Relevant bibliographies by topics / Science Science Knowledge

Contents

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

Academic literature on the topic 'Science Science Knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Science Science Knowledge"

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Ohsuga, Setsuo. "Knowledge Science." New Generation Computing 12, no. 1 (1993): 1–5. http://dx.doi.org/10.1007/bf03038270.

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Sappe, Sukman. "Differences in Knowledge Science in Islamic Education Philosophy Perspective." International Journal of Asian Education 1, no. 1 (2020): 1–8. http://dx.doi.org/10.46966/ijae.v1i1.22.

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The dichotomy of science is the separation between general science and religion, which then develops into other dichotomic phenomena. The term science dichotomy in various historical literature, including the afterlife and world sciences, syar'iyah science and ghairu syar'iyyah Science, al-'ulum al-diniyyah and al-'ulum al-'aqliyyah, Islamic Knowledge and Non-Islamic Knowledge ( English), Hellenic and Semitic (Greek). The consequences of the dichotomy, as mentioned as the terms of the dichotomy, have implications for the alienation of the religious sciences to modernity and keep the progress o
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Nowotny, Helga. "The place of people in our knowledge." European Review 7, no. 2 (1999): 247–62. http://dx.doi.org/10.1017/s1062798700004026.

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The science system of Western civilization is facing irreversible transformations. These transformations will affect the relationship between the public image of science and the actual practice within the sciences. In a situation in which scientists are increasingly asked ‘what have you lately done for us’, the alleged purity and objectivity of the sciences have to be reconsidered and we have to rethink the place of people in the knowledge produced by the sciences. Bringing together insights from social and historical studies of science, this article argues for the awareness of a more local, h
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Chartier, Roger. "Science and Knowledge." Annales. Histoire, Sciences Sociales (English edition) 71, no. 02 (2016): 321–35. http://dx.doi.org/10.1017/s2398568217000127.

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This review article poses three questions, essentially based on the first two volumes of Histoire des sciences et des savoirs, a collective undertaking edited by Dominique Pestre. First, it considers the relationships between “science” and “knowledge.” Can a clear line be drawn between them? Or should “scientific” knowledge (with or without quotation marks) be considered a particular class of knowledge? And, if this is the case, must we define it according to a certain number of specific operations? Second, the article turns to the acceptance, criticism, or rejection of the traditional definit
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Bradshaw, Jeffrey M. "From knowledge science to symbiosis science." International Journal of Human-Computer Studies 71, no. 2 (2013): 171–76. http://dx.doi.org/10.1016/j.ijhcs.2012.10.003.

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Visvanathan, Shiv. "Alternative Science." Theory, Culture & Society 23, no. 2-3 (2006): 164–69. http://dx.doi.org/10.1177/026327640602300226.

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This entry counters the paradigmatic status of modern western science by pointing to the existence of alternative knowledges that precede this hegemonic form, and by showing the fruitfulness of alternative sciences that have emerged in contemporary times. It argues that the idea of an alternative science demonstrates that issues of knowledge determine the possibilities of a politics that connects the question of alternative lifeworlds to alternative livelihoods, lifestyles and life cycles.
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Iyer, Aarti. "Mobilizing Science and Remaking Knowledge: Implications for the Social Sciences." Analyses of Social Issues and Public Policy 11, no. 1 (2011): 325–28. http://dx.doi.org/10.1111/j.1530-2415.2011.01228.x.

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Blinov, A. N., T. R. Kurbanov, M. N. Mikhaleva, and D. V. Sergeev. "Russian Science Foundation. Field of knowledge: Chemistry and Materials Sciences." Russian Chemical Bulletin 68, no. 4 (2019): 876–85. http://dx.doi.org/10.1007/s11172-019-2501-8.

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Burke, Thomas J. "Is Metaphysics a Science?" Socio-Historical Examination of Religion and Ministry 1, no. 2 (2019): 252–73. http://dx.doi.org/10.33929/sherm.2019.vol1.no2.08.

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Once esteemed as the highest form of knowledge, the legitimacy of metaphysics as a rational discipline has been severely challenged since the rise of modern science, particularly since it seemed that while the latter reached overall consensus, the disputes in the former seemed interminable. The question naturally arises whether metaphysics could ever achieve the status of a science. The following article presents the view that metaphysics is not nor could ever become a science in the sense of the modern “hard” sciences today because a) it seeks a different sort of knowledge, which b) cannot be
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Zins, Chaim. "Redefining information science: from “information science” to “knowledge science”." Journal of Documentation 62, no. 4 (2006): 447–61. http://dx.doi.org/10.1108/00220410610673846.

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Dissertations / Theses on the topic "Science Science Knowledge"

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Bates, Anthony Shawn. "The Trilogy of Science: Filling the Knowledge Management Gap with Knowledge Science and Theory." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3977.

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The international knowledge management field has different ways of investigating, developing, believing, and studying knowledge management. Knowledge management (KM) is distinguished deductively by know-how, and its intangible nature establishes different approaches to KM concepts, practices, and developments. Exploratory research and theoretical principles have formed functional intelligences from 1896 to 2013, leading to a knowledge management knowledge science (KMKS) concept that derived a grounded theory of knowledge activity (KAT). This study addressed the impact of knowledge production p
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Grassler, Andreas, and Roman Glinnikov. "Knowledge Transfer in Science Parks." Thesis, University of Kalmar, Baltic Business School, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-353.

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<p>The contemporary information society demands efficient knowledge management and therefore, the transfer of knowledge becomes an important issue. The purpose of this research is to contribute to the understanding of how the knowledge transfer in Science Parks takes place and which knowledge transfer supporting conditions are offered within the Science Park environment.</p><p>Through the conduction of several in depth interviews with the management of Science Parks as well as the representatives of their tenant companies it can be concluded that Science Parks seem to offer favourable conditio
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Birchenough, Andrew Christian. "Community-based science." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366519.

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Edgley, Bailey C. "Science as a verb the effects of teaching science by inquiry /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Edgley_B%20MITthesis%202007.pdf.

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Stewart, Georgina Marjorie. "Kaupapa Māori Science." The University of Waikato, 2007. http://hdl.handle.net/10289/2598.

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This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues bein
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Jackson, Debbie K. "Effective science teachers their content knowledge /." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1092866550.

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Du, Plessis Pierre. "Tracking knowledge : science, tracking and technology." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14263.

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Includes bibliographical references (leaves 76-79).<br>Knowledges are not distinct entities. They cannot be held in isolation as if bounded, discrete, or systematic. They are far too dynamic and complex to be thought of in this way. 'Scientific' and 'Indigenous' knowledge, however, are often discussed polemically and held in dialogical tension against one another. They are part of a set of dualisms that work under certain universal assumptions critical to Western epistemology. These dualisms include modernity/tradition; nature/culture; and subject/object. This study examines the multiple persp
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JACKSON, DEBBIE KINNE. "EFFECTIVE SCIENCE TEACHERS: THEIR CONTENT KNOWLEDGE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092866550.

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Jafari, Rad Shirin. "Time, knowledge & space sharing : Science & Discovery Centre - Lund Science Village." Thesis, KTH, Arkitektur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-133493.

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The buildings face into the landscape &amp; influence the urban fabric around where the sculptural interplay of the envelope &amp; ground transforms onto its glass facades. Here time, ideas, space &amp; knowledge is shared by creating environments where the participants can inform &amp; be re-informed by the adaptiveness of the architecture surrounded. The dynamic of the spaces generates creative thinking &amp; increases the social interaction &amp; sharing throughout the transformational sequences giving various spatial experiences.<br>Byggnaderna står i landskapet och påverkar stadsstrukture
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Daneshpour, Negar. "Time, knowledge & space sharing : Science & Discovery Centre - Lund Science Village." Thesis, KTH, Arkitektur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-123064.

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The buildings face into the landscape &amp; influence the urban fabric around where the sculptural interplay of the envelope &amp; ground transforms onto its glass facades. Here time, ideas, space &amp; knowledge is shared by creating environments where the participants can inform &amp; be re-informed by the adaptiveness of the architecture surrounded. The dynamic of the spaces generates creative thinking &amp; increases the social interaction &amp; sharing throughout the transformational sequences giving various spatial experiences.<br>Byggnaderna står i landskapet och påverkar stadsstrukture
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Books on the topic "Science Science Knowledge"

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A, Birke Lynda I., ed. Common science?: Women, science, and knowledge. Indiana University Press, 1998.

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1944-, Ovens Peter, ed. Understanding primary science: Science knowledge for teaching. 3rd ed. SAGE, 2010.

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Pardoe, K. Management science applications: Knowledge. 4th ed. CIMA, 1997.

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Knowledge science: Modeling the knowledge creation process. Taylor & Francis, 2011.

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Science, non-science et fausse science: Réflexion sur les chemins de la connaissance : essai. L'Harmattan, 1998.

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Primary science: Knowledge and understanding. 5th ed. Learning Matters, 2011.

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Wang, Mingzheng, ed. Knowledge Science, Engineering and Management. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39787-5.

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Karagiannis, Dimitris, and Zhi Jin, eds. Knowledge Science, Engineering and Management. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-10488-6.

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Lang, Jérôme, Fangzhen Lin, and Ju Wang, eds. Knowledge Science, Engineering and Management. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11811220.

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Lehner, Franz, and Nora Fteimi, eds. Knowledge Science, Engineering and Management. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47650-6.

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Book chapters on the topic "Science Science Knowledge"

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Addis, Tom. "Knowledge Science." In Natural and Artificial Reasoning. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11286-2_4.

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Earnshaw, Rae. "Data Science." In Advanced Information and Knowledge Processing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24367-8_1.

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Rescher, Nicholas. "An End to Science?" In Forbidden Knowledge. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3771-0_4.

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Love, Kurt. "Politics and Science Textbooks." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_7.

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Batty, Michael. "Science in Planning." In Planning Knowledge and Research. Routledge, 2017. http://dx.doi.org/10.4324/9781315308715-16.

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Ceglie, Robert, and Vidal Olivares. "Science and Mathematics Textbook Progression." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_6.

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Ma, Hongming. "Science Teachers’ Professional Knowledge." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_233.

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Ma, Hongming. "Science Teachers’ Professional Knowledge." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_233-4.

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Niiniluoto, Ilkka. "Science as Collective Knowledge." In Realism in Action. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1046-7_18.

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Parahoo, Kader. "Knowledge, science and research." In Nursing Research. Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14559-1_3.

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Conference papers on the topic "Science Science Knowledge"

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Montero, Javier. "Soft sciences versus crisp sciences: A look into the future of science." In 2008 3rd International Conference on Intelligent System and Knowledge Engineering (ISKE 2008). IEEE, 2008. http://dx.doi.org/10.1109/iske.2008.4731148.

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Hubbard, Aleata, and Yvonne Kao. "Computer Science Teaching Knowledge." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3017680.3022399.

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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 o
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Slota, Renata, Joanna Zieba, Bartosz Kryza, and Jacek Kitowski. "Knowledge Evolution Supporting Automatic Workflow Composition." In 2006 Second IEEE International Conference on e-Science and Grid Computing (e-Science'06). IEEE, 2006. http://dx.doi.org/10.1109/e-science.2006.261121.

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Fraisse, Aurélien A., Jo-Anne C. Brown, Gregory Dobler, et al. "Foreground Science Knowledge and Prospects." In CMB POLARIZATION WORKSHOP: THEORY AND FOREGROUNDS: CMBPol Mission Concept Study. AIP, 2009. http://dx.doi.org/10.1063/1.3160889.

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Jeschke, Sabina, Nina Dahlmann, Olivier Pfeiffer, Christian Schroder, and Leticia Wilke. "Challenge diversity: New curricula in Natural Sciences, Computer Science and Engineering." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418008.

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Zhao, Rongying, Limin Xu, and Yuehua Zhao. "From the Knowledge Management to Knowledge Management Science." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5576954.

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Stock, Kristin, Anne Robertson, Femke Reitsma, et al. "eScience for Sea Science: A Semantic Scientific Knowledge Infrastructure for Marine Scientists." In 2009 5th IEEE International Conference on e-Science (e-Science). IEEE, 2009. http://dx.doi.org/10.1109/e-science.2009.24.

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Cēdere, Dagnija, Inese Jurgena, Ineta Helmane, Inta Tiltiņa, and Gunita Praulīte. "COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.33.

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The low level of pupils’ knowledge and skills in science and mathematics is a serious problem in the economic development of the country. Cognitive interest is a crucial learning motive; no successful learning process is possible without inciting interest. Grade 9 pupils were surveyed to find out the respondents’ cognitive interest in the field of exact sciences. On average the interest in subjects of exact sciences is poorly pronounced. Respondents have good understanding about the causal relations while the cognitive activity, the skill to overcome difficulties in learning is low. Cognitive
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Conway, Drew. "Data science through the lens of social science." In KDD '14: The 20th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. ACM, 2014. http://dx.doi.org/10.1145/2623330.2630824.

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Reports on the topic "Science Science Knowledge"

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Zucker, Lynne, Michael Darby, and Jeff Armstrong. Commercializing Knowledge: University Science, Knowledge Capture, and Firm Performance in Biotechnology. National Bureau of Economic Research, 2001. http://dx.doi.org/10.3386/w8499.

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Feltovich, Paul J., and Richard L. Coulson. Acquisition, Understanding, and Application of Biomedical Science Knowledge. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada204712.

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Akdemir, Zeynep Gonca, Muhsin Menekse, Saira Anwar, and Siddika Selcen Guzey. How Does an Integrated STEM Life Sciences Unit Affect Middle School Students' Engagement and Science Content Knowledge? Purdue University, 2021. http://dx.doi.org/10.5703/1288284317294.

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Gupta, Shweta. The Science Behind Dreaming. Natur Library, 2020. http://dx.doi.org/10.47496/nl.blog.11.

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The scientific study of dreams is oneirology, that seeks the relationship between dreaming and existing knowledge about the brain; understanding that how the brain functions during dreaming in accordance with memory shaping and mental disorders.
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Bodnarczuk, M. Science as Knowledge, Practice, and Map Making: The Challenge of Defining Metrics for Evaluating and Improving DOE-Funded Basic Experimental Science. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/1089588.

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Popp, David. From Science to Technology: The Value of Knowledge From Different Energy Research Institutions. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22573.

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Frankel, Susan J., Patrick J. Shea, and Michael I. Haverty. Proceedings of the sudden oak death second science symposium: the state of our knowledge. U.S. Department of Agriculture, Forest Service, Pacific Southwest Research Station, 2006. http://dx.doi.org/10.2737/psw-gtr-196.

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Andrews, Elizabeth, Kimberly Davis, Dana DiBenedetti, et al. Risk evaluation and mitigation strategy assessments: Social science methodologies to assess goals related to knowledge. RTI Press, 2014. http://dx.doi.org/10.3768/rtipress.2014.op.0018.1401.

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Tsao, Jeffrey Yeenien. Damage displacement phenomena in Si junction devices : mapping and interpreting a science and technology knowledge domain. Office of Scientific and Technical Information (OSTI), 2004. http://dx.doi.org/10.2172/919640.

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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully
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