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Dissertations / Theses on the topic 'Scientific knowledge'
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Perini, Laura Therese. "Visual representations and scientific knowledge /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3036945.
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Xu, Hao. "Managing Ubiquitous Scientific Knowledge Objects." Doctoral thesis, Università degli studi di Trento, 2011. https://hdl.handle.net/11572/368718.
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Scientific discourse, as the basic unit of dissemination and exploitation of research results, has steadily enhanced their accessibility and reusability in response to the advancement of web technologies. A highly semantic enriched publication always makes its information and data much easier to search, navigate, disseminate and reuse, whereas most online articles today are still electronic facsimiles of linear structured papers, with shallow metadata descriptions, lacking in semantic knowledge and interlinked relationships between elementary modules of content.
In this dissertation, we propose a Scientific Knowledge Objects (SKO) framework in terms of a theory of structural knowledge- SKO Types, a methodology for scientific discourse representation- SKO Patterns, a tool for semantic authoring and annotation- SKO TeX, and an application of SKO management- the Conference of the Future, in the context of the emerging Social Web and Semantic Web.
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Xu, Hao. "Managing Ubiquitous Scientific Knowledge Objects." Doctoral thesis, University of Trento, 2011. http://eprints-phd.biblio.unitn.it/648/1/Hao's_PhD_thesis(final).pdf.
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Scientific discourse, as the basic unit of dissemination and exploitation of research results, has steadily enhanced their accessibility and reusability in response to the advancement of web technologies. A highly semantic enriched publication always makes its information and data much easier to search, navigate, disseminate and reuse, whereas most online articles today are still electronic facsimiles of linear structured papers, with shallow metadata descriptions, lacking in semantic knowledge and interlinked relationships between elementary modules of content.
In this dissertation, we propose a Scientific Knowledge Objects (SKO) framework in terms of a theory of structural knowledge- SKO Types, a methodology for scientific discourse representation- SKO Patterns, a tool for semantic authoring and annotation- SKO TeX, and an application of SKO management- the Conference of the Future, in the context of the emerging Social Web and Semantic Web.
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Ashton, Victoria Clare. "Scientific Knowledge: the Impact on Conservation." Thesis, University of Canterbury. School of Social and Political Sciences, 2011. http://hdl.handle.net/10092/7051.
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This thesis discusses the impact that paradigms of thought have on the construction of conservation programmes. Western scientific thinking represents a distinct way of looking at the world. It accepts a separation between nature and culture and thinks that knowledge about the world can best be discovered through the use of experiments that follow a specific set of rules, the scientific method. Scientific thinking is an integral part of the world view of scientists and extends to the way in which they interact with the world. Scientific researchers design their projects in accordance with how they view nature. This leads to particular construction of the role of primates. People in the network of a conservation project are involved in this paradigm to varying degrees. The purpose that scientific thinkers put behind conservation can be in direct contradiction with that of the local people. Although all groups involved may agree that conservation is a valuable goal, the ways in which they value nature and want to conserve it can be quite different. Scientists view themselves as experts on nature and how best to conserve it, and they attempt to spread their way of thinking about nature to local populations through education programmes. Not all groups accept the scientific paradigm to the same extent and this has a wider impact on the local community and forms new causes of tension as knowledge and power shift. I studied one particular field station, and explored how scientific thinking affected the outcomes of both scientific research and additional projects. I looked at how basing the conservation around scientific research has changed the dynamics created by a forest reserve. Finally I discussed with local people the ways in which the scientific paradigm had spread to them and how the field station was affecting them.
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Norström, Per. "Technology education and non-scientific technological knowledge." Licentiate thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48237.
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This thesis consists of two essays and an introduction. The main theme is technological knowledge that is not based on the natural sciences.The first essay is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. Knowing adequate rules of thumb is a common form of technological knowledge. It differs both from science-based and intuitive (or tacit) technological knowledge, although it may have its origin in experience, scientific knowledge, trial and error, or a combination thereof. One of the major advantages of rules of thumb is the ease with which they can be learned. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Engineers commonly use rules, theories and models that lack scientific justification. How to include these in introductory technology education is the theme of the second essay. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts where they are used when found convenient. The role of this kind of models in technology education is the theme of the second essay. Engineers’ work is a common prototype for pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models when doing design work in school technology. The acceptance of these could be experienced as contradictory by the pupils: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology education. Technology is first and foremost about usefulness, not about the truth or even generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.<br><p>QC 20111118</p>
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Gonzalez, Pinto Jose Maria 1975. "A knowledge-network model of scientific communities." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8517.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.<br>Includes bibliographical references (p. 68-69).<br>The amount of information organizations possess now days is overwhelming and the need of being capable of extracting valuable knowledge from such large amount of information is imperative. This thesis presents a software tool capable of extracting valuable knowledge (e.g. expertise) of a scientific community, generating relationships among community members automatically and revealing these relationships through a visualization tool. The types of relationships that this tool reveals are of the form of "who knows what" and "who can collaborate with whom" (both based on areas of expertise). The work presented was conducted and evaluated within the context of research institutions.<br>by Jose Maria Gonzalez Pinto.<br>S.M.
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Biscaro, Claudio <1982>. "Wiring knowledge : metaphors, boundaries and scientific performance." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3068.
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The topic of the dissertation is knowledge combination that is key for innovation and the generation of new knowledge and for innovation. The dissertation comprises three chapters. In the first chapter, we longitudinally study the activity of a group of scientists and how they use metaphors to coordinate both disciplinary and multidisciplinary knowledge creation. In the second chapter, we show a method to identify concepts that bridge different disciplines through the analysis of textual networks. In the third chapter, we study how the structure of co-authorship network and the position of the articles in the literature affect their scientific impact.
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Wallace, Michael. "Undergraduate honors students' images of science : nature of scientific work and scientific knowledge /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060156.
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Loggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.
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South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.
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Rinaldi, Fabio. "Knowledge mining over scientific literature and technical documentation." [S.l.] : [s.n.], 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?sys=000292610.
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Parpia, Pasha. "Neural plasticity and the limits of scientific knowledge." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58460/.
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Western science claims to provide unique, objective information about the world. This is supported by the observation that peoples across cultures will agree upon a common description of the physical world. Further, the use of scientific instruments and mathematics is claimed to enable the objectification of science. In this work, carried out by reviewing the scientific literature, the above claims are disputed systematically by evaluating the definition of physical reality and the scientific method, showing that empiricism relies ultimately upon the human senses for the evaluation of scientific theories and that measuring instruments cannot replace the human sensory system. Nativist and constructivist theories of human sensory development are reviewed, and it is shown that nativist claims of core conceptual knowledge cannot be supported by the findings in the literature, which shows that perception does not simply arise from a process of maturation. Instead, sensory function requires a long process of learning through interactions with the environment. To more rigorously define physical reality and systematically evaluate the stability of perception, and thus the basis of empiricism, the development of the method of dimension analysis is reviewed. It is shown that this methodology, relied upon for the mathematical analysis of physical quantities, is itself based upon empiricism, and that all of physical reality can be described in terms of the three fundamental dimensions of mass, length and time. Hereafter the sensory modalities that inform us about these three dimensions are systematically evaluated. The following careful analysis of neuronal plasticity in these modalities shows that all the relevant senses acquire from the environment the capacity to apprehend physical reality. It is concluded that physical reality is acquired rather than given innately, and leads to the position that science cannot provide unique results. Rather, those it can provide are sufficient for a particular environmental setting.
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McIver, Russell P. "A knowledge-based approach to scientific workflow composition." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/80633/.
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Scientific Workflow Systems have been developed as a means to enable scientists to carry out complex analysis operations on local and remote data sources in order to achieve their research goals. Systems typically provide a large number of components and facilities to enable such analysis to be performed and have matured to a point where they offer many complex capabilities. This complexity makes it difficult for scientists working with these systems to readily achieve their goals. In this thesis we describe the increasing burden of knowledge required of these scientists in order for them to specify the outcomes they wish to achieve within the workflow systems. We consider ways in which the challenges presented by these systems can be reduced, focusing on the following questions: How can metadata describing the resources available assist users in composing workflows? Can automated assistance be provided to guide users through the composition process? Can such an approach be implemented so as to work with the resources provided by existing Scientific Workflow Systems? We have developed a new approach to workflow composition which makes use of a number of features: an ontology for recording metadata relating to workflow components, a set of algorithms for analyzing the state of a workflow composition and providing suggestions for how to progress based on this metadata, an API to enable both the algorithms and metadata to utilise the resources provided by existing Scientific Workflow Systems, and a prototype user interface to demonstrate how our proposed approach to workflow composition can work in practice. We evaluate the system to show the approach is valid and capable of reducing some of the difficulties presented by existing systems, but that limitations exist regarding the complexity of workflows which can be composed, and also regarding the challenge of initially populating the metadata ontology.
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Wang, Victoria Rui. "A new generation system for scientific knowledge discovery." Phd thesis, Canberra, ACT : The Australian National University, 2015. http://hdl.handle.net/1885/151246.
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Chenu-Abente, Acosta Ronald. "Knowledge and Artifact Representation in the Scientific Lifecycle." Doctoral thesis, Università degli studi di Trento, 2012. https://hdl.handle.net/11572/368068.
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This thesis introduces SKOs (Scientific Knowledge Object) a specification for capturing the knowledge and artifacts that are produced by the scientific research processes. Aiming to address the current existing limitations of scientific production this specification is focused on reducing the work overhead of scientific creation, being composable and reusable, allow continuous evolution and facilitate collaboration and discovery among researchers. To do so it introduces four layers that capture different aspects of the scientific knowledge: content, meaning, ordering and visualization.
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Chenu-Abente, Acosta Ronald. "Knowledge and Artifact Representation in the Scientific Lifecycle." Doctoral thesis, University of Trento, 2012. http://eprints-phd.biblio.unitn.it/713/1/Kw_and_Artifact_Representation_in_the_Scientific_Lifecycle_.pdf.
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This thesis introduces SKOs (Scientific Knowledge Object) a specification for capturing the knowledge and artifacts that are produced by the scientific research processes. Aiming to address the current existing limitations of scientific production this specification is focused on reducing the work overhead of scientific creation, being composable and reusable, allow continuous evolution and facilitate collaboration and discovery among researchers. To do so it introduces four layers that capture different aspects of the scientific knowledge: content, meaning, ordering and visualization.
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Loughlin, Simon Patrick. "Modelling expertise in quantitative scientific problem solving." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268228.
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Leung, Wai-hung. "Characterizing and fostering students' knowledge building and scientific understanding." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38962238.
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Leung, Wai-hung, and 梁偉雄. "Characterizing and fostering students' knowledge building and scientific understanding." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38962238.
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Meehan, Diane. "Knowledge-based advising in the domain of scientific programming." Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385302.
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Ashmore, M. "A question of reflexivity : Wrighting sociology of scientific knowledge." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355573.
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Hampel, Mathis. "Climate reconstruction and the making of authoritative scientific knowledge." Thesis, King's College London (University of London), 2014. http://kclpure.kcl.ac.uk/portal/en/theses/climate-reconstruction-and-the-making-of-authoritative-scientific-knowledge(f8b53f44-73ab-4349-84d2-3b0957c53b6d).html.
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Because the authority of science is thought to legitimise governmental regulations to restrict the emission of so-called greenhouse gases (GHGs), in this thesis I study the making of authoritative scientific knowledge through the lens of a controversy about climate reconstruction. While controversies in climate science are typically explained with vested interests that have turned an innocent form of knowledge into the victim of the political opponent’s misuse, I draw on insights from science studies to illuminate a more nuanced and symmetrical critique on climate science, the theory of anthropogenic global warming (AGW) and climate reconstruction in particular. To that end the thesis focuses on three interconnected ideas which dominate the controversy: the idea of an objective scientific method, which places emphasis on the empirical testing of theory, the idea of an unbiased expert, which shifts my analytical focus onto norms and markers of expertise, and the overarching idea of science legitimising political programmes of action, which all of the protagonists subscribe to. First, climate reconstruction promises to be an empirical test for the scientific theory of AGW, but in the controversy over an iconic reconstruction so-called climate sceptics accuse scientists of having violated the scientific method. Second, in public investigations examining these allegations, the scientists and their critics draw on scientific norms to contest respective claims to expertise. Third, in consequence of these inquiries and the so-called ‘Climategate’ affair, which corroborated the critics, independent scientists re-analyse climate reconstruction: if climate science legitimises policies aiming at the restriction of GHG emissions, its authority qua science will have to be re-established. This dependence on science in difficult political decision-making puts a heavy burden on the former and obstructs the latter, and it characterises the climate change debate in the United States. Further research on the role of science in the politics of climate change would benefit from taking more explicitly political cultures into account.
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Collis, Jaron Clements. "An application of artificial intelligence to quantitative problem solving in engineering." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361311.
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Lai, Shu-Fang. "Dickens and science : summaries and contributions related to science in Household Words and All The Year Round with an introduction." Thesis, University of Glasgow, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298934.
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Wilson, David William. "On the problem of indeterminacy in fluvial geomorphology." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246883.
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Koulaidis, Vasilios. "Philosophy of science in relation to curricular and pedagological issues : a study of science teachers' opinions and their implications." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10020173/.
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This study sought to capture how science teachers view scientific knowledge from a philosophical-epistemological perspective. The philosophical themes investigated were scientific method, criteria of demarcation, patterns of scientific change and problems related with the construction of reality. Furthermore, an attempt was made to investigate the relation teachers' views on these matters both to certain curricular issues (the question of integration and the meaning of the terms "content" and "process") and to some pedagogical issues (assumptions about learning, instruction and aspects of classroom activities). For this purpose, a framework was proposed for the analysis of the relevant issues. This framework consists of a number of distinctions. These distinctions were organised employing the technique of systemic network analysis, so as to lay the basis not only for the construction of the research instrument but also for the analysis of the empirical evidence. The epistemological systems taken into account in the a-priori analysis are: inductivism, hypothetico-deductivism (Popper, Lakatos), contextualism (Kuhn) and relativism (Feyerabend). At the ontological level, the contrast is mainly focused on the differences between idealism and realism (pragmatism is also included). Three stages can be distinguished in the analysis of the data. The first stage is a systematic description of the data and shows that the dominant pattern in teachers' philosophical and epistemological views . tends to be close to contextualism. It indicates that teachers tend to prefer the introduction of integrated science curricula, and in terms of pedagogy, to stress pupils' ability to think in abstract terms, as well as to emphasise a teacher-centred approach. In the second stage, a classification of responses into distinct categories (i.e. inductivism, relativism, etc.) was made on the basis of each individual following consistently a particular path of the network. The outcome suggests that indeed the Kuhnian system of thought is favoured consistently more than any other system. The third stage is an analysis of the correlations of teachers' views within and across the three components (philosophical, curricular and pedagogical). On the basis of this analysis, a tentative conclusion is that there are two relatively autonomous regions of "educational theory" as held by teachers, namely epistemological and pedagogical views on the one hand and ontological and curricular views on the other.
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Mahmud, Zakaria. "Source of New and Advance Scientific Knowledge of Software Practitioners." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4345.
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Context: Academic researchers publish their results of new and advanced scientific knowledge (often in close collaboration with industry) in academic journals and conferences. However, it is not know to what extent this information reaches the practitioners. So far this has not been investigated. This information will help researchers in the dissemination process of their research findings. Objectives: In this study we investigate which types of knowledge dissemination forums exist in software engineering, how frequent and aware they are to software practitioners and how useful they find it in improving their professional activities. Methods: We conducted a survey of software practitioners posted on LinkedIn, Yahoo, Facebook, Google+, Meetup and Google groups. The survey contained demographics information, seven types of forums for obtaining scientific knowledge and how important respondents felt these forums improve their professional activities. Results: The results of the survey indicate that Book Publishers, Blogs, Video Tutorial and Social Media are considerable forums of sharing new and advance scientific knowledge for software practitioners. Whilst, IT magazines, scientific journals and meetings are suggested to be less considered forums in gaining new and advanced scientific knowledge. Conclusions: We conclude that academic researchers could improve the exposure of their research findings by presenting their results not only in journals and meetings. But also in new forums where they can represent results in the form of videos, blogs or social media. This exposes their research findings to a larger audience of software practitioners.<br>C/O TALUKDER MAMUN SÄRLAGATAN 13B 214 48, MALMO. Phone: 0733499525
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Mihindu, S. "Holistic model for knowledge collaboration in scientific communities of practice." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26817/.
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This research sets out to develop a holistic model for Knowledge Collaboration for scientific Communities of Practice (CoP). It, inter alia, investigates appropriate methods which support Knowledge Collaboration of Scientific Community of Practice (SCoP). It also identifies the main challenges associated with supporting Knowledge Collaboration and ways of addressing specific challenges in the development of a Knowledge Collaboration Environment (KCE) within SCoP. In addition, it establishes how individuals within CoP and groups associated with CoP create new knowledge in collaboration. The necessity for scientific communities to work as CoP has significantly risen in recent years. The requirement of standard collaboration and communication tools, and appropriate methodologies to author KCEs has been an important development for the success of Distributed Knowledge Collaboration (DKC) activities of scientific CoP. The study addresses key issues and gaps found in four different areas: understanding of knowledge and Knowledge Collaboration, KCEs, tools and techniques for supporting Knowledge Collaboration, and specific requirements of scientific communities. The thesis employed a multi-methodological approach in conducting the study, which included the use of questionnaire, workshop, observations, interviews, and focus groups in obtaining data on which the study was based. SCoP refers to those who employ the 'scientific method' for seeking, interrogating, and creating processes and systems in conducting and advancing their work. Knowledge Collaboration needs of SCoP are different to the needs of CoP as members of the SCoP come from diverse backgrounds and disciplines, and their involvement is with heterogeneous work environments. A holistic Knowledge System Model (KSM) and a live prototype to establish the requirements related to the facilitation of Knowledge Collaboration within a SCoP was developed and validated. This development utilises non-intrusive technologies to provide appropriate incorporation of collaboration tools within their work environment and the potential of multiple server integration. The KSM provides the required flexibility and configurability within a prospective Knowledge System due to its ability to fulfil specific needs of the SCoP. The study recommends that members of the SCoP require Knowledge Collaboration tools that can co-exist within their work environment but operate non-intrusively within their professional work setting. Virtual Infrastructure integration provides the required functionality to overcome the challenges of creating an appropriate KCE for realising successful collaboration. The KSM facilitates the development of appropriate KCE for SCoP. There is paramount value in embracing the holistic view of Knowledge Collaboration as defined through the Knowledge Collaboration terminology stack and vast potential in utilising non-intrusive client/server technology for DKC applications. The holistic model's flexibility provides timely provision of an acceptable KCE for community collaboration.
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Muspratt, Alexander Walter, and n/a. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060913.150726.
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This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first summarises theoretical debates concerning the nature and teaching of science. An extended discussion, in the form of a case study of Galileo's work on motion, is presented, along with examples of how the 'Galileo story' has been revised and modified into popular and professional / educational imagination. This discussion thaws out critical points about the relationships between science as an observational and empirical activity and science as an abstract and intellectual activity. This is contrasted with educational constructivist accounts of learning and pedagogy, and how constructivist pedagogy is influenced by constructivist accounts of the doing of science. The data collection and analysis methods are then described in detail. A variety of tagging and marking techniques relating to vocabulary, logical formation and connection words, and grammatical formations are used. These provide the bases for a variety of frequency and collocational analyses, which, in turn, feed into a series of multivariate analyses. After presenting a descriptive overview of the corpus of textbooks, the results are reported in four chapters. Each chapter considers one linguistic resource in turn: vocabulary diversity, lexical organisation, words used to establish logical and structural formations, and grammatical organisation. These chapters show that there is systematic variation in authors deployment of linguistic resources, and that variation with respect to one linguistic resource is associated with variation with respect to the others. In particular, when scientific knowledge is presented through elaboration, persuasion, and description, there is little or no underlying structure to the phenomena being discussed, or there are few or no underlying concepts to which authors can return as their discussions progress. Alternatively, when scientific knowledge is presented in terms of rules, statements, procedures, and arrangements, the content of a topic is structured around a small number of underlying and uni~ing concepts. The contrast is between a loosely structured science that is descriptive, factual and observational, and a highly structured science that is for the most part theoretical. Furthermore, authors selectivity in their deployment of linguistic resources is associated with the major scientific disciplines. The suggestion is that the contents of Biology and Geology, with only a loose structure or no structure to the contents underlying concepts, are presented through elaboration, persuasion, and description, whereas the contents of Physics and Chemistry, structured around a small number of underlying and uni~ing concepts, are presented in terms of rules, statements, procedures, and arrangements. The thesis concludes that what is missing in textbook accounts that embody naive empiricism is the discernment evident in Galileos work: when, how and with what cost to 'simplify' the experiential world, and how to add back to theoretical accounts the complexities of the experiential world. It is an understanding of these processes and the ways in which they can be displayed and developed in classrooms that could better inform the preparation of science teachers as well as laying a stronger base for high school programs.
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Bikard, Michaël. "Essays on the production and commercialization of new scientific knowledge." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82296.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references.<br>Scientific research frequently generates tremendous economic value. Yet, this value tends to be elusive and public and private organizations often struggle to obtain returns from their investment in science. This dissertation, composed of three essays, examines persistent challenges to the production and commercialization of new scientific knowledge. The first essay of the dissertation describes simultaneous discoveries and their potential as a research tool for social science. It also introduces the first systematic and automated method to generate a list of such events. The resulting dataset of 578 recent simultaneous discoveries can be used to investigate a number of questions, including the impact of the discovery environment, by using them to conduct the first "twin studies" of new knowledge. As an example, the second essay investigates the relative impact of universities and firms on science-based invention by examining 39 discoveries made simultaneously in academia and in industry. As compared to universities, the results indicate that firms amplify the technological impact of new scientific knowledge. The third essay of the dissertation, coauthored with Fiona Murray and Joshua Gans, explores tradeoffs associated with collaboration in the production of new scientific knowledge. Specifically, we find that collaboration is not only associated with higher-quality output, it is also associated with lower individual productivity as well as challenges surrounding the allocation of credit. Taken together, the three essays examine important challenges associated with the production and commercialization of new scientific knowledge-thus providing insights about the drivers of economic value from public and private investment in science.<br>by Michaël. Bikard.<br>Ph.D.
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Dryllerakis, Kostantinos. "Domain logic programming : theory and applications to scientific knowledge representation." Thesis, Imperial College London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299452.
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Muspratt, Alexander Walter. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365592.
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This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first summarises theoretical debates concerning the nature and teaching of science. An extended discussion, in the form of a case study of Galileo's work on motion, is presented, along with examples of how the 'Galileo story' has been revised and modified into popular and professional / educational imagination. This discussion thaws out critical points about the relationships between science as an observational and empirical activity and science as an abstract and intellectual activity. This is contrasted with educational constructivist accounts of learning and pedagogy, and how constructivist pedagogy is influenced by constructivist accounts of the doing of science. The data collection and analysis methods are then described in detail. A variety of tagging and marking techniques relating to vocabulary, logical formation and connection words, and grammatical formations are used. These provide the bases for a variety of frequency and collocational analyses, which, in turn, feed into a series of multivariate analyses. After presenting a descriptive overview of the corpus of textbooks, the results are reported in four chapters. Each chapter considers one linguistic resource in turn: vocabulary diversity, lexical organisation, words used to establish logical and structural formations, and grammatical organisation. These chapters show that there is systematic variation in authors deployment of linguistic resources, and that variation with respect to one linguistic resource is associated with variation with respect to the others. In particular, when scientific knowledge is presented through elaboration, persuasion, and description, there is little or no underlying structure to the phenomena being discussed, or there are few or no underlying concepts to which authors can return as their discussions progress. Alternatively, when scientific knowledge is presented in terms of rules, statements, procedures, and arrangements, the content of a topic is structured around a small number of underlying and uni~ing concepts. The contrast is between a loosely structured science that is descriptive, factual and observational, and a highly structured science that is for the most part theoretical. Furthermore, authors selectivity in their deployment of linguistic resources is associated with the major scientific disciplines. The suggestion is that the contents of Biology and Geology, with only a loose structure or no structure to the contents underlying concepts, are presented through elaboration, persuasion, and description, whereas the contents of Physics and Chemistry, structured around a small number of underlying and uni~ing concepts, are presented in terms of rules, statements, procedures, and arrangements. The thesis concludes that what is missing in textbook accounts that embody naive empiricism is the discernment evident in Galileos work: when, how and with what cost to 'simplify' the experiential world, and how to add back to theoretical accounts the complexities of the experiential world. It is an understanding of these processes and the ways in which they can be displayed and developed in classrooms that could better inform the preparation of science teachers as well as laying a stronger base for high school programs.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Cognition, Language and Special Education<br>Full Text
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Bucciarelli, Karina. "A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1365.
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This thesis explores what to have distorted scientific knowledge claims due to socially constructed conceptions of gender. Using the paradigm example of the explanation of human fertilization misrepresenting knowledge as it maps on stereotypes about the passive female and the active male onto the scientific participation of the egg and the sperm. Exploring arguments presented by feminist epistemologists, I argue that in order to produce knowledge free of distortions due to problematic social conceptions we must engage in a specific epistemological framework with three main components: 1) critically and systematically examine the subject of knowledge in relation to the object of knowledge, 2) make efforts to diversify inquirers as the perspectives of marginalized identities are important to informing where dominant narratives are failing to be objective and 3) actively acknowledge the role that values play in inquiry and promote feminist values. The framework presented is specifically applicable to knowledge distortions present in scientific inquiry but, importantly, can also inform individual epistemic relationship.
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Torino, Emanuelle. "Compartilhamento de conhecimento científico na perspectiva de pesquisadores da Universidade Tecnológica Federal do Paraná." Universidade Estadual de Londrina, 2010. http://repositorio.utfpr.edu.br/jspui/handle/1/148.
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Os estudos acerca da gestão do conhecimento apontam para a utilização do
conhecimento como fomento de um desempenho mais eficaz, a partir do envolvimento
dos sujeitos nos processos organizacionais, valorizando os ativos do conhecimento,
capazes de promover o sucesso da organização. A literatura da área de gestão do
conhecimento concentra suas discussões no ambiente das organizações empresariais e
possui a maioria das pesquisas e aplicações voltadas ao conhecimento organizacional,
contudo, verifica-se a existência de outros contextos, nos quais a gestão do
conhecimento pode ser estudada e discutida, dentre esses, o contexto das organizações
universitárias, sob a perspectiva do conhecimento científico. A pesquisa investigou o
ambiente de uma organização universitária, com o objetivo de estudar o processo de
compartilhamento do conhecimento científico na Universidade Tecnológica Federal do
Paraná (UTFPR). Para tanto, realizou um estudo de caso envolvendo docentes que
atendessem a dois requisitos: orientar tese de doutorado e possuir bolsa produtividade
do CNPq. Os dados foram coletados por meio de pesquisa documental e entrevistas em
profundidade analisadas utilizando a análise de conteúdo. Os resultados apontam que
embora ainda não existam muitos estudos acerca da gestão do conhecimento científico,
o ambiente científico já agrega elementos utilizados pela GC. Para os entrevistados, o
processo de aquisição de conhecimentos e o interesse pela atividade de pesquisa não
estão atrelados à área de formação, mas as suas características individuais. As
pesquisas são realizadas em áreas definidas para adensar o conhecimento. A produção
está atrelada à pesquisa dos seus orientandos e para iniciar um novo estudo, utilizam a
literatura, sobretudo periódicos internacionais. Os canais de comunicação utilizados são,
a participação em eventos, e-mail, viagens, contato face a face, participação em bancas,
Skype, aulas, fórum, reuniões, telefone, chat, lista de e-mail, página web (acesso aberto
e restrito por senha), palestras, seminários, servidor web (com senha), videoconferência.
Na comunicação formal, os periódicos são escolhidos por qualidade e credibilidade. Não
há ferramentas e práticas institucionalizadas para o compartilhamento de informação e
conhecimento, o que ocorre em meios informais, contudo, há o investimento recente em
ferramentas como portal institucional, biblioteca digital de teses e dissertações e
repositório institucional. O ambiente institucional apresenta espaço físico limitado, por
outro lado oferece condições para a realização de atividades de pesquisa. Consideram o
contato com os pares relevante para a realização de suas atividades de pesquisa.<br>Studies on knowledge management have pointed out the use of knowledge as a way for
developing more efficient performances, due to the involvement of subjects on
organizational processes, recognizing the value of knowledge assets as capable of
making an enterprise successful. The literature in the area of knowledge management
concentrates the discussions on business organizational environment and most of
researches and applications are related to the organizational knowledge perspective.
However, it is noted the existence of other contexts where knowledge management can
be studied and discussed, among these, academic contexts on the scientific knowledge
perspective. This work has investigated the environment of an academic institution with
the aim of studying the scientific knowledge sharing at Universidade Tecnológica Federal
do Paraná (UTFPR). For so, a case study was developed at the institution, involving
professors who met the following requirements: being primary adviser of doctorate
dissertations and receiving Research Productivity Scholarship from CNPq. The data
were collected by means of documental research and interviews were deeply analyzed
using Content Analysis. The results showed that, even though there are not many
studies on scientific knowledge management, the scientific environment already
possesses elements used by KM. According to the interviewees, the process of
knowledge acquisition and the interest in research activities are not tied to their
professional area, but to their individual characteristics. Research is conducted in
defined areas in order to deepen knowledge. Their production is related to the research
conducted by their advisees and, in order to start a new study, they make use of
literature, especially international journals. The communication channels mentioned
were: participation in events, e-mails, trips, face to face contact, participation in boards,
Skype, classes, forums, meetings, phone calls, chat, e-mail list, web page (open access
and restricted by password), lectures, seminars, web server (with password), video
conferencing. In relation to the formal communication, journals are chosen for their
quality and credibility. There are no institutionalized tools and practices for sharing
information and knowledge. It occurs in informal ways. However, investments have been
recently made in tools such as the institutional portal, digital library of theses and
dissertations and institutional repository. The institutional environment has limited
physical space, on the other hand, it offers conditions for carrying out research activities.
They consider contact with peers relevant for the development of their research
activities.
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Chaffey, Heather. "Integrating scientific knowledge and local ecological knowledge (LEK) about common eiders (Somateria mollissima) in southern Labrador /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,165662.
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Van, der Walt Johanna Maria. "Technology for knowledge innovation : a realistic pluralist scientific problem solving capability." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01232006-155408.
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Deutsh, Shoshana. "No science, no democracy : environmental knowledge and scientific activism in Canada." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55116.
Full textAbstract:
“No Science, No Evidence, No Truth, No Democracy”: this phrase has appeared on signs and has been chanted at protests across Canada since the “Death of Evidence” protests in 2012. It marked the emergence of a number of pro-science organizations that have sought to protect the role of science in Canada’s democracy in the face of substantial changes to science governance in Canada. Arguing against funding cuts to environmental research and libraries, much of the protest has been centred on the emergence of a “wilful ignorance” or “war on science” in Canada. This thesis takes these pro-science activists seriously as part of an emerging social movement working towards changing how federal science is governed and how politics influences its governance. By tracking their modes of resistance, this thesis aims to understand how federal scientists conceive of their role and that of science in democratic governance since the sweeping changes of Bill C-38 and affiliated policies which have been accused of gutting environmental protections and blocking environmental knowledge. I argue that these changes reflect an institutional power shift and have generated a tension between different models of scientific practice within federal institutions. Differing conceptions of scientists as public servants have fuelled the protests, which have focused in particular on the Experimental Lakes Area (ELA), a freshwater institute in Kenora, Ontario, a freshwater research station previously managed by Fisheries and Oceans Canada and now by the International Institute for Sustainable Development. Using the ELA as my case study, I analyze how different conceptions of politics and governance have been articulated using discourse analysis as my primary method of study. Adding to current Science & Technology Studies (STS) discussions on the tension between expertise and democratic decision-making, I question the role of federal governance and perceptions of political interference in producing environmental knowledge.<br>Arts, Faculty of<br>Graduate
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Kruglikova, Nina. "The environmental NGO as mediator of scientific knowledge : an ethnographic study." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669734.
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Paterson, Timothy Murray. "Tainted blood, tainted knowledge, contesting scientific evidence at the Krever Inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0017/NQ48692.pdf.
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Katsh-Singer, Rebecca. "District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106720.
Full textAbstract:
Thesis advisor: Katherine L. McNeill<br>The Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition, the NGSS aim to engage students in the practices of science. Teachers will require substantial support, in large part from science leaders at the district level, to change their instruction to accomplish this vision. However, little is known about how these leaders conceptualize the NGSS. Therefore, this dissertation utilizes a sensemaking theoretical framework to explore the beliefs and pedagogical content knowledge (PCK) of district science leaders about one of the NGSS science practices, scientific argumentation. Greater understandings of these constructs can aid in designing appropriate supports for district leaders and meeting the challenges of implementing the NGSS. Fifty-three district leaders from states that have adopted the NGSS participated in a survey focused on their beliefs and PCK for argumentation. After the administration of the survey, 10 district leaders who represented a range of states and beliefs were selected for follow-up interviews. These interviews were semi-structured and focused on the same areas of belief as in the survey. The findings from the surveys and interviews indicate that most district science leaders are supporters of the NGSS and believe that scientific argumentation offers important benefits for students. Many leaders referenced one or more of the NGSS science practices in their descriptions of effective science education and asserted that they believe that the NGSS will require teachers in their districts to make substantial changes in their current instruction. However, some leaders also maintained their beliefs in the effectiveness of traditional instructional methods that are not compatible with the NGSS, and few leaders mentioned critique as an essential component of argumentation. In addition, many leaders demonstrated challenges in their PCK for argumentation, specifically related to evidence and reasoning in scientific arguments and the role of critique in dialogical interactions. Therefore, supporting leaders to develop more accurate conceptions and knowledge of the NGSS and argumentation should be a priority for districts nationwide<br>Thesis (PhD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Wickman, Chad. "Displays of Knowledge: Text Production and Media Reproduction in Scientific Practice." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247068612.
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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from OhioLINK ETD abstract webpage (viewed March 12, 2010). Advisor: Christina Haas. Keywords: Scientific writing; rhetoric of science; writing in the disciplines; multimodality; semiotics; visual rhetoric; technical writing; ethnography; workplace literacy. Includes bibliographical references.
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STERZI, Valerio Vittorio Ant. "Knowledge networks in scientific productivity and international R&D spillovers." Doctoral thesis, Università degli studi di Bergamo, 2009. http://hdl.handle.net/10446/74.
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Onishi, Yukinori. "Epistemological Analysis of the Scientific Realism Debate." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199020.
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Clement, Mark. "Sifting science : methodism and natural knowledge in Britain 1815-70." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320889.
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Mwamba, Tchafu. "Michael Polanyi's theory of tacit knowledge : towards a reappraisal of rationality, science and methodology." Thesis, London School of Economics and Political Science (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299699.
Full textAbstract:
The progress of science depends partly, upon the acceptance of indeterminate tacit premisses about the nature of science and the object of science. These premisses are tacit because (i) they extend to what is beyond the limitations of present data, -not the empirical or the imaginative- and therefore involve heuristic anticipations. (ii) they also involve personal and interpersonal mechanisms such as the personal presuppositions and commitments of the scientist operating within a given community. This community confers values on scientific work in the form of publications, research grants, professional positions, etc.. This transcends the objective subjective dichotomy since the scientist submits to requirements acknowledged by himself with universal intent, that is the scientist's responsibility to pursue his research and confer his judgements as his vision of reality would have him hold as universally necessary. (iii)their acceptance is largely a-critical - they are functional interpretative systems rather than static objects. Although when they are the object of study, they are facts, they are not the fact since they play a vectorial role in establishing facts. They make factuaiity possible. There is a strong case for tacit knowledge. Therefore, Polanyi submits, we should question a concept of scientific objectivity which rests solely upon logical and empirical foundations. Even though numerous mathematics and technical procedures can be employed, the objective value of a scientific theory cannot be wholly formally assessed. Polanyi's theory, in differentiating rationality from formal inference, shows the way towards a non-normative but non-subjectivist epistemology of science beyond the accounts of the practice of science of Kuhn, Lakatos and Laudan.
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Sivitz, Paul Andrew. "Communication and community: moving scientific knowledge in Britain and America, 1732-1782." Diss., Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/sivitz/SivitzP0812.pdf.
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This dissertation explores the dissemination of knowledge, letter-writing, print culture, institutionalization of knowledge, and identity. In this work, the scientific knowledge itself plays a secondary role to how that knowledge was communicated within the scientific community and to the general public. While these exchanges have been well-documented, this work delves deeper into the volume and patterns of letter-writing among the participants, examining extant correspondence, as well as known, but missing, letters that communicated ideas across dozens, hundreds, or even thousands of miles without the benefit of modern technology. The scientific content of many letters was transformed into publications, some of which were intended for the scientific community. However, other works transmitted the accumulated knowledge to a broader audience, both in Britain and America. As literacy increased, access to knowledge followed, but the widespread lack of formal education among the reading population forced works to be written in English rather than Latin. This change was part of a growing movement within the scientific community that had begun in the seventeenth century, but was not completed until the nineteenth. The dissertation investigates this shift during the long eighteenth century from the perspective of the practitioners of science and the lingua franca each chose to accept or reject. The process of institutionalizing scientific knowledge in the American colonies met with a mixture of success and failure during the period. Allegiance to established institutions like The Royal Society has explanatory power, but, as I will argue, the epistolary web was an institution itself. It prevented more widespread formal institutional formation at the time, and, in some cases, it was more effective than traditional institutions in producing knowledge. This study also examines the persistent British identity of the scientific community in America during the mid-eighteenth century. Although events leading to the American Revolution marked a shift in political identity for some, many members of the scientific community continued to see themselves as British. Moreover, this study stresses the influence of politics, both situational and institutional, on the practice of science and the ability to communicate the results of those practices.
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Tang, Li. "The US - China scientific collaboration, knowledge moderation, and China's rise in nanotechnology." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41051.
Full textAbstract:
In the emerging knowledge economy, scientific pursuit in the form of international collaboration has escalated. Studies consistently report that such collaboration, which has been intensifying in the last several decades, is common among not only advanced economies but also in emerging scientific nations such as China, India, and Brazil. The emergence of a "new invisible college" of international knowledge exchange has aroused interest from social scientists and captured the attention of policymakers. Indeed, recognizing its importance as a means of monitoring and exploiting other countries' R&D investment, more and more countries champion and participate in international joint research.
International collaboration between the United States (US) and China is particularly interesting. The US has been and will continue to be the leader in scientific development for the foreseeable future. However, as a rising scientific power, China is changing the global landscape of ideas and innovation along with other emerging countries. The growing significance of the US-China relationship and worldwide interest in China's development suggest that the characteristics of the scientific collaboration of these two countries and its associated knowledge dissemination across national borders are timely topics to study.
Surprisingly, few studies have examined research collaboration between a scientific superpower and an emerging scientific power, particularly in the context of emerging state-of-the-art technology. This dissertation seeks to address this research gap by examining patterns of collaboration in the US-China scientific community and its impact on China's rapid knowledge accumulation in nanotechnology, if any, through Chinese knowledge moderators (CKMs)--Chinese scholars who bridge two otherwise distant scientific communities through intensive collaboration with both sides.
The research focuses on the following three aspects: firstly, built upon the notions of the boundary spanner and the structural hole, the study develops the concept of Chinese knowledge moderators and uses it as an instrument to examine the relationship between international collaboration and knowledge spillover across national boundaries. Secondly, it operationalizes and tests the impact of US-China collaboration using multiple methods. In addition to citation-based indicators, based on the turnover of nanotechnology keywords, the study investigates the impact of collaborating with US scholars on CKMs' research trajectory and the international knowledge spillover facilitated by CKMs. Thirdly, utilizing a longitudinal publication dataset of 77 CKMs and their CV data, this study is able to quantify the dynamic impact of US collaboration on the quality of CKMs' research over time. The combination of bibliometric analyses, empirical testing, and case studies allows for the development of a comprehensive blueprint of US-China scientific collaboration in the field of nanotechnology.
This research yields several significant findings. First, the evolution of US-China collaboration in nanotechnology has gone beyond quantitative growth, as qualitative and structural changes have begun to take place. Secondly, CKMs play a critical role in fostering China's nanotechnology development, manifested in both knowledge creation and knowledge diffusion. The present study also reveals that US-China collaboration has a diminishing effect over time on the research quality of CKMs at level of individual papers, but as pertaining to entire journals. Thirdly, the case studies on the evolution of research streams suggest that US-China collaboration influences the research trajectory of CKMs, who, as the conduits of knowledge, further disseminate it within the national boundaries of China.
The research also has policy implications for both sides. Chinese policy makers need to strengthen the mechanisms that encourage CKMs collaborating with the US, and, in order to amplify international knowledge spillover, these mechanisms should further encourage more interactions between CKMs and their Chinese domestic colleagues. From the US American perspective, given China's scientific emergence in nanotechnology, the US should direct its efforts to ensuring its ample access to exploiting the heavy R&D investment of this emerging scientific powerhouse by collaborating with top Chinese scientists.
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Cameron, Mary. "Culturally Safe Epidemiology: Methodology at the Interface of Indigenous and Scientific Knowledge." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20210.
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Since the early 20th Century, epidemiological research has brought benefits and burdens to Aboriginal communities in Canada. Many First Nations, Métis, and Inuit continue to view Western research with distrust; quantitative study methods are perceived as especially inconsistent with indigenous ways of knowing. There is increasing recognition, however, that rigorous epidemiological research can produce evidence that draws attention, and potentially resources, to pressing health issues in Aboriginal communities. The thesis begins by introducing a framework for culturally safe epidemiology, from the identification of research priorities, through fieldwork and analysis, to communication and use of evidence. Drawing on a sexual health research initiative with Inuit in Ottawa as a case study, the thesis examines cognitive mapping as a promising culturally safe method to reviewing indigenous knowledge. Juxtaposing this approach with a systematic review of the literature, the standard protocol to reviewing Western scientific knowledge, the thesis demonstrates the potential for cognitive mapping to identify culturally safe spaces in epidemiological research where neither scientific validity nor cultural integrity is compromised. Modern epidemiology and indigenous knowledge are not inherently discordant; many public health opportunities arise at this interface and good science must begin here too.
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Ogborn, Jon Michael. "Theoretical and empirical investigations of the nature of scientific and commonsense knowledge." Thesis, King's College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325509.
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Cotterman, Michelle Elizabeth. "The Development of Preservice Elementary Teachers’ Pedagogical Content Knowledge for Scientific Modeling." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1253577387.
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Walls, Zachary, John B. Bossaer, and David Cluck. "Using Scientific Inquiry to Increase Knowledge of Vaccine Theory and Infectious Diseases." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2326.
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Background: The aim of this study was to design and evaluate a laboratory activity based on scientific inquiry to educate first-year pharmacy students in the U.S. about vaccination theory and the attributes of common pathogens. Methods: The laboratory activity had two principal sections. The first consisted of an interactive game during which students rolled a die to determine outcomes based on a set of pre-determined criteria. In the second section, students generated and tested hypotheses about vaccine theory using a computer simulation that modeled disease transmission within a large population. In each section students were asked to evaluate epidemiological data and make inferences pertinent to vaccination effectiveness. Results: Mean scores on a knowledge-based assessment given immediately before and immediately after the activity increased from 46% to 71%. Discussion: A laboratory activity designed to stimulate scientific inquiry within pharmacy students enabled them to increase their knowledge of common vaccines and infectious diseases.