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Dissertations / Theses on the topic 'Science'
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1
Nadrowski, Karin, Daniel Seifarth, Sophia Ratcliffe, Christian Wirth, and Lutz Maicher. "Identifiers in e-Science platforms for the ecological sciences." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-101319.
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In the emerging Web of Data, publishing stable and unique identifiers promises great potential in using the web as common platform to discover and enrich data in the ecologic sciences. With our collaborative e-Science platform “BEFdata”, we generated and published unique identifiers for the data repository of the Biodiversity – Ecosystem Functioning Research Unit of the German Research Foundation (BEF-China; DFG: FOR 891). We linked part of the identifiers to two external data providers, thus creating a virtual common platform including several ecological repositories. We used the Global Biodiversity Facility (GBIF) as well the International Plant Name Index (IPNI) to enrich the data from our own field observations. We conclude in discussing other potential providers for identifiers for the ecological research domain. We demonstrate the ease of making use of existing decentralized and unsupervised identifiers for a data repository, which opens new avenues to collaborative data discovery for learning, teaching, and research in ecology.
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OSSAH, EBOTO CHARLES. "Science et histoire des sciences dans la philosophie des sciences du positivisme logique." Paris 1, 1993. http://www.theses.fr/1993PA010664.
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Dans le positivisme logique, toute la demarche de la science moderne constitue le paradigme sur lequel la philosophie doit se regler, depuis galilee jusqu'a einstein. Cette conception de la science comme paradigme de la philosophie ne tient en aucun cas compte de la maniere dont les theories ont ete produites. Ce qui importe pour l'empirisme logique c'est l'entreprise de reconstruction qui s'effectue au sein de la science objective. En effet, a l'interieur de la science, il y a une place importante pour la clarification des concepts. Il s'agit la d'un travail philosophique effectue par la science elle-meme. La philosophie intervient pour faire ce travail de reconstruction rationnel de l'exterieur. Par consequent, l'empirisme logique ne s'interesse pas a la science en tant que phenomene historique. Seul le contexte de justification releve de la philosophie des sciences, envisagee comme logique des sciences. Le contexte de decouverte concerne la sociologie des sciences et la psychologie<br>In logical positivism, the whole processes of modern science are the paradigm on which philosophy has to model itself, from galilee to einstein. This approach to science as a philosophical paradigm takes no account of the way theories are built. What matters for logical empirism is the process of reconstruction in the framework of objective science. Indeed, within science, there is ample room for conceptual clarification. This is a philosophical work to be done by science itself. Philosophy is called upon to assume this rebuilding task, which is rational from outside. As a consequence, logical empirism is not relevant to science as a historical process. Only the context of justification is a matter for science philosophy, considered as the logic of sciences. The context of discovery is concerned with science sociology and psychology
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McKay, Caroline Mary. "Kandinsky : the sciences of man and the science of art." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241112.
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SHERRON, CATHERINE ELIZABETH. "CRITICAL VALUES: FEMINIST PHILOSOPHY OF SCIENCE AND THE COMPUTING SCIENCES." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054218563.
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Sherron, Catherine E. "Critical values feminist philosophy of science and the computing sciences /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1054218563.
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McVittie, Janet Elizabeth. "Literacy, science, and science education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/NQ51900.pdf.
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Maricle, Genevieve Elizabeth. "Shaping science: How to turn science studies into science action." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315845.
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Bell, Catherine. "Science with personality: reality science - the future of science communication." Thesis, Canberra, ACT : The Australian National University, 2011. http://hdl.handle.net/1885/8746.
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In this sub-thesis I introduce the idea of Reality Science. Reality science involves the telling of personal stories, such as with autobiography, biography, mentoring, documentaries, profiles and public lectures. The importance of reality science in shaping positive stereotypes and perceptions of science is discussed and ways of approaching reality science is given.
Reality science can be used to encourage, inspire and inform people of the various roles scientists play and the diversity of science, breaking down stereotypes and normalising science and scientists.
Reality science gives us insight into the minds of the scientists and the nature of the science. They inspire people, inform people and create controversy. Reality science is a tool the contemporary scientist can use to encourage new scientists into their field, inform the public about their research in a less typically scientific manner, and inspire their colleagues to do the same. Reality science can contribute to creating a more accurate public perception of science, as more and more realities will create more relevant stereotypes and bridge the gap by creating dialogues; dialogues between author and audience, and between third parties, depending on the type of reality science used.
To demonstrate reality science, an artefact is included. This artefact is in the form of a book, and is entitled Colours of the South. This shows how reality science can be used to break down barriers, create new perceptions and encourage engagement with science.
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Veith, Errol, and n/a. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film." Griffith University. School of Film, Media and Cultural Studies, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051012.112131.
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Science fiction films may be viewed as existing as threads within a web, and at the same time constituting the web. The metaphor is apt: texts and contexts and their relationship have a difficult accommodation with each other, an interdependent and dynamic relationship. The text is a thread in the web, as are elements of context, yet the threads are in a symbiotic and constantly changing relationship with each other, as the web is constantly in a state of renewal and change. At the same time, the text itself is a web, as are the various contexts. The threads are both ephemeral and fleeting, while incredibly strong. This thesis is about the polysemy of science fiction film: its subject is the films of the fifties that belong to the genre of science fiction. But the area of study began as an investigation of the science in science fiction films; the way in which films construct that science, the end result of that construction and the totality of the discourse of science in relation to other discourses of power and influence. The investigation of those issues involves a multi-layered investigation into science fiction, in a similar way to Tulloch and Alvarado's approach to the Dr Who television series.1 Approaching science fiction films from a perspective of genre, as in chapter one, uncovers a set of arguments about the science in science fiction, as well as establishing the global nature of some science fiction. These concerns lead into the discussion in chapter two of the social and historical context of the fifties, specifically in the US. Science plays a major role in these contexts, in the sense of the importance of science in creating these contexts (from this perspective) as well as the effects of the application of this science. But the historical and cultural contexts tend to suggest that science fiction films are in large part both a response to the social and historical context, and also create that context. This would not be quite accurate: the production of many science fiction films mobilise other arguments, arguments relating to the industry of Hollywood, and the specific industrial context that gave rise to some very financially successful science fiction films, as well as some films where the budget was good for a few days filming. Science and technology are sometimes important elements in this industrial context as well. Part II traces the nature of science in these films, using the contexts in Part I to anchor the science and its implications and effects. Foregrounded is the debate in which science is both key player and, in many cases, antagonist. The debate is traced and the various representations of science and its nature are tracked and highlighted. Science can cause change, by virtue of its nature of uncovering superstition, but the worth or desirability of that change is open to question. The control of science is a related issue. The thesis examines science at a period that saw the efflorescence of science fiction films. The examination of those films tells us a great deal about the concerns of the time, as well as the science that figures so powerfully in the webs of culture of the fifties.
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Veith, Errol. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/366488.
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Science fiction films may be viewed as existing as threads within a web, and at the same time constituting the web. The metaphor is apt: texts and contexts and their relationship have a difficult accommodation with each other, an interdependent and dynamic relationship. The text is a thread in the web, as are elements of context, yet the threads are in a symbiotic and constantly changing relationship with each other, as the web is constantly in a state of renewal and change. At the same time, the text itself is a web, as are the various contexts. The threads are both ephemeral and fleeting, while incredibly strong. This thesis is about the polysemy of science fiction film: its subject is the films of the fifties that belong to the genre of science fiction. But the area of study began as an investigation of the science in science fiction films; the way in which films construct that science, the end result of that construction and the totality of the discourse of science in relation to other discourses of power and influence. The investigation of those issues involves a multi-layered investigation into science fiction, in a similar way to Tulloch and Alvarado's approach to the Dr Who television series.1 Approaching science fiction films from a perspective of genre, as in chapter one, uncovers a set of arguments about the science in science fiction, as well as establishing the global nature of some science fiction. These concerns lead into the discussion in chapter two of the social and historical context of the fifties, specifically in the US. Science plays a major role in these contexts, in the sense of the importance of science in creating these contexts (from this perspective) as well as the effects of the application of this science. But the historical and cultural contexts tend to suggest that science fiction films are in large part both a response to the social and historical context, and also create that context. This would not be quite accurate: the production of many science fiction films mobilise other arguments, arguments relating to the industry of Hollywood, and the specific industrial context that gave rise to some very financially successful science fiction films, as well as some films where the budget was good for a few days filming. Science and technology are sometimes important elements in this industrial context as well. Part II traces the nature of science in these films, using the contexts in Part I to anchor the science and its implications and effects. Foregrounded is the debate in which science is both key player and, in many cases, antagonist. The debate is traced and the various representations of science and its nature are tracked and highlighted. Science can cause change, by virtue of its nature of uncovering superstition, but the worth or desirability of that change is open to question. The control of science is a related issue. The thesis examines science at a period that saw the efflorescence of science fiction films. The examination of those films tells us a great deal about the concerns of the time, as well as the science that figures so powerfully in the webs of culture of the fifties.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Film, Media and Cultural Studies<br>Full Text
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Irvine, Elizabeth. "Consciousness science : a science of what?" Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/9816.
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While the search for scientific measures, models and explanations of consciousness is currently a growing area of research, this thesis identifies a series of methodological problems with the field that suggest that ‘consciousness’ is not in fact a viable scientific concept. This eliminativist stance is supported by assessing the current theories and methods of consciousness science on their own grounds, and by applying frameworks and criteria for ‘good’ scientific practice from philosophy of science. A central problem consists in the way that qualitative difference and dissociation paradigms are misused in order to identify measures of consciousness. Another problem concerns the wide range of experimental protocols used to operationalise consciousness and the implications this has on the findings of integrative approaches across behavioural and neurophysiological research. Following from this the way that mechanisms of consciousness have been inadequately demarcated, and how this affects whether ‘consciousness’ refers to any scientific kinds, is discussed. A final problem is the significant mismatch that exists between the common intuitions and phenomenological claims about the content of consciousness that motivate much current consciousness science, and the properties of neural processes that underlie sensory and cognitive phenomena. It is argued that the failure of these methods to be appropriately applied to the concept of consciousness, both in particular cases, and in the way that these methods fail to fulfil their crucial heuristic role in the practise of science, suggests that the concept of ‘consciousness’ should be eliminated from scientific discourse. Aside from the purely negative claim found in eliminativist accounts, the strong empirical grounding of this eliminativist claim also allows positive characterisations to be made about the products of the current science of consciousness, to (re-)identify real target phenomena and valid research questions for the mind sciences, and to suggest how the intuitions that ground the confused research program on consciousness result from real features of our cognitive architecture.
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Lake, Charla Marie. "Increasing interest in science and science careers through partnerships with science professionals." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/lake/LakeC0812.pdf.
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This action research-based classroom project was set into place to answer the question, "Do partnerships between science professionals and students increase opinion of learning, science in school, going to college, and students' interest in pursuing science related careers?" After six science professionals were invited to come into our classroom with a presentation of their choice, a positive increase in learning and interest related to science were confirmed by the results.
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Govett, A., and Alison L. Barton. "Bringing Science of Mind to [Science] Educators: Mindfulness in the Science Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3425.
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Perna, Sandro Maria <1981>. "Science (in) fiction. Un CLIL de science à travers... la science (fiction)." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15543.
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L'elaborato descrive e riflette su un'esperienza CLIL svolta in due classi terze di un Liceo scientifico siciliano, esperienza che si è svolta attraverso la visione di alcuni video in lingua inglese o senza audio come fase di globalità, attraverso alcuni esercizi in fase di analisi, attraverso dei giochi in quella di sintesi: il tutto, sempre facendo parlare gli studenti in lingua. Il fatto di svolgere il tutto in due classi ha permesso di studiare due gruppi disomogenei, accomunate dall'insegnante di scienze ma con docenti di lingua differenti per approccio e metodologia.
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Philpot, Cindy J. "Science Olympiad students' nature of science understandings." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03282007-213459/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Olga Jarrett, Michael Dias, committee members. Electronic text (147 p. : ill.) : digital, PDF file. Description based on contents viewed Nov. 16, 2007. Includes bibliographical references (p. 131-143).
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Downes, Stephen Matthew. "Prospects for a cognitive science of science." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162811/.
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Philpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.
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Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students’ understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students’ understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science – High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students’ understandings of NOS was a crucial step to understanding what experiences formed these students’ understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.
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Blomley, Matthew. "The new science, social science, and society." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620289.
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Low, Marcus. "Wild west science reporting : pitfalls and ethical issues in the reporting of frontier sciences." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49806.
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Thesis (MPhil) -- Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: When reporting on new research or claims by scientists, the science journalist faces a
number of pitfalls. For a number of reasons the journalist might produce a story which is
inaccurate or misleading. Thus, when a scientist claims to have found a cure for cancer,
the journalist needs to check himself before delivering the story.
In this paper I will examme a number of issues concerning the reporting of frontier
science, or new research. In this realm it is particularly difficult to distinguish more
reliable science from less reliable science. The problem is compounded by the vested
interests of scientists, pharmaceutical companies and other interest groups. What the
science journalist writes, influences public opinion, conceptions about science, and often
affects people's decision-making regarding medical issues. There is thus a clear ethical
aspect to science reporting.
I will try to show that an understanding of how science works is crucial to reporting
science responsibly. In this regard the distinction between frontier and textbook science is
of particular importance. Theoretical distinctions such as these provide useful tools for
the interpretation of claims from the frontier.
The first chapter, then, will deal with theoretical concepts pertaining to how SCIence
works. In the second we will examine a number of examples of how reporting from the
frontiers can go wrong. We will argue that a better understanding of science might have
prevented many of the inaccuracies and misleading claims examined.
In chapter three we will attempt to list what can go wrong, and examine some of the
possible consequences, thus outlining the ethical aspect of science reporting. Finally we
will make a few suggestions and outline some guidelines which might contribute to more
accurate and responsible reporting from the frontiers.<br>AFRIKAANSE OPSOMMING: Wanneer daar oor nuwe navorsing of aansprake deur wetenskaplikes berig moet word,
word die wetenskapsverslaggewer gekonfronteer deur 'n aantal moontlike slaggate. Om
verskeie redes kan daar onakkuraat of misleidend verslag gedoen word. Wanneer 'n
wetenskaplike dus berig dat daar 'n kuur vir kanker gevind is, moet die joernalis homself
eers aan sekere beginsels herinner.
In hierdie skrywe sal ek 'n aantal kwessies te doen met die beriggewing van
pionierswetenskap, of nuwe wetenskap, ondersoek. Op hierdie terrein is dit veral moeilik
om tussen betroubare en minder betroubare wetenskap te onderskei. Die probleem word
vererger deur die belange van wetenskaplikes, farmaseutiese maatskappye en ander
belangegroepe. Dit wat deur die wetenskapsjoernalis berig word, beïnvloed publieke
opinie en beskouings oor die wetenskap, en raak dikwels mense se besluitneming rakende
mediese kwessies. Daar is dus 'n duidelike etiese aspek aan wetenskapsverslaggewing
verbonde.
Ek gaan poog om te wys dat 'n begrippnj van hoe wetenskap werk, onmisbaar is vir
verantwoordelike wetenskapsverslaggewing. In hierdie verband is die onderskeid tussen
pioniers- en handboekwetenskap van besondere belang. Teoretiese onderskeide soos dié
verskaf bruikbare gereedskap VIr die interpretasie van aansprake uit die
pionierswetenskap.
In die eerste hoofstuk sal 'n aantal teoretiese konsepte oor die werking van wetenskap
verduidelik word. In die tweede hoofstuk sal 'n aantal voorbeelde van waar
verslaggewing van [N4]pionierswetenskap verkeerd geloop het, bespreek word. Ek gaan
argumenteer dat In beter begrippisj van wetenskap moontlik baie van dié onakkuraathede
en misleidende aansprake sou kon voorkom het.
Hoofstuk drie sal dan poog om te lys wat verkeerd kan gaan, en sal sommige van die
moontlike gevolge ondersoek. Hierdeur sal die etiese aspek van
wetenskapsverslaggewing dus uitgestippel word. Aan die einde sal ek 'n paar voorstelle maak, en probeer om riglyne uit te stip wat kan bydra tot meer akkurate en
verantwoordelike verslaggewing van pionierswetenskap.
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Wan, Zhihong, and 万志宏. "Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44749910.
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Harlow, Danielle Boyd. "From learning science to teaching science: What transfers?" Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256421.
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Reyes, Pilar. "Science PGCE students' understanding of secondary science teaching." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246757.
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Long, Bruce Raymond. "Informationist Science Fiction Theory and Informationist Science Fiction." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5838.
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Informationist Science Fiction theory provides a way of analysing science fiction texts and narratives in order to demonstrate on an informational basis the uniqueness of science fiction proper as a mode of fiction writing. The theoretical framework presented can be applied to all types of written texts, including non-fictional texts. In "Informationist Science Fiction Theory and Informationist Science Fiction" the author applies the theoretical framework and its specific methods and principles to various contemporary science fiction works, including works by William Gibson, Neal Stephenson and Vernor Vinge. The theoretical framework introduces a new informational theoretic re-framing of existing science fiction literary theoretic posits such as Darko Suvin's novum, the mega-text as conceived of by Damien Broderick, and the work of Samuel R Delany in investigating the subjunctive mood in SF. An informational aesthetics of SF proper is established, and the influence of analytic philosophy - especially modal logic - is investigated. The materialist foundations of the metaphysical outlook of SF proper is investigated with a view to elucidating the importance of the relationship between scientific materialism and SF. SF is presented as The Fiction of Veridical, Counterfactual and Heterogeneous Information.
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Long, Bruce Raymond. "Informationist Science Fiction Theory and Informationist Science Fiction." University of Sydney, 2009. http://hdl.handle.net/2123/5838.
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Master of Philosophy (MPhil)<br>Informationist Science Fiction theory provides a way of analysing science fiction texts and narratives in order to demonstrate on an informational basis the uniqueness of science fiction proper as a mode of fiction writing. The theoretical framework presented can be applied to all types of written texts, including non-fictional texts. In "Informationist Science Fiction Theory and Informationist Science Fiction" the author applies the theoretical framework and its specific methods and principles to various contemporary science fiction works, including works by William Gibson, Neal Stephenson and Vernor Vinge. The theoretical framework introduces a new informational theoretic re-framing of existing science fiction literary theoretic posits such as Darko Suvin's novum, the mega-text as conceived of by Damien Broderick, and the work of Samuel R Delany in investigating the subjunctive mood in SF. An informational aesthetics of SF proper is established, and the influence of analytic philosophy - especially modal logic - is investigated. The materialist foundations of the metaphysical outlook of SF proper is investigated with a view to elucidating the importance of the relationship between scientific materialism and SF. SF is presented as The Fiction of Veridical, Counterfactual and Heterogeneous Information.
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Mason-Wilkes, Will. "Science as religion? : science communication and elective modernism." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/109735/.
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My central concern in this thesis is how science should be understood by the public. I argue that science should be understood, and valued for, the formative aspirations of the scientific community. The formative aspirations of the scientific community are the values members try to uphold as members of the group, even when this is not always possible. These aspirations are constitutive of the scientific ‘form of life’. I argue that science and religion are distinct forms of life, and through their formative aspirations can be differentiated from one another. Drawing on the theory of Elective Modernism (Collins and Evans 2017), I argue that the formative aspirations of science overlap with democratic values. Media representations of science shape public understanding. Non-fiction television is a ubiquitous and trusted medium for the communication of science. Non-fiction science television programme makers were interviewed to understand the process of science television production: the pressures, tensions and constraints inherent to this process. I analyse representations of science in British non-fiction television programmes and argue that a ‘religious’ portrayal of science can be identified in some programmes. I identify a contrasting ‘secular’ portrayal of science in other programmes. The religious portrayal presents science as providing a definitive creation narrative. In this portrayal scientific knowledge is presented as a set of certain and immutable truths which are revealed by nature with little or no human intervention. In this portrayal science is presented as providing meaning. The secular portrayal’s representation aligns more closely with a sociological understanding of science. In this portrayal scientific knowledge is represented as requiring human skill to produce and as being subject to change, revision and debate. Science in this portrayal is represented as producing both positive and negative outcomes for society. From the perspective of Elective Modernism, if citizens are to properly understand, engage with and value science they need an understanding informed by sociological conceptions of science which emphasise science’s formative aspirations as its defining characteristic. The requirements for the production of an ‘elective modernist’ portrayal of science, one which foregrounds the formative aspirations of science, are discussed. The problematic consequences of the religious portrayal of science are laid out. Presenting science as a religion disguises its formative aspirations. This provides an inaccurate picture of how science works and a widespread (mis)understanding of science as a religion would undermine democratic society.
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Garvin, Joseph Peter John. "Folk physics, pre-science, and demarcations of science." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738263.
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Adal, Elif Ece. "Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.
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MacDonald, Anthony Leo. "Enacting science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq21595.pdf.
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Green, Sarah E. "Earth Science." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427967539.
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White, Craig (Craig E. ). 1971. "Science fiction to science fact : the link between early science fiction and the space programs." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9572.
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Herman, Jennifer Linda. "Effecting Science in Affective Places: The Rhetoric of Science in American Science and Technology Centers." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396961008.
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WALDHELM, MONICA DE CASSIA VIEIRA. "HOW HAVE LEARNED SCIENCES ON BASIC EDUCATION A PERSON THAT NOW PRODUCES SCIENCE?: THE IMPORTANCE OF SCIENCE TEACHERS ON THE ACADEMIC AND PROFESSIONAL TRAJECTORY OF RESEARCHERS ON NATURAL SCIENCES FIELD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11290@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Que tipo de professor de ciências da Educação Básica pode
levar um aluno a querer ser um cientista? Como aprendeu
Ciências na Educação Básica quem hoje produz Ciência? Para
responder a estas questões, investigou-se em que medida e
de que modo a prática de professores de Ciências da
Educação Básica influenciou cientistas em sua opção
profissional. Foram aplicados questionários e gravados
relatos de cientistas da área de Ciências Naturais em
atividade, a fim de identificar quais fatores consideram
decisivos e marcantes em sua trajetória escolar como
alunos de Ciências. Destes fatores, mereceram destaque
aqueles relacionados ao papel dos seus professores de
então, em sua opção profissional pela pesquisa científica.
Através da evocação das lembranças desses cientistas,
procurou-se detectar o papel representado por seus antigos
professores de Ciências. Que características são
atribuídas aos bons professores desta área? O que pensam
os cientistas sobre formação de professores de ciências?
Estes relatos trouxeram pistas que apontam como alguns dos
entrevistados decidiram-se tornar cientistas na área de
Ciências Naturais por causa de ou apesar de seus
professores de Ciências, bem como a influência de outros
fatores em sua opção de carreira. Espera-se assim, que
este trabalho possa trazer novos subsídios ao campo de
formação e prática de professores de Ciências.<br>What kind of science teacher of Basic Education would make
a student wonders to be a scientist? How have learned
science on Basic Education a person that now produces
Science. To answer those questions, it was investigated
how much and in which way the practice of science teachers
of Basic Education had influenced scientists on their
professional option. Questionnaires were applied and
interviews with scientists currently working on Natural
Sciences were taped with the purpose to identify which
factors they considered decisive and remarkable on their
school trajectory as science students. Any kind of
influence of the teachers on the professional option of
the scientists was highlighted. The evocation of the
memories of these scientists was done trying to detect the
importance of their science teachers. Which are the
characteristics that make them good teachers on the field?
What scientists think about the formation of science
teachers? These reports gave clues hinting how some of the
interviewees had decided to be scientists on the Natural
Sciences field because of or in spite of their science
teachers, as well as the influence of other factors in
their career option. One expects thus, that this work can
bring new subsidies to the field of formation and
practices of Science teachers.
33
Gauthier, Roberto. "La représentation de la science chez les finissants de sciences humaines au collégial /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1995. http://theses.uqac.ca.
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Friedman, Romy. "Exploring the status of science outreach in science teaching." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43058.
Full textAbstract:
Despite the continued demonstration of the importance of science outreach programs to inspire student interest and motivation in science, my experience is that the science outreach programs are currently underutilized in schools. This is besides the fact that many stakeholders including students, teachers, parents, scientists, the community and society can potentially benefit from science outreach programs. With most studies focusing on assessing the impact of outreach on students, there remains a gap in research on the processes that are undertaken by teachers and outreach providers to create these opportunities.
This mixed-methods study used scientist-in-residence outreach model, as reference because of its prominence in promoting science outreach in attempt to address this gap by investigating teachers’ science outreach practices in schools to better understand the decisions they make about the place or status of science outreach programs, in their teaching. The study objectives were to (1) investigate the science outreach practices of science teachers, focusing on how outreach is integrated into curricular and instructional practices; (2) explore how teachers and outreach providers implement various science outreach models, including any potential challenges to this; (3) propose a model that better utilizes the efforts of both these stakeholders, teachers and outreach providers, with the aim of improved communication, that both teachers and outreach providers can use to inspire student interest and motivation in science.
This study took a mixed methods approach, using a quantitative survey-questionnaire and qualitative interviews to elicit information on the practices of both elementary and secondary teachers regarding various forms of science outreach. Interviews occur with teachers, scientists, and other members of non-profit organizations coordinating various science outreach programs. Organizations that use the scientists-in-residence outreach model were of particular interest. Analysis of the data corpus revealed engagement, access, costs and comfort with science as the challenges for implementing outreach programs. Moreover, attitude, delivery and use of a facilitator were determined as ways to overcome these challenges. Based on these insights an emergent model is proposed to assist both teachers and outreach providers in inspiring student interest and motivation in science through outreach programs.
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Barry, Andrew Michael. "The science of science : programmes of British space research." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333979.
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Brown, Matthew J. "Science and experience a Deweyan pragmatist philosophy of science /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359062.
Full textAbstract:
Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 224-232) and index.
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Chada, Daniel de Magalhães. "From cognitive science to management science: two computational contributions." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/17053.
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Previous issue date: 2011<br>This work is composed of two contributions. One borrows from the work of Charles Kemp and Joshua Tenenbaum, concerning the discovery of structural form: their model is used to study the Business Week Rankings of U.S. Business Schools, and to investigate how other structural forms (structured visualizations) of the same information used to generate the rankings can bring insights into the space of business schools in the U.S., and into rankings in general. The other essay is purely theoretical in nature. It is a study to develop a model of human memory that does not exceed our (human) psychological short-term memory limitations. This study is based on Pentti Kanerva’s Sparse Distributed Memory, in which human memories are registered into a vast (but virtual) memory space, and this registration occurs in massively parallel and distributed fashion, in ideal neurons.<br>Este trabalho é composto de duas contribuições. Uma se usa do trabalhode Charles Kemp e Joshua Tenenbaum sobre a descoberta da forma estrutural: o seu modelo é usado para estudar os rankings da revista Business Week sobre escolas de administração, e para investigar como outras formas estruturais (visualizações estruturadas) da mesma informação usada para gerar os rankings pode trazer discernimento no espaço de escolas de negócios nos Estados Unidos e em rankings em geral. O outro ensaio é de natureza puramente teórica. Ele é um estudo no desenvolvimento de um modelo de memória que não excede os nossos (humanos) limites de memória de curto-prazo. Este estudo se baseia na Sparse Distributed Memory (Memória Esparsa e Distribuida) de Pentti Kanerva, na qual memórias humanas são registradas em um vasto (mas virtual) espaço, e este registro ocorre de forma maciçamente paralela e distribuida, em neurons ideais.
38
Russo, Sharon. "Early childhood educators' attitudes to science and science education." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2035.
Full textAbstract:
It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.
39
Russo, Sharon. "Early childhood educators' attitudes to science and science education." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.
Full textAbstract:
It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.
40
Leung, Shuk-ching Jessica, and 梁淑貞. "Understanding of nature of science and evaluation of science in the media among non-science majors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50162627.
Full textAbstract:
Scientific literacy has been recognized internationally for its importance as a goal of science education. Lying at the core of scientific literacy is understandings of nature of science (NOS). A desired outcome from a scientifically literate populace is – critical evaluation of reports and discussions about science in the media. It is generally assumed that an informed conception of NOS will lead to this desired outcome of scientific literacy. Yet this assumption remains untested.
The purpose of this research study was to examine the relationship, if any, between NOS understandings and the quality of evaluating science in the media. Sixty-four non-science majors from a local community college participated in the study. Participants were asked to evaluate on three health-related news articles reporting scientific claims by completing the Health News Evaluation Questionnaire. Their NOS understandings were assessed by the Views about Science Questionnaire. Participants were invited for a follow-up interview to further probe their NOS conceptions and quality of evaluating science news articles. The quality of evaluation, and the application and prioritization of criteria by each participant were analyzed. These were compared with the level of NOS understandings. Reasons for applying or not applying and for prioritizing or not prioritizing the NOS-related criteria were also examined in the follow-up interview.
No correlation was identified between the non-science majors’ understanding on the targeted aspects of NOS and their frequency of application of these concepts in evaluating the science news except the followings where significant correlations, though weak, were identified. These include understanding of the peer view process and its frequency of application in evaluating (i) Article 2 on the effect of calorie on body weight and memory (r=0.325, p<0.05), (ii) Article 3 on cell phone controversies (r=0.326, p<0.05) and (iii) all the 3 news articles as a whole (r=0.381, p<0.05). Correlations are also identified between understanding of the peer review process and the level of sophistication with its application in the evaluation of Article 2 (r=0.345, p<0.05) and all the three articles as a whole (r=0.39, p<0.05). Another intriguing finding was that understanding of the tentative NOS was found to be correlated with the stance adopted in the evaluation of Article 3 (r=0.434, p<0.05). The poor performance of the participants in evaluating science in the media was attributed to the lack of awareness for the important role of NOS understandings, unfamiliarity with the application of NOS understandings, and compartmentalization among various NOS aspects. These were possible culprits for successful transformation of NOS understandings to critical evaluation of science in the media.
Based on the findings, it is argued that NOS understandings are a necessary, but not sufficient, condition for critical evaluation of science in the media. Three additional conditions are suggested: (1) awareness towards the importance and the need in making reference to NOS understandings, (2) ability to apply NOS understandings, and (3) understanding the interconnectedness among various NOS aspects would aid successful transformation of NOS understandings to critical evaluation of science in the media.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Pickup, Mark. "The hard edge of a soft science, the impact of the Newtonian-Quantum paradigm shift in the sciences on political science theories and methods." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49579.pdf.
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Orr, Kimberley R. "Bridges to Science: effects of a science outreach program on high school students' understanding of science concepts." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/orr/OrrK0812.pdf.
Full textAbstract:
Many of my students are not prepared for postsecondary education because they feel unprepared in terms of experience and knowledge. This project focused on evaluating the impact the Bridges to Science outreach program had on students' understanding of science concepts. Students' level of understanding, attitude and motivation, and thoughts about science careers were considered as well. This project also investigated the impact on classroom teachers' professionalism, on the program staffs' pedagogy, and on my own professionalism and involvement with the program. The Bridges to Science program offered by the University of Lethbridge targets urban high school students in biology, chemistry, and physics, and attempts to increase their interest in science by providing engaging lab activities implemented by graduate students. Students' understanding of science concepts was assessed by comparing nontreatment lab activities conducted by classroom teachers to treatment lab activities conducted by the outreach volunteers. Pre and postassessment data for nontreatment and treatment units were collected using concept questions, interviews with concept maps, and teacher observations. Other forms of data collection such as surveys, journals and personal observations were used to assess students' level of understanding, attitude and motivation, knowledge about career options, teachers' professionalism, volunteers' pedagogy, and my own professionalism and involvement with the outreach program. The results indicated a greater increase in students' understanding and level of understanding through the implementation of the program compared with classroom activities. Not only did students' motivation and attitude improve, but their knowledge of career options increased as well. Pedagogical improvement occurred with volunteers, but there was little impact on teachers' sense of professionalism. My involvement with Bridges to Science had a positive impact on my relationships, professionalism, and involvement with the program.
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Morgan, Edward. "Science & Sustainability: The Use of Science and the Science–Policy Interface in Sustainable Water Resource Management." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367995.
Full textAbstract:
This thesis explores the use of scientific knowledge in policy-making. It is widely recognised that use of natural resources, such as water, is unsustainable across much of the world. In response, there is a desire for and expectation that science should be used to help improve natural resource management and contribute to the pursuit of sustainability. This research is centred on a comparative case study analysis of the use of science in water resource management policies for Southeast Queensland, Australia. A framework model of the interface between science and policy is developed and applied to the case studies and a range of different uses for science in policy-making are synthesised in the analysis. The relationship between these uses and the need for boundary work to make the science effective is analysed. The findings explore the key factors that influence how science can be used to create effective, efficient and appropriate policies. The research revealed that science can be used in a number of different ways, from simply providing knowledge through to being used in a co-learning process to create a shared understanding. The results show that co-learning is likely to be the most effective use of science, especially when the science is uncertain, but this use requires strong social capital and collaborative governance arrangements. More direct knowledge provision is simpler to implement, but is likely to require shared values and more certain science. In controversial policy issues, where there are conflicting values, science is likely to be used in advocacy and this limits its ability to directly influence outcomes. Hence, the use of science is strongly influenced by the policy context and governance arrangements, but generally strong social capital is likely to support the most effective use of science. This adds further support to calls for stronger social capital and more collaborative governance in sustainability and natural resource management policy.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Griffith School of Environment<br>Science, Environment, Engineering and Technology<br>Full Text
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Ngwenya, Nkosinathi Hezekia. "Pre-service science education students’ epistemological beliefs about the nature of science and science teaching and learning." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1377.
Full textAbstract:
Submitted to the Faculty of Education in fulfilment of the requirements for the degree of MASTER OF SCIENCE EDUCATION in the Department of Mathematics, Science and Technology (MSTE) at the University of Zululand, 2015.<br>This study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed)
students about the nature of science and science teaching and learning. The research
sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum
Statement (NCS) for Physical Sciences grades 10-12.
The conceptual framework of this study was framed upon the preponderance of literature
that carried the view that a teacher’s classroom practices are a consequence of two main
dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science,
which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual
framework guiding the study opined that teachers holding naïve beliefs about the nature of
science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches.
This study was a case study conducted at a South African university, and involved one
hundred and eighty-four third and fourth year students registered for a four-year Bachelor
of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS.
The study found that pre service students held significantly more sophisticated
epistemological beliefs about the nature of science at fourth year than at third year level.
The results also showed that fourth year students demonstrated a significantly higher level
of ‘reformed oriented teaching and learning beliefs’ about science than did the third year
students. The results however showed that third and fourth year students held beliefs that
were not in line with the beliefs espoused by the National Curriculum Statement (NCS).
These results support studies which have found that student teachers become more
sophisticated in their epistemological beliefs towards graduation. The findings also showed
that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme
succeeded in developing these beliefs was however quite small. This study recommends
that further investigations be done to determine whether students who hold sophisticated
epistemological beliefs about the nature of science and ‘reformed beliefs about science
teaching and learning’ also demonstrate superior science teaching skills
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Doyle, Katherine Mary. "Mapping the language of science and science teaching practices : a case study of early childhood school science." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45941/1/Katherine_Doyle_Thesis.pdf.
Full textAbstract:
Concerns raised in educational reports about school science in terms of students. outcomes and attitudes, as well as science teaching practices prompted investigation into science learning and teaching practices at the foundational level of school science. Without science content and process knowledge, understanding issues of modern society and active participation in decision-making is difficult. This study contended that a focus on the development of the language of science could enable learners to engage more effectively in learning science and enhance their interest and attitudes towards science. Furthermore, it argued that explicit teaching practices where science language is modelled and scaffolded would facilitate the learning of science by young children at the beginning of their formal schooling. This study aimed to investigate science language development at the foundational level of school science learning in the preparatory-school with students aged five and six years. It focussed on the language of science and science teaching practices in early childhood. In particular, the study focussed on the capacity for young students to engage with and understand science language. Previous research suggests that students have difficulty with the language of science most likely because of the complexities and ambiguities of science language. Furthermore, literature indicates that tensions transpire between traditional science teaching practices and accepted early childhood teaching practices. This contention prompted investigation into means and models of pedagogy for learning foundational science language, knowledge and processes in early childhood. This study was positioned within qualitative assumptions of research and reported via descriptive case study. It was located in a preparatory-school classroom with the class teacher, teacher-aide, and nineteen students aged four and five years who participated with the researcher in the study. Basil Bernstein.s pedagogical theory coupled with Halliday.s Systemic Functional Linguistics (SFL) framed an examination of science pedagogical practices for early childhood science learning. Students. science learning outcomes were gauged by focussing a Hallydayan lens on their oral and reflective language during 12 science-focussed episodes of teaching. Data were collected throughout the 12 episodes. Data included video and audio-taped science activities, student artefacts, journal and anecdotal records, semi-structured interviews and photographs. Data were analysed according to Bernstein.s visible and invisible pedagogies and performance and competence models. Additionally, Halliday.s SFL provided the resource to examine teacher and student language to determine teacher/student interpersonal relationships as well as specialised science and everyday language used in teacher and student science talk. Their analysis established the socio-linguistic characteristics that promoted science competencies in young children. An analysis of the data identified those teaching practices that facilitate young children.s acquisition of science meanings. Positive indications for modelling science language and science text types to young children have emerged. Teaching within the studied setting diverged from perceived notions of common early childhood practices and the benefits of dynamic shifting pedagogies were validated. Significantly, young students demonstrated use of particular specialised components of school-science language in terms of science language features and vocabulary. As well, their use of language demonstrated the students. knowledge of science concepts, processes and text types. The young students made sense of science phenomena through their incorporation of a variety of science language and text-types in explanations during both teacher-directed and independent situations. The study informs early childhood science practices as well as practices for foundational school science teaching and learning. It has exposed implications for science education policy, curriculum and practices. It supports other findings in relation to the capabilities of young students. The study contributes to Systemic Functional Linguistic theory through the development of a specific resource to determine the technicality of teacher language used in teaching young students. Furthermore, the study contributes to methodology practices relating to Bernsteinian theoretical perspectives and has demonstrated new ways of depicting and reporting teaching practices. It provides an analytical tool which couples Bernsteinian and Hallidayan theoretical perspectives. Ultimately, it defines directions for further research in terms of foundation science language learning, ongoing learning of the language of science and learning science, science teaching and learning practices, specifically in foundational school science, and relationships between home and school science language experiences.
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Yamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.
Full textAbstract:
The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, Reproduction, Development and Growth in Living Beingsand Systems in Our Body units, in the 7th grade science textbook, Systems in Our Body and Human and Environment units, in the 8th grade science textbook, Cell Division and Heredity and Livings and Energy Relationships units were analyzed by using Nature of Science Criteria, adapted from Gunckel&<br>#8217<br>s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge.
A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&<br>#8217<br>s Kappa and the value 0,71 which was found is reliable.
The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the
percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.
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Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.
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<p> This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.</p><p>
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Karakas, Mehmet. "College science professors' understanding and use of nature of science." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Kim, Sun Young. "Genetics instruction with history of science nature of science learning /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186971775.
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Horrocks, Sally Margaret. "Consuming science : science, technology and food in Britain, 1870-1939." Thesis, University of Manchester, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492324.
Full textAbstract:
Drawing on material from economic, business and social history as well as history of science and technology, this study considers the relationship between science, technology and daily life by looking at food in Britain between 1870 and 1939. Food offers an interesting case study for a variety of reasons, not least its centrality to daily life. Neither the food industry itself, nor the scientific investigation of food has been studied in much detail, ensuring that this study covers new ground in both economic history and the history of science and technology. It stresses the need to draw on a variety of approaches which have been developed by historians working on a diverse range of problems in order to establish a more comprehensive understanding of the ways in which science and technology have changed daily life. This includes incorporating the insights gained from studies of British industrial research, and research in industrial laboratories more generally, with work on the relationships between science, technology and society, and with discussions of the activities of scientists and engineers themselves. While each of these different bodies of literature offers important insights which can be used in the study of science, technology and daily life, none of them seeks to address this area directly. The literature on British food history, which concentrates on dietary change is discussed and explanations for these changes analysed. Such explanations, it emerges, are rarely comprehensive, and several possible agents of change seem to have received little attention in the literature. Among these are the development of the food manufacturing industry, which produced many of the convenience foods which became a standard part of the British diet after 1870, and the role of science and scientists. This is surprising given the rapid growth of the food manufacturing industry from the mid-19th century, and the tendency of firms to employ scientists to assist in production operations. The examination of the growth and development of the food industry and the large firms which came to dominate it reveals the striking degree of similarity in their business strategies as they grew from small family owned operations to businesses employing thousands of people. The increasing use of scientists by these firms can be attributed to their need to gain control over as many aspects of their operations as possible, and the prompting of legislation, which meant that lack of attention could lead to prosecution. In the years up to 1939 most of the large food firms began to employ their own scientists, and their activities within the firm, as well as the services offered by outside consultants are given detail consideration. The foundation, growth and development of the Chemists' department at the firm of Cadburys is examined closely in an effort to explore the full range of functions of industrial scientists and their role within the firm. This includes consideration not just of research and development, but of routine work as well, and attention to the effects of the activities of scientists on other workers within the firm, and on its advertising strategy. Scientific research on food which eventually had an impact on the national diet was also funded by the government, and here the focus is on those organisations which undertook research which was aimed at that part of the food chain between primary producer and consumer. This is placed in the context of government funded food research in general, which also included agricultural and medical research. The main focus is on the Food Investigation Board of the Department of Scientific and Industrial Research, and the food research associations which were also under the auspices of the same body. Government funded food research of this type was much smaller in scale than that undertaken by industry itself, and involved a very different scientific approach. This study ends by considering the scientists themselves and explores the nature of the different groups which made up the British food science community, and how they interacted. It reveals the very divided nature of the British science community, and the importance of including industrial scientists in any examination of the social structure of British science during this period. At the same time it shows how these different groups were able to meet and share information, a process which benefitted industrial scientists in particular, and ensured that new scientific findings were incorporated into commercial practice.