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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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Sutadji, Eddy, Herawati Susilo, Aji Prasetya Wibawa, Nidal A. M. Jabari, and Syaiful Nur Rohmad. "Authentic Assessment Implementation in Natural and Social Science." Education Sciences 11, no. 9 (September 13, 2021): 534. http://dx.doi.org/10.3390/educsci11090534.
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Assessment methods are important to create qualified graduates who are ready to face the real world. Authentic assessment is considered to be the most effective method to achieve this. The application of authentic assessment is often universal. However, there is a difference between natural sciences and social sciences. If it is used for different scientific constructions, then the authentic assessment should also be different. Therefore, there is a need for authentic implementation research in these two fields of science. This research is survey research with quantitative descriptive method. This study focuses on the analysis of differences in implementation of the assessment carried out, assignment techniques, assessment components, and post-assessment at the State University of Malang in two different fields of science, namely natural sciences and social sciences. The population in this study was 1069 lecturers represented by 270 sample lecturers. There are 106 (39.26%) samples of lecturers representing 388 (36.3%) lecturer populations from 2 natural fields and 164 (60.74%) samples representing 681 (63.7%) lecturer populations from 6 social fields. The analysis is carried out by comparing the results of each aspect of the assessment implementation in the two fields. Almost all aspects of authentic assessment between the natural and social sciences had no difference. The only differences were in the assessment form and individual assignment techniques that were performed. Social science conducted non-test assessment only higher than the natural science. Measured tests were primarily used in the natural science using Higher-Order Thinking Skills questions. Performance test was mostly conducted in social science.
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Rogozhnikova, Varvara. "Economics and Natural Science: Prospects for Interaction." Moscow University Economics Bulletin, no. 6-2018 (December 30, 2018): 40–58. http://dx.doi.org/10.38050/01300105201863.
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Modern economic science studies the behavior of an individual making choice in conditions of limited resources, and seeking to satisfy his own interests as a result of this choice. Economics is a social science as it studies the behavior of an individual which involves the interests of other people and communities. Economics is close to natural sciences as it considers the behavior of an individual in a material world of limited resources. Besides, a human being may be considered as a material system in which there are certain biological processes influencing its behavior. The question of how fully can economics use methodological assumptions of natural sciences, is sharply debatable. The author's position is that the cooperation between economics and natural sciences has both objective grounds and objective problems. In any case, economics is not a natural science, and the natural sciences shouldn't have a priority in this dialogue. It is only a new stage in self-reflection of different sciences. The importance of this research is defined by the need of studying the scientific status of economics and the prospects of its development in terms of the subject and methodology.
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Shishkin, M. A. "Science and Ethics (From the Perspective of Natural Sciences)." MGIMO Review of International Relations, no. 3(42) (June 28, 2015): 260–63. http://dx.doi.org/10.24833/2071-8160-2015-3-42-260-263.
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Collin, Finn, and Joseph Margolis. "Science without Unity: Reconciling the Human and Natural Sciences." Philosophy and Phenomenological Research 50, no. 2 (December 1989): 425. http://dx.doi.org/10.2307/2107968.
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Punina, K. A. "POLITICAL AND NATURAL SCIENCES: TRANSDISCIPLINARY APPROACH IN TEACHING PROCESS." Вестник Пермского университета. Политология 16, no. 2 (2022): 123–26. http://dx.doi.org/10.17072/2218-1067-2022-2-123-126.
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The transformation of the understanding and implementation of environmental policy in modern Russia brings the need for an interdisciplinary approach to the training of specialists working in this field to the forefront. Civil society is actively involved in the decision-making process on environmental protection. As a unifying principle for politics and ecology, the public ecology that is still being formed in Russia has been chosen. It actively involves society in generating, solving and evaluating these decisions in the political, social and environmental spheres. In the Perm Region, there are frequent cases of integration of experts from the field of ecology and politics to initiate and make management decisions on the environmental agenda and within the framework of sustainable development. This expert community decided to join forces and develop a joint master program "Public Ecology and Public Policy". Graduates of the program will be able to work in state and local authorities responsible for the environmental situation. They will become versatile specialists and will influence management decision-making, justifying them in a reasoned manner. In addition, they will be able to apply their knowledge in the field of environmental consulting, marketing and communications, as well as journalism that reveals the environmental problems of modern society.
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Abdushukurova, Zamira Z., Bashorat A. Muminova, and Dilnoza A. Umarova. "TERMINOLOGY OF BIOLOGY AS A KEYSTONE OF INTERDISCIPLINARY NATURAL SCIENCE AND EDUCATION." Journal of Social Research in Uzbekistan 02, no. 03 (August 1, 2022): 25–31. http://dx.doi.org/10.37547/supsci-jsru-02-03-04.
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Interdisciplinary natural sciences and education The natural sciences are intertwined in their methods and results, as well as in their specific terminology. The best approach to a correct and unified understanding of science in education is to develop professional dictionaries. For a number of reasons, current reference publications do not always meet the requirements of students and professionals. This article is based on the development of a new comprehensive dictionary of biological terms that includes basic medical concepts. The principles of compiling such a dictionary are suggested.
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Lamanauskas, Vincentas. "PREPAREDNESS OF TEACHERS TO ORGANIZE AND IMPLEMENT SCIENCE EDUCATION IN PRIMARY SCHOOL." Natural Science Education in a Comprehensive School (NSECS) 28, no. 1 (December 1, 2022): 15–22. http://dx.doi.org/10.48127/gu/22.28.15.
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There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education
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PAVELKO, VIKTORIYA. "MATHEMATICS IN NATURAL SCIENCES AND EDUCATION: THEORETICAL ASPECT." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 106–13. http://dx.doi.org/10.25128/2415-3605.22.2.13.
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The need to modernize modern education in order to increase the level of students' interest in studying subjects, mathematical and natural sciences, was noted. The role of mathematics and natural sciences for the versatile development of the personality in general, their necessity from the first years of education is defined and integration as an important condition for unification and mutual use in the educational process of mathematical and natural knowledge. The relevance of the problem of using mathematics both in the learning process and for various areas of scientific knowledge is substantiated. The article describes general historical information about mathematics as a science and gives examples of the interpretation of its content by scientists of both the past and the present. The factors determining the importance of the role of mathematics are determined. Its general aspects are characterized from the point of view of mathematical language, its elements, namely, sign, symbol, model, mathematical modeling. The important role of the language of mathematics both in the cognitive activity of a person and in the research of natural sciences at various stages of their development is substantiated.
As a result of the analysis of scientific and pedagogical literature and generalizations of the use of mathematical methods and tools, examples of the interpretation of the concept of "mathematization of scientific knowledge" are given. The main aspects of the mathematization of sciences and, in particular, its necessity in the formation and development of natural sciences are theoretically substantiated. The necessary conditions for the effectiveness of the application of the concepts and methods of mathematics and the strengthening of the mathematization of knowledge have been identified. Examples of the application of mathematical methods for such sciences as astronomy and chemistry are given. The need for mathematization in natural science is also mentioned in the context of biological sciences, and the stages of this process are characterized.
The degree of reality of mathematical concepts and structures in natural science has been clarified; of mutual dependence, bilateral connection of mathematics and natural sciences are clarified. That is, that natural science is necessary for modern mathematics, just as it is necessary for it. The significance of mathematization in the integration of natural knowledge in today's conditions is indicated. The author also drew attention to the issue of mathematization of natural sciences in the context of the educational process, i.e., that for the subjects of the study, it involves the penetration of mathematics into natural science; on the problem of conditioning the integration of mathematics with science subjects. It was emphasized that science and mathematics education is gaining importance today and the need for active implementation of STEM education in the New Ukrainian School and, in particular, in the primary level.
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Astiti, Kadek Ayu, and Andam Surianty. "Training on integrated science learning for science teachers in Nekamese District." Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 5, no. 2 (January 5, 2022): 95–101. http://dx.doi.org/10.12928/jpm.v5i2.2967.
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PKM activities are carried out in partner schools in the form of training for Mathematics and Natural Sciences teachers to overcome the problems they are facing. Some of the obstacles that are being faced are that science teachers still have difficulty applying integrated science learning according to the demands of the 2013 curriculum. The targets to be achieved in the implementation of this PKM program include increasing the professional competence of teachers in implementing integrated science learning. Activities are designed in several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to integrated science learning, 3) Mentoring for Natural Sciences teachers in designing integrated science material and 4) program evaluation. This activity was not only attended by Natural Sciences teachers in partner schools but several Natural Sciences teachers in schools around partner schools were also joined. Participants in the activity were Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. The participants were quite enthusiastic in participating in this activity, seen from the enthusiasm for joining the activity and dynamic discussions
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Yarinovsky, Boris, and Ilmars Kangro. "ENGINEERING STUDENTS’ ATTITUDE TO NATURAL SCIENCES EDUCATION." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 211–23. http://dx.doi.org/10.48127/gu/14.20.211.
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In recent years, school teachers as well as teachers at universities have noticed a negative trend and admit that the ratio of students in the natural sciences (NS) is being reduced, and this is a topical issue not only in Latvia, but also in other countries. The findings of the study carried out by the authors reveal that the interest of the school students regarding the natural sciences depends not only on the quality of teaching, but also on the attitude to the natural sciences in society in general. The youth, entering higher education institutions, is completely unmotivated to study NS courses. Furthermore, entrepreneurs complain that the graduates of engineering faculties have poor knowledge in the area of natural sciences. The main reasons for the negative attitude to mathematics, physics, chemistry and biology of former school students, now students of the 1st and 2nd courses of the Faculty of Engineering at Rezekne Higher Education Institution were identified. The authors have worked out recommendations to improve young people's attitude to science education, by improving the quality of teaching in schools, optimizing the study process in schools, introducing changes concerning the state policy in the field of natural science education. Key words: engineering students, Rezekne Higher Education Institution, attitude towards natural science education.
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Noviks, Gotfrids. "System Analysis in the Environmental Science." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (August 5, 2015): 120. http://dx.doi.org/10.17770/etr2011vol1.911.
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The paper discusses the essence, structure, research objects, methods and aims of the environmental science. Due to interdisciplinary character of the environmental science, large scale term and vague boundaries with other sciences there are various definitions of environmental science and different concepts, sometime delusions in research fields and methods . Author analysed the current location of research objects in environmental science and their connection with other sciences and came to conclusion that up to nowadays there are not developed essential part of every independent science yet – general theoretical base of environmental science. It is necessary to find out perfect proper research fields and objects of environmental science, which differ from other natural , and technical sciencies. Analysis showed that the objects of environmental science must be neither nature nor technology itself but only contact zones between technosphere and biosphere –namely, between systems – technosystems and ecosystems . Exactly in these contact zones arises most environmental problems , conflicts and stresses between human activities and nature. The properties and processes in these zones obey to laws which must be determined, interpreted and used for mankind wealth. It is the aim of environmental science and the complex system analysis must be essential research methodology and accordingly system engineering as instrument for solving practical environmental problems.
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Leth-Espensen, Pernille. "Som at læse blindskrift med en meget lille finger. Naturvidenskabelige repræsentationer og kunstneriske fortolkninger heraf." Periskop – Forum for kunsthistorisk debat, no. 18 (August 14, 2017): 156–75. http://dx.doi.org/10.7146/periskop.v15i18.105152.
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As if Reading Braille with a Very Tiny FingerThe subject of this article is image technologies in the natural sciences, and artists that interpret these technologies with their artworks. The philosopher of technology Don Ihde argues that since a major part of the natural sciences is concerned with phenomena that are small, invisible, out in space, inside a body, etc, almost all science today is technologically mediated. According to Ihde, interpretation plays a substantial role in science, as scientific data are mediated by the use of technologies. Ihde thus wants to expand the concept of hermeneutics so as to include the natural sciences. He considers the natural sciences to be hermeneutic, as the instruments used in science always already interpret the phenomena they measure. The philosopher of technology Peter-Paul Verbeek and the sociologists of science Bruno Latour and Steve Woolgar also stress the technological mediation in science. The first part of the article thus discusses a number of scientific imaging technologies in the light of the theories of Don Ihde, Peter-Paul Verbeek, and Bruno Latour and Steve Woolgar. The second part discusses artworks that interpret scientific representations. In the last 20 years, an increasing number of artists have created artworks with technologies from the natural sciences. Among these, a range of artists work with processes of representation in the natural sciences. In the article it is argued that these artists interpret scientific imaging technologies by representing phenomena in ways that explore the processes of representation.
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Sokolova, Irina S. "Science Book in Classical, Non-Classical and Post-Classical Science Periods." Bibliotekovedenie [Russian Journal of Library Science], no. 6 (December 2, 2009): 24–28. http://dx.doi.org/10.25281/0869-608x-2009-0-6-24-28.
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The chronological classification of issues of natural-science subjects based on the periodization of the natural sciences development is considered in the article. . Author shows that publications of natural science in classical, non-classical and post-classical periods reflect the features of natural sciences of corresponding time. The issues of non-classical and post-non-classical stages can also inherit features of the previous ages.
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Feldbacher-Escamilla, Christian J., Alexander Gebharter, and Gerhard Schurz. "Philosophy of Science Between the Natural Sciences, the Social Sciences, and the Humanities: Introduction." Journal for General Philosophy of Science 48, no. 3 (September 2017): 317–26. http://dx.doi.org/10.1007/s10838-017-9378-8.
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Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "NATURAL SCIENCE UNDERSTANDING AND MATHEMATICAL ABILITIES EDUCATION USING THE PROJECT MaT2SMC DIDACTIC MATERIAL." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (April 15, 2016): 59–69. http://dx.doi.org/10.48127/gu/16.22.59.
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Natural science and mathematics are closely related. Natural sciences investigate natural phenomena, which are described by mathematical equations and relationships, mathematical models of natural phenomena are created. The same concepts, logical thinking tools, analysis, experimentation, etc., are used both in mathematics and natural sciences. However, very often the students see mathematics and natural sciences as completely different subjects, and very often it is impossible the lessons learnt of one subject to apply to another. Therefore, it is necessary to interrelate the knowledge of these subjects so that the pupils can form knowledge systems, they can understand that what they learn at school is the whole, not a collection of separate, single, unrelated facts. The pupils should also understand not only what unites, but also what separates natural sciences and mathematics: natural science research object is material world, whereas mathematics investigates abstract laws, irrespective of whether they have the meaning in the material world. The teachers often work individually, there is little of integrated activity. A little wider and deeper cooperation is noticed in natural science teachers’ group. One of the project MaT2SMC tasks is to prepare didactic material, adjusted to cooperative teaching (Math&SE). Therefore, the international natural science and mathematics scientist team prepared teaching/learning material, which is useful both for mathematics and natural science teachers. The material is prepared, seeking to increase the competencies of both subjects at the same time, giving a possibility for interdisciplinary teaching and cooperation between natural science and mathematics teachers, which appears from common lesson planning and teaching teamwork. This material was approved in various countries and analysed by two project experts. The material was piloted in seminars, in which mathematics and natural science pedagogues, students – future teachers and pupils participated. The feedback showed, that the given approach to mathematics and natural science education is a successful way for the creation of positive atmosphere during the teaching process. Teachers and pupils are naturally involved into the investigated problem, they become more open for communication. Key words: integrated activity, interdisciplinary teaching, knowledge systems, science education.
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Ivan, Chompalov, and Lubomir Popov. "Positivist Misconceptions of Science and the Search for Viable Solutions." European Journal of Interdisciplinary Studies 7, no. 1 (May 15, 2021): 108. http://dx.doi.org/10.26417/867rqe28x.
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Prevailing current definitions of science are largely based on a traditional, positivist paradigm that favors the natural sciences and either denies or downplays the scientific status of the social sciences and the humanities. The disciplinary organization and institutionalization of research and systematic inquiry is still the norm. This article argues that the rigid organization of science and indeed the dominant view that there are hard sciences and soft sciences with the latter occupying an inferior position with regard to their knowledge claims and utility is pretty outmoded and does not fit well the current challenges and global needs. This is not just an academic issue but has clear practical implications in terms of funding and staffing, as well as the distribution of other valuable resources, especially in view of the dwindling federal and state funding for both the natural sciences and the humanities and social sciences. We develop our argument using as a methodological platform the ideas of ‘The Two Cultures,’ the ‘Science Wars,’ the new constructivist turn in social studies of science, and science as a social institution. We argue that current definitions of science need to be modified to include the humanities and to emancipate the social sciences and the ‘soft’ paradigms associated with them. This can form the basis of an earnest effort for better integration of different kinds of disciplines and for achieving much needed synergisms to tackle complex problems that tend to be multifaceted and whose solutions do not easily conform to single disciplinary paradigms. The contention here is that such a bridge between the two cultures can use as a model the social sciences, since they successfully combine methods from the natural sciences with approaches and theories common in the humanities. In our opinion, this is a feasible path to both greater interdisciplinarity and more vigorous collaboration between the different branches of science that can benefit both working scientists and society at large when dealing with pressing issues like environmental problems, the depletion of natural resources, pandemics, and natural disasters.
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Jonušaitė, Laima. "STUDENTS‘ CREATIVE PROJECTS IN NATURAL SCIENCE." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 48–53. http://dx.doi.org/10.48127/gu/14.20.48.
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Natural science education at a secondary school aims at developing the competence in natural sciences in greater depth. In addition to expanding the contents of natural science as a discipline, it also develops students‘ research skills. They learn to consider and apply ideas, laws, and methods of natural sciences in creative and critical ways. I am presenting my students‘ creative project called “The Measurement of Vitamin C“. The goal of our work was to trace the amounts of vitamin C in various fruits and vegetables. We were tracing vitamin C using titration method. The results of our research point out that the highest amounts of vitamin C, among all the products that we examined, can be found in a bell pepper. Studying written sources, we found that bell peppers have more vitamin C than lemons. Also, quite a large amount of vitamin C can be found in oranges, garlics, and onions. Key words: science education, vitamin C, titration method.
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Rystan, Zhanerke, and Aigul Tursynbayeva. "Historicism as a hermeneutic oriented approach to a history." Adam alemi 94, no. 4 (December 30, 2022): 12–20. http://dx.doi.org/10.48010/2022.4/1999-5849.02.
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In this article, we are trying to grasp the role of hisroricism in the understanding of epistemology in the late of XX century. From Bacon to enlightenment, it has been understood that the only criterion of science based on natural sciences. The extent of science has also been determined as study according to the method of the natural sciences, therefore the sciences concerned with history and society has also determined according to method of the natural sciences. In this article authors aims to introduce to movement called Historicism. Which is emerged in XIX century as a critical viewpoint against classical approach to the science. Most influential figure of this movement was German thinker Wilhelm Dilthey. Dilthey had an anti-positivist attitude towards the established methodology by natural science. Which was saying that in order to be a science every researcher must have rigorous set of rules and their research must based on experiment results, observable facts, and objective evidence. Starting from Dilthey and with help of other philosophical schools new movement called historicism starts its journey to establishing new methodology to human and social science. And this movement made a classification of science. They divided science into natural and spiritual science. Each of science has its own methods and object of study. They believed that to social and human study we cannot apply natural science methods of research due to it is not a physical or biological subject but it is social life and human destiny and history. Considering this process of change, is it possible to talk about historicism as a contemporary epistemological approach? As a methodology, can we talk about history in the separation of positive science? What is the subject of history in social and human sciences? By moving from this questions, we will try to understand the role of historicism in the contemprory philosophy on the hermeneutical phenomenological approach.
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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE EDUCATION AT SCHOOL: JOY OR CONCERN." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 2 (December 28, 2021): 70–74. http://dx.doi.org/10.48127/gu-nse/21.18.70.
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The introductory article of this issue deals with natural science education changes at school in recent years. For the science education to be successful, teacher qualification or student’s motivation are not enough, a good material base (laboratory, research equipment, tools and materials), and outdoor educational environments are needed. After implementing several projects in the country, the situation in schools has improved, but not enough. Much is expected from the activities of the STEAM centre network, which started on October 27, 2021. Of course, the change for the better is pleasing, however, there are also sad things. The small proportion of high school graduates who take exams in science (about 20% in biology, 5% – in chemistry, 9% – in physics), shows that there is an underlying problem – many find natural sciences a hard nut to crack. Studies in natural sciences should be dominated by research, experiment, observation – that is, a research activity component. And if this segment is ignored, it is difficult for many students to find connections between objects, phenomena, processes. Another problem is – the lack of nature teachers. What is more, life is full of challenges: climate change, pandemics, and so on. A certain level of scientific literacy is needed to comprehend the abundance of true and false news. It is important to bring the student closer to nature. But a teacher of any subject can help in that child’s path. After all, in the environment, in nature, there are many contexts suitable for learning other subjects as well. Especially as today’s global problems have outgrown the boundaries of natural sciences. Social and human sciences, and the arts must also be in closer relationship. Keywords: material base, science education, science teachers, STEM
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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: VALUES COMPONENT." Journal of Baltic Science Education 14, no. 6 (December 25, 2015): 704–5. http://dx.doi.org/10.33225/jbse/15.14.704.
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One cannot doubt in the importance of Natural science and Technology education. Over the last two or three decades, attention to Natural science and Technology education has been significantly growing. On the one hand, science and technology development was encouraging this, on the other hand, one can observe a decreasing young generation interest in natural sciences and technologies. Paradoxical contrast – in technologically developed countries youth interest in natural sciences is significantly decreased. Completely different situation is in so-called developing countries. About such a situation a lot has been written, discussed, plenty of scientific research have been carried out and so on. It is obvious, that such a situation is determined by a great number of factors. However, in spite of this, education system has to change, to search for effective natural science and technology education forms and methods. The most important goal is suitable and adequate natural science and technology education of the young generation. However, what does suitable and adequate mean? What is suitability and adequacy content? Is it only quantitatively and qualitatively new knowledge and abilities? Conception, oriented only to pragmatics (only to knowledge, qualifications and/or competencies) in a certain sense is faulty.
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Drobin, Andrii. "Polystructural Model of Natural Science as a Basis of Integration Processes in Natural Science Education at School." Education and Pedagogical Sciences, no. 2 (174) (2020): 19–34. http://dx.doi.org/10.12958/2227-2747-2020-2(174)-19-34.
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The article deals with the problem of building and structuring the integrated course «Natural Science» in high school. In particular, the analysis of the current legislative framework governing the field of education in Ukraine has been carried out, the existing normative legal acts that determine the content and structure of the subject «Natural Science», regulate it and set development priorities have been established. It has been discovered that in the modern branch of Natural Science such mutually opposite processes of differentiation and integration of natural sciences occur simultaneously that are also inherent in school Natural Science. In addition, the article has analyzed the main approaches proposed by leading scientists to the construction of integrated courses of Natural Science in school. It has been established that it is natural and appropriate to consider the integrative approach to Natural Science from the standpoint of consistency and polystructurality. The article considers the content of the concept of polystructurality and proposes a polystructural model of Natural Science in school that is built as an interconnected system of partially scientific pictures of the world of individual natural sciences and united around a central core which includes the natural scientific picture of the world and general scientific concepts, principles, laws and theories that are fundamental and methodologically significant. The author proposes the formation of the structure and content of the integrated course on the basis of end-to-end meaningful trajectories which have been defined and listed.
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Lopez-Rivera, Zoila Carolina. "La Enseñanza de las Ciencias Naturales desde el enfoque de la Apropiación Social de la Ciencia, la Tecnología y la Innovación ASCTI en la educación básica – media -Teaching Natural Sciences from Social Appropriation of Science, Technology and Innovation SASTI Approach in Primary and Secondary School." Revista Científica 2, no. 22 (October 10, 2015): 75. http://dx.doi.org/10.14483/10.14483/udistrital.jour.rc.2015.22.a6.
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Este ensayo plantea algunas consideraciones en torno a las diferentes tensiones y problemáticas que se establecen entre la actual enseñanza de las ciencias naturales y las exigencias que emergen desde la perspectiva de la apropiación social de la ciencia, la tecnología y la innovación (ASCTI). Se presentan aspectos teóricos y conceptuales que resultan de este enfoque. Por último, se plantea una reflexión metodológica basada la innovación social educativa ISE que permite la caracterización de los elementos básicos que fundamentarían la enseñanza de las ciencias naturales desde las ASCTI.Teaching Natural Sciences from Social Appropriation of Science, Technology and Innovation SASTI Approach in Primary and Secondary SchoolThis paper presents some considerations regarding different tensions and issues between current Natural Sciences teaching and the emerging demands from the perspective of Social Appropriation of Science, Technology and Innovation (SASTI). It also presents theoretical and conceptual aspects resulting from this approach. Finally, it offers a methodological reflection based on Social Educational Innovation (ISE) which allows the characterization of the basic elements that would base Natural Sciences teaching from ASCTI.O Ensino das Ciências Naturais do foco da apropriação social da Ciência, Tecnologia e Inovação ASCTI educação básica - medeiaEste artigo apresenta algumas considerações sobre as diversas tensões e problemas que existem entre o ensino atual de ciências naturais e demandas que surgem para este a partir da perspectiva da apropriação social da ciência, tecnologia e inovação ASCTI. Apresentando aspectos teóricos e conceituais que resultam desta abordagem. Finalmente, o que representa uma reflexão metodológica com base na inovação social educacional ISE a partir do qual os elementos básicos que iria basear o ensino das ciências naturais da ASCTI são caracterizados.
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Elías, Carlos. "Acience Journalism as an Academic Discipline: the Fusion of Western Media and Science seen from a Literary and Social Perspective." Communication Papers 7, no. 13 (May 25, 2018): 163. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21999.
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Science Journalism addresses the intersection of two major spheres of Western culture: natural sciences and mass media. And both can be said to share the same ultimate goal: to seek the truth and make it public. On the other hand, Science Journalism is a creative writing between Natural and Social Sciences and, as a profession, is the perfect bridge between the<br />two cultures –scientific and literary- defined by C.P. Snow. It is therefore, a rich discipline in every aspect, but also one that involves a great deal of conceptual and procedural complexity. Journalism is the craft of creative writing, and initially, science also adapted a literary style.<br />Scientific Journalism deals exclusively with Natural Science, but with a Social Sciences point of view. It requires similar standards and guidelines, such as those used by scientists -physicists, chemists, biologists and geologists- for a journalist to approach the facts. In scientific<br />journalism it is important to define what is theory in Natural Science as opposed to the Social Sciences. “Science” journalism deals with information that comes exclusively from discoveries and facts. Science journalism, as a profession, is the perfect bridge between these two cultures: scientific and literary. A science journalist has more close contact with scientists -and their scientific results- than a sociologist or philosopher of science. But at the same time, journalism is a literary genre itself
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Kurniawan, Dwi Agus, Astalini Astalini, Darmaji Darmaji, and Ririn Melsayanti. "Students’ attitude towards natural sciences." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 455. http://dx.doi.org/10.11591/ijere.v8i3.16395.
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<p><span>The purpose of research was to investigate students’ attitudes towards natural science in Muaro Jambi, Indonesia. The attitude of the students studied was represented by three indicators, namely the attitude towards the investigation in the Natural Sciences, the adoption of a scientific attitude, and a career interest in the science field. The research was a survey research. The instruments in this study were attitude questionnaires and interview sheets. Data analysis techniques for attitude questionnaires used descriptive statistics while for analyzing interview data using the Miles and Huberman model.The study found students’ good attitudes towards natural science subjects.</span></p>
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Khakimov, Kuchkar Mahkamovich, and Meliboy Normatovich Kamolov. "Reflection Of The Nature And Community Relation In Place Names." American Journal of Applied Sciences 02, no. 11 (November 11, 2020): 16–22. http://dx.doi.org/10.37547/tajas/volume02issue11-04.
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The study of the territorial aspects of the nature and society reflected in the names of places is important not only for the science of toponymy, but also for the sciences of geography. In this article toponymics which occupies an intermediate position in the system of geographical sciences and it’s study was the subject the reflection of nature and community relation in geographic names was investigated using concrete examples.
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Budiastra, A. A. Ketut, Udan Kusmawan, Iwan Wicaksono, and Kartimi. "The Use of Natural Sciences Kits in Distance Learning for Higher Education of Bachelor of Elementary School Teacher Education Program." Advances in Social Sciences Research Journal 7, no. 2 (February 28, 2020): 147–65. http://dx.doi.org/10.14738/assrj.72.7818.
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The teaching and learning process of natural science cannot be separated from practicum activities. Likewise, the practicum activities of natural science in bachelor of Elementary School Teacher Education Program have their own characteristics. This study aims at examining the use of Natural Science Kits in the implementation of the practicum of natural sciences with the provisions contained in the practicum of natural sciences college subject of bachelor of Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Universitas Terbuka. This study is categorized as a qualitative descriptive research. This study involved 177 undergraduate students of bachelor of Elementary School Teacher Education Program, UT, which is spread across five (5) regional offices of UT, and it conducted from March to December 2018. The results of this study showed that it can be concluded that the practicum of natural science in elementary schools can be carried out using the Natural Science Kits belonging to bachelor of Elementary School Teacher Education Program, UT, although the Natural Science Kits and its management activities still needs to be improved and refined.
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James, Angela, Lisa James, Sartiha Beni, and Michele Stears. "HOW A READER TITLED ADVENTURES IN THE PLAYGROUND MAY BE USED TO TEACH NATURAL SCIENCES IN THE FOUNDATION PHASE." Natural Science Education in a Comprehensive School (NSECS) 27, no. 1 (December 25, 2021): 4–14. http://dx.doi.org/10.48127/gu/21.27.04.
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In South Africa, teaching Natural sciences in the Foundation phase, is informed by the curriculum. Teaching Natural sciences entails content, process skills and values. As the literacy levels of young learners is low, it is imperative that language learning and use is integrated in teaching Natural sciences. A reader titled Adventures in the Playground, videos of teaching lessons and a teaching pack were developed using an inquiry-based approach, to teach the science concepts - water, insects, conductors and insulators to Foundation phase learners. A question that informed this process was, how can the reader be used to teach the concepts to foundation phase learners. A qualitative, interpretive descriptive narrative was presented. The narrative was on the structure, the focus and the learning that is assisted, how it may be used. The setting for the reader provided an avenue to teach the science concepts in an integrated manner and a context that learners are familiar with, through the words and visuals (drawings) in the playground. Educating children through everyday experiences and encouraging thought is critically important. Therefore, teaching Natural sciences through the use of contextually relevant resources should be considered for greater knowledge, skill understanding, development and use, including positive values of science in the lives of young learners. Keywords: foundation phase, natural sciences, inquiry-based teaching and learning, science concepts
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Bílek, Martin. "INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 532–34. http://dx.doi.org/10.33225/jbse/18.17.532.
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In the time of curricular reforms across the Europe another chance appeared towards increasing learners´ interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. Innovations in natural science instruction can be conducted in various ways, e.g. (Bílek & Klečková, 2006): (1) learners´ interest in natural sciences and their instruction (What am I interested in?; What would I like to learn?; What learning content should be learned?) – answers to these questions were discussed i.e. in the analysis of the international comparative study ROSE (Relevance of Science Education) (ROSE Project, 2018), (2) context of instruction (optimally – “school science”, application context, social context, personality context), (3) learning content (standards; Framework and School programmes; traditions; new topics) or (4) competences (key competences; “scientific literacy“; activities in natural science).
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Melnik, Eleonora. "HOW TO MAKE NATURAL SCIENCE KNOWLEDGE INTERESTING AND SIGNIFICANT IN THE LIFE OF CONTEMPORARY PEOPLE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 2 (September 5, 2010): 4–6. http://dx.doi.org/10.48127/gu-nse/10.7.04a.
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Integral-differential style in the understanding of the system of genetic interconnections and dependency between nature and society is considered to be innovative and is use by natural sciences as well as liberal arts, but in school education it is developed rather slowly. We can see the decrease of interest of young people to natural sciences. There are natural questions: Should the teachers nowadays foster the increase of interest to natural sciences among school children? Does the contemporary society need specialists in the sphere of environment: physi-cist, chemist, astronomers, physiologists and others? Perhaps to many of them specialties of natural science sphere seem to be not demanded in the society? We would also like to know the opinion of the teachers and university professors concerning the peculiarities of natural science education of young people in different educational systems. We are interested in your opinion about the selection of the educational content as well as about different techniques and educational methods used by specialists. Is there any considerable shift of interest among the teachers towards techniques of natural sciences education aimed precisely at young peo-ple? How is this phenomena connected with the new generation of standards and task-books in school education? We hope that mentioned above aspects of the system of natural science education will evoke understanding and response among the specialists and point out the ne-cessity of their discussion in our journal. Key words: natural science education, interest, nature and society.
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Thelwall, Mike. "Pot, kettle: Nonliteral titles aren’t (natural) science." Quantitative Science Studies 1, no. 4 (December 2020): 1638–52. http://dx.doi.org/10.1162/qss_a_00078.
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Researchers may be tempted to attract attention through poetic titles for their publications, but would this be mistaken in some fields? Although poetic titles are known to be common in medicine, it is not clear whether the practice is widespread elsewhere. This article investigates the prevalence of poetic expressions in journal article titles from 1996–2019 in 3.3 million articles from all 27 Scopus broad fields. Expressions were identified by manually checking all phrases with at least five words that occurred at least 25 times, finding 149 stock phrases, idioms, sayings, literary allusions, film names, and song titles or lyrics. The expressions found are most common in the social sciences and the humanities. They are also relatively common in medicine, but almost absent from engineering and the natural and formal sciences. The differences may reflect the less hierarchical and more varied nature of the social sciences and humanities, where interesting titles may attract an audience. In engineering, natural science, and formal science fields, authors should take extra care with poetic expressions in case their choice is judged inappropriate. This includes interdisciplinary research overlapping these areas. Conversely, reviewers of interdisciplinary research involving the social sciences should be more tolerant of poetic license.
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Warka, Made. "The nature of justice in the perspective of the philosophy of science." Technium Social Sciences Journal 39 (January 8, 2023): 280–86. http://dx.doi.org/10.47577/tssj.v39i1.8095.
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In theory, sources of knowledge might also originate from the outcomes of reflection or contemplation rather than just from experimental or study results. A philosopher engages in reflection or contemplation when attempting to understand or identify the core of something having to do with legal principles. What is meant by justice is the most important philosophical topic when discussing the nature of justice. That is a question that pertains to the field of science philosophy. According to its core, the philosophy of science is a branch of general philosophy that provides responses to a number of inquiries regarding the nature of science. Science philosophy examines the philosophical underpinnings, presumptions, and implications of science, including the social and natural sciences. Philosophy of science studies the philosophical foundations, assumptions and implications of science, including the natural sciences and social sciences. Philosophy of science is closely related to epistemology and ontology.
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Snakin, Valeriy, Marina Dergacheva, Yuriy Chendev, Stanislav Gubin, Zhanna Asainova, and Nikolay Rybalsky. "IGOR VASILIEVICH IVANOV - NATURAL SCIENTIST AND PEDOLOGY CHRONICLER." LIFE OF THE EARTH 43, no. 2 (June 8, 2021): 270–80. http://dx.doi.org/10.29003/m2032.0514-7468.2020_43_2/270-280.
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The article is dedicated to the remarkable Russian natural scientist made a significant contribution to soil science and the biosphere theory - Doctor of Biological Sciences, Professor Igor Vasilievich Ivanov (02.07.1937-30.03.2021). His open mind and encyclopedic knowledge allowed him, working in various fields of natural science, to move on to creation a socio-historical direction in soil research and generalization of the Russian soil science history with other view at the features of its development.
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Krupnov, Alexandr I., Yulia V. Kozhukhova, and Alexandra A. Vorobyeva. "PERSISTENCE AND ACADEMIC ACHIEVEMENT IN FOREIGN LANGUAGE IN NATURAL SCIENCES STUDENTS." RUDN Journal of Psychology and Pedagogics 14, no. 2 (2017): 143–54. http://dx.doi.org/10.22363/2313-1683-2017-14-2-143-154.
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Sultonmurod, Pardaev. "Impact Of Natural Sciences On The Philosophical Worldview In The Antiquity." American Journal of Social Science and Education Innovations 03, no. 08 (August 31, 2021): 18–22. http://dx.doi.org/10.37547/tajssei/volume03issue08-05.
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The article explains the origin of natural sciences and their basic concepts, the essence of natural sciences, the existing natural sciences, the history of the formation of natural sciences and their peculiarities in philosophical terms.
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Hofmann, Eduard, and Libuše Vodová. "Didaktika přírodních věd na Pedagogické fakultě Masarykovy Univerzity." Geografická revue 13, no. 1 (December 7, 2017): 61–69. http://dx.doi.org/10.24040/gr.2017.13.1.61-69.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION: SOME FEATURES ABOUT THE ISSUE OF CONCEPT AND STRUCTURE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (April 5, 2010): 4–7. http://dx.doi.org/10.48127/gu-nse/10.7.04.
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A problem of the notion natural science education (NSE) exists (English Science; Russian Естествознание /Естественнонаучное образование/, природоведение, окружающий мир, latvian Dabaszinatniskâ izglitiba/Dabas maciba, German Naturwissenschaft, French Sciences de la Vie et de la Terre, Norwegian Naturvitenskap/naturfag etc.). The concept is not properly and appropriately defined and this is a future task of didactics. On the other hand, in discussion on primary school this concept is not very suitable. Therefore, less complicated concepts basically defining natural science education such as The World Science, Me and the World, Nature and Human Being, Environment Study, We and the World, etc. are frequently applied. The most frequent and widely used term in Lithuania is natural science education. In the Lithuanian language – gamta (nature) + mokslas (science) + ugdymas (education) make one compound „gamtamokslinis“ and together with a term „ugdymas“ – „gamtamokslinis ugdymas“. Analogically the term is built in the Latvian language – daba (nature) + zinâtne (science) + izglitiba (education) – „dabaszinatniskâ izglitiba“. It should be emphasized that the present day educational terminology holds many obscurities. It is difficult to precisely choose an equivalent of the term in English. Researchers are expected to work hard as adjusting terminology is a very complex job in this field. I suppose that the explanation of the concept of natural sciences in a broad sense is logical. The concept „natural science education“ is the most appropriate in this context. The present natural science knowledge is related to the processes taking place in technical and social life, in the fields of ecology, health service, hygiene, demography, natural resources, etc. From this point of view, a term „natural science and technology education“ /NSTE/ seems to be reasoned today. The researchers’ communities have even certain problems in the field (for example, they have different attitudes towards natural science education and its place in the system of general education). In our opinion, natural science education is a field of social sciences (primarily educology). Public society approach to natural science education (general needs, general level of culture, traditions in the light of interaction with nature, the need to have society and the young generation of a privileged natural science background, etc.), its optimal conditions of implementation (the standards of natural science education and material, human, etc. resources undertaking their success), the development of the needs and motivation of nature study (in a broad sense) (improving the need to perceive nature throughout all studies in comprehensive school, enhancing cognitive relation with nature, etc.), natural science results: knowledge, abilities, relations (studying natural sciences, etc.) are the crucial components of natural science education. Secondary comprehensive education is the only stage for the young generation creating an opportunity to receive fundamental systemic natural science-technological education. Received NSTE (natural science-technological education) for the majority will be the only form to acknowledge this field as they will not have such a possibility for many reasons in the future. Having assessed the produced and expected changes of the educational system it is essential to stress that natural science education feels a lack of attention in the structure of the educational system (formal, informal). Key words: science education, concept, structure, technology education.
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Ismail Bereki, Lilis Suriaty. "INOVASI PEMBELAJARAN IPA PADA MASA PANDEMI COVID 19." Jurnal Pendidikan Sang Surya 8, no. 2 (December 14, 2022): 37–42. http://dx.doi.org/10.56959/jpss.v8i2.82.
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Abstract: The purpose of this study is to describe (1) natural science learning innovations during the Covid 19 pandemic and (2) the impact of innovations on natural science learning. The data was collected through documentation and conducting reviews related to natural science learning during the Covid 19 pandemic which was published in national journals. The data that has been collected is then analyzed through four stages, namely data collection, data reduction, data presentation and drawing conclusions. The findings show that (1) natural science learning innovations carried out during the pandemic include learning tools that are oriented towards student creativity, Digital Student Worksheets (LKPD), the use of video-based learning media, android-based learning media, the application of learning desai in the form of Problem Based Learning (PBL), Project Based Learning (PjBL) and inquiri, the use of online platforms such as google classroom, learning houses, edmodo, whatsapp and further innovation in the form of the use of learning media that contain game content (games) and also the use of ice breaking in learning natural sciences; (2) natural science learning innovation has a positive impact on several aspects, including improving natural science learning outcomes, increasing students science literacy, increasing students critical thinking ability, increasing students' natural science learning motivation, growing student creativity in participating in natural science learning and improving process skills in learning natural sciences.
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Larson, Carolyne R. "“Noble and Delicate Sentiments”." Historical Studies in the Natural Sciences 47, no. 1 (February 1, 2017): 42–75. http://dx.doi.org/10.1525/hsns.2017.47.1.42.
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This article explores the emotional community of museum natural scientists in late nineteenth- and early twentieth-century Argentina, a context in which the growth of museum natural sciences and nation-state formation became closely intertwined. Influenced by powerful nineteenth-century notions of civilization and modernity, Argentine scientists and statemakers sought to create a distinctively Argentine science, which would emulate European science in form but also retain a uniquely national character. A small group of influential museum administrators and scientists consciously strove to strengthen science’s influence in Argentine national society by creating communal norms among scientists that resonated with narratives about civilization and modernity, and that guided proper behavior and emotional expression. Scientists also challenged the expectations of their community, testing the strength of central emotional tenets such as patriotism and objectivity. This article uses emotional communities as a framework for exploring the push and pull between social patterns and individual choices in this critical moment in Argentina’s history, when new and powerful ideas about science—as a modern, objective, and national practice—emerged in tandem with nation-state formation. In particular, this article explores museum natural scientists’ emotional concerns with objectivity and patriotism through a small group of Argentine museum natural scientists: Francisco P. Moreno, Juan B. Ambrosetti, Hermann Burmeister, and Florentino Ameghino.
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Lamanauskas, Vincentas. "IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 1 (March 1, 2009): 4–7. http://dx.doi.org/10.48127/gu-nse/09.6.04.
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Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.
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Jumadillayevа, А., K. Jumadillayev, Z. Jakupova, and A. Kozybay. "METHODOLOGICAL BASIS OF REALIZATION OF INTERSUBJECT COMMUNICATIONS OF PHYSICS WITH THE NATURAL SCIENCES IN SCIENCE EDUCATION." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 190–93. http://dx.doi.org/10.51889/2020-1.1728-7901.32.
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The article deal with the problems of implementing intersubject communications of physics with the natural sciences in natural science education. The relevance, significance, goals, methods and forms of the implementation of intersubject communications of physics with the natural sciences in natural science education are established. It is shown that the only way for future teachers of physics to form deep and systematic knowledge is to prepare them for the implementation of interdisciplinary knowledge. Intersubject communication should be considered as a manifestation in the educational process of the relationship of different sciences. No single science, no matter how significant and developed it may be, can create a holistic view of the world, but can only take part in its formation. Interdisciplinary communication, acting as a bridge connecting all objects and sciences, opens up wide opportunities for the development of specific sciences and the scientific picture of the world. Therefore, interdisciplinary communication, as a prerequisite for the successful development of scientific knowledge, and as a method of searching for new results and cognition, reveals to students the way of understanding the world, and thereby ensures conceptual thinking.