Relevant bibliographies by topics / Nature of scientific inquiry

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nature of scientific inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Nature of scientific inquiry"

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Han, Sujin, Chanho Yang, and Taehee Noh. "Instructional Influences of Explicit and Reflective Scientific Inquiry Learning Program about Nature of Scientific Inquiry." Journal of the Korean Chemical Society 57, no. 1 (February 20, 2013): 115–26. http://dx.doi.org/10.5012/jkcs.2013.57.1.115.

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Lederman, Norman G. "Contextualizing the Relationship Between Nature of Scientific Knowledge and Scientific Inquiry." Science & Education 28, no. 3-5 (February 12, 2019): 249–67. http://dx.doi.org/10.1007/s11191-019-00030-8.

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Bjønness, Birgitte, and Erik Knain. "A science teacher’s complex beliefs about nature of scientific inquiry." Nordic Studies in Science Education 14, no. 1 (January 19, 2018): 54–67. http://dx.doi.org/10.5617/nordina.2676.

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One major concern relating to teaching scientific inquiry is that many teachers show epistemologically naive beliefs about nature of science (NOS). In this study, we use in-depth interviews to identify an upper secondary science teacher’s beliefs about NOS and scientific inquiry in school. We found that what seemed to be a teacher’s positivist position was embedded in broader concerns regarding pedagogical considerations and personal engagement relating to the students. This broader ecology of a teacher’s beliefs enabled us to understand why positivist epistemology and related myths concerning NOS are seemingly robust in school versions of scientific inquiry. We suggest that implications for science teacher education and professional development are that teacher (students) need opportunities for guided reflections on personal experiences and commitments towards scientific inquiry to increase conscience with respect to how they might affect their situated practice.
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Wang, Jingying, and Ying Zhao. "COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO." Journal of Baltic Science Education 15, no. 1 (February 20, 2016): 97–108. http://dx.doi.org/10.33225/jbse/16.15.97.

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Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers’ views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers’ education are proposed. Key words: epistemological belief in science, nature of science, scientific inquiry.
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Fergusson, Lee, Bradley Shallies, and Gerry Meijer. "The scientific nature of work-based learning and research." Higher Education, Skills and Work-Based Learning 10, no. 1 (October 2, 2019): 171–86. http://dx.doi.org/10.1108/heswbl-05-2019-0060.

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Purpose The purpose of this paper is to explore the scientific nature of work-based learning (WBL) and research as operationalized in Professional Studies by examining first principles of scientific inquiry. Design/methodology/approach This paper introduces a Professional Studies program as it has been implemented at University of Southern Queensland in Australia and examines it from the perspective of five first principles of scientific inquiry: systematic exploration and reporting, use of models, objectivity, testability and applicability. The authors do so not to privilege the meritorious qualities of science or to legitimise WBL or its example in Professional Studies by conferring on them the status of science, but to highlight their systematised approach to learning and research. Findings If the authors define Professional Studies to mean the systematic inquiry of work-based people, processes and phenomena, evidence affirmatively suggests that it is scientific “in nature”. Originality/value WBL has been well documented, but its orientation to research, particularly mixed methods (MM) research through Professional Studies, and its adherence to first principles of science have never been explored; this paper begins to uncover the value of work-based pedagogical approaches to learning and research.
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성희수, Chun Jaesun, and Shin Jung Yun. "Pre - service Biology Teachers‘ Understanding about Nature of the Scientific Inquiry - The Views about Scientific Inquiry (VASI) QuestIonnaire -." BIOLOGY EDUCATION 44, no. 2 (June 2016): 191–209. http://dx.doi.org/10.15717/bioedu.2016.44.2.191.

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Nuora, Piia, Jouni Välisaari, and Tiina Kiviniemi. "Adolescents' perception of scientific Inquiry in nature: a drawing analysis." Nordic Studies in Science Education 15, no. 3 (October 30, 2019): 313–27. http://dx.doi.org/10.5617/nordina.6439.

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This study was carried out to determine adolescents’ perception of scientific inquiry (SI) in nature and the effect of a science camp on those perceptions. Eleven science campers (14 to 16 years old) participated in this research during a science camp. Pre- and post-test included open questions and drawing tasks. The campers’ drawings were analyzed to assess their out-of-school perceptions related to SI. The aim was to clarify what phases and factors the campers associated with SI in nature, and how their perceptions differ after participating at a science camp. The findings suggest that the phases of SI were well known before the camp, but minor developments in campers’ perceptions of the phases of SI did occur. In the drawing analysis, symbols from a range of areas were identified. The symbols most frequently referred to the natural environment. The drawings in the post-test were generally more detailed than those in the pre-test. In particular, symbols of technology and laboratory equipment appeared more frequently after the science camp.
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Sintonen, Matti. "How to Put Questions to Nature." Royal Institute of Philosophy Supplement 27 (March 1990): 267–84. http://dx.doi.org/10.1017/s1358246100005142.

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In this paper I propose to examine, and in part revive, a time-honoured perspective to inquiry in general and scientific explanation in particular. The perspective is to view inquiry as a search for answers to questions. If there is anything that deserves to be called a working scientist's view of his or her daily work, it surely is that he or she phrases questions and attempts to find satisfactory answers to them.
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Grady, Julie, Erin Dolan, and George Glasson. "Agriscience Student Engagement in Scientific Inquiry: Representations of Scientific Processes and Nature of Science." Journal of Agricultural Education 51, no. 4 (December 1, 2010): 10–19. http://dx.doi.org/10.5032/jae.2010.04010.

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Buxner, Sanlyn R. "Exploring How Research Experiences For Teachers Changes Their Understandings Of The Nature Of Science And Scientific Inquiry." Journal of Astronomy & Earth Sciences Education (JAESE) 1, no. 1 (January 19, 2015): 53. http://dx.doi.org/10.19030/jaese.v1i1.9107.

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<p>The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers offered in national laboratories, university research centers, and national field-sites promise opportunities to help teachers update their current understanding of STEM fields and experience firsthand how scientific research is conducted with the end goal of supporting more inquiry-based teaching approaches in their classrooms. This qualitative interpretive study used an adapted Views of Nature of Science and Views on Scientific Inquiry surveys and protocols to investigate changes in 43 practicing teachers understandings about the nature of science and scientific inquiry as a result of participation in one of three summer science research programs. Each program provided participants with research experiences alongside professional researchers as well as activities intended to increase participants abilities to provide inquiry-based science learning activities for their students. Data were collected using open-ended surveys pre-program, post-program and long-term follow-up surveys, semi-structured interviews, focus groups, along with researchers observations and field-notes. Participation in these programs led to small, measurable enhancements in teachers understandings of scientific inquiry and the nature of science. Teachers prior experience with research was found to have the strongest relationship to their knowledge of the nature of science and scientific inquiry. The data in this study provides evidence that research experiences can provide valuable experiences to support teachers improved knowledge of how science is conducted.</p>
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Dissertations / Theses on the topic "Nature of scientific inquiry"

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Lundh, Ingrid. "Undervisa Naturvetenskap genom Inquiry : En studie av två högstadielärare." Licentiate thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112393.

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There is a need to change the teaching methods of the science subjects. International surveys, e.g. TIMMS and PISA, have been showing relatively declining skills for the Swedish students in the science subjects. International science education research has found good examples of teaching and learning, but the research stays within the research communities and does not reach the teachers and their teaching. The gap between research results and teachers’ practices in the classroom is the basis of this investigation. Research shows that the teacher is one of the most important factors for student learning, therefore, this study has put great emphasis on the teachers’ competencies. The focus of this investigation is the relations between teachers’ knowledge of the Nature of Science (NOS), the Nature of Science Inquiry (NOSI) and inquiry-based teaching of Science. The project follows longitudinally two teachers as they take part in a researchbased implementation process of predesigned inquiry-teaching sequences in Physics. The context is a secondary school in Sweden (grades 8–9, age 14–16 years). The project is set around group discussions between the involved teachers and the researcher on planning, implementing and analysing actual inquiry teaching. The results describe possibilities and obstacles concerning the implementation of inquiry teaching as perceived by the teachers. Having navigated obstacles the teachers saw great potential in the inquiry model based on students’ motivation and learning. The results of the project provide indications on how future in-service teacher courses in Science could be designed.

The series name Linköping Studies in Science and Technology Education is incorrect. The correct namen is Studies in Science and Technology Education.

Bilaga 1-7 ej inräknade i antalet sidor.

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Gyllenpalm, Jakob. "Teachers' Language of Inquiry : The Conflation Between Methods of Teaching and Scientific Inquiry in Science Education." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42694.

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The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. There is also an exploration and description of different teaching approaches associated with “inquiry”. Previous research has noted that a key issue for reaching the goal of learning about scientific inquiry is the extent to which teachers are able to guide students to explicitly reflect upon this topic. A prerequisite is that teachers give students access to relevant categories of language for explicit reflection on the characteristics of scientific inquiry. Because of the situated nature of language use and learning, this also raises the need to address topics of context, culture and customs in science education. This thesis addresses the questions of how existing customs of teaching science are related to the goal of learning about scientific inquiry, how inquiry-related terminology is used in this context, and how relevant distinctions can be made to aid explicit reflection on these issues. Data has been collected in two studies and analysed and presented in four papers. Study 1 is based on interviews with twelve secondary school science teachers, and Study 2 is based on focus group interviews with 32 pre-service teacher students. The results include a description of the existing customs of inquiry-oriented instructional approaches in Swedish secondary schools. They show that these are often not connected with an explicit focus on teaching about the characteristics of scientific inquiry.  Inquiry-related terminology is analysed with a focus on the role and use of the terms “hypothesis” and “experiment”. Based on a theoretical framework of sociocultural and pragmatist views on language and learning, it is shown how the use of these terms, both in secondary schools and teacher education, tend to conflate the two categories methods of teaching and methods of scientific inquiry. Some problematic consequences for reaching the goal of learning about scientific inquiry are discussed, as well as possible origins of the problems and how the results from this thesis can be useful in overcoming these.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted.
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Grady, Julie R. "An Investigation of the Practice of Scientific Inquiry in Secondary Science and Agriculture Courses." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27652.

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The purpose of this exploratory qualitative study was to investigate the practice of scientific inquiry in two secondary biology classes and one agriculture class from different schools in different communities. The focus was on teachers' interests and intentions for the students' participation in inquiry, the voices contributing to the inquiry, and students' opportunities to confront their conceptions of the nature of science (NOS). The Partnership for Research and Education in Plants (PREP) served as the context by providing students with opportunities to design and conduct original experiments to help elucidate the function(s) of a disabled gene in Arabidopsis thaliana. Transcripts of teacher and student semi-structured interviews, field notes of classroom observations and classroom conversations, and documents (e.g., student work, teacher handouts, school websites, PREP materials) were analyzed for evidence of the practice of scientific inquiry. Teachers were interested in implementing inquiry because of potential student learning about scientific research and because PREP supports course content and is connected to a larger scientific project outside of the school. Teachers' intentions regarding the implementation of inquiry reflected the complexity of their courses and the students' previous experiences. All inquiries were student-directed. The biology students' participation more closely mirrored the practice of scientists, while the agriculture students were more involved with the procedural display of scientific inquiry. All experiences could have been enhanced from additional knowledge-centered activities regarding scientific reasoning. No activities brought explicit attention to NOS. Biology activities tended to implicitly support NOS while the agriculture class activities tended to implicitly contradict NOS. Scientists' interactions contributed to implied support of the NOS. There were missed opportunities for explicit attention to NOS in all classes. The major voices contributing to the inquiry in all classrooms included those of teachers, students, technology, scientists, textbooks, and mandated standards; however, they were more prevalent in the biology classrooms than the agriculture classroom. The powers influencing the voice frequency may be related to the teachers' own teaching and research experiences, as well as the alignment of the expectations and values of students' participation in scientific inquiry and those associated with the school-classroom communities and the students' identities.
Ph. D.
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Svensson, Emma. "”Jag vet inte vad en forskare gör” : En kvalitativ studie om elevers uppfattningar av naturvetenskaplig undersökning i årskurs 4." Thesis, Linnéuniversitetet, Institutionen för kemi och biomedicin (KOB), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105290.

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Nature of Science (NOS) har varit i utbildares och forskares blickfång länge. Elevers kunskaper är av intresse att analysera eftersom det kan bidra till en utveckling av lärares undervisning och förståelse av lärandeprocesser i no-ämnena. Syftet med studien var att analysera hur elever i årskurs 4 ser på vad som är en vetenskaplig undersökning och ett experiment. Den data som används i studien består av redan insamlade frågeformulär från 2019. Studiens data analyseras genom en innehållsanalys. Resultatet visar att elevers kunskaper om undersökningar och experiment är varierande. Eleverna ger exempel på att undersökningar kan innefatta att antingen titta först och sedan ställa en fråga eller tvärtom och att ett experiment kan innebära att blanda eller att prova sig fram. Lärare kan utveckla sin undervisning genom att exempelvis använda elevnära innehåll som eleven känner igen och kan relatera till eller använda modeller och metoder för att visa på systematik och underbyggda slutsatser för att bidra till en högre förståelse om naturvetenskaplig kunskap hos eleverna.
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Buxner, Sanlyn Rebecca. "Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195355.

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Education reform in the U.S. promotes the teaching of inquiry in science to help students understand how science is done and to increase constructivist, student centered instruction. This qualitative study investigated changes in teachers' understandings about scientific inquiry and nature of science as well as science teaching as a result of participation in one of three summer science research programs. This study also explored what teachers reported valuing about their experiences as they progressed through the program and returned to their classrooms.Data were collected through open-ended surveys, semi-structured interviews, program observation and artifact analysis before, during, and after the research programs as well as follow-up surveys and semi-structured interviews six to nine months after the research programs had ended. In addition to overall findings, six cases are presented to highlight changes and growth that occurred.Participation in these programs did not always lead to the outcomes intended by facilitators, such as strong changes in teachers' understandings about scientific inquiry and full implementation of research with their students; yet there were significant positiveoutcomes from participants' perspectives.Teachers' understandings of scientific inquiry and nature of science changed in small ways as measured by a modified Views of Scientific Inquiry/Views of Nature of Science Survey; however, participants changed their descriptions of science teaching after the programs. These descriptions included more affective goals for their students, the use of more student centered activities, and the importance of engaging students in research. On their post surveys, participants reported their intentions to implement more classroom inquiry, including science research. In follow-up surveys and interviews teachers reported engaging students in more active roles in their classrooms. In addition,teachers reported valuing a number of other outcomes from their participation in these programs. These included increased knowledge and skills in science, insider information about professional science, increased credibility, professional and personal growth, and improvements in students' knowledge and engagement in science and research. An emergent finding of the study was that participating in these research programs had an influence on some participants' identities related to doing science, being a scientist, and teaching science.
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Vildana, Basic. "Systematiska undersökningar i klassrummet inom de naturvetenskapliga ämnena enligt Lgr11 – hur omsätts och tolkas läroplanens begrepp i praktiken av lärare som undervisar i årskurs 6-7 : En intervjuundersökning med undervisande lärare i kemi, fysik, biologi och teknik." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185064.

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Bolander, Alisa Curtis. "Margaret Cavendish and Scientific Discourse in Seventeenth-Century England." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd422.pdf.

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Stiller, Jaana. "Scientific Inquiry im Chemieunterricht." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17503.

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Im Unterricht laufen routinierte Handlungen oft unbewusst ab. Solche Handlungsmuster sind wichtig für Lehrkräfte sowie für Schüler, da sie dem Unterricht Struktur geben und Sicherheit vermitteln. Sind sie aber hinderlich für die Entwicklung von Schülerleistungen, müssen sie verändert werden. Ziel der vorliegenden Arbeit ist es, kulturspezifische als auch schulstufenspezifische Handlungsmuster in Bezug auf die Umsetzung der Phasen der Erkenntnisgewinnung mit Hilfe einer Videoanalyse zu identifizieren. Dabei werden zusätzliche Qualitätsmerkmale einbezogen. Weiterhin wird überprüft, ob die Umsetzung der Erkenntnisgewinnung mit den Lehrer- und Schülervorstellungen zum Naturwissenschaftsverständnis zusammenhängt. Die Analyse der Unterrichtsvideos ergab, dass mehr Unterschiede hinsichtlich der Umsetzung von Erkenntnisgewinnungsprozessen auf kulturspezifischer Ebene bestehen als auf schulstufenspezifischer Ebene. Dabei fokussieren die schwedischen Lehrkräfte auf die Phase der Untersuchung und die dazugehörende Planungsphase. Die Lehrkräfte der deutschen Sekundarstufe I setzen hingegen auch andere Phasen der Erkenntnisgewinnung wie die Hypothesenbildung und die Auswertung und Interpretation vergleichsweise häufig um. Weiterhin zeigte sich trotz des (vorgegebenen) Fokus auf Erkenntnisgewinnung in der deutschen Sekundarstufe I eine konstant hohe Bedeutung der Vermittlung von Fachwissen. In der deutschen Sekundarstufe II ist auffällig, dass viel Zeit dazu verwendet wird, Versuche in selbstständiger Schülerarbeit aufzubauen. Vermutlich wird diesem Befund eine höhere Komplexität experimentellen Arbeitens zugrunde liegen. Generell werden im Chemieunterricht selten Fragestellungen formuliert und naturwissenschaftliche Untersuchungen reflektiert. Als zentrale Schlussfolgerung aus den Befunden kann abgeleitet werden, dass die Förderung einer ganzheitlichen, expliziten und möglichst offenen Umsetzung der Erkenntnisphasen in Schule und Lehrerausbildung notwendig ist.
In the classroom, routine actions are often carried out unconsciously. Such teaching patterns are important for teachers as well as for students as they structure lessons and provide security. However, if they are likely to be detrimental to the development of students, they must be changed. The aim of the current study is to identify culturally specific teaching patterns as well as teaching patterns between lower and upper secondary classes, by a comparison between students in Germany and Sweden followed by comparing teaching practices within several grades in Germany. This was achieved using video analysis to investigate the teaching practices used during the phases of Scientific Inquiry. During the analysis, further characteristics of quality were assessed. Further attention was paid to whether the implementation of Scientific Inquiry was related to the views of the nature of science held by the teachers and students. The analyses showed that the implementation of Scientific Inquiry differs more between Germany and Sweden than between grades. Swedish teachers focus on the investigation and the subordinate planning phase. Teachers of the German lower secondary classes focus more on other phases of Scientific Inquiry, such as formulating hypotheses and evaluation and interpretation. Although the focus of the lessons was given, content knowledge was often a particular focus in the German lower secondary classes. In German upper secondary grades it was apparent that a lot of time was spent enabling students to set up experiments on their own. This is presumably due to the higher complexity of the experimental work. In general, time is seldom spent on formulating scientific questions and reflecting on the scientific investigations. A major conclusion that can be derived from this study is that the support of a holistic, explicit and open implementation of the teaching of Scientific Inquiry remains indispensable in school and in teacher training.
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Högström, Per. "Laborativt arbete i grundskolans senare år : lärares mål och hur de implementeras." Doctoral thesis, Umeå universitet, Matematik, teknik och naturvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-20628.

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Laboratory work is considered important for student achievements in science education. This thesis will contribute with increased knowledge about lab work in science education in Swedish secondary school. The main purposes are to describe secondary school science teachers’ objectives for lab work and to describe how these objectives are implemented during laboratory exercises. The thesis shows and discusses, from a teacher perspective, the complexity involved in lab work.The thesis is comprised of four papers based on empirical analysis of teacher interviews, laboratory manuals and laboratory exercises. Two interview studies identified which objectives the teachers consider important and compared these to international studies. Two case studies identified how the teachers’ objectives are put forward during lab work and what factors are important for the implementation of objectives.The results from the interview studies show that Swedish secondary school science teachers express general objectives including the development of students’ understanding of concepts and phenomena, of their interest in science and ability to think and reflect upon labwork. This is to a large extent in accordance with objectives identified in international studies. However, when the teachers describe specific laboratory exercises they emphasize the activity and the laboratory skills. Some of the teachers describe lab work that includes scientific inquiry but not specifically, knowledge about the nature of science. Scientific inquiry was mostly used to develop interest in science and not to develop knowledge about how to systematically investigate phenomena in nature. The teachers express their objectives differently in different contexts. The laboratory manuals mostly put forward objectives to help students identify objects and phenomena and to learn facts, which is not always in accordance with the teachers objectives. Results from the case studies show that the teachers’ objectives do not always correspond to the students’ views of important things to learn. It is not obvious that lab work in itself make students understand a certain scientific content, they need help to “see what is intended to be seen”. Interactions between the teacher and the students are important to help students perceive the teacher’s objectives. Many interactions have a starting point in the laboratory manuals, and if the objectives in the manual correspond to the teacher’s objectives it makes it easier for both the students and the teacher to reach the intentions for the laboratory exercise. Implications for science teaching are discussed.
Att laborationer har en naturlig och central plats i naturvetenskaplig undervisning håller de flesta med om men hur stor vikt svenska grundskollärare lägger på det laborativa arbetet och dess betydelse för elevers lärande i naturvetenskap är inte klarlagt. Denna avhandling ska ge ytterligare kunskap om det laborativa arbetet i svensk grundskola. Avhandlingen har två huvudsyften. Det ena är att ge en beskrivning av de mål för laborativt arbete som lärare i den svenska grundskolans senare år anser viktiga. Det andra är att beskriva hur laborationer som genomförs i skolpraktiken förverkligar de uppsatta målen. Avhandlingen uppmärksammar och diskuterar det laborativa arbetets komplexitet utifrån ett lärarperspektiv.De fyra delstudierna bygger på empiriska undersökningar av intervjuer med lärare, deras laborationsinstruktioner och av det laborativa arbetets genomförande. I två intervjustudier analyseras vilka mål som anses viktiga och hur dessa förhåller sig till internationell forskning om mål med laborationer. I två fallstudier analyseras hur lärarens mål framträder under det laborativa arbetet och vilka faktorer som har betydelse för hur målen implementeras.Resultaten från intervjustudierna visar bland annat att lärare i den svenskagrundskolan uttrycker generella mål för laborativt arbete som att eleverna skautveckla sin förståelse av naturvetenskapliga begrepp och fenomen, sitt intresse för naturvetenskap, och sitt reflekterande över laborativt arbete. Detta överensstämmer i stor utsträckning med mål som framträder i internationella undersökningar. När lärarna talar om specifika laborationer betonar de istället själva aktiviteten och de laborativa färdigheterna. Lärarna uttrycker således sina mål olika i olika sammanhang. Lärarna erbjuder laborationer där undersökande arbete förekommer men de utnyttjar inte laborationerna till att skapa förståelse av naturvetenskapens karaktär. Det undersökande arbetet utnyttjas främst för att öka intresset för naturvetenskap och inte för att ge kunskap om metoder för naturvetenskapliga undersökningar. Laborationsinstruktionerna innehåller i stor utsträckning mål för att hjälpa elever att identifiera objekt och att lära sig fakta. Instruktionernas mål stämmer inte alltid överens med lärarnas mål med laborationerna. Resultaten från fallstudierna visar att lärarna ofta har fler mål med laborationerna än de som kommer fram under genomförandet och att lärarnas mål inte alltid överensstämmer med vad eleverna uppfattar som viktigt. Det är inte självklart att det laborativa arbetet i sig medför att eleverna förstår ett visst naturvetenskapligt innehåll, eleverna behöver hjälp att ”se vad som är avsett att se”. Interaktionerna mellan lärare och elever och mellan elever och elever är mycket viktiga för att eleverna ska uppfatta målen. Mycket av interaktionerna tar sin utgångspunkt i laborationsinstruktionen. Om målen i denna överensstämmer med de mål läraren vill eftersträva underlättar det både för läraren och för eleverna. I avhandlingen diskuteras konsekvenser för undervisningen.
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Sosenko, Filip. "On the scientific status of interpretive inquiry." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2648.

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Interpretive social science is well established institutionally at universities and research centres. It benefits from this institutional context in terms of prestige, credibility and grants. In comparison with non-interpretive disciplines however, its scientific status is questionable. What elements of it are really scientific and what elements are threats to this scientific character? This problem has been discussed in the past but unfortunately the discussion has gradually dried up without a successful resolution. In my thesis I am revitalising it. I take a systematic rather than historical approach: instead of picking up the discussion where it has been abandoned, I begin with a working definition of science, and analyse to what extent interpretive inquiry meets the requirements of this definition. The structure of my thesis follows this definition in that what is discussed is the three substantial elements of it - theory, research method, and professional quality control. In relation to theory, I pose questions on a range of topics, such as whether interpretive social science is explanatory, and whether it generates new knowledge. In relation to method, I explore, amongst other things, whether qualitative method permits the production of valid and reliable findings. The discussion of professional quality control considers issues around the reporting of findings and the assessment of these findings by others. I complement my analysis by considering three interpretive case studies, exploring both whether they produce theoretical knowledge and reflecting on their methodological strengths and weaknesses. Additionally, I explore the border between interpretive inquiry and non-fiction arts, such as literary reportage and documentary filmmaking, arguing that this border is more blurred than it may first appear.
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Books on the topic "Nature of scientific inquiry"

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Flick, L. B., and N. G. Lederman, eds. Scientific Inquiry and Nature of Science. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-2672-2.

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Flick, Lawrence B., and Norman G. Lederman, eds. Scientific Inquiry and Nature of Science. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-5814-1.

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Hargreaves, Hal. Visions and discoveries: Reflections on the nature of scientific inquiry. Lanham, MD: University Press of America, 1990.

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Greenstein, George. Understanding the universe: An inquiry approach to astronomy and the nature of scientific research. Cambridge: Cambridge University Press, 2012.

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N, Osherson Daniel, ed. Elements of scientific inquiry. Cambridge, Mass: MIT Press, 1998.

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O'Barr, Jean F. Sex and scientific inquiry. Chicago: University of Chicago Press, 1987.

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Hintikka, Jaakko. Inquiry as Inquiry: A Logic of Scientific Discovery. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9313-7.

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Inquiry as inquiry: A logic of scientific discovery. Dordrecht: Kluwer Academic Publishers, 1999.

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F, Hatfull Graham, and Jacobs-Sera Deborah, eds. Active assessment: Assessing scientific inquiry. New York: Springer, 2009.

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Toomela, Aaro. The Psychology of Scientific Inquiry. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31449-1.

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Book chapters on the topic "Nature of scientific inquiry"

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Lederman, Norman G., and Judith Lederman. "Nature of Scientific Knowledge and Scientific Inquiry." In Critical Questions in STEM Education, 3–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57646-2_1.

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Lederman, Norman G. "Nature of Scientific Knowledge and Scientific Inquiry in Biology Teaching." In Teaching Biology in Schools, 216–35. New York : Routledge, 2018. | Series: Teaching and learning in science series: Routledge, 2018. http://dx.doi.org/10.4324/9781315110158-18.

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Lederman, Norman G., and Judith S. Lederman. "Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development." In Second International Handbook of Science Education, 335–59. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_24.

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Skoczeń, Izabela. "Constraining Adjudication: An Inquiry into the Nature of W. Baude’s and S. Sachs’ Law of Interpretation." In Legal Interpretation and Scientific Knowledge, 141–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18671-5_6.

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Lederman, Judith S., Norman G. Lederman, Byoung Sug Kim, and Eun Kyung Ko. "Teaching and Learning of Nature of Science and Scientific Inquiry: Building Capacity Through Systematic Research-Based Professional Development." In Advances in Nature of Science Research, 125–52. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2457-0_7.

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Yang, Seungran, Wonyong Park, and Jinwoong Song. "Representations of Nature of Science in New Korean Science Textbooks: The Case of ‘Scientific Inquiry and Experimentation’." In Science Education in the 21st Century, 19–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5155-0_2.

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Kleiner, Scott A. "Scientific Inquiry." In The Logic of Discovery, 39–86. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-015-8216-2_2.

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Pontius, Jennifer, and Alan McIntosh. "Scientific Inquiry." In Critical Skills for Environmental Professionals, 45–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28542-5_5.

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Michaelsen, Anja Sunhyun. "‘Locked out in nature’." In Cultural Inquiry, 207–25. Berlin: ICI Berlin Press, 2020. http://dx.doi.org/10.37050/ci-17_10.

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Following Hannah Arendt’s remarks on refugee camps as spaces of ‘worldlessness’, I examine how, in films on European asylum facilities, systemic violence ‘makes itself known’ in images of nature. Nature separates and isolates (La Forteresse, Forst), it constitutes a sphere of domination and control (View from Above), and it functions directly as a murder weapon (Purple Sea). Nature, in these films, indicates the Outside within, haunted by the latent and ghostly presence of systemic violence.
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Hanauer, David I., Graham F. Hatfull, and Debbie Jacobs-Sera. "Conceptualizing Scientific Inquiry." In Active Assessment: Assessing Scientific Inquiry, 11–21. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-89649-6_2.

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Conference papers on the topic "Nature of scientific inquiry"

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Collins, Larry. "CURE"S AND THE NATURE OF SCIENTIFIC INQUIRY: A VALIDATION STUDY OF THE NOSI (NATURE OF SCIENTIFIC INQUIRY) DIALOGUE PROTOCOL." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-321805.

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Yulianti, Erni, Vita Ria Mustikasari, Erti Hamimi, Nor Farahwahidah Abdul Rahman, and Lailatul Fitri Nurjanah. "Experimental evidence of enhancing scientific reasoning through guided inquiry model approach." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000637.

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Tuzon, Paula, Javier Montero-Pau, and Sandra P. Tierno. "Are pre-service Primary School teachers prepared to teach science by inquiry?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5586.

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Inquiry-based science education (IBSE) focuses on the development of science process skills. This teaching methodology has been shown to be especially effective during Primary School as it allows children to explore and confront their own ideas about Nature. Also, a methodology based on process skills is coherent with the main purpose of this educational stage where children need to learn to do things. In order to implement a methodology based on science process skills Primary teachers need to know to use science process skills, and how to teach them. In this paper we address if Spanish pre-service teachers are able to implement IBSE. We focus on pre-service Primary School teachers and compare our results with in-service teachers and a random sample of non-teachers. We explore their level of knowledge about science process skills and if pre-service teachers know how to develop an inquiry-based learning sequence. An overview of the situation of science education and teaching of scientific skills among the degrees on Primary Education in Spain is also presented. Our results show that pre-service teachers have a lack of knowledge on science process skills and fail when they attempting to build a learning sequence based on inquiry.
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Šlekienė, Violeta. "THE USAGE OF STEAM PROGRAM IN DEVELOPING AND IMPROVING OF STUDENTS' EXPERIMENTAL SKILLS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.217.

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The research analyzes the usage of STEAM program “Cognition of Energy and Thermal Processes” for students of ninth (1st Gymnasium) classes in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students were advised to do five experimental works in this field. The program engages a basic educational strategy – inquiry based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. Summarizing the results of the research, it can be stated that educational experimental activities are necessary and useful for students. By using the experiment, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyze and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena. Keywords: inquiry-based learning, experimental skills, science learning, STEAM education.
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Siregar, Romaito Junita, Eddiyanto, and Ramlan Silaban. "The Development of Natural Science Practicum Guidance Based on Guided Inquiry Integrated Scientific Skill Process." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.066.

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Sulistina, Oktavia, Dedek Sukariaingsih, Endang Budiasih, Muhammad Su’aidy, and Hesti Puspitasari. "The effect of explanation-driven inquiry (EDI) and initial abilities on students’ scientific explanation skills (SES)." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000518.

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Castelao-Lawless, Teresa. "Epistemology of Science, Science Literacy, and the Demarcation Criterion: The Nature of Science (NOS) and Informing Science (IS) in Context." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2457.

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The result of misunderstanding science by students is their inability as future citizens to impact science public policies. The solution argued last year included creating courses in science studies serving two purposes: destroy students’ stereotypical certainties about science and help them become “historical realists” in regard to scientific practices. But we also speculated that dismissing the myth of scientific objectivity and teaching the historical and sociological underpinnings of science might lead to turning students into epistemological relativists. We now have a solution to the social-constructivist trap stemming from studies of science. This paper inquires into American contexts such as scientific illiteracy, post-modernism in high schools and colleges, and the media, all of which help produce a generalized inability to demarcate science from pseudoscience. Science studies courses guide students into both making epistemological distinctions and understanding the nature of science. Informing methodologies, course format, and bibliography follow.
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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.
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Douglas, Elliot P., Jack Vargas, and Claudia Sotomayor. "The nature of learning in a guided inquiry classroom." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684824.

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Schulz, Sandra. "Improving Scientific Inquiry through Physical Computing." In ICER '16: International Computing Education Research Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2960310.2960352.

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Reports on the topic "Nature of scientific inquiry"

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Tucker, Bruce E. FEASIL (Fortran Engineering and Scientific Inquiry Language) User's Guide Version 7.4.1. Fort Belvoir, VA: Defense Technical Information Center, November 1987. http://dx.doi.org/10.21236/ada196299.

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Gans, Joshua, and Fiona Murray. Credit History: The Changing Nature of Scientific Credit. Cambridge, MA: National Bureau of Economic Research, October 2013. http://dx.doi.org/10.3386/w19538.

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Adams, James, and J. Roger Clemmons. The NBER-Rensselaer Scientific Papers Database: Form, Nature, and Function. Cambridge, MA: National Bureau of Economic Research, December 2008. http://dx.doi.org/10.3386/w14575.

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Thorsen, Dorte, and Roy Maconachie. Children’s Work in West African Cocoa Production: Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/acha.2021.005.

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Cocoa farming in West Africa has a long history of relying on family labour, including children’s labour. Increasingly, global concern is voiced about the hazardous nature of children’s work, without considering how it contributes to their social development. Using recent research, this paper maps out the tasks undertaken by boys and girls of different ages in Ghana and how their involvement in work considered hazardous has changed. We show that actions to decrease potential harm are increasingly difficult and identify new areas of inquiry.
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Di Maio, Paola. Towards Epistemic Inclusivity. OCIR, December 2020. http://dx.doi.org/10.52844/cw2001.

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A novel definition is introduced for EPISTEMIC INCLUSIVITY defined as: inquiry open to a multiplicity of theories and hypotheses, that does not exclude research design and experiments not following a dominant theory or scientific paradigm The definition is provided in the context Centering inclusivity in the design of online conferences
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, July 2021. http://dx.doi.org/10.15664/10023.23693.

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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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Wright, Kirsten. Collecting Plant Phenology Data In Imperiled Oregon White Oak Ecosystems: Analysis and Recommendations for Metro. Portland State University, March 2020. http://dx.doi.org/10.15760/mem.64.

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Highly imperiled Oregon white oak ecosystems are a regional conservation priority of numerous organizations, including Oregon Metro, a regional government serving over one million people in the Portland area. Previously dominant systems in the Pacific Northwest, upland prairie and oak woodlands are now experiencing significant threat, with only 2% remaining in the Willamette Valley in small fragments (Hulse et al. 2002). These fragments are of high conservation value because of the rich biodiversity they support, including rare and endemic species, such as Delphinium leucophaeum (Oregon Department of Agriculture, 2020). Since 2010, Metro scientists and volunteers have collected phenology data on approximately 140 species of forbs and graminoids in regional oak prairie and woodlands. Phenology is the study of life-stage events in plants and animals, such as budbreak and senescence in flowering plants, and widely acknowledged as a sensitive indicator of environmental change (Parmesan 2007). Indeed, shifts in plant phenology have been observed over the last few decades as a result of climate change (Parmesan 2006). In oak systems, these changes have profound implications for plant community composition and diversity, as well as trophic interactions and general ecosystem function (Willis 2008). While the original intent of Metro’s phenology data-collection was to track long-term phenology trends, limitations in data collection methods have made such analysis difficult. Rather, these data are currently used to inform seasonal management decisions on Metro properties, such as when to collect seed for propagation and when to spray herbicide to control invasive species. Metro is now interested in fine-tuning their data-collection methods to better capture long-term phenology trends to guide future conservation strategies. Addressing the regional and global conservation issues of our time will require unprecedented collaboration. Phenology data collected on Metro properties is not only an important asset for Metro’s conservation plan, but holds potential to support broader research on a larger scale. As a leader in urban conservation, Metro is poised to make a meaningful scientific contribution by sharing phenology data with regional and national organizations. Data-sharing will benefit the common goal of conservation and create avenues for collaboration with other scientists and conservation practitioners (Rosemartin 2013). In order to support Metro’s ongoing conservation efforts in Oregon white oak systems, I have implemented a three-part master’s project. Part one of the project examines Metro’s previously collected phenology data, providing descriptive statistics and assessing the strengths and weaknesses of the methods by which the data were collected. Part two makes recommendations for improving future phenology data-collection methods, and includes recommendations for datasharing with regional and national organizations. Part three is a collection of scientific vouchers documenting key plant species in varying phases of phenology for Metro’s teaching herbarium. The purpose of these vouchers is to provide a visual tool for Metro staff and volunteers who rely on plant identification to carry out aspects of their job in plant conservation. Each component of this project addresses specific aspects of Metro’s conservation program, from day-to-day management concerns to long-term scientific inquiry.
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Downes, Jane, ed. Chalcolithic and Bronze Age Scotland: ScARF Panel Report. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.184.

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The main recommendations of the panel report can be summarised under five key headings:  Building the Scottish Bronze Age: Narratives should be developed to account for the regional and chronological trends and diversity within Scotland at this time. A chronology Bronze Age Scotland: ScARF Panel Report iv based upon Scottish as well as external evidence, combining absolute dating (and the statistical modelling thereof) with re-examined typologies based on a variety of sources – material cultural, funerary, settlement, and environmental evidence – is required to construct a robust and up to date framework for advancing research.  Bronze Age people: How society was structured and demographic questions need to be imaginatively addressed including the degree of mobility (both short and long-distance communication), hierarchy, and the nature of the ‘family’ and the ‘individual’. A range of data and methodologies need to be employed in answering these questions, including harnessing experimental archaeology systematically to inform archaeologists of the practicalities of daily life, work and craft practices.  Environmental evidence and climate impact: The opportunity to study the effects of climatic and environmental change on past society is an important feature of this period, as both palaeoenvironmental and archaeological data can be of suitable chronological and spatial resolution to be compared. Palaeoenvironmental work should be more effectively integrated within Bronze Age research, and inter-disciplinary approaches promoted at all stages of research and project design. This should be a two-way process, with environmental science contributing to interpretation of prehistoric societies, and in turn, the value of archaeological data to broader palaeoenvironmental debates emphasised. Through effective collaboration questions such as the nature of settlement and land-use and how people coped with environmental and climate change can be addressed.  Artefacts in Context: The Scottish Chalcolithic and Bronze Age provide good evidence for resource exploitation and the use, manufacture and development of technology, with particularly rich evidence for manufacture. Research into these topics requires the application of innovative approaches in combination. This could include biographical approaches to artefacts or places, ethnographic perspectives, and scientific analysis of artefact composition. In order to achieve this there is a need for data collation, robust and sustainable databases and a review of the categories of data.  Wider Worlds: Research into the Scottish Bronze Age has a considerable amount to offer other European pasts, with a rich archaeological data set that includes intact settlement deposits, burials and metalwork of every stage of development that has been the subject of a long history of study. Research should operate over different scales of analysis, tracing connections and developments from the local and regional, to the international context. In this way, Scottish Bronze Age studies can contribute to broader questions relating both to the Bronze Age and to human society in general.
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Hostetler, Steven, Cathy Whitlock, Bryan Shuman, David Liefert, Charles Wolf Drimal, and Scott Bischke. Greater Yellowstone climate assessment: past, present, and future climate change in greater Yellowstone watersheds. Montana State University, June 2021. http://dx.doi.org/10.15788/gyca2021.

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The Greater Yellowstone Area (GYA) is one of the last remaining large and nearly intact temperate ecosystems on Earth (Reese 1984; NPSa undated). GYA was originally defined in the 1970s as the Greater Yellowstone Ecosystem, which encompassed the minimum range of the grizzly bear (Schullery 1992). The boundary was enlarged through time and now includes about 22 million acres (8.9 million ha) in northwestern Wyoming, south central Montana, and eastern Idaho. Two national parks, five national forests, three wildlife refuges, 20 counties, and state and private lands lie within the GYA boundary. GYA also includes the Wind River Indian Reservation, but the region is the historical home to several Tribal Nations. Federal lands managed by the US Forest Service, the National Park Service, the Bureau of Land Management, and the US Fish and Wildlife Service amount to about 64% (15.5 million acres [6.27 million ha] or 24,200 square miles [62,700 km2]) of the land within the GYA. The federal lands and their associated wildlife, geologic wonders, and recreational opportunities are considered the GYA’s most valuable economic asset. GYA, and especially the national parks, have long been a place for important scientific discoveries, an inspiration for creativity, and an important national and international stage for fundamental discussions about the interactions of humans and nature (e.g., Keiter and Boyce 1991; Pritchard 1999; Schullery 2004; Quammen 2016). Yellowstone National Park, established in 1872 as the world’s first national park, is the heart of the GYA. Grand Teton National Park, created in 1929 and expanded to its present size in 1950, is located south of Yellowstone National Park1 and is dominated by the rugged Teton Range rising from the valley of Jackson Hole. The Gallatin-Custer, Shoshone, Bridger-Teton, Caribou-Targhee, and Beaverhead-Deerlodge national forests encircle the two national parks and include the highest mountain ranges in the region. The National Elk Refuge, Red Rock Lakes National Wildlife Refuge, and Grays Lake National Wildlife Refuge also lie within GYA.
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