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Journal articles on the topic 'Physical science'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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1

Peterson, Ivars. "Physical Science." Science News 139, no. 19 (May 11, 1991): 303. http://dx.doi.org/10.2307/3975238.

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2

Peterson, Ivars. "Physical Science." Science News 139, no. 21 (May 25, 1991): 335. http://dx.doi.org/10.2307/3975479.

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3

Peterson, Ivars. "Physical Science." Science News 140, no. 15 (October 12, 1991): 239. http://dx.doi.org/10.2307/3976030.

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4

Peterson, Ivars. "Physical Science." Science News 144, no. 17 (October 23, 1993): 271. http://dx.doi.org/10.2307/3977387.

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5

Pennisi, Elizabeth. "Physical Science." Science News 142, no. 21 (November 21, 1992): 350. http://dx.doi.org/10.2307/4018047.

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6

Darius, Jon. "Book Review: Modern Physical Science Illustrated: Album of Science: The Physical Sciences in the Twentieth Century." Journal for the History of Astronomy 22, no. 4 (November 1991): 326–27. http://dx.doi.org/10.1177/002182869102200409.

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7

Cox, Scott A. "Retooling Physical Science." Physics Teacher 44, no. 8 (November 2006): 559–60. http://dx.doi.org/10.1119/1.2362969.

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8

Mullins, Wayne. "Physical Science Retooled." Physics Teacher 43, no. 8 (November 2005): 557–58. http://dx.doi.org/10.1119/1.2120395.

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9

Geelan, David. "Physical Science Teacher Skills in a Conceptual Explanation." Education Sciences 10, no. 1 (January 17, 2020): 23. http://dx.doi.org/10.3390/educsci10010023.

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There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student’s understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada.
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10

Stevens, Phillip M. "Physical sciences." Prosthetics and Orthotics International 44, no. 6 (November 6, 2020): 373–83. http://dx.doi.org/10.1177/0309364620969994.

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In the original edition of Prosthetics and Orthotics International, Dr Sidney Fishman identified what he anticipated as foundational educational needs for the emerging field of clinical prosthetics and orthotics. Within the broader construct of the physical sciences, this included mathematics, physics, chemistry, biomechanics, and material sciences. The clinical application of these disciplines to expanding the collective understanding within the field is described, including the biomechanics of able-bodied and prosthetic gait, the material science of socket construction, the physics of suspension and load distribution, and the engineering of prosthetic components to mimic human biomechanics. Additional applications of the physical sciences to upper limb prosthetics and lower limb orthotics are also described. In contemplating the continued growth and maturation of the field in the years to come, mechatronics and statistics are suggested as future areas where clinical proficiency will be required.
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11

Gibbs, Mike R. J. "Enterprise in physical science." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 39–40. http://dx.doi.org/10.29311/ndtps.v0i1.401.

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With an increasing emphasis on enterprise and innovation in government directives, it is timely to consider the embedding of enterprise activities within the physical science curriculum. We have piloted a course “Physics in an Enterprise Culture”, and are now expanding to embrace project work and dual degree schemes.
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12

Peterman, Alison. "Spinoza on Physical Science." Philosophy Compass 9, no. 3 (March 2014): 214–23. http://dx.doi.org/10.1111/phc3.12115.

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13

Nieva, Jorge, Kelly Bethel, Carole Baas, and Peter Kuhn. "Convergent Science Physical Oncology." Convergent Science Physical Oncology 1, no. 1 (June 16, 2015): 010201. http://dx.doi.org/10.1088/2057-1739/1/1/010201.

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14

Gibbs, M. R. J. "Enterprise in Physical Science." New Directions, no. 1 (May 2003): 39–40. http://dx.doi.org/10.11120/ndir.2003.00010039.

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15

Pedersen, Bjørn. "Physical Science in Oslo." Physics in Perspective 13, no. 2 (May 26, 2011): 215–38. http://dx.doi.org/10.1007/s00016-011-0055-8.

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16

Dragoni, Giorgio, and Ivana Stojanovic. "Physical Science in Bologna." Physics in Perspective 15, no. 1 (February 27, 2013): 92–115. http://dx.doi.org/10.1007/s00016-013-0108-2.

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17

Roca-Rosell, Antoni, and Xavier Roqué. "Physical Science in Barcelona." Physics in Perspective 15, no. 4 (November 26, 2013): 470–98. http://dx.doi.org/10.1007/s00016-013-0122-4.

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18

WATANABE, Miyoko. "Comprehensive Science & Dream Map in Physical Sciences and Engineering." TRENDS IN THE SCIENCES 20, no. 3 (2015): 3_8–3_11. http://dx.doi.org/10.5363/tits.20.3_8.

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19

Dawson, Jim. "President’s Science Council Urges More Money for Physical Sciences, Engineering." Physics Today 55, no. 11 (November 2002): 26–28. http://dx.doi.org/10.1063/1.1535000.

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20

Clifford, Nicholas J. "Globalization: a Physical Geography perspective." Progress in Physical Geography: Earth and Environment 33, no. 1 (February 2009): 5–16. http://dx.doi.org/10.1177/0309133309105035.

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Although globalization is a term usually restricted to economics and the social sciences, there are aspects of the phenomenon that are intimately linked to the practice and purpose of the physical and environmental sciences and exemplified through Physical Geography. At a fundamental level, Physical Geography has always sought to describe and understand the multiple subsystems of the environment and their connections with human activity: it is global and globalizing at its very roots. Globalization may be seen historically in the global export of western science, including Physical Geography, that underpinned colonial resource exploitation, and which subsequently laid the foundations for the worldwide conservation movement, and for critiques of environment-development relations, such as Political Ecology. Globalization is evident today in the burgeoning productivity and increasing organization of science as well as in the growing accessibility of scientific information. It is also at work in setting contemporary scientific agendas that are focused on larger-scale issues of environment and development and environmental change, particularly in an emergent Earth System Science, and also in Sustainability Science. These global agendas are not simply shared with but also co-produced by the public, politicians and commercial interests, providing both opportunities and challenges for traditional disciplines and traditional disciplinary practices such as Physical Geography.
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21

SILK, J. "Physical Topics." Science 255, no. 5040 (January 3, 1992): 94–95. http://dx.doi.org/10.1126/science.255.5040.94.

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22

Ray, Christopher. "Science Education and the Stability of Physical Science." Studies in Science Education 19, no. 1 (January 1991): 81–94. http://dx.doi.org/10.1080/03057269108559993.

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23

KK, John L. Stanford, and Stephen B. Vardeman. "Statistical Methods for Physical Science." Journal of the American Statistical Association 90, no. 431 (September 1995): 1136. http://dx.doi.org/10.2307/2291369.

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24

Brown, André E. X., and Benjamin de Bivort. "Ethology as a physical science." Nature Physics 14, no. 7 (April 9, 2018): 653–57. http://dx.doi.org/10.1038/s41567-018-0093-0.

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25

Gwynne, Peter. "Physical science receives stimulus boost." Physics World 22, no. 03 (March 2009): 13. http://dx.doi.org/10.1088/2058-7058/22/03/23.

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26

Snyder, Sheron. "Blunderbuss approach to physical science." Physics Teacher 27, no. 5 (May 1989): 414–15. http://dx.doi.org/10.1119/1.2342820.

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27

Dixon, Robert M., and Paul W. Zitzewitz. "Physical Science: A Modern Perspective." American Journal of Physics 61, no. 1 (January 1993): 93–94. http://dx.doi.org/10.1119/1.17395.

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28

Kontra, Carly, Daniel J. Lyons, Susan M. Fischer, and Sian L. Beilock. "Physical Experience Enhances Science Learning." Psychological Science 26, no. 6 (April 24, 2015): 737–49. http://dx.doi.org/10.1177/0956797615569355.

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29

Ziegel, Eric R. "Statistical Methods for Physical Science." Technometrics 37, no. 4 (November 1995): 469. http://dx.doi.org/10.1080/00401706.1995.10484399.

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30

Sahrmann, Shirley A. "Movement Science and Physical Therapy." Journal of Physical Therapy Education 7, no. 1 (1993): 4–7. http://dx.doi.org/10.1097/00001416-199301000-00003.

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31

Yoshioka, Tohru. "Physical aspects of medical science." Kaohsiung Journal of Medical Sciences 28, no. 2 (February 2012): S26—S32. http://dx.doi.org/10.1016/j.kjms.2011.08.005.

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32

Arkoudas, Konstantine. "Computation, hypercomputation, and physical science." Journal of Applied Logic 6, no. 4 (December 2008): 461–75. http://dx.doi.org/10.1016/j.jal.2008.09.007.

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33

Brooks, B. W. "Introduction to physical polymer science." Chemical Engineering Journal 38, no. 1 (May 1988): 66. http://dx.doi.org/10.1016/0300-9467(88)80057-1.

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34

Hatherly, P. A. "The Science of Physical Archaeology." Measurement and Control 43, no. 6 (July 2010): 186–89. http://dx.doi.org/10.1177/002029401004300606.

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35

Copeland, Karen A. F. "Statistical Methods for Physical Science." Journal of Quality Technology 27, no. 2 (April 1995): 180–81. http://dx.doi.org/10.1080/00224065.1995.11979589.

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36

Bassett, D. C. "Physical aspects of polymer science." Polymer 33, no. 19 (January 1992): 4067. http://dx.doi.org/10.1016/0032-3861(92)90606-w.

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37

Kumar, David, and Michael Whitehurst. "Teaching Science through Physical Education." Science Activities: Classroom Projects and Curriculum Ideas 34, no. 2 (June 1997): 31–35. http://dx.doi.org/10.1080/00368129709602989.

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38

Mujumdar, Dr A. S. "Statistical Methods for Physical Science." Drying Technology 13, no. 8-9 (January 1995): 2253–54. http://dx.doi.org/10.1080/07373939508917086.

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39

Wainwright, Steven P. "Science studies in physical geography." Progress in Physical Geography: Earth and Environment 36, no. 6 (August 8, 2012): 786–812. http://dx.doi.org/10.1177/0309133312450997.

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40

Gomez, Basil. "Science, Philosophy and Physical Geography." Annals of the Association of American Geographers 97, no. 1 (March 2007): 215–16. http://dx.doi.org/10.1111/j.1467-8306.2007.00532_2.x.

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41

Buckley, C. P. "Introduction to physical polymer science." Chemical Engineering Journal and the Biochemical Engineering Journal 53, no. 2 (December 1993): 155–56. http://dx.doi.org/10.1016/0923-0467(93)85007-i.

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42

Sherrington, D. C. "Introduction to physical polymer science." Reactive Polymers 20, no. 3 (August 1993): 217–18. http://dx.doi.org/10.1016/0923-1137(93)90096-x.

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43

Forge, John. "Theoretical explanation in physical science." Erkenntnis 23, no. 3 (November 1985): 269–94. http://dx.doi.org/10.1007/bf00168294.

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44

Stamm, Manfred. "Introduction to Physical Polymer Science." Macromolecular Chemistry and Physics 207, no. 8 (April 21, 2006): 787. http://dx.doi.org/10.1002/macp.200600086.

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45

J. Cynarski, Wojciech. "Problems of Polish Science A.D. 2020 - Case of Physical Culture Sciences." Journal of Advances in Sports and Physical Education 3, no. 11 (November 30, 2020): 207–14. http://dx.doi.org/10.36348/jaspe.2020.v03i11.002.

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46

Atwater, Mary M., Catherine Gardner, and Carol R. Kight. "Beliefs and attitudes of urban primary teachers toward physical science and teaching physical science." Journal of Elementary Science Education 3, no. 1 (January 1991): 3–12. http://dx.doi.org/10.1007/bf03173033.

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47

Castañeda Cataña, MA, R. Amato, C. Sepulveda, and MJ Carlucci. "Knowledge Evolution: Inert sciences to living science." Global Journal of Ecology 7, no. 2 (September 27, 2022): 082–89. http://dx.doi.org/10.17352/gje.000066.

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Modern mentality tends to minimize what is real to a physical world that is accessible to its senses, instruments, reasoning and equations, ignoring other states of reality that, clearly throughout humanity’s history have been known. Modern human believes that he is capable of dispensing all knowledge from what he has been taught in the past by starting over again, trusting only their point of view and their own new prejudices. His attention increasingly focusing outwards prevents him from looking inwards, towards the center of consciousness, of being, which is, however, the first data that has been imposed on us and the basis on which necessarily everything else rests. A physical analysis of a piece of music or a painting, however scientific it might be, does not annul the meaning- so deeper and on another type of level-shows that the reality of a work of art is much more than its physical components. This objective work creates communication bonds interconnecting classical and modern science, relating different areas of knowledge. Like the invisible presence of microorganisms that participate in the evolution of nature, we intend to give a new approach to recovering the empirical knowledge long way forgotten by modern science in order to strengthen the reality of the parts that do not precede the whole, but when are born acquire sense together with the whole. Their role as “parts” is only a role in the cognitive process, not in the generative process.
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48

Waller, William H. "The Case for Coordinating Earth & Space Science Education Worldwide." Proceedings of the International Astronomical Union 15, S367 (December 2019): 415–16. http://dx.doi.org/10.1017/s1743921321000065.

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AbstractDespite the many amazing advances that have occurred in the space sciences (planetary science, heliophysics, astronomy, and cosmology) these subjects continue to play minor roles in pre-collegiate science education. Similarly, the Earth sciences are woefully under-represented in most school science programs – despite their vital relevance to our physical well-being. Some countries have educational standards that formally prioritize the Earth & space sciences as much as the physical and life sciences, but even they fail to actualize their mandated priorities. I contend that better coordination and advancement of Earth & space science education at the national, state, society, and educator levels would lead to better educational outcomes worldwide.
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49

Pursell, David P. "Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry." CBE—Life Sciences Education 8, no. 1 (March 2009): 15–28. http://dx.doi.org/10.1187/cbe.08-06-0031.

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BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.
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50

Maqutu, Tholang Z. "Explaining success in O-level physical science in Lesotho: A survey of physical science teachers." African Journal of Research in Mathematics, Science and Technology Education 7, no. 1 (January 2003): 97–107. http://dx.doi.org/10.1080/10288457.2003.10740552.

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