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Academic literature on the topic 'Naturak Sciences'

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Published: 6 September 2023

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Journal articles on the topic "Naturak Sciences"

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Pandey, J. "Future scope and trends of natural chemistry." Pharmaceutics and Pharmacology Research 4, no. 1 (December 23, 2020): 01–03. http://dx.doi.org/10.31579/2693-7247/024.

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Green science is else called sustainable sciences. The structure is utilized of chemical compounds and techniques that diminish age of perilous i.e. hazardous compound substances. Green science applies corner to corner the life-cycle of a chemical compound, including its assembling, use, plan, and at last removal. Green science is extremely useful in avoidance of contamination at the atomic level, it gives creative scientific arrangements, and it lessens the negative effects of compound on human health and the environment. Green science's 12 standards (Prevent squander, Maximize particle economy, Plan less risky concoction amalgamation, Design more secure synthetic concoctions and items, Use more secure solvents what's more, response conditions and Increase vitality productivity and so on.). Green science assume significant job in pharmaceutical in creating innovatory medicate conveyance strategies which are not so much poisonous but rather more valuable, viable with least symptoms and could help a large number of patients.
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Marchal, Bruno. "Theoretical computer science and the natural sciences." Physics of Life Reviews 2, no. 4 (December 2005): 251–89. http://dx.doi.org/10.1016/j.plrev.2005.07.001.

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ДРОБІН, Андрій. "ОСВІТНЄ СЕРЕДОВИЩЕ «ПРИРОДНИЧИХ НАУК»: ТЕОРЕТИЧНИЙ АСПЕКТ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (2020): 50–59. http://dx.doi.org/10.31494/2412-9208-2020-1-2-50-59.

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У статті розглянуто проблему теоретико-методичних засад поняття освітнє середовище «Природничих наук». Зокрема проаналізовано підходи, висвітлені у дослідженнях провідних вітчизняних та зарубіжних науковців, змісту наукової категорії «освітнє середовище», яка розглядається через призму взаємопов'язаних елементів системи, що включає зовнішньо культурні та соціокультурні умови, предметно-просторове оточення, характер міжособистісної взаємодії та фактори навколишнього середовища. Встановлено, що поняття «освітнє середовище» має різні тлумачення, обумовлені підходами до визначення його змісту. Досліджено причини термінологічного різноманіття та варіативності поняття «освітнє середовище» у нормативних актах, науковій і педагогічній літературі та здійснено пояснення цього явища. Головним напрямом у статті є дослідження змісту поняття «освітнє середовище» в контексті запровадження експериментального інтегрованого курсу «Природничі науки» в закладах загальної середньої освіти та реалізації в ньому головного завдання освітньої галузі «Природознавство» – формування в здобувачів освіти природничо-наукової компетентності згідно з положеннями Державного стандарту базової та повної загальної середньої освіти. Запропоновано зміст та структуру освітнього середовища «Природничі науки» будувати на основі структурних елементів природничо-наукової компетентності та загальновизнаних наукових підходів до змісту наукової категорії «освітнє середовище». Структуру освітнього середовища «Природничих наук» у статті розглянуто через такі складники: інтегрований компетентнісний, який містить когнітивний, технологічний (діяльнісний), ціннісний та особистісний елементи; просторово-предметний та інформаційний. Структуру освітнього середовища «Природничих наук» представлено у вигляді схеми. Структуру освітнього середовища «Природничих наук» та її функціональність пов’язано зі сформульованими функціями, які воно має виконувати. Ефективність функціонування освітнього середовища «Природничих наук» пропоновано оцінювати за рівнем сформованості природничо-наукової компетентності здобувачів освіти як головної мети створення цього середовища. Ключові слова: освітнє середовище, навчальне середовище, «Природничі науки», освітнє середовище «Природничих наук», природничо-наукова компетентність, компетентність.
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Lane, Jan-Erik. "GLOBAL WARMING: Natural Science versus Social Sciences Issues." European Scientific Journal, ESJ 12, no. 29 (October 31, 2016): 451. http://dx.doi.org/10.19044/esj.2016.v12n29p451.

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It is true that climate change and its implications are given much more attention now, after the COP21 Agreement in Paris. There are almost weekly conferences about global warming and the debate is intense all over the globe. This is a positive, but one must point out the exclusive focus upon natural science and technological issues, which actually bypasses the thorny problems of international governance and the coordination of states. The social science aspects of global warming policy-making will be pointed out in this article. This is a problematic by itself that reduces the likelihood of successful implementation of the goals of the COP21 Agreement (Goal I, Goal II and Goal III in global decarbonistion).
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Zahariev, Dimcho. "Editorial Note: Natural Sciences - where Science meets Beauty." Acta Scientifica Naturalis 7, no. 1 (March 1, 2020): I—III. http://dx.doi.org/10.2478/asn-2020-0001.

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Fenstad, Jens Erik. "Relationships between the social and the natural sciences." European Review 3, no. 1 (January 1995): 61–71. http://dx.doi.org/10.1017/s1062798700001344.

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An integrated science and technology policy is both complex and urgent. We have gradually come to understand that the relationship between science and technology is not neat and linear: it is not a case of first some basic science; thereafter some design and development; and then products, profits and the end to unemployment! A comprehensive science and technology policy is not a matter which is internal to science and technology, it also lies within the domain of several of the social sciences. This article reflects, in some generality, upon the relationship between the social and natural sciences, and examines some of the differences and similarities in methods and models as used by the social and natural sciences.
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Sanches, Mário Antônio. "O diálogo entre teologia e ciências naturais." O Mundo da Saúde 31, no. 2 (June 6, 2007): 179–86. http://dx.doi.org/10.15343/0104-7809.200731.2.5.

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Schlagwein, Daniel. "Natural sciences, philosophy of science and the orientation of the social sciences." Journal of Information Technology 36, no. 1 (January 21, 2021): 85–89. http://dx.doi.org/10.1177/0268396220951203.

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Wicaksono, Anggit Grahito, and Ifa Hanifa Rahman. "PHILOSOPHY OF INTEGRATED NATURAL SCIENCE LEARNING." Jurnal Pena Sains 9, no. 2 (October 31, 2022): 28–35. http://dx.doi.org/10.21107/jps.v9i2.16778.

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Philosophically, natural sciences as a building of knowledge can study ontology (what you want to know), epistemology (how to acquire knowledge), and axiology (what is the value of knowledge). Natural Science as a building of science has properties that are closely related to natural objects. The problems that occur with natural objects are holistic. This holistic problem requires problem-solving from various disciplines, especially in the natural sciences. Based on the scope of the research above, this article aims to investigate integrated natural science learning in a philosophical review (ontology, epistemology, axiology). The qualitative method is applied in this study. Studies conducted to solve problems based on a critical and in-depth analysis of pertinent library materials are known as library research. Overviews of ontology, epistemology, and axiology state that integrated natural science learning, students are expected to be able to relate to other disciplines such as physics, astronomy, chemistry, geology, biology, technology, environment, and health and safety. This type of instruction uses natural science to present natural phenomena and events holistically and to develop students' problem-solving skills. The recommendation given is that teachers should tend to the interdisciplinary study of the natural sciences.
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Gare, Arran. "Natural Philosophy and the Sciences: Challenging Science’s Tunnel Vision." Philosophies 3, no. 4 (October 21, 2018): 33. http://dx.doi.org/10.3390/philosophies3040033.

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Prior to the nineteenth century, those who are now regarded as scientists were referred to as natural philosophers. With empiricism, science was claimed to be a superior form of knowledge to philosophy, and natural philosophy was marginalized. This claim for science was challenged by defenders of natural philosophy, and this debate has continued up to the present. The vast majority of mainstream scientists are comfortable in the belief that through applying the scientific method, knowledge will continue to accumulate, and that claims to knowledge outside science apart from practical affairs should not be taken seriously. This is referred to as scientism. It is incumbent on those who defend natural philosophy against scientism not only to expose the illusions and incoherence of scientism, but to show that natural philosophers can make justifiable claims to advancing knowledge. By focusing on a recent characterization and defense of natural philosophy along with a reconstruction of the history of natural philosophy, showing the nature and role of Schelling’s conception of dialectical thinking, I will attempt to identify natural philosophy as a coherent tradition of thought and defend it as something different from science and as essential to it, and essential to the broader culture and to civilization.
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Dissertations / Theses on the topic "Naturak Sciences"

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Castell, Paul Tristram Lutz. "Epistemic probability in science : the prospects for probabilism as an epistemology for the natural sciences." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240903.

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Daigle, Cheryl Perusse. "A Portfolio of Science and Nature Writing." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/DaigleCP2002.pdf.

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WALDHELM, MONICA DE CASSIA VIEIRA. "HOW HAVE LEARNED SCIENCES ON BASIC EDUCATION A PERSON THAT NOW PRODUCES SCIENCE?: THE IMPORTANCE OF SCIENCE TEACHERS ON THE ACADEMIC AND PROFESSIONAL TRAJECTORY OF RESEARCHERS ON NATURAL SCIENCES FIELD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11290@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Que tipo de professor de ciências da Educação Básica pode levar um aluno a querer ser um cientista? Como aprendeu Ciências na Educação Básica quem hoje produz Ciência? Para responder a estas questões, investigou-se em que medida e de que modo a prática de professores de Ciências da Educação Básica influenciou cientistas em sua opção profissional. Foram aplicados questionários e gravados relatos de cientistas da área de Ciências Naturais em atividade, a fim de identificar quais fatores consideram decisivos e marcantes em sua trajetória escolar como alunos de Ciências. Destes fatores, mereceram destaque aqueles relacionados ao papel dos seus professores de então, em sua opção profissional pela pesquisa científica. Através da evocação das lembranças desses cientistas, procurou-se detectar o papel representado por seus antigos professores de Ciências. Que características são atribuídas aos bons professores desta área? O que pensam os cientistas sobre formação de professores de ciências? Estes relatos trouxeram pistas que apontam como alguns dos entrevistados decidiram-se tornar cientistas na área de Ciências Naturais por causa de ou apesar de seus professores de Ciências, bem como a influência de outros fatores em sua opção de carreira. Espera-se assim, que este trabalho possa trazer novos subsídios ao campo de formação e prática de professores de Ciências.
What kind of science teacher of Basic Education would make a student wonders to be a scientist? How have learned science on Basic Education a person that now produces Science. To answer those questions, it was investigated how much and in which way the practice of science teachers of Basic Education had influenced scientists on their professional option. Questionnaires were applied and interviews with scientists currently working on Natural Sciences were taped with the purpose to identify which factors they considered decisive and remarkable on their school trajectory as science students. Any kind of influence of the teachers on the professional option of the scientists was highlighted. The evocation of the memories of these scientists was done trying to detect the importance of their science teachers. Which are the characteristics that make them good teachers on the field? What scientists think about the formation of science teachers? These reports gave clues hinting how some of the interviewees had decided to be scientists on the Natural Sciences field because of or in spite of their science teachers, as well as the influence of other factors in their career option. One expects thus, that this work can bring new subsidies to the field of formation and practices of Science teachers.
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Reinfelder, M. "Marx on natural science." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356550.

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Helfgott, Michel, and Darrell Moore. "Introductory Calculus for the Natural Sciences." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1453880836.

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This textbook is intended for first-year college students in biology, chemistry, or physics. Its most distinctive feature is the central role played by applications to the natural sciences. Considering that nowadays students have access to graphing calculators that can solve complicated integrals, little or no space has been devoted in the book to integrals that require subtle changes of variables. Rather, we choose to concentrate on the basic techniques of integration and stress the solution of applied problems, especially those that use real data. We envision a calculus course where students not only learn to calculate derivatives or solve integrals, but are also able to discuss the validity of a model and estimate parameters.
https://dc.etsu.edu/etsu_books/1059/thumbnail.jpg
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Inkpen, S. Andrew. "Denaturing nature : philosophical and historical reflections on the artificial-natural distinction in the life sciences." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50020.

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The philosopher Georges Canguilhem observed that the “physician’s thought and activity are incomprehensible without the concepts of the normal and the pathological.” I argue similarly regarding the biologist, only it is “the artificial” and “the natural” that are indispensable. Whether it is their objects of study, the methods used to investigate those objects, or even fellow researchers, biologists have habitually classified aspects of their discipline in a way that reflects the artificial-natural distinction. Why this way of classifying? What purpose does it serve? What principles guide its application? With what repercussions? Tracing the transformation of these concepts through a series of historical episodes, I explore the reasons why biologists use this distinction and how it has influenced the practices and directions of certain biological fields—specifically evolutionary biology and ecology. The argument of this dissertation is that in biology decisions concerning the choice and evaluation of experimental and evidential practices, objects of study, and even assessments of scientific personas betray the artificial-natural distinction. Invocations of this distinction, like the normal-pathological, code normative contentions about proper biological practice. “The natural,” I argue, often functions as an epistemic authority. The methodology I employ in this dissertation is conceptual and historical. The arguments marshalled are supported by conceptual-philosophical analysis, close readings of primary texts, and archival work. In the end I aim to problematize a set of widely invoked, but heterogeneously used, biological concepts. My arguments undermine a commonplace view according to which the collapse of the artificial-natural distinction is a prerequisite for contemporary science. This distinction is not, I argue, an outdated, pernicious relic; it has continued to exert a significant influence on scientific practice, and should not be ignored.
Arts, Faculty of
Philosophy, Department of
Graduate
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Galé, Pedro Fernandes. "Em torno do olhar: a formação do método morfológico de Goethe." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-02022010-172509/.

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Nosso estudo busca apresentar as etapas da formação do método morfológico de Goethe: do nascimento de sua empreitada em relação às ciências naturais, ainda ligado ao signo de Espinosa, até a tentativa de formação de um método que se pretendesse objetivo. Dada a sua intenção de estudar as formas e as formações do mundo orgânico o poeta se viu confrontado com as etapas de desenvolvimento do olhar, para depois lançar-se numa investigação acerca do espírito, devido à distância existente entre nós e os fenômenos. Da viagem à Itália, onde Goethe aprendeu a respeitar as formas da natureza de uma maneira despojada da ligação afetiva da subjetividade, até seus últimos anos, Goethe nunca abandonou a intenção de abordar os seres vivos, mas o processo de formação do método morfológico se formulou como um organismo que gera sempre novas formas de se buscar conhecer a natureza como algo que, como ele mesmo descreveu, ela é vida e desenvolvimento desde um centro desconhecido até uma desconhecível periferia. Neste caminho intentou uma abordagem simbólica da natureza e de suas formas: como a natureza não é algo que possamos evocar como um mundo secreto que se apresente imediatamente nas nossas representações, temos de encontrar o caminho de abordagem dos entes particulares ligados ao universal e como ponto de contração do caminho morfológico.Este não é um método acabado; trata-se, antes, de um método que se encontra em perpétuo fazer.
This study aims to present the steps of Goethes Morphological method, from its birth in relation to the natural sciences, still linked with the sign of Spinoza, to the trial of forming an objective method. As his intention was to study the forms and the formation in the organic world, the poet has found himself in confrontation with the stages of the development from seeing, and afterwards in an investigation of the spirit in terms of the distance that exists between us and the phenomenon. From the Italian journey, when Goethe learned to respect the forms in its nature without linking them with the subjectivity, to his last years of life, Goethe never gave up the intention of an approach to the natural beings. But this process was formulated as an organism, searching new forms to try to know the nature as something as he described, that acts it is life and development from an unknown center to an unknowledgeable boundary. In this way he tried to figure out an attempt to a symbolic knowledge of the world of nature and its forms, as nature is not a thing that we can evoke as an open secret, or as a thing that presents itself directly in our forms of representing. We need to find a way that attempts to these particularities and this is the concentrating point of the goethean´s morphological way. As can be seen, it is not a made method, instead, it is a method in perpetual making.
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Pike, Angela Gay. "Why Not Science? A study of the low uptake of the natural sciences at post-16 education in England." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487091.

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This study addresses the pro~ess of choice which young people go through at the age of 16, when making their educational choices beyond compulsory education. The issue of the supply of scientists into the workplace and higher education continues to be of concern to governments and educationalists alike. In recent years, some universities in England have been forced to close their physical science departments. Inthe academic year of 200212003 I listened to student voices through 49 individual student interviews supported by focus group and staff interviews. These were the young people who had recently undergone this choice process. Through these interviews I explored how the students' pedagogical experiences had impinged on their learner identities and consequently on their post-16 choices. Choice, for these young people, was taking place within the context of educational change. The 14-19 curriculum was under review with several interventions being put in place. One of the major interventions, to affect the students, was the introduction of Curriculum 2000 into further education colleges. The final outcome of the 14-19 review was published in a Government White Paper in 2005. There were also changes being considered to the Key Stage 4 Science National Curriculum. Choice at the age of 16 is the first major choice that young people have. In the literature review I have explored the concept of choice within the English educational system for parents as well as the pupils or students. This provides the context of choice within which the analysis can take place. The students' narratives contained two distinct strands. Firstly they looked back to their previous experiences and secondly they looked forward to notions of their future pathways. When looking back their choices were very much bound up with their learner identities, which had been constructed through their pedagogical expenences m secondary education. As a framework for the analysis of this theme of the students' narratives I have utilised the work of educational theorists in the area of pedagogy and identity construction, theorists such as Basil Bern~tein, PauJ Dowling and Etienne Wenger, amongst others. I have explored how the pedagogies of different subjects, in particular the natural sciences, have impinged on their identity construction. Within the pedagogical experiences of the students there emerged a dominant discourse creating a hierarchy of difficulty amongst different subjects, placing the natural sciences and mathematics as the most difficult. This differentiation between subjects is also to be seen within the official documentation surrounding science education. The aspect of the difficulty of the natural sciences became an important feature of the students' narratives impinging on both identity construction and post-16 choice. When looking forward to their educational or occupational careers the students were taking account of the recent changes in post-16 education, the demands of university entrance requirements and the need to remain flexible for today's workforce. I have explored how these changes have affected the choice of the natural sciences. A typical biographical pathway for the young people of today has become extended in length as they tend to take longer before making final decisions on their career options. When reflecting on the stories the students told, I assess how the recent changes to the science curriculum might address the issues raised. I also reflect on the study as a whole and look to possible ways forward.
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Huynh, Huu Tri. "Factors affecting choice of major in science in the University of Natural Sciences in Ho Chi Minh City-Vietnam." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ51363.pdf.

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Larsson, Malin. "Laboratory Chemistry in Natural Science." Thesis, Kristianstad University College, Department of Teacher Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3988.

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University level laboratory work is reformulated to fit into the chemistry and

natural science education in the upper secondary school of Sweden. This thesis

describes how this reformulation is performed both from the chemical and the

didactic point of view. The resulting laboratory manual has been tested by students

in the target group with positive response. Interest lay in how to present

laboratory experiments far different from what they usually did and how it actually

connected to their studies in natural science. How much did attitudes and

self-efficacy influence the implementation of the laboratory work and how did

the students collaborate? The author designed the laboratory work, observed an

implementation of parts of the laboratory work through laboratory lessons in a

school class and made a follow-up interview with the teacher.

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Books on the topic "Naturak Sciences"

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1952-, Petcher Donald N., ed. Science and grace: Gods reign in the natural sciences. Wheaton, Ill: Crossway Books, 2006.

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1945-, Ratzsch Delvin Lee, ed. Science & its limits: The natural sciences in Christian perspective. 2nd ed. Downers Grove, Ill: InterVarsity Press, 2000.

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Margolis, Joseph. Science without unity: Reconciling the human and natural sciences. Oxford, OX, UK: Blackwell, 1987.

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1946-, Selin Helaine, and Narasimha Roddam, eds. Encyclopaedia of classical Indian sciences: Natural science, technology, medicine. Hyderabad: Universities Press, 2007.

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Philosophy of science: The natural sciences in Christian perspective. Downers Grove, Ill., U.S.A: InterVarsity Press, 1986.

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M, Knight David, and Eddy Matthew 1972-, eds. Science and beliefs: From natural philosophy to natural science, 1700-1900. Burlington, VT: Ashgate, 2005.

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Canada. Human Resources Development Canada., ed. Natural & applied sciences. Ottawa-Hull: Human Resources Development, 1993.

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David, Callihan, ed. CLEP natural sciences. Piscataway, New Jersey: Research & Education Association, 2013.

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Visionlearning, ed. Natural science. 5th ed. [Dubuque, IA]: Kendall Hunt, 2009.

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Kant, Immanuel. Natural science. Cambridge: Cambridge University Press, 2012.

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Book chapters on the topic "Naturak Sciences"

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Frigerio, Didone, Anett Richter, Esra Per, Baiba Pruse, and Katrin Vohland. "Citizen Science in the Natural Sciences." In The Science of Citizen Science, 79–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_5.

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AbstractThe natural sciences include the life and physical sciences and study nature through observing and understanding phenomena, testing hypotheses, and performing experiments. Key principles such as reliability, validity, objectivity, and predictability are achieved through transparent assumptions, methods, data, and interpretations as well as multidisciplinarity.In this chapter we present insights into the genesis of citizen science in the natural sciences and reflect on the intellectual history of the natural sciences in relation to citizen science today. Further, we consider the current scientific approaches and achievements of natural science projects, which are applying citizen science to address empirical and/or theoretical research, focusing on monitoring programmes. Presenting examples and case studies, we focus on the key characteristics of the scientific inquiries being investigated in the natural sciences through citizen science. Finally, we discuss the consequences of engagement in scientific processes in relation to the future of natural scientists in a complex world.
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Russell, Robert John. "Natural Sciences." In The Blackwell Companion to Christian Spirituality, 325–44. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996713.ch20.

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Danielsson, Kristina, and Staffan Selander. "Natural Sciences." In Multimodal Texts in Disciplinary Education, 67–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_7.

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Bailey, John. "Natural Sciences." In Inventive Geniuses Who Changed the World, 153–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81381-9_7.

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Lennon, Kathleen. "Natural sciences." In A Companion to Feminist Philosophy, 185–93. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405164498.ch18.

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Kern, Emily, and Michael J. Barany. "Natural Sciences." In The Interwar World, 442–58. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003105992-30.

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Wallis, Graham P. "Natura Fecit Saltum: Punctuationalism Pervades the Natural Sciences." In Origin and Evolution of Biodiversity, 341–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95954-2_19.

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Schwindt, Jan-Markus. "Natural Science." In Universe Without Things, 45–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-662-65426-2_4.

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Martin, Thierry. "Human Sciences and Natural Sciences." In The Future of Sociology, 69–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003193517-7.

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Schmiermund, Torsten. "The Natural Sciences." In The Chemistry Knowledge for Firefighters, 3–7. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-662-64423-2_1.

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Conference papers on the topic "Naturak Sciences"

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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.
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Horva´th, Imre, and Jozˇe Duhovnik. "Towards a Better Understanding of the Methodological Characteristics of Engineering Design Research." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85715.

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The goal of this paper is to interpret the methodological characteristics of design research. Design science is in a specific epistemic relationship with natural, formal, human, social, and applied sciences. Although design science explores and generates knowledge on its own, these sciences are the major sources of design knowledge. Therefore, design research shares many characteristics with the source sciences, but it also has its own features. First, the platform of reasoning of the study is clarified. Afterwards, the various underpinning philosophical assumptions, and the nature of research conducted in the source sciences and in design science are analyzed. It has been found that the distinguishing characteristics of design research are that it is view-dependent, largely purpose-driven, usually done with a compound focus, normatively instrumental, and strongly influenced by participatory approaches.
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Nodzyńska, Małgorzata. "INFLUENCE OF PIAGET'S THEORY ON CONVINCING EXPERTS ABOUT THE DIFFICULTIES IN THE UNDERSTANDING OF SCIENTIFIC TERMS BY CHILDREN." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.153.

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In formal education, the teaching of natural sciences begins when children are about 12 years old. Teachers justify this with the difficulty and abstraction of concepts in these sciences, and they refer to the theory of child development by Piaget. However, numerous examples from everyday life, from non-formal education, analysis of the difficulties of individual terms as well as research in the field of mathematics and didactics of chemistry show that it is possible to teach natural science at lower stages of education. Keywords: Piaget’s theory, teaching of natural science, formal education.
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Oleynikov, Yu. "SOCIETIES AND CIVILIZATIONS: PRIORITIES OF MODERN RESEARCH." In Man and Nature: Priorities of Modern Research in the Area of Interaction of Nature and Society. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2580.s-n_history_2021_44/18-26.

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Despite of unprecedented level of financing and IT support, the world science didn’t demonstrate meaningful fundamental achievements in study of the ecologic problems of interaction between nature and society and the socio-natural history within the recent 50 years. Social and ideology causes of conceptual infertility of social ecology and of social sciences as a whole are analyzed, such infertility rooted in absence of conditions for creative research into problems of profound social-economic transformation of the society and for search of real paths of development of the social form of being of humans and of the whole of planet’s socio-natural Universum. Ideological engagement of contemporary scholars and their leaning towards the “end of history” and “sustainable development” concepts as a justification of eternal and qualitative stability of liberal capitalism are the reasons of this situation in philosophy and in distinct natural and social sciences. Narrow specialization of scholars, poor knowledge of theoretical heritage accumulated in various countries are of considerable importance as well, these drawbacks not allowing for synthesis of data obtained in particular fields of science to lead to development of fundamental understanding about being of contemporary socio-natural whole.
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Sablić, Marija, Ana Mirosavljević, and Irena Labak. "Students’ Motivation in Natural Science Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.50.

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The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.
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PROSPERI, G. M. "NATURAL SCIENCES AND HUMAN SCIENCES." In Proceedings of the Annual Meeting of the International Academy of the Philosophy of Science. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799593_0008.

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Jeschke, Sabina, Nina Dahlmann, Olivier Pfeiffer, Christian Schroder, and Leticia Wilke. "Challenge diversity: New curricula in Natural Sciences, Computer Science and Engineering." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418008.

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Taşer, Seyit. "SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.

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Ramaila, Sam. "PROMOTING SELF-REGULATED LEARNING IN NATURAL SCIENCES TEACHING THROUGH TECHNOLOGY INTEGRATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end081.

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"The advent of the Fourth Industrial Revolution presents enormous opportunities for teachers to embrace digital transformation. The adoption of innovative pedagogical strategies is central to coherent development of scientific literacy in science classrooms. Coherent development of scientific literacy in science classrooms requires teachers as key agents of educational change to embrace pedagogic innovation. This study examined the role of technology integration as a sustainable means to promote self-regulated learning in Natural Sciences teaching in South African township schools. The study adopted a mixed-method approach as part of exploratory descriptive survey design and involved purposively selected teachers from South African township schools as participants. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that technology integration plays a pivotal role in the promotion of self-regulated learning in Natural Sciences teaching. Theoretical implications for technology-enhanced learning are discussed."
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Msipha, Mzwakhe, and Lydia Mavuru. "THE IMPACT OF SCIENTIFIC LANGUAGE ON THE TEACHING AND LEARNING OF GRADE 7 NATURAL SCIENCES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end119.

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"Questions have been asked about whether science is more special than any other subject in being less culture bound, and less subject to the usual differences between languages. At so many angles scientific language has been viewed as difficult because of its academic, authoritative and impersonal nature which makes it difficult for both teachers and learners to understand. This is an unfortunate reality because learners ought to develop a strong foundational understanding of scientific concepts in order to comprehend scientific knowledge and processes. Previous studies have shown how language acts as a possible barrier to scientific concept formation. Consequently, the current paper reports on a study to determine how the nature of scientific language impact on the teaching of grade 7 Natural Sciences. Guided by the socio-cultural theory as a framework the study adopted a qualitative case-study research approach. From two different schools in Johannesburg, four Natural Sciences teachers and their grade 7 Natural Sciences learners were purposefully selected to participate in the study. Each teacher was observed twice while teaching Natural Sciences to grade 7 learners and the observations were captured using Reformed Teaching Observation Protocol (RTOP). Each lesson observation was followed by semi-structured interviews to accord the teachers an opportunity to explain some of the episodes observed in the lessons. Data collected was subjected to constant comparative analysis. The results showed that both teachers and learners struggled with writing, pronouncing and spelling scientific terminologies regardless of their proficiency in the language of teaching and learning. The teachers indicated that their learners failed to understand the scientific concepts and processes when they explain to them in English. The lack of fluency in English reduced the participation of learners during the teaching and learning process particularly where teachers had zero tolerance for learners’ use of home languages to answer questions. What came out strongly from the lesson observations was that whether learners were first or second English language speakers, the teachers’ abilities to scaffold learning was essential to ensure science concepts were comprehensible to the learners. Concepts were more accessible to the learners in classrooms where the teachers utilised different ICT tools which lowered the impact of scientific language. The findings have implications for both pre-service and in-service teacher professional development programmes to equip teachers with the knowledge and skills for making science more comprehensible to the learners."
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Reports on the topic "Naturak Sciences"

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Mouton, Johann, Rodrigo Costas, and Jonathan Dudek. Lessons learnt from a bibliometric study of DAAD scholarship holders. Deutscher Akademischer Austauschdienst (DAAD), March 2023. http://dx.doi.org/10.46685/daadstudien.2023.04.

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In this bibliometric analysis, the authors investigate the feasibility of collecting publications by DAAD-funded researchers and they explore insights into publication patterns that can be gathered from the outputs. While it was possible to extract a considerable set of publications, this process revealed the cruciality of unique author and publication identifiers. Regarding the affiliations of the funded researchers, an increase in connections with Germany can be observed around the funding period, with a large share continuing beyond the funding period. At the same time, German collaborators also establish additional links with sending countries as well. Finally, the DAAD funding can be linked to researchers and their work from a diverse set of countries, and various fields of science, although with a strong orientation towards the biomedical and health sciences and other natural sciences.
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Mowrer, H. Todd, Raymond L. Czaplewski, and R. H. Hamre. Spatial accuracy assessment in natural resources and environmental sciences: Second International Symposium. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Forest and Range Experiment Station, 1996. http://dx.doi.org/10.2737/rm-gtr-277.

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Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, June 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.
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Guggenberger, Thomas. Evaluations at the University of Natural Resources and Applied Life Sciences Vienna (BOKU). BOKU - Universität für Bodenkultur Wien, October 2006. http://dx.doi.org/10.22163/fteval.2006.180.

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Buichik, A. G. ACHIEVEMENTS IN THE FIELD OF NATURAL SCIENCES IN THE PRESERVATION OF CULTURAL HERITAGE. Modern Science: Actual Problems of Theory and Practice №3, March 2019. http://dx.doi.org/10.18411/buichik-ag-doi-5.

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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), February 1995. http://dx.doi.org/10.2172/34371.

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Looney, B., T. TOM O. EARLY, T. TYLER GILMORE, F. FRANCIS H. CHAPELLE, N. NORMAN H. CUTSHALL, J. JEFF ROSS, M. MARK ANKENY, et al. ADVANCING THE SCIENCE OF NATURAL AND ENHANCED ATTENUATION FOR CHLORINATED SOLVENTS. Office of Scientific and Technical Information (OSTI), December 2006. http://dx.doi.org/10.2172/897537.

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B. Bodvarsson and Y. Tsang. OFFICE OF SCIENCE AND TECHNOLOGY AND INTERNATIONAL, NATURAL BARRIERS THRUST OVERVIEW. Office of Scientific and Technical Information (OSTI), February 2006. http://dx.doi.org/10.2172/884900.

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Ghoneim, Karem. Insight into the Contemporary Interpretation of Qur'anic Ayat of Natural Sciences: Discussion and Debate. Academic Journal of Scientific Miracles, May 2016. http://dx.doi.org/10.19138/miracles.37.4.

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Chang, Michael Alan, Alejandra Magana, Bedrich Benes, Dominic Kao, and Judith Fusco. Driving Interdisciplinary Collaboration through Adapted Conjecture Mapping: A Case Study with the PECAS Mediator. Digital Promise, May 2022. http://dx.doi.org/10.51388/20.500.12265/156.

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In this report, we demonstrate how an interdisciplinary team of computer science and learning sciences researchers utilize an adapted conjecture mapping tool during a collaborative problem-solving session. The session is documented through an edited “Dialogue” format, which captures the process of conjecture map construction and subsequent reflection. We find that creating the conjecture map collaboratively surfaces a key tension: while learning sciences theory often highlights the nuanced and complex relational nature of learning, even the most cutting-edge computing techniques struggle to discern these nuances. Articulating this tension proved to be highly generative, enabling the researchers to discuss how considering impacted community members as a critical “part of the solution” may lead to a socio-technical tool which supports desired learning outcomes, despite limitations in learning theory and technical capability. Ultimately, the process of developing the conjecture map directed researchers towards a precise discussion about how they would need to engage impacted community members (e.g., teachers) in a co-design process.
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