Dissertationen zum Thema „History of Science and Knowledge“
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Perinetti, Dario. „Hume, history and the science of human nature“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38509.
Der volle Inhalt der QuelleChapter 1 presents the historical background against which Hume elaborates his views of history's role in philosophy. Chapter 2 discusses and criticizes the individualist reading of Hume by showing that he had a satisfactory account of beliefs formed via human testimony. Chapter 3 presents a view of Hume on explanation that underscores his interest in practical and informal explanations as those of history. Chapter 4 provides a discussion of Hume's notion of historical experience in relation both to his theory of perception and to his project of a "science of man."
Staley, David John. „In whose image? : knowledge, social science and democracy in occupied Germany, 1943-1955 /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531364928.
Der volle Inhalt der QuelleFurlong, Claire Rosemary. „Bodies of knowledge : science, medicine and authority in popular periodicals, 1832-1850“. Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18117.
Der volle Inhalt der QuelleDuvall, Timothy Joesph 1966. „Becoming comfortable on unsteady ground: Knowledge, perspective, and the science of politics“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282333.
Der volle Inhalt der QuelleDuvall, Timothy Joseph. „Political science : quests for identity, constructions of knowledge /“. Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-03302010-020627/.
Der volle Inhalt der QuelleHsiung, Hansun. „Republic of Letters, Empire of Textbooks: Globalizing Western Knowledge, 1790-1895“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493605.
Der volle Inhalt der QuelleEast Asian Languages and Civilizations
PETROVICH, EUGENIO. „THE FABRIC OF KNOWLEDGE. TOWARDS A DOCUMENTAL HISTORY OF LATE ANALYTIC PHILOSOPHY“. Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/613334.
Der volle Inhalt der QuelleBaudry, Jerome. „The Order of Technological Knowledge. Crafting a New Language for Technology in France, 1750-1850“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467229.
Der volle Inhalt der QuelleHistory of Science
Bucher, Angie Marie. „A Survey of Instruments to Assess Teacher Content Knowledge in Science“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688657.
Der volle Inhalt der QuelleBelhachmi, Zakia. „Al-Sa'dawi's and Mernissi's feminist knowledge with/in the history, education and science of the Arab-Islamic culture“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52127.pdf.
Der volle Inhalt der QuelleKelly, Janet Arlene. „From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278865/.
Der volle Inhalt der QuelleMacauley, William. „Picturing knowledge : NASA's Pioneer plaque, Voyager record and the history of interstellar communication, 1957-1977“. Thesis, University of Manchester, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529240.
Der volle Inhalt der QuelleKorta, Jeremie Charles. „The Aesthetics of Discovery: Text, Image, and the Performance of Knowledge in the Early-Modern Book“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467521.
Der volle Inhalt der QuelleRomance Languages and Literatures
Nader-Esfahani, Sanam. „Knowledge and Representation through Baroque Eyes: Literature and Optics in France and Italy ca. 1600-1640“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493303.
Der volle Inhalt der QuelleRomance Languages and Literatures
Högberg, Sverker. „Differentiation of the history of ideas and delineation of the history of knowledge in Sweden 2015 - 2020“. Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193563.
Der volle Inhalt der QuelleI studien analyseras samspelet mellan idéhistoria och kunskapshistoria i Sverige 2015 - 2010. Undersökningen berör generella frågeställningar om hur forskningsfält och discipliner skapas och påverkar varandra. Medan idéhistoria funnits i Sverige i snart ett hundra år har kunskapshistoria etablerats i Sverige först under de senaste fem åren. Detta ämne har av sina företrädare förklarats vara ett nytt oberoende forskningsfält med långt gående ambitioner ambitioner som sträcker sig över disciplingränserna. Dessa uttalanden ifrågasattes av forskare inom idé- och vetenskapshistoria om vad som var nytt inom det nya forskningsfältet och på vems axlar detta stod på. Syftet med denna studie var att analysera hur forskare från de två forskningsfälten upplevt påverkan mellan dem. Forskningsfrågan var hur påverkan mellan idéhistoria och kunskapshistoria framgått och beskrivits i publikationer skrivna av svenska forskare inom ämnena under perioden. Materialet som använts var uppsatser, antologier, recensioner och institutionernas utbildningsmaterial från denna tid, huvudsakligen publicerade i svenska tidskrifter. Studien visade att bägge forskningsfälten breddat sig och visat ökad ambition att delta i det internationella vetenskapliga samtalet. Här fanns dock en gradskillnad mellan ämnena. En möjlig inlåsningseffekt av att använda sig av svenska som språk diskuteras som en konsekvens av den äldre svenska forskningstraditionen. Fler publikationer inom idéhistoria skrivs dock numera på engelska och färre på svenska medan kunskapshistoria redan från början haft ett utpräglat internationellt fokus. Betydelsen av institutionalisering och de förmåner detta medför understryks. Studiens resultat visar att påverkan mellan kunskapsfälten under den studerade perioden generellt var liten. Ett undantag har varit den ovan nämnda kritiken från forskare inom idé- och vetenskapshistoria mot de anspråk som framförts av företrädarna för kunskapshistoria på att nu presentera ett verkligt nytt forskningsfält. Enligt kritikerna har man därvid bortsett från den utveckling som skett inom närliggande områden under de senaste åren. Vikten av akademisk due diligence har lyfts fram som en viktig princip inom forskning.
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Bonnin, Thomas. „Knowledge and knowers of the past : a study in the philosophy of evolutionary biology“. Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34361.
Der volle Inhalt der QuelleSomerset, Richard. „Sciences : a selective study of forms of knowledge about the world“. Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267079.
Der volle Inhalt der QuelleJo, Sokhyo. „Topics on the History of Tibetan Astronomy With a Focus on Background Knowledge of Eclipse Calculations in the 18th Century“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493606.
Der volle Inhalt der QuelleInner Asian and Altaic Studies
Thorn, Louise Elizabeth. „Knowledge transfer in action : a study in the selection and interpretation of themes from history of science scholarship for museum exhibition“. Thesis, Imperial College London, 2010. http://hdl.handle.net/10044/1/11928.
Der volle Inhalt der QuelleKonovalov, Alexander. „Predicting Knowledge Base Revisions from Realtime Text Streams“. The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153200096922783.
Der volle Inhalt der QuelleYen, Hsiao-pei. „Constructing the Chinese: Paleoanthropology and Anthropology in the Chinese Frontier, 1920-1950“. Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10240.
Der volle Inhalt der QuelleHistory
Hall, James Robert. „Serpents of Empire : moral encounters in natural history, c.1780-1870“. Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/287635.
Der volle Inhalt der QuelleAli, Salari Gholam. „INTELLECTUAL CAPITAL OF DEMOCRATISATION IN IRAN:Reframing the Implications of Knowledge of History, Philosophy and Socio-political Science in the Prospect of Democratisation in Iran“. Thesis, Griffith University, 2013. http://hdl.handle.net/10072/384287.
Der volle Inhalt der QuelleThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Law School
Arts, Education and Law
Full Text
Hayes, Emily Jane Eleanor Rhydderch. „Geographical projections : lantern-slides and the making of geographical knowledge at the Royal Geographical Society c.1885-1924“. Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23096.
Der volle Inhalt der QuelleLevine, Ethan Czuy. „Studying Rape: The Production of Scientific Knowledge about Sexual Violence in the United States and Canada“. Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502951.
Der volle Inhalt der QuellePh.D.
In 1987, statistics transformed rape from a rare and personal concern into an epidemic in popular consciousness. Mary Koss and colleagues conducted victimization surveys with thousands of college women, 1 in 4 of whom reported completed or attempted rape. This finding received tremendous attention in the 1980s, and continues to influence activists and state officials. Notwithstanding the importance of this and other scientific facts, scholars have rarely explored the role of scientists in shaping perceptions of and responses to sexual violence. This project addresses that gap in the literature, via the following questions: (1) how have scientists conceptualized sexual violence among adults; and (2) what social mechanisms enable, constrain, and otherwise influence scientific research on sexual violence? Drawing on insights from feminist science studies, I approach sexual violence as an intra-active phenomenon, and regard objects of study (sexual violence) as inseparable from agencies of observation (research instruments, researchers). Data came from three sources: content analysis of journal abstracts (N=1,313), in-depth assessment of texts in different subfields (N=84), and interviews with researchers (N=31). Ultimately, I argue that sexual violence research has been dominated by psychological inquiries, as well as gendered assumptions regarding who is most capable of perpetrating and experiencing rape. Scientists have produced a tremendous body of knowledge regarding the individual-level causes, individual-level outcomes, and prevalence of men’s sexual aggression toward women. Systemic forces and sexual violence that deviates from this particular gendered pattern remain underexamined. I further argue that scientific research on sexual violence is shaped by a range of social mechanisms that are particular to fields associated with questions of social morality and social movements including feminism(s).
Temple University--Theses
Ray, Rabindra. „The Naxalites and their ideology : a study in the sociology of knowledge“. Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670404.
Der volle Inhalt der QuelleHanna, Bridget Corbett. „Toxic Relief: Science, Uncertainty, and Medicine after Bhopal“. Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11346.
Der volle Inhalt der QuelleAnthropology
Roberts, Jody Alan. „Instruments and Domains of Knowledge: The Case of Nuclear Magnetic Resonance Spectroscopy, 1956-1969“. Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42766.
Der volle Inhalt der QuelleMaster of Science
Berg, Mikael. „Historielärares ämnesförståelse : Centrala begrepp i historielärares förståelse av skolämnet historia“. Doctoral thesis, Högskolan Dalarna, Historia, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-15470.
Der volle Inhalt der QuelleVad är syftet med skolämnet historia och vad ska det innehålla? Det här är en doktorsavhandling där fokus sätts på lärares förståelse av skolämnet historia. Mer precist avgränsas syftet till att undersöka ämnesförståelsen hos nu verksamma historielärare. Särskild vikt läggs vid att identifiera centrala begrepp i lärarnas ämnesförståelse. Undersökningen bygger både på enkäter och intervjuer och tar sin utgångspunkt i fyra olika aspekter av historielärarnas ämnesförståelse som redovisas i separata studier. Den första aspekten är ämnesbiografisk och tar fasta på de faktorer lärarna menar har påverkat utvecklingen av deras ämnesförståelse. Den andra aspekten har sitt fokus på lärarnas förståelse av historieämnets övergripande syfte och innehåll. Den tredje aspekten handlar om hur lärarna tolkar inriktningen och innehållet i den nya ämnesplan som infördes i gymnasieskolan 2011. Den avslutande aspekten fokuserar på de ämnesredskap som blir synliga i de utsagor lärarna gör om innehållet i gymnasieskolans kurs Historia 1b.
Wilson, Peggy Coleman. „An assessment of health history, behavior and knowledge related to cardiovascular disease risk factors and health beliefs for African- American and white female pre-Health Science students /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485894957.
Der volle Inhalt der QuellePatel, Krishna D. „Knowledge, perception, and risk reducing behaviors among female college students with family history of osteoporosis“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1477915310965904.
Der volle Inhalt der QuelleEychenne, Bertrand. „Le Colegio Militar de Bogota (1848-1884). La mise en place d'un enseignement supérieur scientifique et technique après l'indépendance de la Colombie“. Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS176.
Der volle Inhalt der QuelleAs Colombia becomes emancipated from the Spanish Crown in 1819, it has to strengthen its independence and is thus faced with a number of obstacles which come in the way of a stable scientific and technical education. By taking into account this postcolonial context and by focusing on the Colegio Militar of Bogota, a school of civil and military engineering between 1848 and 1884, this study describes the process which led to the foundation of such teachings and follows its evolution during the second half of the 19th century. The influence of power proves to be constant at the time and brings out such specificities as its mixed education curriculum, military and civil, its quest for utility or the absence of a selection process. Furthermore, the study of its curriculum reveals how its institutional vision influenced by party ideology shows through the teachings. It also demonstrates the ability of the various players to alter, at their level, this curriculum and manages to establish the continuity of its history despite the heterogeneity of their actions. Similarly, the analysis of the scientific and technical notions conveyed by this curriculum illustrates how, by adapting to the context, the diffusion of knowledge comes with scientific production. The decentralization entailed by our study leads us to consider the issue of transfer of knowledge, by showing how the study of an educational institution allows to tackle these mechanisms in their complexity. These circulations will be considered on different levels, locally with the regulating function of the school in the educational field, within the South American continent and toward the main hubs of scientific production in Europe and North America. Finally, this study sheds some light on the constitution and emergence of a professional group in Colombia namely, civil engineers, which is tightly linked to that of science teachers. By following the trail of former students of the Colegio Militar, we become acquainted with the strategies they adopt to ensure that both their profession and the right to practise it is acknowledged
Miller, William J. „Citizens' Trust in European Union Institutions“. University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1276308801.
Der volle Inhalt der QuelleJacobson, David William. „A Comparison of the Effectiveness of Traditional U.S. History Instruction Versus U.S. History Instruction Integrated with Decision Training on Content Knowledge and Decision-Making Competence“. Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11539.
Der volle Inhalt der QuelleThe purpose of this study was to explore the effectiveness of training in decision-making on U.S. history content knowledge and on decision-making competence. All sophomores (
Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Paul Yovanoff, Member; Dr. Jean Stockard, Outside Member
Houghton, Caryn C. „Looking for pleasure or knowledge? Dissecting the narcissistic medical gaze of William Hunter (1718-1783)“. Thesis, California State University, Dominguez Hills, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1526311.
Der volle Inhalt der QuelleThe images of dissected pregnant women in William Hunter's atlas Anatomia Uteri Humani Gravidi published in 1774 were among the first realistic, highly detailed illustrations of fetal development and pregnant female physiology. Commissioned by Hunter, the images established scientific truth about female reproductive anatomy, a previously misunderstood field, and aided in the elevation of the work of male-midwives to that of respected obstetricians. The fetal image he presented, like a Lacanian mirror, also opened the door into the psyche of William Hunter. Driven by his passion for anatomical research, Hunter pursued the uncharted territories of female anatomy and fetal development in a narcissistic path of self-aggrandizement. The thesis herein compares Hunter's images to historical images to examine Hunter's unique and innovative qualities. Hunter's images demystify the Jungian maternal archetype and reflect his desire to create artful images. The ethical use of the human body in the arts is also discussed.
Bian, He. „Assembling the Cure: Materia Medica and the Culture of Healing in Late Imperial China“. Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11449.
Der volle Inhalt der QuelleHistory of Science
Schneider, Ulrich Johannes. „Wissensgeschichte, nicht Wissenschaftsgeschichte“. Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-149223.
Der volle Inhalt der QuelleSantos, Marígia Mádje Tertuliano dos. „Do impresso ao Google“. Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13312.
Der volle Inhalt der QuelleCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The ongoing transformations lead us to several questions. As stated by Beltran et al (2010), although studies on the relationship between science, art and technology have sought to understand and describe their nature, little has been done regarding the transmission of knowledge, as well as discussed about the media in which such knowledge are aired and its implications in the development of new scientific, technical and technological knowledge. This fact stresses the importance of seeking other sources for analysis in the history of science as expand the possibilities for a new look into the history of science and present it as an area of knowledge, with well-defined contours. Thus, one realizes that expands access to many works by digital means, but it is not clear that there is convergence between print and digital and that has solved the limitations in the production and distribution of knowledge, what justifies the proposal this work, which is to present the results of research conducted with students and teachers in a Private Institution of Higher Education, area of Exact Sciences, glimpsing the analysis of the use of Web 2.0 tools and services in the construction of knowledge
As transformações em curso nos levam a vários questionamentos. Como afirmam Beltran et al (2010), embora os estudos sobre a relação ciência, técnica e tecnologia tenham buscado compreender e descrever a sua natureza, pouco se tem feito a respeito da transmissão desses conhecimentos, bem como discutido acerca dos suportes nos quais tais conhecimentos são veiculados e suas implicações no desenvolvimento de novos conhecimentos científicos, técnicos e tecnológicos. Esse fato reitera a importância de se buscar outras fontes para análise em História da Ciência, pois ampliará as possibilidades para um novo olhar dentro da história da ciência e apresentá-la como área de conhecimento, com contornos bem definidos. Assim, percebe-se que se amplia o acesso às muitas obras, pelo meio digital, mas não se percebe que haja convergência entre o impresso e o digital e que se tenha sido resolvidas as limitações na produção e distribuição do conhecimento, o que justifica a proposta deste trabalho, que é apresentar os resultados de pesquisa realizada com alunos e professores de uma Instituição Privada de Ensino Superior, da área das Ciências Exatas, vislumbrando a análise do uso de ferramentas e serviços Web 2,0 na construção do conhecimento
Å, kerberg Sofia. „Knowledge and pleasure at Regent's Park : the gardens of the Zoological Society of London during the nineteenth century“. Doctoral thesis, Umeå universitet, Historiska studier, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-59811.
Der volle Inhalt der Quelledigitalisering@umu
Karlsson, Lennart. „Aristoteles och cyberspace : Kunskaper, färdigheter och insikter i hypertextens föränderliga värld“. Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7103.
Der volle Inhalt der QuelleIves, Christopher K. „Knowledge and strategy operational innovation and institutional failure, U.S. Army Special Forces in Vietnam 1961-1964 /“. Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101160767.
Der volle Inhalt der QuelleDocument formatted into pages; contains 294 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 Nov. 23.
Otaviani, Márcia Cristina. „Chrestomathia: arte e ciência para Jeremy Bentham“. Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13276.
Der volle Inhalt der QuelleCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Jeremy Bentham (1748-1832) was an English philosopher who lived during the eighteenth and nineteenth centuries, a period when major events occurred in the world, not only on philosophical grounds, but also in economic and apart from being entitled as the "founder" utilitarian school, and suggest new ideas about moral issues and legislation, Bentham also brought new perspectives and solutions to issues such as education. In the book named Chrestomathia, Bentham exposes your beliefs about how teaching should be done in a standard school, the School Chrestomathia as its name. The main function of the school would be to promote greater quantity and better quality of knowledge and, consequently, wellness for all involved. It is in this work that he presents he believed to be the more correct way to categorize and divide the different areas of knowledge. In this work we aim to show how the Tree of Knowledge that he proposed is built, showing the intimate connection with teaching, and also trying to analyze the ideas behind their proposals, as well as the criticism that the author makes to the current way of classifying the human knowledge
Jeremy Bentham (1748-1832) foi um filósofo inglês que viveu durante os séculos XVIII e XIX, em um período em que grandes acontecimentos ocorreram no mundo, não só no campo filosófico, mas também no econômico, e além de ser apresentado como o fundador da escola Utilitarista, e de sugerir novas idéias para assuntos sobre moral e legislação, Bentham buscou, também, trazer soluções e novas perspectivas para assuntos como educação. No livro Chrestomathia, Bentham expõe suas convicções sobre como o ensino deveria ser feito em uma escola padrão, a Chrestomathia School, conforme sua denominação. A principal função da escola seria a de promover a maior quantidade e melhor qualidade de conhecimento e, em conseqüência, de bem-estar para todos os envolvidos. É nessa obra que Bentham apresenta o que acreditava ser a maneira mais correta de categorizar e dividir as diferentes áreas do saber. Nesse trabalho de Doutorado procuraremos mostrar a maneira como está construída a Árvore do conhecimento de Bentham, proposta numa íntima ligação com o ensino, buscando analisar as idéias por trás de suas propostas, bem como as críticas que o autor faz à maneira vigente de classificar o conhecimento humano
Persson, Peter. „Elevmotivation utifrån ett historielärarperspektiv (Motivation of students from a History Teacher’s perspective)“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35144.
Der volle Inhalt der QuelleThe purpose of this interview study is to examine, by scientific method, how motivation should be created from the perspective of professional working teacher’s of history, and how this creating stands in relation to motivation theories. Seven teachers divided into two nine-year compulsory schools and one upper secondary school have been interviewed. The answers from the interviews have been adapted separately and then analysed from motivation theories. The result show that the teachers consider that the primary factors for creating motivation of students is the qualities that the role of a teacher has. These qualities are to being a good storyteller, being absorbed in the matter, have good subject knowledge and a power to touch students mind. Students in this age find oneself in different maturity level, which expressed as important factor for the possibilities and for methods used when creating motivation of students. No homogeneous answer was given for the question if the subject of history has unique factors for motivation. It was mention by one teacher that a strong interesting for war and armed conflicts could occur in some individuals; in the most cases these were boys.The teacher when teaching in history could use this, by using similar events from the history and by expanding these to a history relation.
Vogel, Robert Allan. „Richard Whately's theory of argument and its influence on the homiletic theory and practice of John Albert Broadus“. PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3665.
Der volle Inhalt der QuelleCrastes, Clément. „Les enseignants du supérieur et l'écoulement interne d'un fluide : modélisation et contextualisation dans différentes disciplines et filières de formation en France et aux Etats-Unis“. Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS401.
Der volle Inhalt der QuelleWater network, blood circulation, sap flow in a tree are three phenomena studied in different disciplinary fields but all linked with an internal fluid flow. Our work deals with the teaching of such phenomena in undergraduate courses at the university level. Our work is situated within the Nature of Science (NOS) research field and deals with modeling and teachers. We use Pedagogical Content Knowledge (PCK) as our theoretical framework in order to explore the knowledge teachers teach, particularly the strategies dimension. We analyze the structure of the models they introduce, and the empirical contexts and the modeling processes they propose. We also study the pedagogical contexts, especially the use of the history of science and the potential influence of the types of discipline and of training course on the practices. We use a methodology mixing qualitative and semi-quantitative analysis in this exploratory. We made 39 semi-structured interviews of Physics and biology teachers working in different training courses (generalist-engineering physics, technical physics and bio-medical) from 2 countries (France and the USA). We selected the 23 most structured interviews and we analyzed their responses using a grid that we created and refined. We tried to identify the institutional and personal dimensions of the teachers’ way of teaching by examining the similarities and differences among teachers’ families. We show that the ‘Biomedical’ family is homogene in terms of modeling and contextualizing contrary to the ‘generalist-engineering physics’ family and reveal no difference according to the country. We also show that authentic experiments and history of science are rarely introduced in teaching. Questioning teachers about unusual situations helped us to study their expertise
Spiegel, Rachel Hannah. „Drowning in Rising Seas: Navigating Multiple Knowledge Systems and Responding to Climate Change in the Maldives“. Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/76.
Der volle Inhalt der QuelleRusque, Dorothée. „Le dialogue des objets : fabrique et circulation des savoirs naturalistes : le cas des collections de Jean Hermann (1738-1800)“. Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG017.
Der volle Inhalt der QuelleFollowing the issues raised by the historic anthropology of the knowledge and the material turn, the thesis questions the cognitive dimension of the collections of natural history of Jean Hermann (1738-1800). From 1762, the naturalist created a rich cabinet composed of objects from the three kingdoms of nature. The cabinet was associated with two other forms of collections: a library and a botanical garden, which he managed as professor of botany of the university of medicine from 1783. All three forms of collections were used as his equipment for research and teaching. The investigation shall determine the role of objects in the production and the circulation of the naturalistic knowledge. Its objective is also to observe the social construction of a learned figure. The study points out the importance of the economy of exchange of objects in the constitution of collections and the role of the dialogue between objects - samples, books, images – in the visualization process. The visual device of the cabinet is at the core of the process of knowledge making. Collections contributed to the emergence of a public science; they were media of teaching and attracted numerous visitors
Allen, C. „On theory, knowledge and practice in housing and urban research : a phenomenology of conflict and reconciliation“. Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/7787/.
Der volle Inhalt der QuelleAndrews, Jean Marie Shady. „“So Here I Am:” An Eyewitness Account of the Beginning of the Wayne National Forest in Appalachian Ohio as told by Ora E Anderson“. Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1121272350.
Der volle Inhalt der QuelleMörschbächer, Melina. „A ciência e a política da ciência : pluralismo intelectual e diversidade profissional na ciência política norte-americana“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/184594.
Der volle Inhalt der QuelleAmerican Political Science has great relevance in its disciplinary area, considering the size of its community of researchers, the organization of its academic institutions and the impact of its studies. From its early days, it has established a tradition of research and debate on its own trajectory, which led to divergent understandings about its development: on the one hand, there are strong criticisms about the area and the professional organization in the United States of America in respect to the dogmatism expressed in its spaces of production and reproduction of knowledge; on the other hand, it is argued that there exists a plural science, where different research subcommunities coexist. To what extent, then, can one say that Political Science in the United States is dogmatic or plural? I understand that it is difficult for a disciplinary community to fall into one of these extremes, since the imposition of a single ideal of science would require significant consensus among its members. Thus, American Political Science is expected to be located within the continuum between these extremes, being more or less cohesive throughout its trajectory. My goal is to ascertain the position of Political Science in the United States in the debate of hierarchies of knowledge in science, focusing on its degrees of pluralism and diversity. It is a complex problem that displays different variables, spaces of expression and degrees of intensity. Therefore, I structure the research around two axes, namely: 1. intellectual production; and 2. professional representativeness. In both axes, various hierarchies that refer to predilections on themes, theories and methods; and the professional visibility of certain groups of researchers to the detriment of others, with a focus on the variables of gender, race and region operate. In this sense, I advance the thesis that US Political Science is structured by several manifestations of persistent inequalities in time, which are resistant to discourses of change. I examine how Political Science is done and what perspectives prevail in its spaces of production and reproduction of knowledge. In methodological terms, the analysis focuses on the American Political Science Association, resorting as empirical material to the speeches given by the presidents of the association, articles published in their journals and annual meetings, from 1990 to 2016. The approach draws on historical reconstruction, documentary analysis and typological classification of texts. From a theoretical standpoint, the thesis is based on the debates on hierarchies of the knowledge, recognizing the own scientific endeavour as an academic activity, but also political.