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Journal articles on the topic 'Representing science'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Halpin, Jenni G. "Representing Science that Isn’t:Harvestas Science Fiction Theatre." Interdisciplinary Science Reviews 39, no. 3 (August 21, 2014): 213–23. http://dx.doi.org/10.1179/0308018814z.00000000085.

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2

Frederick, R. "Science and Culture: Representing Feynman." Proceedings of the National Academy of Sciences 111, no. 35 (September 2, 2014): 12571. http://dx.doi.org/10.1073/pnas.1413123111.

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3

Prain, Vaughan, and Bruce Waldrip. "Representing Science Literacies: An Introduction." Research in Science Education 40, no. 1 (January 2010): 1–3. http://dx.doi.org/10.1007/s11165-009-9153-x.

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4

Begoray, Deborah L., and Arthur Stinner. "Representing Science Through Historical Drama." Science & Education 14, no. 3-5 (July 2005): 457–71. http://dx.doi.org/10.1007/s11191-005-0780-y.

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5

Fusco, Dana, and Angela Calabrese Barton. "Representing student achievements in science." Journal of Research in Science Teaching 38, no. 3 (2001): 337–54. http://dx.doi.org/10.1002/1098-2736(200103)38:3<337::aid-tea1009>3.0.co;2-0.

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6

Brown, Bryan A., Charmaine Mangram, Kathy Sun, Keith Cross, and Erin Raab. "Representing Racial Identity." Urban Education 52, no. 2 (September 22, 2016): 170–206. http://dx.doi.org/10.1177/0042085916661385.

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The challenge of opening the doors to science has been a topic of debate for many years. This content analysis study documented an urban school’s attempt to use representational practices to promote positive science identities for African American boys. Our analysis revealed how the school attempted to offer connections between ethnic identity and achievement ideology through representational practices. Whether it was posting the names of famous African American male scientists or promoting attendance to Historically Black Colleges and Universities (HBCUs), the school used postings, displays, and interior pictures to communicate a positive science identity. The study highlights the need to promote non-stereotypical science identities for students.

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7

Merseal, Hannah M., Roger E. Beaty, Yoed N. Kenett, James Lloyd-Cox, Örjan de Manzano, and Martin Norgaard. "Representing melodic relationships using network science." Cognition 233 (April 2023): 105362. http://dx.doi.org/10.1016/j.cognition.2022.105362.

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8

Wilson, J. Bastow, Peter S. White, Jan P. Bakker, and Sandra Díaz. "Disentangling the environment and representing vegetation science." Journal of Vegetation Science 17, no. 1 (February 2006): 1–3. http://dx.doi.org/10.1111/j.1654-1103.2006.tb02416.x.

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9

Neelin, J. D., and J. Marotzke. "Representing Ocean Eddies in Climate Models." Science 264, no. 5162 (May 20, 1994): 1099–100. http://dx.doi.org/10.1126/science.264.5162.1099.

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10

Stern, Peter. "Representing direction in the fly." Science 356, no. 6340 (May 25, 2017): 816.5–816. http://dx.doi.org/10.1126/science.356.6340.816-e.

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11

Wallace, Sophia J. "Representing Latinos." Political Research Quarterly 67, no. 4 (July 11, 2014): 917–29. http://dx.doi.org/10.1177/1065912914541795.

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12

Strate, Lance. "Representing Men." Contemporary Sociology: A Journal of Reviews 34, no. 3 (May 2005): 277–78. http://dx.doi.org/10.1177/009430610503400330.

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13

Pasquino, Gianfranco. "Representing microcosms." Political Quarterly 90, no. 3 (July 23, 2019): 578–79. http://dx.doi.org/10.1111/1467-923x.12718.

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14

Kuipers, Joel. "Unmentionable Others: Representing Participation Frameworks in School Science." Anthropological Quarterly 84, no. 1 (2011): 87–99. http://dx.doi.org/10.1353/anq.2011.0002.

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15

Cambrosio, Alberto, Camille Limoges, and Denyse Pronovost. "Representing Biotechnology: An Ethnography of Quebec Science Policy." Social Studies of Science 20, no. 2 (May 1990): 195–227. http://dx.doi.org/10.1177/030631290020002001.

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16

Stern, Peter. "Representing space in past and future." Science 373, no. 6551 (July 8, 2021): 175.7–176. http://dx.doi.org/10.1126/science.373.6551.175-g.

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17

Stern, Peter. "Representing the past and the future." Science 370, no. 6513 (October 8, 2020): 182.3–182. http://dx.doi.org/10.1126/science.370.6513.182-c.

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18

Stern, Peter. "Representing the identity of a smell." Science 361, no. 6407 (September 13, 2018): 1083.12–1085. http://dx.doi.org/10.1126/science.361.6407.1083-l.

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19

Laurent, Brice. "Science museums as political places. Representing nanotechnology in European science museums." Journal of Science Communication 11, no. 04 (December 21, 2012): C02. http://dx.doi.org/10.22323/2.11040302.

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Science museums perform representations of science and that of its publics. They have been called to intervene in nanotechnology within global public policy programs expected to develop the field. This paper discusses the case of European science museums. It starts by examining the case of a European project that involved science museums working on nanotechnology. This example illustrates a "democratic imperative" that European science museums face, and which implies a transformation of their public role. It offers a path for the analysis of the current evolution of European science communication perspective – from "public understanding of science" to "scientific understanding of the public" – and of the political construction this evolution enacts.

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20

Boesch, Brandon. "Representing in the Student Laboratory." Transversal: International Journal for the Historiography of Science, no. 5 (December 9, 2018): 34. http://dx.doi.org/10.24117/2526-2270.2018.i5.05.

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In this essay, I will expand the philosophical discussion about the representational practice in science to examine its role in science education through four case studies. The cases are of what I call ‘educational laboratory experiments’ (ELEs), performative models used representationally by students to come to a better understanding of theoretical knowledge of a scientific discipline. The studies help to demonstrate some idiosyncratic features of representational practices in science education, most importantly a lack of novelty and discovery built into the ELEs as their methodology is solidified when it becomes a widely spread educational tool within a discipline. There is thus an irreducible role for the historical development of ELEs in understanding their representational nature and use. The important role of the historical development of ELEs leads to an interesting way that educators can use ELEs as a means of connecting students to important historical developments within their disciplines.

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21

Rehfeld, Andrew. "On Representing." Journal of Political Philosophy 26, no. 2 (September 21, 2017): 216–39. http://dx.doi.org/10.1111/jopp.12137.

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22

Levy, Ellen K. "Representing language." Endeavour 29, no. 1 (March 2005): 2–3. http://dx.doi.org/10.1016/j.endeavour.2004.12.001.

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23

Fitch, G. W. "Representing Beliefs." Philosophy and Phenomenological Research 56, no. 3 (September 1996): 597. http://dx.doi.org/10.2307/2108385.

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24

Whip, Rosemary. "Representing Women:." Women & Politics 11, no. 3 (November 19, 1991): 1–22. http://dx.doi.org/10.1300/j014v11n03_01.

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25

Dalsheim, Joyce, and Assaf Harel. "Representing Settlers." Review of Middle East Studies 43, no. 2 (2009): 219–38. http://dx.doi.org/10.1017/s2151348100000677.

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26

Cameron, Deborah. "Representing sociolinguistics?" Journal of Sociolinguistics 2, no. 3 (October 1998): 421–31. http://dx.doi.org/10.1111/1467-9481.00054.

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27

Van Evra, James. "On Hacking on Representing and Intervening." Dialogue 25, no. 4 (1986): 741–46. http://dx.doi.org/10.1017/s0012217300049647.

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One major part of Representing and Intervening is completely without blemish. In it we find Ian Hacking busy puncturing received opinions about science in his usual lucid and engaging style. If you think, for instance, that scientists decide what exists by passively observing the passing show, Hacking has news for you. Similarly, if you think that experiments exist just to test theories, or that science begins and ends with theories, or that within science as practised there is even any univocal rendering of the term “theory”, you are equally on the verge of surprise.

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28

Hoeppe, Götz. "Representing Representation." Science, Technology, & Human Values 40, no. 6 (July 10, 2015): 1077–92. http://dx.doi.org/10.1177/0162243915594025.

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29

Burton, Ed. "Representing representation." ACM SIGGRAPH Computer Graphics 29, no. 3 (August 1995): 28–32. http://dx.doi.org/10.1145/209914.209924.

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30

Beauregard, Robert A. "Representing Urban Decline." Urban Affairs Quarterly 29, no. 2 (December 1993): 187–202. http://dx.doi.org/10.1177/004208169302900201.

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31

Shostak, Debra. "Representing “Roth”." Revue française d’études américaines N° 166, no. 1 (April 26, 2021): 75–91. http://dx.doi.org/10.3917/rfea.166.0075.

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32

Juravich, Tom. "Representing Labor." Work and Occupations 38, no. 2 (March 31, 2011): 143–48. http://dx.doi.org/10.1177/0730888411404140.

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33

Lindey, Sara. "Sympathy and Science: Representing Girls in Abolitionist Children’s Literature." Journal of the Midwest Modern Language Association 45, no. 1 (2012): 59–73. http://dx.doi.org/10.1353/mml.2012.0002.

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34

WALLENSTEEN, PETER. "Representing the World." Security Dialogue 25, no. 1 (March 1994): 63–75. http://dx.doi.org/10.1177/0967010694025001006.

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35

Angevine, Sara. "Representing All Women." Political Research Quarterly 70, no. 1 (November 23, 2016): 98–110. http://dx.doi.org/10.1177/1065912916675737.

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Is sisterhood global? This study investigates if women in Congress are representing women worldwide by extending their surrogate representation of American women to women in foreign countries. Congressional research shows that race affects surrogate representation across borders via transnationalism. I test whether this also applies to gender when no shared “mother country” unites women, there are divisions over how to represent women, and American foreign policy is considered a stereotypically masculine policy domain. With an original dataset of three Congresses (2005–2010), I test if female House Representatives are more likely to introduce foreign policy legislation that targets foreign women and girls by applying regression analysis. Controlling for likely individual, electoral, and institutional incentives, I find that gender matters and that women in Congress are more likely to introduce legislation on behalf of women worldwide, acting as global surrogates. These findings offer new insights into the boundaries of surrogate representation, congressional foreign policy decision making, the influence of gender on international relations, and the impact of women in Congress.

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36

Campbell, Rosie. "Representing women voters." Party Politics 22, no. 5 (July 10, 2016): 587–97. http://dx.doi.org/10.1177/1354068816655565.

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37

Hansson, S. O. "Representing supererogation." Journal of Logic and Computation 25, no. 2 (February 14, 2013): 443–51. http://dx.doi.org/10.1093/logcom/exs065.

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38

Soper, Kate. "Representing Nature." Capitalism Nature Socialism 9, no. 4 (December 1998): 61–65. http://dx.doi.org/10.1080/10455759809358833.

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39

Winkler, Mary. "Representing AIDS." Journal of Medical Humanities 15, no. 1 (March 1994): 5–21. http://dx.doi.org/10.1007/bf02297732.

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40

Campos Pérez, Lara. "Representing the Enemy." Contributions to the History of Concepts 5, no. 2 (December 1, 2009): 140–61. http://dx.doi.org/10.1163/187465609x430818.

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This article takes a close look at the iconographic construction of the so-called “otherness” in Spain between 1936 and 1945. During this three year period of civil unrest, the Franco regime set out to cast the defeated half of the war as an inimical “other.” In this process of building an impression of the “other,” the “New State,” created after April 1, 1939, played an important role, since in many ways the existence of this enemy “other” could favour unity between the rest, or “us.” The State used mandatory education as an efficient socialization tool in this process. The text looks at the different ways in which the image of the “other” was used in books that taught History, Civic Education and Patriotic Education in primary school.

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41

DiGiuseppe, Maurice. "Representing Nature of Science in a Science Textbook: Exploring author–editor–publisher interactions." International Journal of Science Education 36, no. 7 (October 3, 2013): 1061–82. http://dx.doi.org/10.1080/09500693.2013.840405.

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42

Bryson, Norman. "Representing the real." History of the Human Sciences 1, no. 1 (May 1988): 75–104. http://dx.doi.org/10.1177/095269518800100106.

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43

Campbell, David. "Representing Contemporary War." Ethics & International Affairs 17, no. 2 (September 2003): 99–108. http://dx.doi.org/10.1111/j.1747-7093.2003.tb00442.x.

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“… Sontag not only challenges the compassion fatigue thesis; she questions the notion of the CNN effect. With regard to inaction in Bosnia despite the steady stream of images of ethnic cleansing that made their way out of Sarajevo, Sontag argues that people didn't turn off because they were either overwhelmed by their quantity or anaesthetized by their quality. Rather, they switched off because American and European leaders proclaimed it was an intractable and irresolvable situation. The political context into which the pictures were being inserted was already set, with military intervention not an option, and no amount of horrific photographs was going to change that….… In the Iraq war of 2003 imagery was central to the conflict and often the subject of conflict itself. In this context, the Pentagon's strategy of “embedding” reporters and their camera crews with fighting units, and having them operate at the behest of that unit, continues the long-running tradition of a close relationship between the media and the military…. Given this, Sontag is perhaps surprisingly sanguine about the genuineness of war photography in the contemporary period. While recognizing that many of the now iconic combat images of the pre-Vietnam period were staged, she sees Vietnam as a watershed such that “the practice of inventing dramatic news pictures, staging them for the camera, seems on its way to becoming a lost art.” Insofar as Sontag is referring to the likelihood of individual photographers seeking to deceive, she may be right. There was, however, at least one notable instance in Iraq of digital manipulation. This resulted in the Los Angeles Times sacking award-winning staff photographer Brian Walski, whose altered image of a British soldier in Basra (he had combined two photos into one to improve marginally composition) was used on the paper's front page….… What is most striking about the embedded journalists' coverage of the Iraq war is the way in which the images of the conflict produced by the allies' media was so relatively clean, being largely devoid of the dead bodies that mark a major conflict. In this outcome, the media is a willing accomplice….”

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44

Potter, Bruce. "Representing our Networks." IT Professional 12, no. 5 (September 2010): 58–60. http://dx.doi.org/10.1109/mitp.2010.134.

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45

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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46

Ma, J. "Representing The Dividing Instant." Computer Journal 46, no. 2 (February 1, 2003): 213–22. http://dx.doi.org/10.1093/comjnl/46.2.213.

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47

Parkinson, Jean. "Representing own and other voices in social science research articles." International Journal of Corpus Linguistics 18, no. 2 (September 27, 2013): 199–228. http://dx.doi.org/10.1075/ijcl.18.2.02par.

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That complement clauses are a prominent feature of various registers including conversation and academic prose. In academic prose, that-clauses are of interest because they frame research findings, the writer’s central message to the reader. To achieve this persuasive purpose, that-clauses are employed to draw in various voices, including those of other researchers, research participants, research findings and the writer. This study extends prior investigation of complement clauses to examine their distribution across different sections of a corpus of research articles in social science. The social action of each section is partially achieved through what the different voices in the different sections of the article talk about, and the subtle variations in the stance of the author and other voices across sections. This study finds that use of reporting verbs is nuanced according to authors’ purposes in different sections, and also according to the source of the proposition in the that-clause.

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48

Kessler, Elizabeth A. "Resolving the nebulae: the science and art of representing M51." Studies in History and Philosophy of Science Part A 38, no. 2 (June 2007): 477–91. http://dx.doi.org/10.1016/j.shpsa.2007.03.001.

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49

Ferrigno, Emily D. "The Dark Side: representing science fiction in drum ‘n’ bass." New Review of Film and Television Studies 9, no. 1 (March 2011): 95–104. http://dx.doi.org/10.1080/17400309.2011.521722.

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50

Ozerova, Elena G., Natalia M. Goleva, Irina S. Golubeva, Irina M. Chebotareva, and Tatyana V. Yakovleva. "Representing school discourse stimuli." SHS Web of Conferences 103 (2021): 01043. http://dx.doi.org/10.1051/shsconf/202110301043.

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Discourse study in contemporary science is characterized by various approaches, whose integrative feature is the fact that this theoretical phenomenon is considered as a communicative activity and is caused by anthropocentric factors of speech generation. The representation of school discourse stimuli allows simulating the speech portrait of participants in educational activities. School discourse is a complex communicative phenomenon created by the subjects of the school educational process. It reflects the totality of accepted values and behavioral stereotypes in a particular socio-cultural space. The work aims to investigate the stimuli of school discourse. This work was conducted employing methods, such as 1) the free associative experiment; 2) quantitative analysis, which allowed identifying the actualization of the incentive perception based on quantitative data; and 3) discursive and conceptual analysis, which involved the identification of concepts, simulating them based on the conceptual totality of the means of their lexical representation in the usage. In the course of conducted study, about 600 native speakers of the Russian language were interviewed, and 9,440 associations were obtained for the school discourse stimuli. In the language consciousness of schoolchildren and teachers, associations for the “Family” stimulus were dominant, and the associative field of this stimulus was represented most broadly. The smallest number of associations was noted with regard to the “Evil” stimulus. The frequency of associations in the stimuli “Good”, “Happiness”, “Love”, “Friendship”, “Joy”, and “Labor” was approximately the same. The representation of school discourse stimuli reflects the value system, worldviews, moods, and assessments of recipients. Such a study was conducted for the first time.

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