the basis of tested tools of universal quality management, traditionally applied to the evaluation of goods and services. For this purpose, the authors highlighted the distinctive features of the quality of educational services from the quality of goods and formulated the content of indicators of the quality of educational services. The article notes the defining indicators of quality for educational programmes of natural science orientation. The scientific methodology of adapted quality management plays a leading role in the development of natural science education according to the authors. The basic model is Kano model, according to which the content of quality values of natural science training is formulated. It is concluded that the process of updating natural science educational programmes should be based on data on monitoring the requirements of employers and students themselves in the form of a set of indicators of advanced quality.
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Witkovský, Viktor, and Ivan Frollo. "Measurement Science is the Science of Sciences - There is no Science without Measurement." Measurement Science Review 20, no. 1 (February 1, 2020): 1–5. http://dx.doi.org/10.2478/msr-2020-0001.
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AbstractOmnia in mensura et numero et pondere disposuisti is a famous Latin phrase from Solomon’s Book of Wisdom, dated to the mid first century BC, meaning that all things were ordered in measure, number, and weight. Naturally, the wisdom is appearing in its relation to man. The Wisdom of Solomon is understood as the perfection of knowledge of the righteous as a gift from God showing itself in action. Consequently, a natural and obvious conjecture is that measurement science is the science of sciences. In fact, it is a basis of all experimental and theoretical research activities. Each measuring process assumes an object of measurement. Some science disciplines, such as quantum physics, are still incomprehensible despite complex mathematical interpretations. No phenomenon is a real phenomenon unless it is observable in space and time, that is, unless it is a subject to measurement. The science of measurement is an indispensable ingredient in all scientific fields. Mathematical foundations and interpretation of the measurement science were accepted and further developed in most of the scientific fields, including physics, cosmology, geology, environment, quantum mechanics, statistics, and metrology. In this year, 2020, Measurement Science Review celebrates its 20th anniversary and we are using this special opportunity to highlight the importance of measurement science and to express our faith that the journal will continue to be an excellent place for exchanging bright ideas in the field of measurement science. As an illustration and motivation for usage and further development of mathematical methods in measurement science, we briefly present the simple least squares method, frequently used for measurement evaluation, and its possible modification. The modified least squares estimation method was applied and experimentally tested for magnetic field homogeneity adjustment.
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Bischi, Gian Italo. "Dante Alighieri Science Communicator." Substantia 5, no. 2 (September 9, 2021): 7–17. http://dx.doi.org/10.36253/substantia-1329.
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This paper deals with the issue of communication and dissemination of scientific knowledge outside the circle of specialists. In particular, in the occasion of the 700th anniversary of the death of Dante Alighieri, we will focus on the program for the popularization of knowledge outlined by Dante in the Convivio and De Vulgari Eloquentia, as well as several examples taken from his Divine Comedy concerning mathematical and natural sciences. Some solutions for communicating science proposed by Dante, such as the explanations of principles and scientific methods within a narrative framework (now often called the storytelling method), in addition to dialogues between characters, anticipate methods for science communication used by several authors after him. Examples are provided to show the depth of Dante’s knowledge concerning the basic concepts and methods of mathematics, physics and natural sciences (such as chemistry, meteorology, astronomy etc.). In addition, the examples demonstrate how effectively Dante used analogies and metaphors taken from sciences within his poetry.