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Journal articles on the topic 'Practice of science'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

DŹWIGOŁ, Henryk. "Science and practice in research process." Scientific Papers of Silesian University of Technology. Organization and Management Series 2020, no. 146 (2020): 75–85. http://dx.doi.org/10.29119/1641-3466.2020.146.6.

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Purpose: The aim of the article is to compare the results of research on the use of research methods and techniques in solving management problems and in verifying which of the two acceptable approaches in the research process dominates among practitioners and theoreticians of management sciences. Design/methodology/approach: The survey was conducted by means of a questionnaire. The research was addressed to management science theoreticians and management practitioners being the target group covering: 272 foreign universities; 21,024 foreign researchers; 93 domestic universities; 2,307 domestic researchers; 52 foreign companies, 183 domestic companies. As a result of the research effort, 401 representatives of management science theoreticians and 118 practitioners were examined. Findings: The carried-out research has made it possible to identify methods, procedures, techniques and approaches that are most relevant to research processesin management sciences. Furthermore, both scientists and practitioners of management sciences use the same research methods. Research limitations/implications: It should be stated that management science and the methods used in it should support business practice and, to some extent, provide guidance to managers and directors. Management should be treated as a normative science, the aim of which is to formulate the principles of effective and efficient functioning of enterprises. Practical implications: The conclusions resulting from the carried-out research explicitly indicate that both scientists and practitioners of management sciences use the same research methods, i.e.: analysis of documentation, questionnaire, observation and interview. Research results obtained during the research process in the field of management sciences should be applied in practice. Social implications: Owing to the involvement of scientists and practitioners in research, it can be concluded that, while defining a research problem, it is difficult to choose a single method which allows for a full and thorough diagnosis of the problem under investigation. It is therefore necessary, in the research process, to use a variety of methods which will provide a comprehensive response to the posed problem. Originality/value: The research carried out has made it possible to identify methods, procedures, techniques and approaches that are most relevant to the research processes in management sciences. They were carried out in two stages. The commitment of both theoreticians and practitioners to the research process resulted in a broader interpretation of management sciences and allowed the author to diagnose the studied issues more fully and thoroughly.

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2

Sadanandan Nambiar, E. K. "Sustained productivity of plantations: science and practice." Bosque 16, no. 1 (1995): 3–8. http://dx.doi.org/10.4206/bosque.1995.v16n1-01.

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3

Chubaryan, Alexander. "Science Diplomacy: Theory and Practice." ISTORIYA 12, no. 12-2 (110) (2021): 0. http://dx.doi.org/10.18254/s207987840018743-6.

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Since 2021, within the framework of an agreement between the Russian Foundation for Basic Research and the House of Human Sciences Foundation (Paris, France), a joint Russian-French project has been implemented aimed at studying the phenomenon of science diplomacy in the modern world, its role in overcoming contradictions between states and the establishment of peace among peoples. The project aims to analyze the various practices of science diplomacy in the key periods of history, to compare the experience of different countries. In the article, several participants of the project formulate their idea of the phenomenon of science diplomacy. Professor of the University of Le Havre (France) P.-B. Ruffini focuses on the main aspects of science diplomacy, characterizing it as an innovative concept of the 21st century, able to withstand global challenges, and showing that science diplomacy is a phenomenon much wider than the cooperation of scientists from around the world. Scientific director of the Institute of World History of the Russian Academy of Sciences, Academician Alexander Chubaryan writes about the significant Russian contribution to the development of science diplomacy, drawing on various examples from the field of humanitarian cooperation. Professor of the Sorbonne P. Griset, using the example of Soviet-French cooperation during the Cold War, shows the mechanism for the practical implementation of the elements of science diplomacy in life. Professor of the Russian State University for the Humanities Vera Zabotkina touches upon the topic of the cognitive dimension of science diplomacy, one of the most promising components of modern science.

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4

Carter, Jean A. "Integrating science and practice: Reclaiming the science in practice." Journal of Clinical Psychology 58, no. 10 (September 30, 2002): 1285–90. http://dx.doi.org/10.1002/jclp.10112.

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5

Bismack, Amber S., Elizabeth A. Davis, and Annemarie S. Palincsar. "Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices." Science Education 106, no. 2 (January 7, 2022): 364–84. http://dx.doi.org/10.1002/sce.21698.

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6

Raine, Derek. "Practicing science practice." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 48–49. http://dx.doi.org/10.29311/ndtps.v0i1.404.

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7

Claiborn, Charles D. "Science for Practice." Contemporary Psychology: A Journal of Reviews 41, no. 11 (November 1996): 1100–1101. http://dx.doi.org/10.1037/003196.

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8

Scarrow, Ryan. "Science versus practice." Nature Plants 6, no. 6 (June 2020): 595. http://dx.doi.org/10.1038/s41477-020-0709-0.

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9

Moseley, Russell. "Practice of science." Nature 314, no. 6007 (March 1985): 204. http://dx.doi.org/10.1038/314204a0.

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10

Oldham, John. "Science-Based Practice." Journal of Psychiatric Practice 7, no. 4 (July 2001): 227. http://dx.doi.org/10.1097/00131746-200107000-00001.

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11

Raine, Derek. "Practicing Science Practice." New Directions, no. 1 (May 2003): 48–49. http://dx.doi.org/10.11120/ndir.2003.00010048.

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12

Williams, Trevor I. "Science versus practice." Endeavour 9, no. 1 (January 1985): 60. http://dx.doi.org/10.1016/0160-9327(85)90035-3.

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13

Jeffery, Unity. "Science and practice." Veterinary Record 172, no. 13 (March 28, 2013): 345.1–345. http://dx.doi.org/10.1136/vr.f1999.

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14

Corbishley, Alexander, Peers Davies, and John Mather. "Science and practice." Veterinary Record 172, no. 15 (April 12, 2013): 403.2–404. http://dx.doi.org/10.1136/vr.f2257.

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15

Kohm, Kathryn, P. Dee Boersma, Gary K. Meffe, and Reed Noss. "Putting the Science into Practice and the Practice into Science." Conservation Biology 14, no. 3 (June 2000): 593–94. http://dx.doi.org/10.1046/j.1523-1739.2000.00000-e25.x.

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16

Abdullah, Norazilawati, Zainun Mustafa, Mahizer Hamzah, Amir Hasan Dawi, Mazlina Che Mustafa, Lilia Halim, Salmiza Saleh, and Che Siti Hajar Aisyah Che Abdul Khalil. "Primary School Science Teachers’ Creativity and Practice in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 346–64. http://dx.doi.org/10.26803/ijlter.20.7.19.

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Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.

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17

Kent, Raymond. "Science and The Clinician: The Practice of Science and the Science of Practice." Seminars in Speech and Language 6, no. 01 (February 1985): 1–12. http://dx.doi.org/10.1055/s-0028-1085184.

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18

Bishop, David, Angus Burnett, Damian Farrow, Tim Gabbett, and Robert Newton. "Sports-Science Roundtable: Does Sports-Science Research Influence Practice?" International Journal of Sports Physiology and Performance 1, no. 2 (June 2006): 161–68. http://dx.doi.org/10.1123/ijspp.1.2.161.

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As sports scientists, we claim to make a significant contribution to the body of knowledge that influences athletic practice and performance. Is this the reality? At the inaugural congress of the Australian Association for Exercise and Sports Science, a panel of well-credentialed academic experts with experience in the applied environment debated the question, Does sports-science research influence practice? The first task was to define “sports-science research,” and it was generally agreed that it is concerned with providing evidence that improves sports performance. When practices are equally effective, sports scientists also have a role in identifying practices that are safer, more time efficient, and more enjoyable. There were varying views on the need for sports-science research to be immediately relevant to coaches or athletes. Most agreed on the importance of communicating the results of sports-science research, not only to the academic community but also to coaches and athletes, and the need to encourage both short- and long-term research. The panelists then listed examples of sports-science research that they believe have influenced practice, as well as strategies to ensure that sports-science research better influences practice.

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19

Sullivan, Katherine J. "Translational Rehabilitation Research: From Science to Practice and Practice to Science." Journal of Neurologic Physical Therapy 34, no. 2 (June 2010): 119–21. http://dx.doi.org/10.1097/npt.0b013e3181df7f56.

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20

Woolfe, Ray. "Science Into Practice: Practice into Science in Counselling Psychology in Britain." Counselling Psychology Review 6, no. 4 (December 1991): 7–10. http://dx.doi.org/10.53841/bpscpr.1991.6.4.3.

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21

Alabdulkareem, Saleh Abdullah. "Saudi Science Teachers' Perceptions of Implementing Inquiry in Science Class." Journal of Education and Training Studies 5, no. 12 (November 14, 2017): 67. http://dx.doi.org/10.11114/jets.v5i12.2741.

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This study aims to measure science teachers’ perception about their students’ practices in science class, and to measure their model of inquiry teaching. The sample consisted of 127 middle school science teachers in Riyadh, Saudi Arabia, 65 males and 62 females, in the school year 2016/2017, and utilized a questionnaire with two parts, 11 items for their students’ practices, and 27 items related to model of inquiry teaching. The results showed that the general average of teacher’s assessment of their students’ practices in science class was "average", except for finding relevant literature was "low". Teachers' perceptions of their degree of practices of inquiry showed that all the three models "structured, guided, and open" rated as "average". In "Structured Inquiry", the means of males’ responses ranged between (3.60) and (2.61), while the females ranged between (3.92) and (3.02), indicating that both of them are practicing structured inquiry with a range from moderate to high practice. For the "Guided Inquiry" the means ranging between (3.52) and (2.97) for males, and (3.58) and (2.74) for females, indicating that the range from moderate to high practice. And for the perceptions of practicing "Open Inquiry" the means ranged between (3.38) and (2.42) for males, and (3.34) and (2.13) for females, indicating that they practice "Open Inquiry" between moderate and low practice. There were no statistically significant differences between male and female teachers’ perceptions for their students’ practices and of the degree to which they exercised all models of inquiry. Based on the findings, the researcher suggests a number of pedagogical implications.

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22

Marinescu, Adina. "The Art of Healing, More than Science, More than Practice." Postmodern Openings 13, no. 3 (August 8, 2022): 251–66. http://dx.doi.org/10.18662/po/13.3/488.

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Traditionally, medicine has been considered a practical art. It seeks the patient’s well-being through technical means and specific skills in healing. On the other hand, healing means are connected to the life sciences, through which knowledge has developed systematically. Due to research and technological development, we can easily reveal the true meaning of medicine as science. Hippocratic practice and Aristotelian ethics have offered us a humanitarian approach, oriented to the sick person, which set the virtuous human character of each person who practices the virtues. The medicine people approached to the medicine preserving an ancient picture of the practice. They have know-how of the practice, recognize the characteristics of each field of art or science appreciating its utility and benefits, but often they don’t know why or where the boundary between the two fields, science and art, falls. They are scientists and artists, too. In this article I intend to fix what science means and what art means, based on Aristotelian arguments, which lead to a perspective of a virtuous professional life. Also, it is relevant to find its common issues. No physicians can successfully practice their profession without respecting the rigor of science and training their creativity. I plead for a moral practice, for the understanding of humanity's state in any medical act. Medicine is the moral community where practice meets science and arts merge both. Medicine is not between practice and science; it is the art itself of medical practice and science.

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23

Cariceo, Oscar, Murali Nair, and Jay Lytton. "Data science for social work practice." Methodological Innovations 11, no. 3 (September 2018): 205979911881439. http://dx.doi.org/10.1177/2059799118814392.

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Data science is merging of several techniques that include statistics, computer programming, hacking skills, and a solid expertise in specific fields, among others. This approach represents opportunities for social work research and intervention. Thus, practitioners can take advantage of data science methods and reach new standards for quality performances at different practice levels. This article addresses key terms of data science as a new set of methodologies, tools, and technologies, and discusses machine learning techniques in order to identify new skills and methodologies to support social work interventions and evidence-based practice. The challenge related to data sciences application on social work practice is the shift on the focus of interventions. Data science supports data-driven decisions to predict social issues, rather than providing an understanding of reasons for social problems. This can be both a limitation and an opportunity depending on context and needs of users and professionals.

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24

Wilson, Brett, Barbara Hawkins, and Stuart Sim. "Art, Science and Communities of Practice." Leonardo 48, no. 2 (April 2015): 152–57. http://dx.doi.org/10.1162/leon_a_00972.

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Through editorials such as Bob Root-Bernstein’s ArtScience “manifesto” in Leonardo Vol. 44, No. 3 (2011), Leonardo has long encouraged a broader and more inclusive understanding of the subtle interplay between science and art, and the belief that as individuals and cultural agents we all blend both aspects in our respective fields of endeavor. However, discourse and collaboration across the arts, sciences and humanities is not yet a mature and fully effective process. The authors contribute to this debate by drawing on elements of their Project Dialogue research program, set alongside published accounts of experiences at earlier U.K. art-science programs, to sketch out a theoretical framework that could inform ArtScience through a re-formulated cultural model of knowledge encompassing art and science.

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25

Demetrovics, Zsolt. "The Science of Practice." European Journal of Mental Health 6, no. 1 (June 30, 2011): 99–100. http://dx.doi.org/10.5708/ejmh.6.2011.1.rev.2.

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26

Resnik, Alan J., and Robert B. Cialdini. "Influence: Science & Practice." Journal of Marketing Research 23, no. 3 (August 1986): 305. http://dx.doi.org/10.2307/3151490.

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27

Варшавер, Евгений Александрович, Анна Леонидовна Рочева, and Наталия Сергеевна Иванова. "Bridging Science and Practice." Городские исследования и практики 2, no. 1 (September 20, 2017): 25–39. http://dx.doi.org/10.17323/usp21201725-39.

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This article describes the results of a project focused on the integration of migrants in Moscow’s urban neighborhoods. It comprises two parts. The first part encompasses the scholarly knowledge and best practices of integration in local contexts and results in a theoretical framework for the project. The second part provides a thorough descriptions of four intercultural events organized in 2014–2015. Descriptions include the details of the events and the results of their effect evaluation. The overall conclusion is that an event developed on the basis of contact theory and an integration framework is an effective tool for the integration of migrants on a local level. The article concludes by reflecting on opportunities and hindrances to the wide-scale implementation of the project’s results.

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28

OTANI, Kenichiro. "Practice Examples of Science." TRENDS IN THE SCIENCES 24, no. 2 (February 1, 2019): 2_78–2_81. http://dx.doi.org/10.5363/tits.24.2_78.

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29

Hansen, Jens Aage, and David Newman. "Where science meets practice." Waste Management & Research 30, no. 9_suppl (September 2012): 1–2. http://dx.doi.org/10.1177/0734242x12455602.

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30

Vogel, Steven. "Science, practice and politics." Social Epistemology 5, no. 4 (October 1991): 267–92. http://dx.doi.org/10.1080/02691729108578625.

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31

Klamroth, Robert, and Jürgen Koscielny. "Science Meets Clinical Practice." Hämostaseologie 39, no. 01 (February 2019): 004–5. http://dx.doi.org/10.1055/s-0039-1677839.

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32

Anderson, Lori S. "Science Translated Into Practice." NASN School Nurse 28, no. 4 (May 30, 2013): 188–91. http://dx.doi.org/10.1177/1942602x13490961.

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33

Haughey, Brenda P. "Science and Nursing Practice." Clinical Nurse Specialist 9, no. 6 (November 1995): 299. http://dx.doi.org/10.1097/00002800-199511000-00005.

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34

Morrow, Mary. "Caring Science, Mindful Practice." Nursing Science Quarterly 27, no. 3 (June 19, 2014): 263–64. http://dx.doi.org/10.1177/0894318414534468.

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35

Proto, Anthony V. "Radiology2003—Science to Practice." Radiology 228, no. 2 (August 2003): 297. http://dx.doi.org/10.1148/radiol.2283030829.

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36

Bornstein, Marc. "Parenting: Science and Practice." Parenting 1, no. 1 (May 1, 2001): 1–4. http://dx.doi.org/10.1207/s15327922par011&2_1.

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37

Moisseeff, Marika. "Subversive Science, Subversive Practice." Transcultural Psychiatry 34, no. 1 (March 1997): 95–107. http://dx.doi.org/10.1177/136346159703400110.

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38

Kiracofe, Gregory A. "Glaucoma: Science and Practice." Optometry and Vision Science 80, no. 11 (November 2003): 729. http://dx.doi.org/10.1097/00006324-200311000-00004.

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39

Telfair, Joseph, and Beverly A. Mulvihill. "Bridging Science and Practice." Journal of Community Practice 7, no. 3 (June 2, 2000): 37–65. http://dx.doi.org/10.1300/j125v07n03_03.

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40

Madden, John W. "Science and clinical practice." Journal of Hand Therapy 11, no. 2 (April 1998): 73. http://dx.doi.org/10.1016/s0894-1130(98)80002-1.

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41

Makurira, Hodson, Benjamin Mapani, Dominic Mazvimavi, Marloes Mul, and Victor Wepener. "Putting science into practice." Physics and Chemistry of the Earth, Parts A/B/C 66 (January 2013): 1–3. http://dx.doi.org/10.1016/j.pce.2013.10.011.

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42

Colditz, Graham A., Karen M. Emmons, K. Vishwanath, and Jon F. Kerner. "Translating Science to Practice." Journal of Public Health Management and Practice 14, no. 2 (March 2008): 144–49. http://dx.doi.org/10.1097/01.phh.0000311892.73078.8b.

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43

Stirling, Andy, and David Gee. "Science, precaution, and practice." Public Health Reports 117, no. 6 (November 2002): 521–33. http://dx.doi.org/10.1016/s0033-3549(04)50197-8.

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44

Batt, Ronald E. "Endometriosis: Science and Practice." Fertility and Sterility 100, no. 1 (July 2013): 295. http://dx.doi.org/10.1016/j.fertnstert.2013.05.003.

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45

Siegel, Jane D. "Science to Practice debate." American Journal of Infection Control 32, no. 8 (December 2004): 504. http://dx.doi.org/10.1016/j.ajic.2004.10.003.

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46

Smith, M. Fran. "Glaucoma: science and practice." American Journal of Ophthalmology 136, no. 6 (December 2003): 1202. http://dx.doi.org/10.1016/j.ajo.2003.11.001.

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47

Buckley, Ralf, Clare Morrison, J. Guy Castley, Fernanda de Vasconcellos Pegas, and Alexa Mossaz. "Conservation Science and Practice." Biological Conservation 162 (June 2013): 133. http://dx.doi.org/10.1016/j.biocon.2013.03.020.

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48

Girkin, Chris. "Glaucoma: Science and Practice." Journal of Glaucoma 13, no. 1 (February 2004): 84. http://dx.doi.org/10.1097/00061198-200402000-00016.

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49

Schoenberg, M. R. "Neuropsychology: Science and Practice." Archives of Clinical Neuropsychology 29, no. 4 (April 15, 2014): 403–4. http://dx.doi.org/10.1093/arclin/acu008.

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50

Bornstein, Marc H. "Parenting: Science and Practice." Parenting 1, no. 1-2 (May 2001): 1–4. http://dx.doi.org/10.1080/15295192.2001.9681208.

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