Journal articles: 'Scientific concepts'

1

Gilbert, John K. "Creating Scientific Concepts." International Journal of Science Education 31, no. 17 (October 27, 2009): 2407–9. http://dx.doi.org/10.1080/09500690903211377.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Wardekker, Willem L. "Scientific Concepts and Reflection." Mind, Culture, and Activity 5, no. 2 (January 1, 1998): 143–53. http://dx.doi.org/10.1207/s15327884mca0502_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Šlekienė, Violeta, and Loreta Ragulienė. "THE ANALYSIS OF PUPILS’ PRE-SCIENTIFIC NOTIONS AND SCIENTIFIC CONCEPTS ABOUT MOTION AND FORCES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 2 (August 15, 2006): 17–24. http://dx.doi.org/10.48127/gu-nse/06.3.17a.

Full text

Abstract:

The issue of the study. Our precondition was that non-scientific notions formed by pupils affect concept teaching. If non-scientific notions are in conformity with the content of scientific concepts the teacher should rely on them forming new concepts, explaining natural phenomena, etc. It contributes to the concept comprehension efficacy. In case non-scientific notions are in collision with the content of scientific concepts they should be corrected as in that case they interfere with the formation of scientific concepts. The goals of research. The goals of the research were: 1) to clarify the interaction of pre-scientific notions and scientific concepts about motion and forces; 2) to evaluate the comprehension of concepts by those pupils who had studied physics and to clarify changes in concept understanding and typical errors that had remained after systematic study. Methodology of research. The research was carried out in year 2004. 700 pupils of 7th and 9th forms from the schools of Siauliai, Kaunas, Telsiai district, Kelme district and young physicists’ school “Fotonas” have been involved in the research. Group I included 7th formers (265 pupils), who had not studied physics as a separate subject but had elementary knowledge of physics from the course “World Science” (1st – 4th forms) and the integrated course of natural sciences “Nature and Man” (5th – 6th forms). Group II consisted of 9th form pupils (540), who have been studying physics for three years. The same questions and tasks adapted to the pupils’ age and previous knowledge were given to each group. The concepts from the topics “Force” were included. The tasks included elementary knowledge of the researched concepts familiar to pupils from both groups, but exact and correct answers were given by the 9th formers who had already analysed the topics. Besides, aiming for better evaluation of knowledge in physics, pupils of Group II answering the questions had to formulate proper definitions of the concepts or laws. A discussion method was used to clarify pupils’ thinking procedures. The received data was processed using statistical research methods. Results of research. It was stated during the research that before starting a systematic study of physics pupils had had pre-scientific notions. A number of incorrect notions on motion and force were revealed. In many cases pre-scientific notions were typical and in a way understandable for pupils. Pre-scientific notions often are retained even after purposeful teaching, and in some time or situations they turn out to be even more distinct and convincing than the scientific ones. It has been stated that pupils reproduce concept definitions without any efforts, but in a definite situation they base solutions of a definite task on misleading notions. Very often pupils understand the content of some concepts in a wrong way, do not make distinction between concepts and confuse functional relations of concepts. They are already able to indicate the features of a concept, but are not able to separate essential and inessential concepts. Key words: concept, pre-scientific images, motion, force, and typical mistakes.

APA, Harvard, Vancouver, ISO, and other styles

4

Slotte, Virpi, and Kirsti Lonka. "Spontaneous concept maps aiding the understanding of scientific concepts." International Journal of Science Education 21, no. 5 (May 1999): 515–31. http://dx.doi.org/10.1080/095006999290552.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Saidikramovna, Umarova Farida. "Modernization: Etymological, Scientific And Social Philosophical Interpretations." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 100–106. http://dx.doi.org/10.37547/tajssei/volume02issue12-18.

Full text

Abstract:

In this article analyzed modernization etymological, scientific and social philosophical interpretations. As we know scientific research, by its epistemological basis, requires the identification of concepts and categories that are specific to the object of knowledge, which serve to reveal its ontological nature, and to have a clear idea about them. As science undergoes a process of deep integration, it is natural for concepts and categories to shift from one discipline to another, especially in the field of philosophy. Philosophy's tendency to be universal, comprehensive, and prone to extensive approaches give rise to concepts and categories related to specific sciences (physics, medicine, biology, mathematics, etc.). This sometimes leads not only to general notions of concepts and categories, but also to different notions from the original etymological interpretation. As a result, a single word is interpreted differently, resulting in assumptions that do not correspond to the ontological features of the object of study. In order for such “word games” not to occur, in order to have a clear idea of the object of research, scientific research begins with defining the concepts and categories that express the object and purpose of research, and defining their essence and functional functions. Such a fundamental concept, category, is "modernization" for our scientific research.

APA, Harvard, Vancouver, ISO, and other styles

6

Steinle, Friedrich. "Scientific Change and Empirical Concepts." Centaurus 51, no. 4 (October 27, 2009): 305–13. http://dx.doi.org/10.1111/j.1600-0498.2009.00156.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mierzwa, Beata E. "Communicating scientific concepts through art." Journal of Visual Communication in Medicine 43, no. 2 (December 20, 2019): 85–90. http://dx.doi.org/10.1080/17453054.2019.1700783.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Alves, P. F. "Vygotsky and Piaget: Scientific concepts." Psychology in Russia: State of the Art 7, no. 3 (2014): 24–34. http://dx.doi.org/10.11621/pir.2014.0303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

BAINBRIDGE, W. S. "Transformative Concepts in Scientific Convergence." Annals of the New York Academy of Sciences 1093, no. 1 (December 1, 2006): 24–45. http://dx.doi.org/10.1196/annals.1382.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Wells, Gordon. "Learning to use scientific concepts." Cultural Studies of Science Education 3, no. 2 (April 1, 2008): 329–50. http://dx.doi.org/10.1007/s11422-008-9100-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Tuxtasinova, Dildora Rakhmonberdievna. "Scientific concepts of modern management." Asian Journal of Multidimensional Research (AJMR) 10, no. 3 (2021): 97–101. http://dx.doi.org/10.5958/2278-4853.2021.00114.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Crease, Robert. "Formal Indicators and Scientific Concepts." Heidegger Circle Proceedings 43 (2009): 29–41. http://dx.doi.org/10.5840/heideggercircle2009433.

Full text

Abstract:

A principal theme of hermeneutical phenomenology of science has been to analyze the status of theoretical entities. In Ginev’s ambitious analysis of contemporary trends in hermeneutic phenomenology of science, for instance, one of the two “hermeneutic circles” he describes involves the constitution of objects of inquiry, as “mathematized entities” associated with data-models, which has a formal side in theory and an empirical side in experimentation. The question then arises of the relation between the two sides; the danger, he puts it, is a theoretical essentialism which is implied when the mathematical projection is conceived as operationalized by experiment. Ginev’s proposal to avoid this involves the concept of “inscription.” This paper proposes another approach, covariant realism, which draws from Heidegger’s notion of “formal indication” and which makes explicit the temporality of theoretical objects in the flow of the research process. Heidegger developed his notion as an integral part of his hermeneutics of facticity; its motivation was the need to develop a discourse adequate for pre-theoretical experience. While it may seem strange to apply this idea so far out of context, it seems poised to address certain long-standing problems in the philosophy of science, those of incommensurability and scientific theory change. Formal indication characterizes phenomena that are understood to be provisionally grasped, already interpreted, and anticipated as able to show themselves differently in different contexts. The value of this admittedly nonstandard transformation of Heidegger’s concept suggests deeper possibilities for continentally-inspired approaches to understanding science practice than have hitherto been explored.

APA, Harvard, Vancouver, ISO, and other styles

13

Carrascosa-Alís, Jaime. "Ideas alternativas en conceptos científicos-Alternatives in scientific concepts ideas." Revista científica 1, no. 18 (March 29, 2014): 112. http://dx.doi.org/10.14483/23448350.5591.

Full text

Abstract:

Este artículo presenta una investigación sobre la enseñanza de los conocimientos teóricos, lo cual no es un problema que tradicionalmente haya preocupado mucho al profesorado de ciencias. Quizás porque los alumnos parecen tener bastantes menos dificultades en responder a las preguntas teóricas, que en otros aspectos también fundamentales para la enseñanzay aprendizaje de las ciencias, como la resolución de problemas o la realización de prácticas de laboratorio.

APA, Harvard, Vancouver, ISO, and other styles

14

Kabat, Małgorzata. "TEACHER – SYSTEM – SCIENTIFIC RESEARCH." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 20 (June 10, 2019): 27–38. http://dx.doi.org/10.5604/01.3001.0013.2279.

Full text

Abstract:

The text starting point is the concept of the system. They referred him to theoretical and research considerations. The historical roots of the system and concepts were highlighted. Then drew attention to the systemic approach and study educational approximating the general features and principles of the system model research.

APA, Harvard, Vancouver, ISO, and other styles

15

Zhuravel, V. A. "NATURE OF CRIMINALISTICS: MODERN SCIENTIFIC CONCEPTS." Theory and Practice of Forensic Science and Criminalistics 16 (November 30, 2016): 15–20. http://dx.doi.org/10.32353/khrife.2016.02.

Full text

Abstract:

The paper discusses genesis and current state of scientific views about the nature essence of Criminalistics. Attention is paid to the fact that the indicated problematics is one of the most debatable in the general theory of Criminalistics and up to date criminalist scientists have not reached a consensus position on this matter. At present two basic scientific concepts about the nature of Criminalistics coexist, one of them considers Criminalistics to be the special legal science and the second - the science of synthetic (integrated) nature. The author's position on the indicated concepts has been expressed.

APA, Harvard, Vancouver, ISO, and other styles

16

Skorokhod, G. "Common Scientific Concepts In Teaching Mathematics." Physical and Mathematical Education 15, no. 1 (April 2018): 302–4. http://dx.doi.org/10.31110/2413-1571-2018-015-1-058.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Bloch, K. "Concepts and approaches to scientific inquiry." American Journal of Clinical Nutrition 45, no. 5 (May 1, 1987): 1054–59. http://dx.doi.org/10.1093/ajcn/45.5.1054.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Zawada, B. E. "The defining features of scientific concepts." South African Journal of Linguistics 12, sup20 (June 1994): 285–316. http://dx.doi.org/10.1080/10118063.1994.9723958.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Salishchev, K. A. "SCIENTIFIC CONCEPTS AND METHODS IN CARTOGRAPHY." Mapping Sciences and Remote Sensing 22, no. 1 (January 1985): 1–7. http://dx.doi.org/10.1080/07493878.1985.10641569.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Mora, Fernando, Alejandro Balsa, María Cornide‐Santos, Jose‐Manuel Carrascosa, Sara Marsal, Javier P. Gisbert, Miguel‐Angel Abad, Rafael F. Duarte, Michael Wiechmann, and Rafael Martínez. "Biosimilar and interchangeable: Inseparable scientific concepts?" British Journal of Clinical Pharmacology 85, no. 11 (September 4, 2019): 2460–63. http://dx.doi.org/10.1111/bcp.14089.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Chi, Yang, Jinchao Zhu, Lan Huag, and Hao Xu. "Concepts recommendation for searching scientific papers." Cluster Computing 22, S4 (March 28, 2018): 8669–75. http://dx.doi.org/10.1007/s10586-018-1937-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Rupert, Robert D. "On the scientific unity of concepts." Metascience 20, no. 1 (September 22, 2010): 147–51. http://dx.doi.org/10.1007/s11016-010-9439-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Tweney, Ryan D. "Nancy J. Nersessian: Creating Scientific Concepts." Science & Education 21, no. 4 (May 6, 2011): 591–96. http://dx.doi.org/10.1007/s11191-011-9361-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

KIRKSMITH, M. "Fundamental concepts behind scientific research demystified." International Journal of Aromatherapy 15, no. 1 (2005): 24–29. http://dx.doi.org/10.1016/j.ijat.2004.12.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Spicheva, Dina I., and Ekaterina V. Polyanskaya. "Culture codes of scientific concepts in global scientific online discourse." AI & SOCIETY 35, no. 3 (January 2, 2020): 699–714. http://dx.doi.org/10.1007/s00146-019-00934-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Peña-Guzmán, David Marcelo. "Canguilhem’s Concepts." Transversal: International Journal for the Historiography of Science, no. 4 (June 10, 2018): 27. http://dx.doi.org/10.24117/2526-2270.2018.i4.05.

Full text

Abstract:

In the 1950s, George Canguilhem became known in France as a vocal exponent of the philosophy of the concept, an approach to epistemology that treated science as the highest expression of human rationality and scientific concepts as the necessary preconditions for the manifestation of scientific truth. Philosophers of the concept, Canguilhem included, viewed concepts as the key to the study of science; and science, in turn, as the key to a substantive theory of reason. This article explains what concepts are for Canguilhem, how they are extracted from the history of the sciences, and why they continue to matter for contemporary debates in the History and Philosophy of Science (HPS).

APA, Harvard, Vancouver, ISO, and other styles

27

Petrović, Vesna, and Slobodanka Antić. "Typical errors in presenting concepts in textbooks for the first four grades of primary school." Nastava i vaspitanje 70, no. 1 (2021): 55–68. http://dx.doi.org/10.5937/nasvas2101055p.

Full text

Abstract:

This paper offers a systematization of typical errors in presenting scientific concepts in textbooks for the first four grades of primary school. The subject of our analysis and systematization were presentations of concepts which deviate from or violate the internal cognitive and logical nature of a scientific concept, thus representing a source of potential difficulties for students in understanding scientific knowledge. Starting from Vygotsky's theory of the development of scientific concepts, as well as the general standards of textbook quality and a review of studies analyzing textbooks in this field, we have made a systematization of typical errors in the presentation of scientific terms. Five typical errors are explained and elucidated: a simple description of a phenomenon or the statement of its function, use or usefulness; a simple establishment of connections between a concept (word) and an object (image); offering ready-made phrases and scientific statements without relating them to a system of concepts; providing only typical examples or providing examples that lack variety, and presenting important and unimportant facts on the same level, without pointing out the differences. Every typical error is explained using examples from textbooks in which scientific concepts relevant to grades 1-4 are introduced (settlement, village, city, plants, relief, historical figure and birds). In the absence of scientific principles in presenting concepts in textbooks, their authors rely on implicit assumptions about concepts as phenomenal or factual kinds of knowledge. Due to the importance of acquiring scientific concepts for the cognitive development of the individual, the practical implications of the findings are that in textbook design but also in teacher education particular attention must be devoted to the area of teaching and learning scientific concepts.

APA, Harvard, Vancouver, ISO, and other styles

28

Elliott, Kevin C. "Framing conservation: ‘biodiversity’ and the values embedded in scientific language." Environmental Conservation 47, no. 4 (August 26, 2020): 260–68. http://dx.doi.org/10.1017/s0376892920000302.

Full text

Abstract:

SummaryThe global loss of biodiversity is one of the most important challenges facing humanity, and a multi-faceted strategy is needed to address the size and complexity of this problem. This paper draws on scholarship from the philosophy of science and environmental ethics to help address one aspect of this challenge: namely, the question of how to frame biodiversity loss in a compelling manner. The paper shows that the concept of biodiversity, like many scientific concepts, is value-laden in the sense that it tends to support some ethical or social values over others. Specifically, in comparison with other potential concepts, the biodiversity concept is tied more closely to the notion that nature has intrinsic value than to the idea that nature is valuable instrumentally or relationally. Thus, alternative concepts could prove helpful for communicating about biodiversity loss with those who emphasize different value systems. The paper briefly discusses five concepts that illustrate the potential for using different concepts in different contexts. Going forward, conservationists would do well to recognize the values embedded in their language choices and work with social scientists to develop a suite of concepts that can motivate the broadest swath of people to promote conservation.

APA, Harvard, Vancouver, ISO, and other styles

29

Roth, W.-M., and D. Lawless. "Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts." Learning and Instruction 12, no. 3 (June 2002): 285–304. http://dx.doi.org/10.1016/s0959-4752(01)00023-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Soto, Jesus R. "The Role of Scientific Concepts in Art." Leonardo 27, no. 3 (1994): 227. http://dx.doi.org/10.2307/1576057.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Leont'ev, A. N. "The Assimilation of Scientific Concepts by Schoolchildren." Journal of Russian & East European Psychology 33, no. 6 (November 1995): 12–38. http://dx.doi.org/10.2753/rpo1061-0405330612.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Pathak, Kusum Shivnath. "Scientific Clinically Significant Concepts of Vayu (Vata)." International Journal of Advanced Ayurveda, Yoga, Unani, Siddha and Homeopathy 6, no. 1 (April 29, 2017): 358–59. http://dx.doi.org/10.23953/cloud.ijaayush.258.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Garritz, Andoni. "Introduction to Scientific Publishing. Backwards, Concepts, Strategies." Educación Química 25, no. 2 (April 2014): 159–60. http://dx.doi.org/10.1016/s0187-893x(14)70540-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Salwén, Håkan. "Threshold concepts, obstacles or scientific dead ends?" Teaching in Higher Education 26, no. 1 (June 24, 2019): 36–49. http://dx.doi.org/10.1080/13562517.2019.1632828.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

ZHANG, Zhibin. "Concepts, measurements and scientific problems of biocomplexity." Integrative Zoology 2, no. 2 (June 2007): 100–110. http://dx.doi.org/10.1111/j.1749-4877.2007.00049.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Abeytunga, D. T. U., and Donna K. Friel. "Art: a forum to display scientific concepts." Journal of the National Science Foundation of Sri Lanka 35, no. 4 (December 28, 2007): 267. http://dx.doi.org/10.4038/jnsfsr.v35i4.1318.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Jirotka, Marina, Charlotte P. Lee, and Gary M. Olson. "Supporting Scientific Collaboration: Methods, Tools and Concepts." Computer Supported Cooperative Work (CSCW) 22, no. 4-6 (January 19, 2013): 667–715. http://dx.doi.org/10.1007/s10606-012-9184-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Cheon, H., and E. Machery. "Creating Scientific Concepts, by Nancy J. Nersessian." Mind 119, no. 475 (July 1, 2010): 838–44. http://dx.doi.org/10.1093/mind/fzq067.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Donnelly, Carol M., and Mark A. McDaniel. "Use of analogy in learning scientific concepts." Journal of Experimental Psychology: Learning, Memory, and Cognition 19, no. 4 (1993): 975–87. http://dx.doi.org/10.1037/0278-7393.19.4.975.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Nigg, Benno, Peter A. Federolf, Vinzenz von Tscharner, and Sandro Nigg. "Unstable shoes: functional concepts and scientific evidence." Footwear Science 4, no. 2 (June 2012): 73–82. http://dx.doi.org/10.1080/19424280.2011.653993.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Taylor, David L. "Students Need Scientific Habits and Basic Concepts." Physics Today 56, no. 2 (February 2003): 13. http://dx.doi.org/10.1063/1.1564330.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

RUTTER, M. "Implications of Resilience Concepts for Scientific Understanding." Annals of the New York Academy of Sciences 1094, no. 1 (December 1, 2006): 1–12. http://dx.doi.org/10.1196/annals.1376.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Epstein, Fred J. "Misguided concepts: the bases of scientific advancement." Child's Nervous System 7, no. 5 (September 1991): 239–45. http://dx.doi.org/10.1007/bf00299005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Vineis, Paolo. "Environmental risks: Scientific concepts and social perception." Theoretical Medicine 16, no. 2 (June 1995): 153–69. http://dx.doi.org/10.1007/bf00998542.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Grainger, Alan. "Reducing uncertainty about hybrid lay-scientific concepts." Current Opinion in Environmental Sustainability 2, no. 5-6 (December 2010): 444–51. http://dx.doi.org/10.1016/j.cosust.2010.09.006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Lago, L., and C. R. Mattos. "Bridging Concept and Activity: a Dialectical Synthesis Proposal." Cultural-Historical Psychology 17, no. 2 (2021): 29–36. http://dx.doi.org/10.17759/chp.2021170203.

Full text

Abstract:

This work is a theoretical discussion about concept formation in a cultural-historical perspective that articulates Vygotsky’s system of concepts within Leontiev’s structure of activity. This effort has led to a theoretical proposition that we call concept-activity, a dialectical unity formed by a concept and its genetic activities, i.e., the systematised activities in which concepts emerge directed to a purpose. Taking volition and conscious awareness as analytic categories, we initially relate scientific concepts with actions — concepts-action — and everyday concepts with operations — concepts-operation. The articulation of these elements drives the emergence of conceptual thinking as an activity, framed by the term concept-activity. In other words, while scientific concepts are related to actions because both arise from a conscious and voluntary dimension, everyday concepts are related to operations through a non-conscious and non-voluntary dimension. A discussion on how the concept-activity synthetises the movement between these two forms of conceptualisations and its implication to concept formation is provided.

APA, Harvard, Vancouver, ISO, and other styles

47

Steffel, Matthias. "Die nicht enden wollende Arbeit an Begriffen – veranschaulicht am Begriff der Mündigkeit." Vierteljahrsschrift für wissenschaftliche Pädagogik 94, no. 3 (August 29, 2018): 437–55. http://dx.doi.org/10.30965/25890581-09403007.

Full text

Abstract:

The never-ending Work on Concepts – Illustrated with the Concept of ›Mündigkeit‹ A scientific approach to pedagogical topics and questions operates with ›concepts‹ that are somewhat constitutive for its own field of research. These concepts refer to systematic, historically developed relations which are still in the process of becoming. Doing justice to the claim to scientific validity, a critical reflection of the genesis and systematics of the concepts used is presupposed; if it does not happen, a scientific discussion inevitably runs the risk of becoming imprecise – losing its own content. Therefore, a critical reflexion of concepts such as ›Mündigkeit‹ has to be inherent in any scientific work and is to be thought of as the task of a self-reflexive science.

APA, Harvard, Vancouver, ISO, and other styles

48

Bloch-Mullins, Corinne L. "Scientific Concepts as Forward-Looking: How Taxonomic Structure Facilitates Conceptual Development." Journal of the Philosophy of History 14, no. 2 (February 18, 2020): 205–31. http://dx.doi.org/10.1163/18722636-12341438.

Full text

Abstract:

Abstract This paper examines the interplay between conceptual structure and the evolution of scientific concepts, arguing that concepts are fundamentally ‘forward-looking’ constructs. Drawing on empirical studies of similarity and categorization, I explicate the way in which the conceptual taxonomy highlights the ‘relevant respects’ for similarity judgments involved in categorization. I then propose that this taxonomy provides some of the cognitive underpinnings of the ongoing development of scientific concepts. I use the concept synapse to illustrate my proposal, showing how conceptual taxonomy both facilitates and constrains the accommodation of newly discovered phenomena. I end by briefly considering the implications of the proposed approach for a normative evaluation of scientific concepts.

APA, Harvard, Vancouver, ISO, and other styles

49

Jespers, Frans. "The Scientific Study of Religious and Secular Spiritualities." Journal of Religion in Europe 4, no. 2 (2011): 328–54. http://dx.doi.org/10.1163/187489211x574409.

Full text

Abstract:

AbstractSpirituality is a contested concept in sciences of religion, but is inescapable because of its manifold and fundamental use. The main problems in the study of the many new spiritualities are their diversity, popularity, partly secular character, opposition to religion, lack of clear concepts, and an elicitation of grand explanations. After reviewing recent West European answers to these problems, and with the help of a small case study of Dutch Reiki, I propose an approach which respects the diversity, chiefly by way of fieldwork and qualitative research, and seeks to develop clear (provisional) concepts, although remaining cautious about grand explanations.

APA, Harvard, Vancouver, ISO, and other styles

50

Butenko, Ludmila. "Actualization of General Scientific Concepts in the Process of Studying Pedagogical Disciplines by Future Teachers." Education and Pedagogical Sciences, no. 2 (174) (2020): 3–18. http://dx.doi.org/10.12958/2227-2747-2020-2(174)-3-18.

Full text

Abstract:

The article presents an extensive description of general scientific concepts as a methodological basis for studying pedagogical disciplines by future teachers. The essence, functions of general scientific concepts, the meta-subject character of general scientific concepts in the context of the conceptual and terminological field of pedagogical theory and practice have been characterized. Typical mistakes of future teachers’ work with the conceptual and terminological nomenclature, in particular in the use of general scientific concepts, have been defined. The essence and operational characteristics of actualization as a process of transfer of the potential state of the subject to the state of activity, the features of the actualization as a psychological and pedagogical phenomenon in the educational process have been revealed. The necessity of implementing the principles of systematization, continuity, contextuality in the work with general scientific concepts when studying pedagogical disciplines in class has been proved. The author has specified the forms and methods of actualization of general scientific concepts in the process of studying pedagogical disciplines (a conceptual warm-up; compilation of thesaurus; text analysis; compilation of clusters, «concept trees»; creative tasks; visual series etc.).

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Scientific concepts'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles