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.
Full textDaigle, Cheryl Perusse. "A Portfolio of Science and Nature Writing." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/DaigleCP2002.pdf.
Full textWALDHELM, 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.
Full textQue 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.
Reinfelder, M. "Marx on natural science." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356550.
Full textHelfgott, Michel, and Darrell Moore. "Introductory Calculus for the Natural Sciences." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1453880836.
Full texthttps://dc.etsu.edu/etsu_books/1059/thumbnail.jpg
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.
Full textArts, Faculty of
Philosophy, Department of
Graduate
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/.
Full textThis 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.
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.
Full textHuynh, 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.
Full textLarsson, 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.
Full textUniversity 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.
Nilsson, Fredrik. "A comparative analysis of word use in popular science and research articles in the natural sciences: A corpus linguistic investigation." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44626.
Full textWoods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.
Full textThis is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.
Khavina, I. V. "The role of natural sciences vocational training psychology." Thesis, ISMA University, 2016. http://repository.kpi.kharkov.ua/handle/KhPI-Press/23223.
Full textPhilpot, Cindy J. "Science Olympiad students' nature of science understandings." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03282007-213459/.
Full textTitle from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Olga Jarrett, Michael Dias, committee members. Electronic text (147 p. : ill.) : digital, PDF file. Description based on contents viewed Nov. 16, 2007. Includes bibliographical references (p. 131-143).
Philpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.
Full text"An analysis of grade 9 natural sciences textbooks for the nature of science." Thesis, 2015. http://hdl.handle.net/10210/14812.
Full textThis study is an analysis of Grade 9 Natural Sciences textbooks for their representation of the nature of science. The textbooks analysed are CAPS compliant and approved by the Department of Basic Education. Like any other modern education system in a democratic dispensation, the South African education system has undergone several curricular changes post- independence (1994). These changes have been due to, but not limited by, factors pertaining to political and economic reforms. Curricular revisions have spanned a period of almost 20 years, commencing with Curriculum 2005 (C2005) to the current revised Curriculum and Assessment Policy Statements (CAPS). Science curriculum documents subscribe to the tenets of the nature of science (Lederman, 2007). Bell (2008) suggests that science is best defined by its characteristics, otherwise known as the tenets of NOS. Eleven key aspects of NOS that are intricately related to the basic tenets of science derived by Lederman (2007) form the analytical framework used in this study. The aspects are: Empirical; Inferential; Creative; Theory-driven; Tentative; Myth of the scientific method; Scientific theories; Scientific laws; Social dimensions of science; Social and cultural embeddedness of science and Science vs. pseudoscience. These aspects further formed a detailed scoring rubric to record the extent to which NOS is represented in the units of analysis, which comprise complete paragraphs, activities, worked examples, figures with captions, tables with captions, charts with captions, and marginal comments of the sampled topics ...
Philander, Surainda Malicia Revonia. "The analysis of intermediate phase Natural Sciences workbooks in promoting the nature of science." Thesis, 2015. http://hdl.handle.net/10210/14815.
Full textThe nature of science (NOS) remains a problematic construct, which many science teachers do not address in their science teaching. This is owing to an uninformed understanding of the NOS by teachers, who therefore do not include NOS aspects in their science teaching. It is, however, imperative to introduce learners in the Intermediate Phase to NOS elements because it is during this phase that they formally learn science Although there is no specific definition of the NOS, there are guidelines in the framework provided by Chiappetta, Fillman and Sethna on the NOS elements that should be included in science textbooks. The NOS framework for science textbook analysis comprises four themes: Science as a body of knowledge, Science as a way of investigating, Science as a way of thinking and the Interaction among Science, Technology and Society. My study focuses on the analysis of workbooks in the Intermediate Phase Natural Sciences and Technology that were distributed by the South African Department of Basic Education during 2013. These workbooks were distributed as part of the implementation of the Curriculum and Assessment Policy Statements (CAPS) in the Intermediate Phase. The workbooks are a combination of textbook and writing book. These workbooks contain ample information about science concept knowledge and colourful illustrations of real life science phenomena. The NOS units of analysis as stipulated in the NOS framework by Chiappetta et al., were identified for the content analysis of science textbooks, in this case science workbooks. As part of the process of content analysis, a qualified science teacher and I analysed the identified pages in each of the six workbooks from Grades 4 to 6. The overall agreement of codes indicated that the NOS themes are substantially covered in the Natural Sciences workbooks, especially the theme Science as a way of investigating and Science as a body of knowledge. The NOS theme Science as a way of thinking receives more coverage than the NOS theme Interaction among Science, Technology and Society. The latter theme was poorly covered in the identified pages of analysis from the six different workbooks. It is suggested that future writing of science textbooks, especially in the Intermediate Phase, should cover all four NOS themes equally. This could assist Intermediate Phase learners in gaining an informed understanding of the nature of science in order to make educated decisions in the scientific enterprise as adults.
Wei, Chia-Ying, and 魏嘉瑩. "Two Sciences? Differences in Undergraduates’ Epistemological Beliefs about Natural Science and Social Science." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/68641032617206435168.
Full text國立清華大學
學習科學研究所
102
The main purpose of this research is to investigate undergraduates’ epistemological beliefs about natural science and social science. Most studies related to epistemological beliefs of science (EBS) lack of consideration from conceptual frameworks of philosophy of science. Besides, in previous studies, “science” usually means “natural science” but not refers to “social science”. Moreover, the relationships between learning motivation and EBS of Chinese students need to be explored further from the perspectives of culture and history. In order to investigate these issues, the present research contains three studies. In study 1, a scale of EBS based on concepts of philosophy of science was developed. The scale was composed of three epistemological beliefs: “rationality and objectivity”, “realism”, and “induction”. In study 2, the scale was adopted to measure 252 undergraduates’ epistemological beliefs about natural science and social science. Results of the 2 (majors of students: natural/social sciences) x 2 (areas of beliefs: natural/social science) MANOVA indicate that: (1) All three epistemological beliefs on natural science are higher than those on social science; (2) epistemological beliefs of “realism” and “induction” among students major in natural sciences are higher than those among students major in social sciences; (3) majors of students and areas of beliefs have interaction effects on beliefs of “rationality and objectivity” and “reality”. In study 3, the relationships among students’ belief of pragmatism, EBS and learning interest in natural and social science were explored. The results of structural equation model show that, for natural science, students’ EBS positively mediate the relationship between their belief of pragmatism and learning interest. However, for social science, students’ belief of pragmatism is negatively correlated with their learning interest. Furthermore, only the belief of “realism” is positively correlated with students’ learning interest in social science.
Austen, Karryn Lynda. "Natural Sciences teachers' conceptualisation of 'science and society' in South African curriculum documents." Thesis, 2018. https://hdl.handle.net/10539/25656.
Full textThe potential for South African science teachers to become powerful agents of transformation needs to be explored. Speaking of Fensham's (2002) term “educo-politics” Aikenhead (2010) argues that, "all science teachers are constantly engaged in ‘educo-politics'” (Aikenhead, 2010:615). In this study I attempted to uncover some of the socially critical aspects of science and society related themes. This study investigated how science and society themes outlined in the Natural Sciences Curriculum and Assessment Policy Statement (CAPS) (Department of Basic Education [DBE], 2011) are understood and valued by teachers. The study provides an account of how science teachers under the direction of the curriculum statement conceptualise the pedagogical use, and social value, of Specific Aim 3 in their regular teaching of Grade 9 Natural Sciences. The Science-Technology-Society- Environment (STSE) currents presented by Pedretti & Nazir (2011) provided a theoretical framework from which this inquiry was conducted and structured. This was a qualitative, small-scale study limited to 32 participants. The theoretical foundation of this study was influenced by the ideology and pedagogical frameworks which underpin science and society philosophies and movements in science education. An evaluation of the Natural Sciences CAPS (DBE, 2011) using such frameworks informed the development of the two research instruments used. A questionnaire was administered to 32 Grade 9 Natural Sciences teachers from government schools in the Johannesburg-West and Johannesburg-North districts in Gauteng. Three of the questionnaire participants were then interviewed using a semi-structured interview schedule. The participants varied in age, race demographics, distribution of home languages, professional qualifications and years of teaching experience. The schools where participants teach were varied in terms of demographics and available resources. The study found that participants did not communicate a clear understanding of the principles which form science and society in the Natural Sciences CAPS. Time constraints, deviation from science content and limited usefulness for science learning were commonly cited to justify limited science and society practices. Furthermore, participants regularly made statements which communicated their belief in the superiority of science in terms of its explanatory value. In this regard participants showed insensitivity to the cultural barriers students may experience when learning science. This study has contributed to our understanding of how South African science teachers conceptualise and use science as society themes as outlined in the Grade 9 Natural Sciences CAPS. The findings of this study confirmed that the effects and consequences of the prescriptive elements and nature of the Natural Sciences CAPS (DBE, 2011) need to be critically evaluated. Although curriculum reform in South Africa was intended to empower teachers in their decision-making about what and how to teach, over-reliance on work schedules and Learning Support Materials (LSMs) results in the constriction of teacher agency (Stoffels, 2008). Such tendencies were observed in this study and hence it is suggested that this aspect of teacher agency be explored in further research. KEY WORDS Science and Society Scientific literacy Humanistic science education Curriculum Teachers Science-Society-Technology Science-Society-Technology-Environment Socioscientific Issues
EM2018
Pinto, Eva Malta. "Policy-oriented research in invasion science." Master's thesis, 2021. https://hdl.handle.net/10216/137806.
Full textMiranda, Miguel Nicolau da Costa Ribeiro de. "Sources and Diagnostics for Attosecond Science." Tese, 2012. https://repositorio-aberto.up.pt/handle/10216/66279.
Full textSingh, Suresh Kamar. "Assessment in natural sciences." Thesis, 2009. http://hdl.handle.net/10210/2091.
Full textThis research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.
Miranda, Miguel Nicolau da Costa Ribeiro de. "Sources and Diagnostics for Attosecond Science." Doctoral thesis, 2012. https://repositorio-aberto.up.pt/handle/10216/66279.
Full textSilva, Joana Maria Ferreira da. "Science Communicators as Leaders of Change: a profile towards Social Innovation." Master's thesis, 2021. https://hdl.handle.net/10216/139167.
Full textKirsten, Fadeela. "Life sciences teachers' understanding of the nature of science within the context of teaching evolution." Thesis, 2013. http://hdl.handle.net/10413/11353.
Full textM. Ed. University of KwaZulu-Natal, Durban 2013.
Santos, Ana Isabel Ferreira Macedo dos. "Does Citizen Science Work? Evaluation of the Impacts on Knowledge, Awareness, and Changing Opinions." Dissertação, 2017. https://repositorio-aberto.up.pt/handle/10216/110576.
Full textChrystalbridge, Marianne Russell. "Stuck in science the natural scientist and non-objective ways of knowing nature /." 2004. http://etd.utk.edu/2004/ChrystalbridgeMarianne.pdf.
Full textTitle from title page screen (viewed Sept. 23, 2004). Thesis advisor: Lydia M. Pulsipher. Document formatted into pages (vii, 141 p.). Vita. Includes bibliographical references (p. 119-132).
Monteiro, Ercília Catarina de Vasconcelos. "Monitoring plant phenology between citizens and science: "Serralves em Flora", a case study from Portugal." Dissertação, 2015. https://repositorio-aberto.up.pt/handle/10216/80435.
Full textMoloto, Matlhodi Francina. "Analysis of representations of nature of Science and indigenous knowledge systems in South African Grade 9 Natural Science textbooks." Thesis, 2012. http://hdl.handle.net/10539/11952.
Full textPadayachee, Keshni. "A study on the analysis and use of life sciences textbooks for the nature of science." Thesis, 2013. http://hdl.handle.net/10210/8379.
Full textThe South African current school curriculum, namely the National Curriculum Statement, is underpinned by outcomes-based education. The subject Biology (in the Nated 550 curriculum) has been changed to “Life Sciences” and the learning outcomes for Life Sciences are representative of the four themes of the Nature of Science (NOS), namely, science as a body of knowledge, science as a way of investigating, science as a way of thinking, and the interaction of science technology and society. The many changes made from the previous curriculum that accompanied the new curriculum left many teachers reliant on textbooks to plan, guide and inform their teaching and learning activities in the classroom. My study is concerned with the representation of the NOS in Grade 10 South African Life Sciences classrooms. I have conducted my study in two phases. The purpose of Phase One was to analyse three Grade 10 Biology textbooks and three Grade 10 Life Sciences textbooks for the representation of the NOS. A qualitative content analysis methodology was used in the analysis of textbooks, and my study adopted a textbook analytical tool designed by Chiappetta, Sethna and Fillman (2004), using the four broad NOS themes of the mentioned above. The purpose of Phase Two of the study was to observe how teachers use Life Sciences textbooks in their teaching in order to infuse the NOS. A qualitative interpretive case study was the selected methodology for this part of the study. Three practicing Life Sciences teacher-participants were invited to an in-depth interview and a lesson observation each. The lesson observations and the interviews were audio-taped and transcribed. The open-coding method was used where the predetermined codes of the NOS were assigned to extracts of the transcriptions. Qualitative data analysis techniques based on the principles of Framework Analysis (Ritchi & Spencer, 1984) were used in Phase One and Phase Two of my study. There are five steps in Framework analysis, namely, (i) familiarization, (ii) identification of a thematic framework, (iii) indexing (open-coding method), (iv) charting, and (v) mapping and interpretation.
Lu, Chia-jung, and 呂佳駿. "Philosophy of Science of The Crisis of European Sciences and Transcendental Phenomenology：Edmund Husserl’s reflection on Mathematization of nature and Essence of science." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/fz9bf7.
Full textПасько, Ольга Олександрівна, and Olha Oleksandrivna Pasko. "Incorporating the Basics of Nanoscale Science and Technology in the Cycle of Natural and Mathematical Sciences of Secondary School." 2015. http://repository.sspu.sumy.ua/handle/123456789/1673.
Full textАвтором охарактеризовано стан викладання в загальноосвітніх навчальних закладах питань, пов'язаних з розвитком нанотехнологій. Обґрунтовано доцільність розробки і впровадження в навчальний процес основ нанотехнологій у формі елективних курсів. Розглянута проблема ефективного вивчення нанотехнологій у загальноосвітніх навчальних закладах, безпосередньо пов'язаного з досягнутим рівнем інформатизації та комп'ютеризації освіти.
Lekoloane, Selaelo Elizabeth. "Teaching expository writing in the natural sciences." Thesis, 2012. http://hdl.handle.net/10210/5973.
Full textThe teaching of writing skills applicable to the content subjects in the English second language classroom is a recent concern. The concern is raised by the emphasis which the communicative approach places on the integration of skills (Kilfoil and Van der Walt, 1997:263), which many teachers seem to ignore. This neglect is seen in the leaners' poor essays which they write both in the English second language classroom and in their content subjects. It should be emphasised that teaching writing skills does not only mean teaching learners how to write compositions and letters, as is usually done in the language classroom, but also implies teaching them how to write expository texts in other subjects. The focus of this research is a group of learners from historically black secondary schools in this Province who had failed matric several times and were admitted to various Colleges of Education in the Northern Province to be offered a Finishing Programme. These learners seem to be `underprepared' in as far as expository writing is concerned. Miller (1989:158) defines the concept of `underpreparedness' in educational terms as the gaps that the learners have in their knowledge which require help in filling in blank spaces. The finishing learners at the Colleges in the Province constitute a small group among thousands of matric pupils who are underprepared for matric.
Martins, Luís Filipe da Silva. "Applications of game theory and dynamics to social and biological sciences." Doctoral thesis, 2018. https://hdl.handle.net/10216/116222.
Full textMartins, Luís Filipe da Silva. "Applications of game theory and dynamics to social and biological sciences." Tese, 2018. https://hdl.handle.net/10216/116222.
Full textGoodin, Susanna Lee. "Locke's scepticism concerning natural science." Thesis, 1990. http://hdl.handle.net/1911/16345.
Full textChibaca, José Caiongo. "Development and Application of Laser Hologram Production Techniques for the Teaching of Physics and the Public Awareness of Science." Master's thesis, 2019. https://hdl.handle.net/10216/126602.
Full textSantos, Ana Isabel Ferreira Macedo dos. "Does Citizen Science Work? Evaluation of the Impacts on Knowledge, Awareness, and Changing Opinions." Master's thesis, 2017. https://repositorio-aberto.up.pt/handle/10216/110576.
Full textSantos, Ana Lúcia Martins dos. "Estudos de organogénese em Cyphomandra betacea (Cav.) Sendt." Dissertação, 2012. http://hdl.handle.net/10216/65468.
Full textAlmeida, Lígia Sofia Moreira Soares de. "Determinação do potencial efeito anti- ou pró-nocicetivo da amilina num modelo animal de dor neuropática." Dissertação, 2013. http://hdl.handle.net/10216/70050.
Full textPinto, Tânia Vanessa Oliveira. "Nano-sílicas fotocrómicas: preparação, caracterização e incorporação em substratos têxteis." Dissertação, 2012. http://hdl.handle.net/10216/74333.
Full textGaspar, André Manuel Teixeira da Rocha. "ePM Nutris Sistema para a gestão de dietas hospitalares." Dissertação, 2013. http://hdl.handle.net/10216/74741.
Full textAraújo, Mariana Paredinha. "Desenvolvimento de materiais eletrocrómicos e otimização de métodos de fabricação de dispositivos em estado sólido." Dissertação, 2012. http://hdl.handle.net/10216/73565.
Full textCabral, Gaspar. "Efeito da Aplicação de um Novo Produto Biológico na Densidade Populacional de Tetranychus urticae Em Roseiras Em Estufa." Dissertação, 2014. http://hdl.handle.net/10216/76891.
Full textPereira, José Tiago da Costa. "Diabetes-induced neuroinflammation and neurodegeneration in brain areas involved in pain processing: the role of glucagon-like peptide 1." Dissertação, 2014. http://hdl.handle.net/10216/77358.
Full textMoreira, João Pedro da Silva. "Functional characterization of immune cells present in the adipose tissue of mice infected with Neospora caninum." Dissertação, 2014. http://hdl.handle.net/10216/80516.
Full textQuintas, Andréia Verónica Correia. "Desenho e Avaliação da Estrutura Verde Urbana.Modelo de implementação para a promoção da qualidade de vida e valorização da paisagem urbana." Tese, 2013. http://hdl.handle.net/10216/78948.
Full textMonteiro, Ercília Catarina de Vasconcelos. "Monitoring plant phenology between citizens and science: "Serralves em Flora", a case study from Portugal." Master's thesis, 2015. https://repositorio-aberto.up.pt/handle/10216/80435.
Full textSantos, Henrique de Menezes de Almeida Pereira dos. "Evolução da paisagem rural do continente português no século XX." Doctoral thesis, 2015. https://repositorio-aberto.up.pt/handle/10216/80814.
Full textOlszewska, Agnieszka Anna. "Contemplative Values of Urban Parks and Gardens: Applying Neuroscience to Landscape Architecture." Doctoral thesis, 2016. https://repositorio-aberto.up.pt/handle/10216/85632.
Full text