Relevant bibliographies by topics / Nature of science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nature of science'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Nature of science"

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SCHIZAS, DIMITRIOS, DIMITRIS PSILLOS, and GEORGE STAMOU. "Nature of Science or Nature of the Sciences?" Science Education 100, no. 4 (April 29, 2016): 706–33. http://dx.doi.org/10.1002/sce.21216.

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Tanwar, Shweta. "Nature of Science." Resonance 25, no. 12 (December 2020): 1763–76. http://dx.doi.org/10.1007/s12045-020-1096-6.

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Tala, Suvi, and Veli-Matti Vesterinen. "Nature of Science Contextualized: Studying Nature of Science with Scientists." Science & Education 24, no. 4 (January 20, 2015): 435–57. http://dx.doi.org/10.1007/s11191-014-9738-2.

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Chun, Chul. "Theology of Nature and Science of Nature." Theological Studies 71 (December 31, 2017): 155–79. http://dx.doi.org/10.46334/ts.2017.12.71.155.

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Mohan, Ashwin, and Gregory J. Kelly. "Nature of Science and Nature of Scientists." Science & Education 29, no. 5 (September 16, 2020): 1097–116. http://dx.doi.org/10.1007/s11191-020-00158-y.

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Callaway, Kutter, and Oliver D. Crisp. "Restoring Human Nature." TheoLogica: An International Journal for Philosophy of Religion and Philosophical Theology 6, no. 1 (March 30, 2022): 1–3. http://dx.doi.org/10.14428/thl.v6i1.65573.

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Over the past decade, a growing number of theologians and philosophers from a variety of sub disciplines have expressed an interest in the possibilities of a “science-engaged theology.” The specific projects that fall under this somewhat broad conceptual umbrella are rather diverse, but at its most basic, science-engaged theology is a form of inquiry that is deeply engaged with one or more of the sciences in the service of articulating, defending, or critiquing existing theological and philosophical frameworks. Some operating in this fertile domain even seek to construct entirely new theological (and occasionally, scientific) categories in light of the generative insights born from a robust interaction between the sciences and theology.
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Menand, Louis. "The Science of Human Nature and the Human Nature of Science." Sign Language Studies 5, no. 2 (2005): 170–87. http://dx.doi.org/10.1353/sls.2005.0003.

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Isaac, Jeffrey C. "Nature and Politics." Perspectives on Politics 11, no. 2 (May 21, 2013): 363–66. http://dx.doi.org/10.1017/s1537592713001023.

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The broad theme of “nature and politics” has been ubiquitous at least since Aristotle's Politics, the fourth century BCE text often considered the founding work of political science. Long before “political science” took the distinct disciplinary and institutional forms with which we are familiar, the effort to understand the sources and the range of political experience was typically linked to reflection on nature—the nature of politics, the nature of human beings, the nature of existence, and the nature of “nature” itself. In contemporary, post-World War II political science in the United States, much of this reflection about nature has until recently been linked to the work of Leo Strauss and his followers, who saw themselves as heirs to a philosophical discourse at odds with modern social science. At the same time, serious consideration of nature as a theme of political science never disappeared and in recent decades has dramatically expanded. (And of course interpretations of the science of nature, i.e., “science,” have been at the center of political science, especially since the advent of behavioralism.) One source of this expansion of interest in nature has no doubt been the growing politicization of “the environment” and heightened attention to the natural world as both the setting in which human interaction takes place and the object of extraordinary human transformation and degradation. Another source has been the politicization of identities—race, gender, sexuality—that had long been considered natural and whose contestation raised anew questions about “human nature” and its limits, variations, and transformations. A third source has clearly been the technological and theoretical development of “the natural sciences” themselves, and the growth of new discourses—evolutionary psychology, behavioral economics, neuroscience—that raise new questions about the complex relationships between the non-human dimensions of nature—physics, chemistry, biology and especially neurobiology—and human individuals and the social worlds that human individuals inhabit.
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Richmond, Patrick. "Nature, Design and Science." Faith and Philosophy 19, no. 3 (2002): 390–93. http://dx.doi.org/10.5840/faithphil200219335.

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Ingold, T. "Human nature and science." Interdisciplinary Science Reviews 24, no. 4 (April 1999): 250–54. http://dx.doi.org/10.1179/030801899678902.

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Dissertations / Theses on the topic "Nature of science"

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Philpot, Cindy J. "Science Olympiad students' nature of science understandings." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03282007-213459/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title 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).
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Philpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.

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Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students’ understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students’ understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science – High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students’ understandings of NOS was a crucial step to understanding what experiences formed these students’ understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.
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Daigle, Cheryl Perusse. "A Portfolio of Science and Nature Writing." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/DaigleCP2002.pdf.

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Jones, William I. "Examining Preservice Science Teacher Understanding of Nature of Science: Discriminating Variables on the Aspects of Nature of Science." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284776708.

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Zakatistovs, Atis. "Hume's science of human nature." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9839.

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In my thesis I propose a new interpretation of Book I of A Treatise of Human Nature by David Hume. I claim that this Book must be read in the light of the Introduction to the Treatise. Thus, my interpretation revolves around Hume's intention of creating a new system of the sciences on the basis of his science of man. In this thesis I pay close attention to the following subjects: the analysis of the 'vulgar'; Hume's discussion about the impact of predispositions on our ideas; the distinction between the concept of causation and the process of causation. Finally, I discuss Hume's position on the question of the simplicity and complexity of ideas.
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Yamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.

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The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, Reproduction, Development and Growth in Living Beingsand Systems in Our Body units, in the 7th grade science textbook, Systems in Our Body and Human and Environment units, in the 8th grade science textbook, Cell Division and Heredity and Livings and Energy Relationships units were analyzed by using Nature of Science Criteria, adapted from Gunckel&
#8217
s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge. A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&
#8217
s Kappa and the value 0,71 which was found is reliable. The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.
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Karakas, Mehmet. "College science professors' understanding and use of nature of science." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Kim, Sun Young. "Genetics instruction with history of science nature of science learning /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186971775.

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PEDRAS, LUCIA RICOTTA VILELA PINTO BRANDO. "THE ENCHANTRESS NATURE: NATURE, SCIENCE AND ART IN ALEXANDER VON HUMBOLDT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9023@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo dessa tese foi verificar o uso da linguagem literária nas obras científicas Ansichten der Natur e Kosmos de Alexander von Humboldt (1769- 1859). A hipótese consistiu em salientar a importância do tratamento estético da linguagem para a configuração de certa noção e prática de ciência. Considerando a permanente preocupação de Humboldt em nunca reduzir a ciência ao seu caráter descritivo e tecnicamente operacional, constatamos o predomínio de um conhecimento antropologicamente fundamentado. Isso nos permite considerar, a partir do aproveitamento estético-simbólico dos assuntos científicos, os vários colapsos que irão sendo instaurados entre consciência/imaginação, ciência/magia, conceito/intuição, conhecimento/mistério, aparência física/significado ideal, real/ideal, subjetivo/objetivo. Argumentamos ainda que as condições de percepção e experiência transformam, aqui, os resultados das apreensões. As prerrogativas do Standpunkt da cosmovisão e outras formas de mediação, como a viagem, a saída e o retorno a si, resguardam a impressão de totalidade, num mundo cada vez mais desintegrador. Em suma, a ciência de Humboldt sendo linguagem e estando, portanto, preservada na forma de seu efeito moral, revela a possibilidade de reintegração de espírito e Natureza, sem contudo transformá-los numa unidade indissolúvel. Considerado como ciência poética, e em virtude da harmonia que promove, o conhecimento de Humboldt confere ao empírico um começo, uma direção que vai precisamente significar a retomada idealista/ transcendental do mundo.
This dissertation s aim objective was to verify the use of literary language on the scientific works Ansichten der Natur and kosmos written by Alexander von Humboldt (1769-1859). The hypothesis emphasized the importance of the aesthetic treatment on the language, resulting in a certain scientific notion and pragmatic. Considering the everlasting preoccupation of Humboldt in never reducing science to its descriptive character nor reducing it to its technically operational character, we´ve perceived an anthropological knowledge predominantly structured,. this allow us to consider, throughout the symbolicaesthetic utilization of scientific matters, many collapses that will be installed between imagination/conscience, magic/science, intuition/concept, mistery/ knowledge, ideal significance/physical appearance, ideal/real, objective/subjective. We then discuss that the conditions of perception and those of experiment transform, the result of the accomplishment. The prerogatives in the Standpunkt of cosmovision and other ways of mediation, like traveling , the exit and the return to oneself, preserve the sensation of totality, in a world growing in disintegration. In conclusion, Humboldt´s science being language and being preserved in its form from its moral effects reveals the possibility of reintegration of Nature and spirit, however it doesn´t change them into an indissoluble unity. Considered as poetic Science, and due to the harmony that it brings forth, Humboldt´s knowledge gives to the empirical a starting point, a direction that will precisely signify an idealistic/ transcending recover over of the world.
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Peters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy." Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.

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Thesis (Ph.D.)--George Mason University, 2007.
Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
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Books on the topic "Nature of science"

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Smith, Kathie Billingslea. Science & nature trivia. [S.l.]: Ottenheimer Publishers, 1985.

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Coulter, George. Science in nature. Vero Beach, Fla: Rourke Publications, 1995.

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Billion-Kramer, Tim. Nature of Science. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33397-3.

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Merchant, Carolyn. Science and Nature. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315111988.

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McComas, William, ed. Nature of Science in Science Instruction. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57239-6.

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Science and human nature. 3rd ed. [Philadelphia?]: Xlibris Corp., 2009.

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Franck, Camilla. Jump start: Science & nature. New York: Scholastic Inc., 2000.

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Ritter, Bob. The nature of science. Toronto: ITP Nelson Canada, 1997.

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Franck, Camilla. Jump start: Science & nature. New York: Scholastic Inc., 2000.

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Aicken, Frederick. The nature of science. 2nd ed. Portsmouth, N.H: Heinemann, 1991.

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Book chapters on the topic "Nature of science"

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Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. "Nature of Science." In Science Education, 26–55. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003047506-3.

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Jordan, Bill. "Nature and Science." In Automation and Human Solidarity, 67–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36959-0_5.

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McComas, William F. "Nature of Science." In The Language of Science Education, 67–68. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_59.

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Morrell, Patricia D., and Kate Popejoy. "Nature of Science." In A Few of Our Favorite Things, 31–62. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-779-7_2.

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Settlage, John, Sherry A. Southerland, Lara K. Smetana, and Pamela S. Lottero-Perdue. "Nature of Science." In Teaching Science to Every Child, 27–50. Third Edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315652511-2.

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Heering, Peter, and Kerstin Kremer. "Nature of Science." In Theorien in der naturwissenschaftsdidaktischen Forschung, 105–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56320-5_7.

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Chang, Hasok. "Practicing Eighteenth-Century Science Today." In Nature Engaged, 41–58. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230338029_3.

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Lederman, Norman G., Fouad Abd-El-Khalick, and Judith Sweeney Lederman. "Avoiding De-Natured Science: Integrating Nature of Science into Science Instruction." In Science: Philosophy, History and Education, 295–326. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57239-6_17.

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Bellone, Enrico. "Science and History of Science." In Nature, Experiment, and the Sciences, 307–17. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-1878-8_13.

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Merchant, Carolyn. "Restoring Nature*." In Science and Nature, 226–32. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315111988-17.

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Conference papers on the topic "Nature of science"

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Kaya, Erdogan, Anna Newley, Ezgi Yesilyurt, and Hasan Deniz. "Nature of Computer Science." In ICER 2021: ACM Conference on International Computing Education Research. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3446871.3469784.

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Hendtlass, Tim, Irene Moser, and Marcus Randall. "Dynamic Problems and Nature Inspired Meta-Heuristics." In 2006 Second IEEE International Conference on e-Science and Grid Computing (e-Science'06). IEEE, 2006. http://dx.doi.org/10.1109/e-science.2006.261195.

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

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.
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Ullman, Jeffrey. "On the Nature of Data Science." In KDD '21: The 27th ACM SIGKDD Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3447548.3469651.

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Sanchez Juárez, Aramis A., César W. Granda, Darwin P. Castillo, Johanna E. Jaramillo Q., and Guissella K. Melgar G. "Effects of color in the learning of science." In Light in Nature VI, edited by Joseph A. Shaw, Katherine Creath, and Vasudevan Lakshminarayanan. SPIE, 2017. http://dx.doi.org/10.1117/12.2274686.

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Lakshminarayanan, Vasudevan. "Contributions of early Arab scholars to color science." In Light in Nature VI, edited by Joseph A. Shaw, Katherine Creath, and Vasudevan Lakshminarayanan. SPIE, 2017. http://dx.doi.org/10.1117/12.2272724.

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Shoup, John. "Complexity Science and the Nature of Wisdom." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582594.

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Marx, Jeffrey. "Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084717.

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Zarman, Wendi. "The concept of nature in Islamic science teaching." In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941196.

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Oleynikov, Yu. "SOCIETIES AND CIVILIZATIONS: PRIORITIES OF MODERN RESEARCH." In Man and Nature: Priorities of Modern Research in the Area of Interaction of Nature and Society. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2580.s-n_history_2021_44/18-26.

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Despite of unprecedented level of financing and IT support, the world science didn’t demonstrate meaningful fundamental achievements in study of the ecologic problems of interaction between nature and society and the socio-natural history within the recent 50 years. Social and ideology causes of conceptual infertility of social ecology and of social sciences as a whole are analyzed, such infertility rooted in absence of conditions for creative research into problems of profound social-economic transformation of the society and for search of real paths of development of the social form of being of humans and of the whole of planet’s socio-natural Universum. Ideological engagement of contemporary scholars and their leaning towards the “end of history” and “sustainable development” concepts as a justification of eternal and qualitative stability of liberal capitalism are the reasons of this situation in philosophy and in distinct natural and social sciences. Narrow specialization of scholars, poor knowledge of theoretical heritage accumulated in various countries are of considerable importance as well, these drawbacks not allowing for synthesis of data obtained in particular fields of science to lead to development of fundamental understanding about being of contemporary socio-natural whole.
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Reports on the topic "Nature of science"

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McInerney, J. D. Nontraditional inheritance: Genetics and the nature of science, now titled, The puzzle of inheritance: Genetics and the methods of science. Final report. Office of Scientific and Technical Information (OSTI), August 1998. http://dx.doi.org/10.2172/334252.

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Fanning, Ashley. Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2727.

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Kreofsky, Tess. Isn’t Citizen Science a Hoot? A Case-study Exploring the Effectiveness of Citizen Science as an Instrument to Teach the Nature of Science through a Local Nocturnal Owl-Monitoring Project. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2641.

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Smith, Dina Cherise. Exploring the Recognizability and Nature of Media References in Female Science Fiction and Fantasy Fandom Dress. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1814.

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Whitfield, Paula, Burton Suedel, Kelly Egan, Jeffrey Corbino, Jenny Davis, David Carson, Amanda Tritinger, et al. Engineering With Nature® principles in action : islands. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/44940.

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The Engineering With Nature® (EWN) Program supports nature-based solutions that reduce coastal-storm and flood risks while providing environmental and socioeconomic benefits. Combining the beneficial use of dredged sediments with the restoration or creation of islands increases habitat and recreation, keeps sediment in the system, and reduces coastal-storm and flood impacts. Given the potential advantages of islands, EWN seeks to support science-based investigations of island performance, impacts, and benefits through collaborative multidisciplinary efforts. Using a series of case studies led by US Army Corps of Engineers (USACE) districts and others, this technical report highlights the role of islands in providing coastal resilience benefits in terms of reducing waves and erosion as well as other environmental and socioeconomic benefits to the communities and the ecosystems they reside in.
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Im, Piljae, and Xiaobing Liu. Case Study for the ARRA-funded Ground Source Heat Pump Demonstration at Denver Museum of Nature & Science. Office of Scientific and Technical Information (OSTI), September 2016. http://dx.doi.org/10.2172/1319163.

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Loudovikos, Nikolaos. Science in the Destiny of Theology: A discussion in the midst of a Pandemic. Analogia 17 (2023), March 2023. http://dx.doi.org/10.55405/17-6-loudovikos.

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The experience of this ongoing pandemic has not been a common and terrifying danger only. It has also been a sign of unity of our scattered post-secular humanity, as the question of our forgotten common nature seems to come to the fore again.
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Meacham, Colleen. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5960.

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Linden, Sara Jo. Connecting to Nature, Community, and Self: A Conservation Corps Approach to Re-engaging At-Risk Youth in Science Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3031.

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McGuire, S. Y. Implementation of the Lawrence Livermore National Laboratory Elementary Science Study of Nature (LESSON) in North Alabama elementary and middle schools. Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/6262018.

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