Thematische Bibliographien / Didactics of natural history

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  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Didactics of natural history“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "Didactics of natural history"

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Lamanauskas, Vincentas. „NATURAL SCIENCE EDUCATION HISTORY: RELEVANCE ASPECT“. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, Nr. 1 (25.03.2013): 4–7. http://dx.doi.org/10.48127/gu-nse/13.10.04.

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In the latter years education in Lithuania has been analysed in various aspects. However, it is obvious that almost all research works are focused on analysis of nowadays problems, sometimes not escaping certain prognostic elements (future education insight). This is certainly a good thing. However, concentrating attention only to present, the experience is forgotten which Lithuanian teachers, researchers accumulated earlier. It can be safely stated, that natural education experience in Lithuania is abundant, however very poorly investigated. Since 1995 only a few reports devoted to natural science education history questions have been presented in annually held national practical conferences „Natural Science Education at a General School“. Over that period totally 442 articles on various natural science education questions were published. Only 8 articles (1, 8 %) deal with historical natural science education aspects. Comprehensive school natural science teachers could devote more attention to these questions as well. Quite a big help could provide history teachers. As it is known, many comprehensive schools have ethnographical or school history museums. It is probable, that valuable material on natural science education history might be found in these museums. Such material must be systematized and publicized. Pupils might be included into such an activity applying project or other activity forms. Experience about natural science subject teaching / learning at different levels and types accumulated over a long period of time in Lithuanian educational institutions should be systematized, stored, analysed. It is without doubt, that this experience is unique, because Lithuanian education system was influenced by various didactic trends. Finally, over the last two decades various “imported” ideas and experiences have been admired too much forgetting at the same time about the own one. After all, the ideas which were checked over a long period of time and remained, practical experience, teaching / learning approaches and technologies become didactics classic.
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Hårstad, Stian. „Læring om normering. Erfaringer fra et språkhistorie-didaktisk eksperiment i lærerutdanninga“. Acta Didactica Norge 10, Nr. 3 (27.09.2016): 10. http://dx.doi.org/10.5617/adno.3870.

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I denne artikkelen beskrives utprøvinga av et didaktisk opplegg i grunnskolelærerutdanningas norskfag som har språkhistorie som overordnet tema. Målet med metodikken som legges fram, er å gi innsikt i språknormering som sosiokulturell prosess for på denne måten å utvikle en forståelse av hvordan språkhistorie har blitt og fortsatt blir skapt. Artikkelen drøfter hvordan en slik tilnærming kan gi deltakerne økt historisk bevissthet om språklige fenomener. Samtidig presenteres kunnskap om hvilke normeringsprinsipper de involverte lærerstudentene intuitivt ser som de mest “naturlige” og “hensiktsmessige” i en språkplanleggingskontekst. Et hovedfunn er at det store flertallet løfter fram et “demokrati- eller jamlikhetsprinsipp” og et “ortofoniprinsipp” som de mest tungtveiende. Artikkelen kommer dessuten med forslag til hvordan det språkhistorie-didaktiske feltet kan utforskes videre. Nøkkelord: språkhistorie-didaktikk, språkdidaktikk, språkhistorie, normeringshistorie, historiebevissthetAbstract This article presents a didactic experiment in the subject Norwegian as L1 in the primary and lower secondary teacher education programmes [Grunnskolelærerutdanninga]. The objective of the proposed method is to give insight into language normalization as a sociocultural process and thereby develop an understanding of how language history has been and still is being shaped. The paper discusses how this approach may provide the participants with an increased language historical consciousness. Moreover, the article presents findings about which normalization principles the student teachers intuitively regard as the most “natural” and “appropriate” in a language-planning context. A main finding is that the great majority designates a “democracy and equality principle” along with an “orthographic principle” as the two most substantial ones. Additionally, the article suggests how the field of language history didactics might be explored further.Keywords: language history didactics, language didactics, history of language, normalization history, historical consciousness
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Ambrozy, Marián. „Current Problems of Teaching Philosophical Disciplines in Educational Institutions of Slovak Republic“. Journal of Vasyl Stefanyk Precarpathian National University 8, Nr. 1 (01.04.2021): 116–21. http://dx.doi.org/10.15330/jpnu.8.1.116-121.

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The paper is a brief mapping of the situation in the field of didactics of philosophy in the Slovak Republic. We observe that, despite almost three decades of separation of official philosophy from the dominance of Marxist philosophy, there is no satisfactory basis for the didactics of philosophy. The discipline Didactics of philosophy is represented by improvising several enthusiasts instead of developing serious theoretical foundations. We try to post a few recommendations that belong to all who want to seriously deal with the didactics of philosophy. The most important of them is the establishment of the Slovak scientific journal of didactics, the establishment of the organization of trade didactics, the separation of philosophy from other core subjects and the accreditation of the third level of university education in didactics of philosophy. The author convincingly proves the need to introduce knowledge of philosophy in school, since it will help teach students to think better, apply knowledge more effectively, critically evaluate everyday life, including relationships with parents, teachers, classmates and others. The article emphasizes that the experience of philosophizing will allow students to express their thoughts in writing, as well as to explore at an accessible level “eternal” issues of metaphysics, epistemology, natural philosophy, philosophy of history, philosophy of culture, philosophy of law, philosophical anthropology. philosophy of politics, etc. The urgency of impoving the teacher's competence in teaching this subject at school, in particular, updating the methodological support, substantiation of educational innovations for the use in the study of philosophy, as well as the introduction of ICT in the educational process are substantiated.
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Ivashchenko, Olha, Radosław Muszkieta und Vladimir Potop. „Didactics: Methodological Approaches to Determining the Content of Physical Education Teacher Training“. Journal of Learning Theory and Methodology 1, Nr. 1 (30.06.2020): 40–47. http://dx.doi.org/10.17309/jltm.2020.1.06.

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The objective of the study was to develop methodological approaches to determining the content of physical education teacher training. Materials and methods. The study involved 62 students of the School of Physical Education, who studied according to the 2001-2005 curriculum. To solve the tasks set, the study used both philosophical and general scientific research methods, including: dialectical method (principle of historicism, principle of systematicity, principle of dialectical contradiction, principle of unity of quality and quantity, principle of dialectical negation, principle of development, principle of causality); systems approach; factor and discriminant analysis. Results. The results of performance analysis show an average level of proficiency in learning material. By the coefficient of variation, the grades in History of Modern World, Culturology, Gymnastics, TMPE, 3rd year vary considerably (>33%). The students’ performance in Therapeutic Physical Training, Fundamentals of Ecology, Thesis has an average level of variability. By most indicators, the students are assessed as a homogeneous group. The analysis of similarities (h2) showed that the most informative indicators of the quality of students’ training are the grades in the following subjects: Teaching Practice (middle school) (0.817); Biomechanics (0.772); Qualification Examination (0.764); Teaching Practice (senior school) (0.763). Conclusions. Factor and discriminant analysis provided objective information on the quality of physical education teacher training. The results of factor analysis do not confirm the objectivity of empirical identification of four groups of academic subjects of the curriculum. The factor structure of the curriculum indicates the need to change the content of education, aimed at improving the training of highly qualified teachers. The training of a physical education teacher should include the following blocks of subjects: professional theoretical and practical training, natural sciences, theory and methods of physical education of schoolchildren, special training in the chosen sport. The results of discriminant analysis show that physical education teacher training is aimed at developing knowledge, abilities and skills in the sections: 1) Means and Methods of Physical Education; 2) Theory and Methods of Motor Abilities Development; 3) Theory and Methods of Teaching Motor Actions.
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Crespo Castellanos, José Manuel, María Luisa Gómez Ruiz und Luis Alfonso Cruz Naïmi. „Una aproximación a los Parques Nacionales y sus paisajes a través de itinerarios didácticos = An Approach to the National Parks Landscapes and Educational Itineraries“. Espacio Tiempo y Forma. Serie VI, Geografía, Nr. 11 (25.09.2018): 121. http://dx.doi.org/10.5944/etfvi.11.2018.22359.

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Se plantea una propuesta que hunde sus raíces en la larga trayectoria de la Didáctica de la Geografía, en la que se aúnan la tradición del excursionismo geográfico con una metodología de trabajo acorde a la evolución de las actuales tecnologías y a la aplicación de la geoinformación. Desarrollada en el marco de los Proyectos de Innovación y Mejora de la Calidad Docente de la Universidad Complutense de Madrid, tiene por objeto el diseño de itinerarios geográficos didácticos en el ámbito territorial de los espacios naturales que conforman la Red de Parques Nacionales de España. Como resultado se ha desarrollado una SIGweb con los itinerarios creados en base a puntos de interés didáctico geográfico en los cuales se identifican elementos, procesos o factores que configuran el paisaje. We present a proposal that has its roots in the long history of the Didactics of Geography, which combines the tradition of geographical excursionism with a work methodology according to the evolution of current technologies and the application of geoinformation. Developed within the framework of the Projects of Innovation and Improvement of the Teaching Quality of the Complutense University of Madrid, its objective is the design of educational geographical itineraries in the territorial scope of the natural spaces that make up the National Parks of Spain. As a result, a SIGweb has been developed with the itineraries created based on points of geographical didactic interest in which elements, processes or factors that make up the landscape are identified.
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Alberti, Samuel J. M. M. „Natural history and the philosophical societies of late Victorian Yorkshire“. Archives of Natural History 30, Nr. 2 (Oktober 2003): 342–58. http://dx.doi.org/10.3366/anh.2003.30.2.342.

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Natural history, so popular a pursuit in nineteenth-century Britain, was a thriving part of the activities of the literary and philosophical societies that epitomized urban middle-class cultural life. The “lit and phils” are most famous for their museums, but this paper outlines the range of other activities pertaining to natural knowledge that went on within their walls, focusing on the thriving societies in England's largest county, Yorkshire. Foremost among these were regular lectures: this paper discusses the speakers, audience and content, as well as the significance of the architecture of the halls in which they were staged. More exclusive meetings and didactic classes are also examined, as well as their (often extensive) libraries. After a brief examination of the purported decline of the philosophical societies around the turn of the century, a conclusion outlines the importance of science within these voluntary associations both to the provincial middle classes and the emerging professional men of science.
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Simeonov, Vasil. „Environmental History of the Twentieth Century. An Introductory Didactic Course“. Chemistry-Didactics-Ecology-Metrology 24, Nr. 1-2 (01.12.2019): 7–21. http://dx.doi.org/10.2478/cdem-2019-0001.

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Abstract The present manuscript presents the view point of the author for providing a course on environmental history for chemistry students and secondary school pupils. Special attention is paid on the societal developments in the twentieth century when the anthropogenic impacts on the environment have become especially deep and devastating. The course of lectures is focused on the environmental changes in each environmental phase (lithosphere, atmosphere, hydrosphere, biosphere) as well as in the society as a whole. The process of environmental changes is illustrated by various examples from each natural system in consideration and the anthropogenic factor for each one of them is defined and discussed. The presented material is an example for organization of an environmental history course of lecture which could be subject of additional information and conclusions related to the social attitude to the problem of environmental pollution and environmental risk assessment.
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Yuliia, Prasul. „Didactic fundamentals of organization of tourist local history activity of future geographers“. IMAGE OF THE MODERN PEDAGOGUE 1, Nr. 3 (16.06.2021): 91–100. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-91-100.

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The organization of tourist local lore activities of future geographers is a holistic, integrative, mobile, complex system that meets modern educational and social requirements, labor market demands, individual educational needs of students, which effectiveness is provided by the methodological basis: at the philosophical level – principles of philosophy awareness of the value of achieving professional results; on general scientific – conceptual bases of future geographers training for the organization of tourist local lore activity in the conditions of the information and globalization world; the essence of information and cartographic support of tourist and local lore activity within the administrative district and its features are covered. The necessity of developing a tourist and local lore guide of the following structure is proved: introduction, general acquaintance with the territory, complex page-by-page tourist and local lore map, tourist and local lore routes, plans of the largest settlements, list of settlements of the district. Approbation was carried out on the example of Balakliia district of Kharkiv region. The main scientific provisions of the Program of regional mapping of natural and historical-cultural territories, objects and complexes of the region developed at the Department of Physical Geography and Cartography of V. N. Karazin Kharkiv National University are devoted to the current problems of development of a new direction of thematic mapping. Within its limits the basic theoretical questions are defined: information base, mathematical basis, structure and content of original experimental maps and atlases of natural and historical and cultural heritage; The approach to the structure and content of sports and tourism practice is appropriate to improve the level of mastery of the necessary skills, knowledge, broadening horizons and students in the 1st year to test their ability to manage the group in non-standard and emergencies
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Bullen, J. B. „Alfred Waterhouse’s Romanesque ‘Temple of Nature’: The Natural History Museum, London“. Architectural History 49 (2006): 257–85. http://dx.doi.org/10.1017/s0066622x00002781.

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The Natural History Museum in London is a spectacular building in many senses (Fig. 1). As one of the outstanding landmarks of high Victorian architecture, it was designed to draw attention both to itself and to its contents. No other museum building in Britain adopted a Romanesque style on this scale; no other building had used terracotta in such a rich and decorative manner, and no other building (other than, perhaps, the University Museum, Oxford) so curiously employed external decoration to illustrate its internal function. It was calculated to appeal to a wide public and its animal sculpture was selfconsciously didactic in the way in which a number of contemporary museum buildings were created to a programme. Planned as a showcase for the nation’s imperial scientific achievements, its appearance was strongly ecclesiastical. When it opened in 1881, The Times leader called it a ‘true Temple of Nature’, which, the writer said, demonstrated ‘the Beauty of Holiness’. But for many visitors in 1881 Nature had abandoned the temple for wilder places; she had bloodied her claws, and the beauty of holiness had been replaced by the more severe, mechanistic principles formulated by Charles Darwin.The concept of a large museum of natural history was the inspiration of the great naturalist Richard Owen. It was also the crowning achievement of his lifetime in science. The ‘Temple of Nature’ that Alfred Waterhouse built for him embodied Owen’s belief that the history of the natural world was not a matter of randomness and chance but the creation of a transcendent presence. In other words, the Natural History Museum is the expression of an ideology, and its shape, size, position, style and decoration are charged with legible meanings. Some of those meanings are readily interpreted, others less so, and although the building history of the museum has been well documented, many questions remain. Why, for example, was Waterhouse chosen as its architect? What spurred him on to use terracotta in such an original way? And above all why did he risk the unusual Romanesque style? The choice of Romanesque for such a building, although it was later imitated elsewhere, was highly original. But that choice was conditioned by a substantial web of aesthetic, social, and political factors. The Natural History Museum was not just Waterhouse’s creation; it was very much the product of its time. It was born of national and local politics; it was shaped by Owen’s unusual position in the scientific world, and it was an expression of Waterhouse’s passion for early medieval architecture.
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Ferreira, Sandro Lúcio Mauri, Rodson de Abreu Marques, Sebastião Carlos Paes Assis, Viviane Thomazini Fassarela, Rodrigo Giesta Figueiredo, Loruama Geovanna Guedes Vardieiro und Caio Vinicius Gabrig Turbay Rangel. „The natural history museum of the southern state of Espírito Santo - MUSES: didactic activities in Geosciences and Paleontology“. Brazilian Journal of Development 5, Nr. 9 (2019): 14679–93. http://dx.doi.org/10.34117/bjdv5n9-072.

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Dissertationen zum Thema "Didactics of natural history"

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Ekvall, Helen. „Aha! – En evolutionär upplevelse påmuseet museet : En studie för att undersöka vad gymnasielärarebehöver för att underlätta sin evolutionsundervisningpå Göteborgs Naturhistoriska Museum“. Thesis, Karlstad University, Faculty of Social and Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4152.

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Uppsatsens syfte var att undersöka hur gymnasielärare vill använda Göteborgs Naturhistoriska Museum (GNM) i sin undervisning om evolution samt att ta reda på vilka didaktiska inslag som

behövs för att motivera och inspirera fler lärare att använda museet i sin evolutionsundervisning.

Uppsatsen tar sin utgångspunkt i läroplanens styrdokument och fem begrepp som Ann Zetterqvist i sin forskning utpekar som centrala och viktiga för att kunna förstå evolutionsteorin. Forskningen visar att undervisningen om evolutionsteori är en utmaning för lärarna och slår fast att det kan behövas stöd från skolan och även från institutioner utanför. Min utgångspunkt är att GNM kan bidra till och är värdefullt för lärandet i ämnet evolution.

Undersökningens urvalskriterium är gymnasielärare som har använt museet under de senaste två åren i samband med en lektion om evolution. Undersökningen bygger i huvudsak på semistrukturerade intervjuer kompletterade med ett mindre antal enkätsvar. Forskning visar att förekomsten av en väl grundad pedagogisk policy är viktigt för museerna för att det pedagogiska budskapet skall nå fram till besökaren. Forskningen visar vidare att det är mycket viktigt att museibesöket kopplas till läroplanen. Vidare pekar forskningen på att eleverna ofta inte uppnår kunskapsmålen gällande evolutionsteorin Resultaten visar att lärarna inte medvetet planerar sitt museibesök utifrån skolans styrdokument, men deras önskemål om ämnesområden visar på en tydlig koppling till styrdokumenten. Resultaten visar även att lärarna värdesätter GNM för dess undervisning av evolutionsteorin, men för att lärarna skall känna sig motiverade att på egen hand undervisa på museet behöver de vissa didaktiska inslag och handledning. Detta arbete resulterar i ett antal didaktiska förslag baserade på lärarnas och museipedagogens önskemål.

 

 

 

 


 

The main objective with this paper was to investigate how college teachers wish to use The Natural History Museum of Gothenburg (GNM) when teaching evolution, and also to determine which didactic elements are required to motivate other teachers to use the museum when teaching evolution. The foundation of this study is built on the school curriculum and five concepts which Ann Zetterqvist identifies in her research as central and necessary for understanding evolution. Research indicates that teaching the theory of evolution is a challenge for teachers and also emphasizes the importance of internal and external support. I propose that GNM is valuable for teaching evolution. The criteria for the selection of candidates are college teachers who have used the museum during the last two years to teach evolution. The study is based on semi-structured interviews completed with questionnaires. Research reveals that without a conscious educational policy the museums pedagogic message may not reach the visitor. Research also shows that it is very important that museums school programme is based on the national curriculum. Results from previous research reveal that students have difficulty in reaching the curricular goals concerning evolution.The results from this study show that teachers had not consciously followed the curriculum when planning their visit, their subject request is however clearly applicable to the curriculum. The teachers interviewed clearly value GNM as a place to teach the theory of evolution, but request certain didactic elements and teacher guides to motivate teaching without the aid of a museum teacher. This study results in a number of didactic elements based upon the teachers and museum teachers' requests.

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Colborn, Robert Maurice. „Manilius on the nature of the Universe : a study of the natural-philosophical teaching of the Astronomica“. Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:481db8c5-4a3b-42ff-b301-eafc3e2f9ad8.

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The thesis has two aims. The first is to show that a more charitable approach to Manilius, such as Lucretian scholarship has exhibited in recent decades, yields a wealth of exciting discoveries that earlier scholarship has not thought to look for. The thesis' contributions to this project centre on three aspects of the poem: (I) the sophistication of its didactic techniques, which draw and build on various predecessors in the tradition of didactic poetry; (II) its cosmological, physical and theological basis, which has no exact parallel elsewhere in either astrology or natural philosophy, and despite clear debts to various traditions, is demonstrably the invention of our poet; (III) the extent to which rationales and physical bases are offered for points of astrological theory – something unparalleled in other astrological texts until Ptolemy. The second, related aim of the thesis is to offer a more satisfying interpretation of the poem as a whole than those that have hitherto been put forward. Again the cue comes from Lucretius: though the DRN is at first sight primarily an exposition of Epicurean physics, it becomes clear that its principal concern is ethical, steering its reader away from superstition, the fear of death and other damaging thought-patterns. Likewise, the Astronomica makes the best sense when its principal message is taken to be not the set of astrological statements that make up its bulk, but the poem’s peculiar world- view, for which those statements serve as an evidential basis. It is, on this reading, just as much a poem ‘on the nature of the universe', which provides the title of my thesis. At the same time, however, it finds new truth in the conventional assumption that Manilius is first and foremost an advocate of astrology: it reveals his efforts to defend astrology at all costs, uncovers strategies for making the reader more amenable to further astrological study and practice, and contends that someone with Manilius' set of beliefs must first have been a devotee of astrology before embracing a natural- philosophical perspective such as his. The thesis is divided into prolegomena and commentaries, which pursue the aims presented above in two different but complementary ways. The prolegomena comprise five chapters, outlined below: Chapter 1 presents a comprehensive survey of the evidence for the cosmology, physics and theology of the Astronomica, and discovers that a coherent and carefully thought-out world-view underlies the poem. It suggests that this Stoicising world- view is drawn exclusively from a few philosophical works of Cicero, but is nonetheless the product of careful synthesis. Chapter 2 explores the relationship between this world-view and earlier Academic criticism of astrology and concludes that the former has been developed as a direct response to these criticisms, specifically as set out in Cicero’s De divinatione. Chapter 3 examines the later impact of Manilius’ astrological world-view, as far as it can be detected, assessing the evidence for the early reception of his poem and its role in the history of philosophical astrology. The overwhelming impression is that the work was received as a serious contribution to debate over the physical and theological underpinnings of astrology; its world-view was absorbed into the mainstream of astrological theory and directly targeted in the next wave of Academic criticism of astrology. Chapter 4 looks at the more subtle strategies of persuasion that are at work in the Astronomica. It observes, first, a number of structural devices and word- patternings that set up the poem as a model of the universe it describes. This first part of the chapter concludes by asking what didactic and/or philosophical purpose such modelling could serve. The second part examines how, by a gradual process of habituation-through-metaphor, the reader is made familiar with the conventional astrological way of thinking about the world, which might otherwise have struck him as a baffling mass of contradictions. The third part looks at the use of certain rhetorical figures, particularly paradox, to re-emphasise important physical claims and assist the process of habituation. Chapter 5 takes on the task of making sense of the Astronomica as a whole, seeking out an underlying rationale behind the choice and ordering of material, accounting as well as is possible for its apparently premature end, and asking why, if it is a serious piece of natural-philosophical teaching, it so often appears to be self- undermining. A short epilogue asks what path can have led Manilius to embark on such a work as the Astronomica. It offers a sketch of the author as an adherent (but not a practitioner) of astrology, who had developed a philosophical system first as scaffolding for an art under threat, but had then come to see more importance in that philosophical underpinning than in the activities of prediction. The lemmatised commentaries that follow cover several passages from the first book of the Astronomica. As crucial as the remaining four books are to his natural-philosophical teaching, it is in this part of the poem that Manilius concentrates the direct expositions of his world-view. Like the chapters, the commentaries' two concerns are the nature and the exposition of the work's world-view. Each of the commentaries has its own focus, but all make full use of the format to tease out the poet's teaching strategies and watch his techniques operate 'in real time' over protracted stretches of text. Finally, an appendix presents the case for the Astronomica as the earliest evidence for the use of plane-image star maps. At two points in his tour of the night sky Manilius describes the positions of constellations in a way that suggests that he is consulting a stereographic projection of each hemisphere, and that he is assuming his reader has one to hand, too. This observation casts valuable new light on the development of celestial cartography.
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Gericke, Niklas. „Science versus School-science : Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding“. Doctoral thesis, Karlstads universitet, Avdelningen för biologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3177.

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In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools.   Using the History and Philosophy of Science as my point of reference, I identified and categorized five multiple historical models of gene function: the Mendelian model, the classical model, the biochemical-classical model, the neoclassical model and the modern model. I then developed a research instrument to be used to analyse how these models are transformed within the educational system via textbooks. Biology and chemistry textbooks from Sweden, as well as a number from English speaking countries, were studied. The models used to describe gene function in the textbooks were investigated, as were the conceptual changes between the actual models and the way they are presented in textbooks. Finally I studied how the transformed science in textbooks is understood by students.   I found that all the multiple historical models were used implicitly in the textbooks. The older historical models were presented more frequently, resulting in a simplified and deterministic description of genetics. Throughout the textbooks a specific model was usually described in a particular subject matter context. The models used in the textbooks were usually hybrid models consisting of features from several of the historical models, thus creating incommensurability. The textbooks do not provide any epistemological foundations to facilitate readers’ understanding of the implications of multiple models. Furthermore my results show that, when reading the textbooks, students’ have difficulties in detecting the use of multiple models, incommensurability, and the conceptual changes that occur in a content-specific context such as gene function. Overall, students’ understanding of the use of multiple models, conceptual change, and incommensurability reflects the way in which they are depicted in the textbooks. Students’ domain-specific difficulties in understanding genetics might therefore be due to the way science is transformed into school science.     These findings indicate the importance of epistemological aspects in the transformation of science into school science, i.e. science as a way of knowing, not only for students’ understanding of the nature of science, but also for their understanding of the conceptual knowledge. The degree to which school science should mimic the academic discipline, as well as an understanding of what is lost in the transformation of science into school science, are key issues discussed in the thesis.
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Aspengren, Evald. „"Så tänker jag om tro och liv i andra länder" : Barns tankar om andra kulturer i ett didaktiskt perspektiv. En studie av 200 uppsatser, skrivna av grundskoleelever på temat tro och liv i andra länder“. Licentiate thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112142.

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The subject of this study is how elementary school pupils look upon foreign cultures. Two hundred children have written essays about what they think about thoughts and belief in other countries. The analysis shows that democracy, justice and equality are very important conceptions within children's general view of life. The children are deeply sympathetic to the plight of poor people in the world, especially when they suffer from war and natural catastrophes. When the children try to explain what happens in the world, religion has no great importance. The children's great degree of empathy gives the impression that it is desirable and imperative to find a suitable didactic way to teach them about the situation in the world so they can understand it.
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Marquez, Jessica. „A natural history /“. Online version of thesis, 2008. http://hdl.handle.net/1850/6249.

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Pipes, Todd David. „A Natural History“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc500317/.

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A Natural History is a collection of original poetry written over the past three years. This project represents a period of learning and growth, as well as a concentrated effort to develop an individual writing style and voice grounded in the most enduring poetic values of the past.
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Curry, Oliver. „Morality as natural history“. Thesis, London School of Economics and Political Science (University of London), 2005. http://etheses.lse.ac.uk/2/.

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What are moral values and where do they come from? David Hume argued that moral values were the product of a range of passions, inherent to human nature, that aim at the common good of society. Recent developments in game theory, evolutionary biology, animal behaviour, psychology and neuroscience suggest that Hume was right to suppose that humans have such passions. This dissertation reviews these developments, and considers their implications for moral philosophy. I first explain what Darwinian adaptations are, and how they generate behaviour. I then explain that, contrary to the Hobbesian caricature of life in the state of nature, evolutionary theory leads us to expect that organisms will be social, cooperative and even altruistic under certain circumstances. I introduce four main types of cooperation: kin altruism, coordination to mutual advantage, reciprocity and conflict resolution and provide examples of "adaptations for cooperation" from nonhuman species. I then review the evidence for equivalent adaptations for cooperation in humans. Next, I show how this Humean-Darwinian account of the moral sentiments can be used to make sense of traditional positions in meta-ethics; how it provides a rich deductive framework in which to locate and make sense of a wide variety of apparently contradictory positions in traditional normative ethics; and how it clearly demarcates the problems of applied ethics. I defend this version of ethical naturalism against the charge that it commits "the naturalistic fallacy". I conclude that evolutionary theory provides the best account yet of the origins and status of moral values, and that moral philosophy should be thought of as a branch of natural history.
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Gabrys, Jennifer. „The natural history of electronics /“. Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103197.

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Electronics involve an elaborate process of waste-making, from the mining of raw materials to the production of microchips through toxic solvents, to the eventual recycling or disposal of obsolete equipment. These processes of pollution, remainder and decay reveal other orders of materiality that have yet to enter the sense of the digital. This thesis investigates electronics through this waste and remainder. The thesis is guided by Walter Benjamin's notion of "natural history," and focuses on the dynamic, transient and poetic qualities of outmoded or "fossilized" commodities. Described here are electronic versions of such fossils, as well as the more formless residues that are sloughed off in the pursuit of technological advance.
Electronic technologies expand beyond devices and programs to an assemblage of sites and systems. Instead of a collection of outdated artifacts, this study further suggests that it is necessary not to focus solely on the abandoned electronic gadget, but also to consider the extended contexts through which electronics and electronic waste circulate. My intention here is to crack open the black box of electronics, and track their transformation to waste across a number of fields, from manufacture to disposal, and from archive to landfill, which inform the chapters below. By focusing on waste, this study is less interested in material comprehensiveness, or all that goes into electronics, and is instead more attentive toward material proliferations. In this way, I work through the "inputs and outputs" that take place not only at a material level, but also at cultural, political and economic levels. There is much more to electronics than raw materials transformed into neat gadgets that swiftly become obsolete. This study then considers electronics not from the perspective of all that is new, but rather from the perspective of all that is discarded. These discards, this study suggests, direct us toward considerations of electronics, technologies and material culture that are informed not by "upgrades," but instead by politics and poetics.
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Prendergast, Neil. „American Holidays, A Natural History“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/204910.

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This dissertation examines the production and consumption of nature in middle-class American holidays. Focusing on the nineteenth and twentieth centuries, it follows the creation of new symbols and practices associated with Easter, the Fourth of July, Thanksgiving and Christmas. In each of these holidays, members of the middle class used nature to narrate their new identity as Americans belonging less to local, regional, or ethnic communities and more to the nuclear family and the nation. In Thanksgiving, the turkey became an important symbol in the antebellum era, the same period in which the Easter rabbit was born, the Fourth of July picnic became popular, and the Christmas tree rose to prominence. These trends resulted from the middle-class desire to make the home an idealized private life complete with its own rituals and symbols that separated it from the public life of the street. While the middle class retreated into its imagined private sphere, it did so while simultaneously claiming that their families represented the core building blocks of the nation. By conflating family and nation, the middle class generated a large demand for the physical goods that made such symbolic meaning manifest--in particular, Thanksgiving turkeys and Christmas trees. Reproducing these plants and animals, however, created agroecological problems, including crop diseases. While middle-class family holidays reinforce the scales of popular culture and mass agriculture, they do so only tenuously.
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Chan, Fat-tim, und 陳發添. „Hong Kong natural history museum“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982761.

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Bücher zum Thema "Didactics of natural history"

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Moreno, Julio Alejandro Castro. La investigacion del entorno natural: Una estrategia didactica para la ensenanza-aprendizaje de las ciencias naturales. Bogota, Colombia: Universidad Pedagogica Nacional, 2005.

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Natural law in English Renaissance literature. Cambridge [England]: Cambridge University Press, 1996.

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Das "geistige Band": Naturforschung, Didaktik und Poesie in Goethes Gedichtsammlung Gott und Welt. Würzburg: Königshausen & Neumann, 2008.

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Pliny. Histoire naturelle: Livre III. Paris: Belles Lettres, 1998.

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Selbstliebe und Geselligkeit: Untersuchungen zum Verhältnis von naturrechtlichem Denken und moraldidaktischer Literatur im 17. und 18. Jahrhundert. Tübingen: Niemeyer, 2001.

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Biehler, Rolf. Didactics of mathematics as a scientific discipline. Dordrecht: Kluwer Academic Publishers, 2002.

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Conceptualism in Latin American art: Didactics of liberation. Austin: University of Texas Press, 2007.

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Historiology, research, and didactics: Elaboration and transmission of historical knowledge. San Francisco: International Scholars Publications, 1996.

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History and bibliography of artistic anatomy: Didactics for depicting the human figure. Hildesheim: G. Olms, 2000.

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Foscolo, Ugo. Letture di Lucrezio: Dal De rerum natura al sonetto Alla sera. Milano: Guerini, 1990.

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Buchteile zum Thema "Didactics of natural history"

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Kendall-Taylor, Pat. „Natural History“. In Graves' Orbitopathy, 78–87. Basel: KARGER, 2007. http://dx.doi.org/10.1159/000107450.

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Lurain, John R. „Natural History“. In Clinical Perspectives in Obstetrics and Gynecology, 69–76. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4698-5_6.

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Fanciulli, Alessandra, und Gregor K. Wenning. „Natural History“. In Multiple System Atrophy, 133–42. Vienna: Springer Vienna, 2013. http://dx.doi.org/10.1007/978-3-7091-0687-7_8.

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Passaretti, Daniele, Vittorio Candela und Stefano Gumina. „Natural History“. In Rotator Cuff Tear, 207–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33355-7_26.

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Henson, Pamela M. „Natural History“. In A Companion to the History of American Science, 444–55. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119072218.ch35.

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Schmid, Hans-Peter. „Natural History“. In Fortschritte der Urologie und Nephrologie, 14–33. Heidelberg: Steinkopff, 1994. http://dx.doi.org/10.1007/978-3-642-85430-9_2.

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Huang, Qin, und Lily Huang. „Natural History“. In Gastric Cardiac Cancer, 51–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-79114-2_4.

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Anagnostou, Evdokia, Deepali Mankad, Joshua Diehl, Catherine Lord, Sarah Butler, Andrea McDuffie, Lisa Shull et al. „Natural History“. In Encyclopedia of Autism Spectrum Disorders, 1976. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100917.

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Siuni, Eraclio. „Natural History“. In Reverse Shoulder Arthroplasty, 87–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97743-0_7.

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Princée, F. P. G. „Natural History“. In Topics in Biodiversity and Conservation, 27–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50032-4_3.

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Konferenzberichte zum Thema "Didactics of natural history"

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Shirinov, M. K. „Specific features of didactic principles in the improvement the interconnectedness and continuity of teaching the subject "Natural History"“. In Научные тенденции: Педагогика и психология. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-02-2019-17.

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Stork, Lise, Andreas Weber, Eulalia Gasso Miracle und Katherine Wolstencroft. „Linking natural history collections“. In 2018 IEEE 14th International Conference on e-Science (e-Science). IEEE, 2018. http://dx.doi.org/10.1109/escience.2018.00113.

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Kroupova, Bohumila, und Bohumil Vybiral. „The principles of pre-war didactics of science“. In DIDFYZ 2019: Formation of the Natural Science Image of the World in the 21st Century. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5124761.

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Naskrecki, Piotr. „The science of natural history“. In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.94360.

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Walker, Sara Imari. „The Natural History of Information“. In The 2020 Conference on Artificial Life. Cambridge, MA: MIT Press, 2020. http://dx.doi.org/10.1162/isal_a_00355.

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Schizas, Constantin. „Lumbar Spondylosis: Epidemiology, Pathogenesis, Natural History“. In eccElearning Postgraduate Diploma in Spine Surgery. eccElearning, 2017. http://dx.doi.org/10.28962/01.3.049.

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Pizones, Javier. „Idiopathic Scoliosis and Its Natural History“. In eccElearning Postgraduate Diploma in Spine Surgery. eccElearning, 2017. http://dx.doi.org/10.28962/01.3.086.

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Lovetskiy, Gennady, Viktor Kosushkin und Pavel Samylov. „Natural History Knowledge and Social Processes“. In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.314.

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Tamae Kakazu, Maximiliano A., und Aiman Tulaimat. „Natural History Of Obstructive Sleep Apnea“. In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a2232.

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Lipps, Jere H. „NATURAL HISTORY MUSEUMS CONFRONTING SCIENTIFIC ILLITERACY“. In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-286850.

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Berichte der Organisationen zum Thema "Didactics of natural history"

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Español, Darío. New perspectives for the Dissemination of medieval History: Re-enactment in southern Europe, a view from the perspective of Didactics. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/itma.2019.13.15.

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Korf, Bruce R. Natural History of Plexiform Neurofibromas in NF1. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2000. http://dx.doi.org/10.21236/ada395530.

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Korf, Bruce R. Natural History of Plexiform Neurofibromas in NF1. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2001. http://dx.doi.org/10.21236/ada400083.

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Slattery, William H., und III. Neurofibromatosis Type 2 (NF2) Natural History Consortium. Fort Belvoir, VA: Defense Technical Information Center, Januar 2003. http://dx.doi.org/10.21236/ada414115.

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Slattery, William H., und III. Neurofibromatosis Type 2 (NF2) Natural History Consortium. Fort Belvoir, VA: Defense Technical Information Center, Januar 2005. http://dx.doi.org/10.21236/ada434786.

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Korf, Bruce R. Natural History of Plexiform Neurofibromas in NF1. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2002. http://dx.doi.org/10.21236/ada412152.

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Slattery, William. Neurofibromatosis Type 2 (NF2) Natural History Consortium. Fort Belvoir, VA: Defense Technical Information Center, Januar 2004. http://dx.doi.org/10.21236/ada425862.

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Korf, Bruce R. Natural History of Plexiform Neurofibromas in NF1. Fort Belvoir, VA: Defense Technical Information Center, Oktober 1999. http://dx.doi.org/10.21236/ada391019.

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Korf, Bruce R. Natural History of Plexiform Neurofibromas in NF1. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2007. http://dx.doi.org/10.21236/ada475259.

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DeGraaf, Richard M., und Deborah D. Rudis. New England wildlife: Habitat, natural history, and distribution. Broomall, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experiment Station, 1986. http://dx.doi.org/10.2737/ne-gtr-108.

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