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Articles de revues sur le sujet « Meaningful science »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

Margonis, Frank. "Educational Science and Meaningful Relationships." Philosophy of Education 57 (2001): 262–64. http://dx.doi.org/10.47925/2001.262.

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Michael, Joel. "IN PURSUIT OF MEANINGFUL LEARNING." Advances in Physiology Education 25, no. 3 (2001): 145–58. http://dx.doi.org/10.1152/advances.2001.25.3.145.

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The Bernard Distinguished Lecturers are individuals who have a history of experience and expertise in teaching that impacts multiple levels of health science education. Dr. Joel Michael more than meets these criteria. Joel earned a BS in biology from CalTech and a PhD in physiology from MIT following which he vigorously pursued his fascination with the mammalian central nervous system under continuous National Institutes of Health funding for a 15-yr period. At the same time, he became increasingly involved in teaching physiology, with the computer being his bridge between laboratory science a

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Anta, Javier. "Make Information in Science Meaningful Again." Logos & Episteme 12, no. 3 (2021): 263–87. http://dx.doi.org/10.5840/logos-episteme202112321.

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Although the everyday notion of information has clear semantic properties, the all-pervasive technical concept of Shannon information was defended being a non-semantic concept. In this paper I will show how this measure of information was implicitly ‘semantized’ in the early 1950s by many authors, such as Rothstein's or Brillouin's, in order to explain the knowledge dynamics underlying certain scientific practices such as measurement. On the other hand, I will argue that the main attempts in the literature to develop a quantitative measure of semantic information to clarify science and scienti

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Fuller, Steve. "Making ‘Science as a Public Good’ Meaningful." Epistemology & Philosophy of Science 57, no. 4 (2020): 70–73. http://dx.doi.org/10.5840/eps202057458.

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I respond to the challenging comments of Nico Stehr, Stephen Turner and Raphael Sassower to my own article on the sense in which science can be regarded as a ‘public good’. I agree with Stehr that this conceptualization brings various hazards that are exacerbated with increasing democratization of the knowledge system. Here I elaborate on an astute remark he raises from Georg Simmel. Based on a historically well informed account, Turner takes a more ‘demystified’ view of science as a public good, ultimately seeing it as corresponding to John Ziman’s idea of ‘reliable knowledge’. For his part,

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Boone, Ashley, Annabel Rothschild, Xander Koo, et al. "Reimagining Meaningful Data Work through Citizen Science." Proceedings of the ACM on Human-Computer Interaction 8, CSCW2 (2024): 1–26. http://dx.doi.org/10.1145/3687049.

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Data work is often completed by crowdworkers, who are routinely dehumanized, disempowered, and sidelined. We turn to citizen science to reimagine data work, highlighting collaborative relationships between citizen science project managers and volunteers. Though citizen science and traditional crowd work entail similar forms of data work, such as classifying or transcribing large data sets, citizen science relies on volunteer contributions rather than paid data work. We detail the work citizen science project managers did to shape volunteer experiences: aligning science goals, minimizing barrie

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Powell, Maria C., and Mathilde Colin. "Meaningful Citizen Engagement in Science and Technology." Science Communication 30, no. 1 (2008): 126–36. http://dx.doi.org/10.1177/1075547008320520.

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Afonso, Ana Sofia, and John K. Gilbert. "Pseudo‐science: A meaningful context for assessing nature of science." International Journal of Science Education 32, no. 3 (2009): 329–48. http://dx.doi.org/10.1080/09500690903055758.

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Becker, U. "Saudi University Policy: Meaningful Cooperation." Science 335, no. 6072 (2012): 1041. http://dx.doi.org/10.1126/science.335.6072.1041-a.

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Kandil, Bassem. "The Stem of Meaningful Learning." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 3 (2021): 15–24. http://dx.doi.org/10.47631/mejress.v2i3.268.

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Purpose: The purpose of this study is to examine the effects of integrated Science, Technology, Engineering, and Mathematics (STEM) education on academic achievement in the science classroom. Methodology: This study is a quasi-experimental using non-equivalent control group pretest-posttest design. Fifty-one Grade 8 students, taught by the same teacher, constituted the participants of this study. The study consisted of an experimental group that followed a STEM approach to education and a control group that was taught the usual way. Results: The findings showed an encouraging improvement in th

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Turner, Robert. "Ritual: Meaningful or meaningless?" Behavioral and Brain Sciences 29, no. 6 (2006): 633. http://dx.doi.org/10.1017/s0140525x0600954x.

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In conflating opposing meanings of the term “ritual,” arising from historical Western cultural conflicts regarding church and state, this target article begs fundamental questions. Its appeals to cognitive science concepts such as “working memory” are poorly informed and obfuscate what could have been a far more penetrating and less biased discussion of stereotyped human action.

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Hyatt, L. A. "Personal Plants: Making Botany Meaningful by Experimentation." Science 337, no. 6102 (2012): 1620–21. http://dx.doi.org/10.1126/science.1215226.

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Cmielewski, Leon, Ann Finnegan, and Josephine Starrs. "Meaningful data." Computers in Entertainment 7, no. 1 (2009): 1–8. http://dx.doi.org/10.1145/1486508.1486514.

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Vesna, Victoria, Bruce Campbell, and Francesca Samsel. "Victoria Vesna: Inviting Meaningful Organic Art–Science Collaboration." IEEE Computer Graphics and Applications 39, no. 4 (2019): 8–13. http://dx.doi.org/10.1109/mcg.2019.2916962.

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Vitalis, Vangelis. "Science, Economics and Sustainable Development: Making Measurement Meaningful." Environmental Sciences 1, no. 2 (2004): 201–30. http://dx.doi.org/10.1080/15693430512331342622.

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Mayer, R. "To foster meaningful learning: Is science still relevant?" Issues in Education 5, no. 2 (1999): 255–60. http://dx.doi.org/10.1016/s1080-9724(00)00029-x.

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Rochon, Thomas R. "Robert D. Putnam: For a Meaningful Political Science." Political Science & Politics 34, no. 03 (2001): 701–39. http://dx.doi.org/10.1017/s1049096501001123.

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ElShafie, Sara J. "Making Science Meaningful for Broad Audiences through Stories." Integrative and Comparative Biology 58, no. 6 (2018): 1213–23. http://dx.doi.org/10.1093/icb/icy103.

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Voswinkel, Stephan. "Meaningful Work." Comparative Sociology 19, no. 6 (2020): 741–55. http://dx.doi.org/10.1163/15691330-12341529.

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Abstract Though work is important for people’s self-esteem and recognition, the sociology of work pays little attention to the meaning of work. This reflects that work in capitalist societies tends to be alienated. But empirical findings show that employees nevertheless try to appropriate their work by asking for its meaning. They claim for a meaningful work and for the possibility to execute work in a meaningful way. If they have to carry out work they feel to be meaningless they can suffer psychological strain. Meaning has not only an individual dimension but it refers to the meaning for soc

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Ntuli, Thuli Gladys. "Applying the isiNdebele Scientific Language Register in Natural Sciences to Foster Meaningful Learning." Education Sciences 14, no. 12 (2024): 1289. http://dx.doi.org/10.3390/educsci14121289.

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Conducted as a qualitative interpretative case study, this research explored the influence of the developed isiNdebele scientific language register for Natural Sciences on meaningful learning among learners. Data collection involved interviews and observations of stakeholders. The findings revealed a positive correlation between the use of indigenous languages and meaningful learning. Notably, when Natural Sciences was taught using the isiNdebele register, classrooms exhibited heightened interaction, contrasting with lessons conducted in English, where learners were predominantly passive. Thes

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Percy, John R. "Simple Science, Quality Science." Transactions of the International Astronomical Union 24, no. 3 (2001): 250–54. http://dx.doi.org/10.1017/s0251107x00000912.

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AbstractThis paper examines ways in which those in astronomically-developing countries can begin to take part in meaningful astronomical research. It is based on a discussion paper, prepared by the author for a special session of IAU Commission 46 on 12 August 2000, and on the many comments contributed by the audience after the paper.

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Sexton, Steven S., Ruby Facer, and Courtney Ross. "Relevant, useful, and meaningful learning opportunities in science using Building Science Concepts." Curriculum Matters 9 (June 1, 2013): 82–101. http://dx.doi.org/10.18296/cm.0150.

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Urban, Andrew. "Meaningful Designs." Journal of Urban History 39, no. 3 (2013): 560–69. http://dx.doi.org/10.1177/0096144212467297.

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Mkhwebane, Lwazi Nsindiso. "Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive." Eurasia Journal of Mathematics, Science and Technology Education 20, no. 8 (2024): em2483. http://dx.doi.org/10.29333/ejmste/14859.

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This article presents findings from a qualitative study exploring factors influencing life sciences teachers’ integration of indigenous knowledge (IK) across various topics in grades 10-12, as mandated by the curriculum and assessment policy statement in South Africa. Despite this mandate aiming to enhance accessibility and comprehension, many teachers struggle to integrate IK meaningfully. Through in-depth interviews and lesson observations with five teachers in Gauteng Province, the study reveals challenges such as inadequate training, limited support structures, and negative attitudes towar

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Argamon, Shlomo, and Mark Olsen. "Toward meaningful computing." Communications of the ACM 49, no. 4 (2006): 33–35. http://dx.doi.org/10.1145/1121949.1121972.

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Glanz, David, and Shimshon Neikrug. "Making aging meaningful." Ageing International 21, no. 2 (1994): 23–26. http://dx.doi.org/10.1007/bf02681161.

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Costello, Barry. "Taking meaningful steps." Journal of Paramedic Practice 14, no. 1 (2022): 38. http://dx.doi.org/10.12968/jpar.2022.14.1.38.

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Carpenter, B. Stephen, and Pamela G. Taylor. "Making Meaningful Connections." Computers in the Schools 23, no. 1-2 (2006): 149–61. http://dx.doi.org/10.1300/j025v23n01_13.

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Firth, Julie. "Making meaning meaningful." Ata: Journal of Psychotherapy Aotearoa New Zealand 10, no. 1 (2004): 58–76. http://dx.doi.org/10.9791/ajpanz.2004.07.

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   This paper is based upon both my psychotherapeutic experience and my work as a photography and video artist. My art work has been internationally recognized for its autobiographical content and surrealist aesthetic, acclaimed for its evocative dream-like atmosphere, which employs a highly-charged symbolic language. It is my belief that it is only through accessing the "underbelly" in my own psychotherapy experience that I've been able to bring this to bear in my art-making process and product.  

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Syse, Henrik. "Meaningful Human Control." Journal of Military Ethics 22, no. 1 (2023): 1. http://dx.doi.org/10.1080/15027570.2023.2235123.

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Shand, John. "A Meaningful life." Human Affairs 29, no. 4 (2019): 434–44. http://dx.doi.org/10.1515/humaff-2019-0038.

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Abstract There can be no such thing as the meaningful life, but only a meaningful life for a particular life as it is lived. Thus, there are meaningful lives, which are lives that make sense and are sufficiently aligned, these two characteristics being honed successively by the limits of a particular contingent form of life, a particular individual of that form of life, and a particular time in the life of that individual. Only the form of a meaningful life may be given, which is sense and alignment, whereas its content may only be determined by the individual whose life it is.

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Olson, Alister R., and Michael P. Clough. "An Attachment Point for Meaningful Musculoskeletal Learning." American Biology Teacher 83, no. 9 (2021): 589–93. http://dx.doi.org/10.1525/abt.2021.83.9.589.

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A robust understanding of body systems is elusive for many students. For instance, musculoskeletal structures and mechanisms often remain abstract and difficult for students to truly understand, even when teachers provide visual representations and accurate anatomical and physiological information. This article (1) presents a lesson for teaching about the musculoskeletal system by having students develop and build a physical model of an arm and (2) describes how teachers can use this experience to promote a deep understanding of the role of muscles, ligaments, and tendons in movement. This con

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Awad, Nayif. "Do Projects in Information Systems Design Really Facilitate Meaningful Learning in Computer Science in High School?" International Journal of Information and Education Technology 6, no. 11 (2016): 869–72. http://dx.doi.org/10.7763/ijiet.2016.v6.807.

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Kizhakkethil, Priya. "Information as Meaningful Experience." Proceedings of the Association for Information Science and Technology 58, no. 1 (2021): 241–52. http://dx.doi.org/10.1002/pra2.452.

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Chin, Christine, and David E. Brown. "Student-generated questions: A meaningful aspect of learning in science." International Journal of Science Education 24, no. 5 (2002): 521–49. http://dx.doi.org/10.1080/09500690110095249.

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Schölvinck, Anne-Floor M., Wout Scholten, and Paul J. M. Diederen. "Improve water quality through meaningful, not just any, citizen science." PLOS Water 1, no. 12 (2022): e0000065. http://dx.doi.org/10.1371/journal.pwat.0000065.

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Milillo, Lucrezia, Marei Hacke, Sara Norrehed, Ilaria Degano, Francesca Gherardi, and Ellinor Gunnarsson. "Heritage Science Contribution to the Understanding of Meaningful Khipu Colours." Heritage 6, no. 3 (2023): 2355–78. http://dx.doi.org/10.3390/heritage6030124.

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This work is the first scientific study of khipu dyes and inorganic mordants and auxiliaries, paving the way for a new approach to understanding khipus’ meaningful materiality, technology, and colours. Khipus have usually been described as “Andean knotted records”, but they are much more than complex knotted cords: a great part of the information encoded resides in khipus’ incredible colours. The objects of this study are two Wari khipus, 1932.08.0001 and 1932.08.0002, now at the Museum of World Culture in Gothenburg, Sweden. After a morphological study of the khipus, the objects were imaged w

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Brody, Baruch A. "Making Informed Consent Meaningful." IRB: Ethics and Human Research 23, no. 5 (2001): 1. http://dx.doi.org/10.2307/3564045.

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Mngomezulu, Halalisani, Sam Ramaila, and Thasmai Dhurumraj. "Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers' Perspectives." International Journal of Higher Education 11, no. 3 (2022): 158. http://dx.doi.org/10.5430/ijhe.v11n3p158.

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The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa

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Clary, Renee M., and James H. Wandersee. "Scientific Caricatures in the Earth Science Classroom: An Alternative Assessment for Meaningful Science Learning." Science & Education 19, no. 1 (2008): 21–37. http://dx.doi.org/10.1007/s11191-008-9178-y.

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Abu-Ghaneema, Elias. "Meaningful Learning: The Main Constitutive and Consecutive Components and their Presence in Science Teaching." Yearbook of Pedagogy 41, no. 1 (2018): 183–92. http://dx.doi.org/10.2478/rp-2018-0013.

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SummaryThis pilot study aims to identify the presence of components which are consistent with meaningful learning in science teaching. Semi-structured interviews were conducted with six science teachers and the results show that some of the teachers’ perceptions and practices in science teaching are consistent with meaningful learning components. Science teachers’ descriptions led to the identification of six categories which can be classified into two sets of components: Constitutive (e.g., ‘authenticity’ and ‘prior knowledge’) and. Consecutive (e.g., ‘cooperative learning’, ‘knowledge constr

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Lambie, David. "Insight into meaningful living." Metascience 28, no. 1 (2018): 155–58. http://dx.doi.org/10.1007/s11016-018-0378-z.

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Turja, Tuuli, Jaana Minkkinen, and Saija Mauno. "Robotizing meaningful work." Journal of Information, Communication and Ethics in Society 20, no. 2 (2021): 177–92. http://dx.doi.org/10.1108/jices-06-2021-0063.

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Purpose Robots have a history of replacing human labor in undesirable, dirty, dull and dangerous tasks. With robots now emerging in academic and human-centered work, this paper aims to investigate psychological implications of robotizing desirable and socially rewarding work. Design/methodology/approach Testing the holistic stress model, this study examines educational professionals’ stress responses as mediators between robotization expectations and future optimism in life. The study uses survey data on 2,434 education professionals. Findings Respondents entertaining robotization expectations

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Michael, Joel. "Conceptual Assessment in the Biological Sciences: a National Science Foundation-sponsored workshop." Advances in Physiology Education 31, no. 4 (2007): 389–91. http://dx.doi.org/10.1152/advan.00047.2007.

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Twenty-one biology teachers from a variety of disciplines (genetics, ecology, physiology, biochemistry, etc.) met at the University of Colorado to begin discussions about approaches to assessing students' conceptual understanding of biology. We considered what is meant by a “concept” in biology, what the important biological concepts might be, and how to go about developing assessment items about these concepts. We also began the task of creating a community of biologists interested in facilitating meaningful learning in biology. Input from the physiology education community is essential in th

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Hundt, L. M., and J. Kurzweil. "Focus on Diversity: Meaningful Mentoring--Native American and Latino Success Stories." Science 318, no. 5847 (2007): 123–26. http://dx.doi.org/10.1126/science.318.5847.123.

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Gewirtz, Betty. "Making New Year’s Resolutions More Meaningful and Lasting." Mental Health & Human Resilience International Journal 6, no. 2 (2022): 1–2. http://dx.doi.org/10.23880/mhrij-16000197.

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January can be a time when we think about making New Year’s resolutions. This typically means attempting to make behavioral changes. It can feel challenging and anxietyprovoking to set goals. At the same time, setting goals makes us aware of the real possibility to make positive changes to our lives.

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Reynolds, David K. "Meaningful life therapy." Culture, Medicine and Psychiatry 13, no. 4 (1989): 457–63. http://dx.doi.org/10.1007/bf00052052.

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Handa, Vicente Callao, and Vivien M. Talisayon. "Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers." European Journal of Science and Mathematics Education 11, no. 4 (2023): 702–16. http://dx.doi.org/10.30935/scimath/13497.

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This study investigated the influence of practical problem-solving tasks (PPST) in promoting meaningful learning (ML) and retention in a nonlaboratory chemistry component of a physical science course for pre-service teachers (PSTs). It utilized a mixed-methods research using a modified quasi-experimental design followed by a detailed analysis of change in the conceptual understanding of case participants. The researcher employed mechanical and statistical matching to select 80 participants in two intact groups. The study’s findings revealed that using PPST as a mode of instruction significantl

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Pihlström, Sami. "Meaningful and meaningless suffering." Human Affairs 29, no. 4 (2019): 415–24. http://dx.doi.org/10.1515/humaff-2019-0036.

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Abstract The problem of suffering crucially focuses on meaninglessness. Meaningful suffering—suffering having some “point” or function—is not as problematic as absurd suffering that cannot be rendered purposeful. This issue is more specific than the problem of the “meaning of life” (or “meaning in life”). Human lives are often full of suffering experienced as serving no purpose whatsoever – indeed, suffering that may threaten to make life itself meaningless. Some philosophers—e.g., D.Z. Phillips and John Cottingham—have persuasively argued that the standard analytic methods of philosophy of re

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Schriro, Dora. "Good Science, Good Sense: Making Meaningful Change Happen-A Practitioner's Perspective." Criminology & Public Policy 11, no. 1 (2012): 101–10. http://dx.doi.org/10.1111/j.1745-9133.2012.00792.x.

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Trauth, Amy. "Leveraging science teachers’ identities to support meaningful and actionable professional learning." Cultural Studies of Science Education 14, no. 1 (2018): 61–68. http://dx.doi.org/10.1007/s11422-018-9875-z.

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