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Humffray, Jennifer Jane, and n/a. "Early childhood science education : the study of young children's understanding of forces." University of Canberra. Teacher Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060731.131000.
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This study sought to investigate young children's understandings of the
science concept forces. A government preschool in the A.C.T. was the
setting for the study.
The research methodology consisted of pre and post interviews
conducted before and after a teaching sequence using an interactive
approach to teaching science (Biddulph and Osbome 1984). Interviews
were audio taped, work samples were kept and lessons and discussions
were audio taped during the teaching sequence.
This study examined three factors associated with young children's
understandings of the science concept forces. First, it documented
young children's understandings prior to any formal teaching in this
area. It was found that most children did hold views about the areas of
forces such as pushes and pulls, inertia, friction and gravity. Some of
these views are generally recognised by the scientific community as
being scientifically correct answers.
Second, this study sought to reveal if these prior views were changed
or reached a higher conceptual level after the experience of a three
week interactive teaching sequence on forces. It was found that in all
cases changes in language indicating higher level understandings, the
use of scientific terms and more detailed responses indicated that it
was possible and relevant at the early childhood level to teach the
concepts of forces.
A third aspect of this study sought to identify teaching strategies which
would effectively teach forces to very young children.
It became clear in this study that as young children already have views
about the concepts of forces it is possible to build on these views with
correct scientific knowledge and thus empower the young child in an
area of science which research has indicated may cause problems for
older learners.
It is therefore proposed that early childhood is a crucial time for
teaching correct science concepts in the area of forces.
This thesis has shown that young children, particularly those 4-5 years old, have
already formed views of forces, some scientifically correct and it is proposed that
building on this existing knowledge will empower the child in later learning in the
areas of physics and mechanics.
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Mahla, Philip L. Riga Christopher N. "An operational concept for the transformation of SOF into a fifth service /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FMahla.pdf.
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Riga, Christopher N., and Philip L. Mahla. "An operational concept for the transformation of SOF into a fifth service." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/952.
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Approved for public release, distribution is unlimited<br>This thesis defines the strategic utility of Special Operation Forces (SOF), identifies why SOF only provide limited strategic utility, and presents an operational concept for the reorganization, alignment, and employment of SOF to overcome these shortf alls. The thesis is presented in a deductive manner that argues that SOF were designed for strategic purposes, and leads the reader to conclude that reformation must occur for SOF to provide strategic utility and meet their intent. SOF would be in an optimal position to meet their organizational intent by becoming a fifth armed service within the Department of Defense (DoD). Through the creation of mission-based units and a holistic employment strategy, SOF would become a strategic instrument capability of assisting national decision -makers in blending the elements of national power. Finally, the thesis concludes with additional required areas for research to make this concept become a reality, but that are beyond the scope of this study.<br>Major, United States Army
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Bindis, Michael P. "Students' misconceptions about intermolecular forces as investigated through paper chromatography experiments and the Molecular Attractions Concept Inventory." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1379167186.
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Ziegler, Thomas. "The long war concept using the security cooperation Marine Air Ground Task Force to address irregular threats through shaping and deterrence /." Quantico, VA : Marine Corps Command and Staff College, 2008. http://handle.dtic.mil/100.2/ADA490846.
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Haber, Stéphane. "Les formes de la connaissance du présent dans les sciences sociales : une introduction au concept de modernité." Besançon, 1996. http://www.theses.fr/1996BESA1028.
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Guillaud, Jean-Claude. "Enseignement et apprentissage du concept de force en classe de troisième." Université Joseph Fourier (Grenoble), 1998. http://www.theses.fr/1998GRE10159.
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Notre travail s'inscrit dans une étape de la recherche en didactique de la physique, qui, au vu des travaux existants, permet d'élaborer une problématique prenant en compte simultanément des questions d'enseignement et d'apprentissage. Nous proposons un tour d'horizon sur la nature des concepts de base de la mécanique, tel qu'il ressort des travaux actuels en histoire des sciences. Nous parcourons les nombreux travaux de didactique qui ont mis en évidence la grande difficulté d'appréhension chez les élèves du mouvement, du repos et de la notion de force. Nous rappelons l'importance des intermédiaires sémiotiques dans l'élaboration d'une pensée nouvelle. Notre hypothèse centrale est que la compréhension conceptuelle implique la coordination de registres sémiotiques heterogenes, dans leur mise en relation avec différentes situations expérimentales. Nous avons fait le choix de fournir aux élèves un cadre explicite de modèle enseigne, dont nous supposons qu'il ouvrera a la fois comme point d'appui et comme cadre de contraintes pour des raisonnements d'élèves confrontes a un certain type de situations expérimentales. L'expérimentation a été conduite dans trois classes de troisième. Nous donnons, a l'aide de ces outils, une description de l'évolution des raisonnements d'élèves. Nous montrons qu'un système d'explications primitives vient permettre et surtout s'opposer au modèle propose. Nous montrons aussi que les dimensions des productions des élèves n'évoluent pas d'une manière homogène selon le registre sémiotique. Nous observons aussi des explications parallèles, ou se combinent des références au modèle propose et au registre primitif. Mais surtout, nous montrons que le modèle agit bien comme un système de contraintes qui, peu a peu, impose de ne pas se laisser négliger par les élèves. Nous montrons qu'avec un investissement assez faible, une progression sensible peut être atteinte sur des questions dont toute la recherche en didactique montre la difficulté.
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Campbell, Meghann. "THE EFFECTS OF THE 5E LEARNING CYCLE MODEL ON STUDENTS' UNDERSTANDING OF FORCE AND MOTION CONCEPTS." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3727.
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As advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change,this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry-based science investigations through the use of the 5E Learning Cycle. The researcher's journey through this process was also a focus of the study. Initial data were provided by a pretest indicating students' understanding of force and motion concepts. Four times weekly for a period of 14 weeks, students participated in investigations related to force and motion concepts. Their subsequent understanding of these concepts and their ability to generalize their understandings was evaluated via a posttest. Additionally, a review of lab activity sheets, other classroom-based assessments, and filmed interviews allowed for the triangulation of pertinent data necessary to draw conclusions from the study. Findings showed that student knowledge of force and motion concepts did increase although their understanding as demonstrated on paper lacked completeness versus understanding in an interview setting. Survey results also showed that after the study students believed they did not learn science best via textbook-based instruction.<br>M.Ed.;<br>Department of Teaching and Learning Principles<br>Education<br>K-8 Mathematics and Science Education
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Carter, Timothy R. "Knowledge value added as a methodology to evaluate the Office of Force Transformation's Wolf-PAC / Stiletto program concepts." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2557.
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With the DoD acquisition of programs and projects becoming increasingly expensive, it is imperative that the method or measure for determining value for a particular project, real or conceptual, be identified and used enterprise-wide. The form of analysis known as the Knowledge Value Added (KVA) methodology, KVA will evaluate the Office Force Transformation Wolf-PAC / Stiletto concepts. This thesis will explore two distinctly different areas which demonstrate the KVA method's use and benefit: 1. The use of the KVA method to find improvements in a Command and Control (C2) process, and 2. To demonstrate the increase value that the Stiletto ship brings to littoral operations (i.e., Mine hunting). The resulting values will be compared in varying notional scenarios to assess potential improvements for knowledge processes. This method of analysis will demonstrate how a reengineered process, resulting from the KVA method, enables organizations to maximize knowledge creation and production capacity.
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Stecklein, Jason Jeffrey. "Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1506.
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The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.
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Robertson, Laura, LaShay Jennings, Huili Hong, Karin Keith, and Chih-Che Tai. "Forces and Motion (PS2): An Integrated K–8 Hands-On Approach Supporting the NGSS and CCSS ELA." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/769.
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Daudon, Vincent. "Construction d'un concept de temps mathématiquement manipulable en philosophie naturelle." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC241/document.
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En recherchant la loi de force centripète inscrite dans les Principes Mathématiques de la Philosophie Naturelle, Newton donna au temps un statut de grandeur privilégiée de la philosophie naturelle. Cependant, celui-ci apparaît de façon ambiguë, tantôt grandeur discrète, tantôt grandeur continue. Sa manipulation mathématique, qui repose essentiellement sur la Méthode des premières et dernières raison et sur la loi des aires, laisse, en outre, apparaître un temps de nature géométrique. Confronté, dans la proposition X du livre II, à la résolution du mouvement d'un mobile qui éprouve une résistance en raison du carré de sa vitesse, Newton ne parvient pas à résoudre cette proposition au moyen de la géométrie. Il est contraint de reprendre son raisonnement et de recourir à une méthode algébrique pour énoncer de manière juste, dans l'édition de 1713, la solution de cette proposition, dans laquelle le temps apparaît alors sous une forme algébrisée, représenté par une lettre. Ainsi, d'un temps géométrisé, figuré par un élément d'espace dans l'édition de 1687, Newton en fit un être per se représenté par une lettre dans la proposition X de l'édition de 1713. Cependant, c'est à Varignon, qui aborda les propositions des Principia de Newton à l'aide du calcul différentiel, que l'on doit la fin de la mathématisation et la finalisation du concept de temps mathématique<br>By looking for the law of centripetal force registered in the Mathematical Principles of the Natural Philosophy, Newton gave to time a status of privileged magnitude of natural philosophy. However, this one appears in a ambiguous way, sometimes discrete magnitude, sometimes continuous magnitude. Its mathematical manipulation, which rests essentially on the Method of first and last ratios and on the law of areas, lets appear a time of geometrical nature. Confronted, in the proposal x of the book II, with the resolution of the movement of a mobile which tests a resistance which is proportional in the square of its speed, Newton does not succeed in solving this proposal by means of the geometry. It is forced to resume its reasoning and to resort to an algebraic method in order to express in a just way the solution of this proposal, in which the time appears then under an algébraic shape, represented by a letter. So, from a geometrical time, represented by an element of space in the edition of 1687, Newton made an entity per se represented by a letter in proposal x of the 1713 edition. But it is to Varignon, who approached the proposals of the Principia by means of the differential calculus, that we owe the end of the "mathematization" and the finalization of the concept of mathematical time
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Ölmedal, Klara. "Begreppskoherens i mekanik och attityd till fysik." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33054.
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I detta arbete undersöktes och jämfördes begreppskoherens och attityd till fysik blandelever på fysik- respektive naturvetenskapsprogrammet vid gymnasieskolanPolhemskolan i Lund. Begreppskoherensen undersöktes med Force Concept Inventorysom är ett omdiskuterat flervalstest från USA som ska mäta studentersbegreppskoherens för kraftbegreppet inom den klassiska mekaniken. Eftersom mångaundersökningar visar att intresset för fysik minskar undersöktes också elevernas attitydtill fysik med ett svenskt test av Likertmodell.Undersökningarna gjordes på elever som precis börjat åk 1 och på äldre elever som lästkursen Fysik A inom båda programmen. Resultatet av undersökningarna är att elevernapå fysikprogrammet har större begreppskoherens för kraftbegreppet än eleverna pånaturvetenskapsprogrammet och att begreppskoherensen höjs efter Fysik A. Attitydentill fysik är dessutom mer positiv på fysikprogrammet men eleverna pånaturvetenskapsprogrammet har större spridning i attityd. Slutsatsen är attPolhemskolans fysikprogram har lyckats locka de elever som det är tänkt för.<br>In this paper the conceptual coherence and towards physics among students in thephysics and science program at Polhemskolan in Lund were measured and compared.The conceptual coherence was measured with the Force Concept Inventory, a muchdebated multiple choice test from USA that is supposed to measure students’ conceptualcoherence for the concept of force in classical mechanics. Since many studies show thatthe interest in physics is declining the students’ attitude towards physics was alsomeasured with an attitude test of Likert model.The study is done among students that just started year one and older students that havehad instruction in physics at the Swedish correspondence to high school. The result ofthe study is that the students at the physics program have a higher conceptual coherencefor the concept of force than the students at the science program and that the coherence4is improved with the physics course Fysik A. The attitude towards physics is morepositive at the physics program but the attitudes among the students at the scienceprogram are more widely scattered. The conclusion is that the physics program atPolhemskolan has succeeded in attracting the students it is meant for.
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Nour, Sayed. "Nouvelle Théorie Hémodynamique " Flux et Rythme " Concept et applications précliniques en utilisant des nouveaux dispositifs d'assistance circulatoire Directeur." Phd thesis, Université Paris Sud - Paris XI, 2012. http://tel.archives-ouvertes.fr/tel-00781226.
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Le coeur et les vaisseaux sanguins sont directement issus de l'endothélium et dépendent de sa fonction. Le coeur ne représente pas la seule force motrice de notre système circulatoire, la plupart des stratégies thérapeutiques actuelles des maladies cardiovasculaires sont encore focalisées sur le coeur, négligeant l'ensemble du système circulatoire et le système endothélial. Par exemple, le développement de Dispositifs d'Assistance Cardiaque (DAC) est influencé par le coeur, conçu pour suivre,obéir et doit être synchronisé avec un organe malade.De nombreux " signaux " de nature différente sont capables d'activer les cellules endothéliales : les forces de cisaillement créées par le flux sanguin parallèle à la surface de la paroi des vaisseaux, mais également les forces perpendiculaires provoquées par l'étirement de la paroi artérielle par les variations de la pression et la qualité cyclique de ces forces. L'activation de cellules endothéliales est due à la pulsatilité du flux mais aussi à l'action de substances vasoactives et des médiateurs de l'inflammation.Dans notre travail de thèse, nous proposons une nouvelle approche thérapeutique,basée sur une révision fondamentale de l'ensemble du système circulatoire: exposer les défauts de la gestion courante des maladies cardiovasculaires (MCV). Notre nouveau concept se concentre sur la dynamique des flux sanguins pour stimuler,restaurer et maintenir la fonction endothéliale, et compris le coeur lui-même. Nous avons développé et évalué une nouvelle génération de DAC pulsatiles, testée in vitro et in vivo.Pendant le déroulement de cette thèse nous avons effectué les études suivantes:1. Etude d'un prototype de cathéter pulsatile. Il est testé de manière isolée dans un modèle expérimental d'ischémie aiguë du myocarde et dans un modèle d'hypertension pulmonaire aiguë.2. Etude d'un prototype de tube pulsatile à double lumière. Il est testé in-vitro dans un circuit de circulation extracorporelle, et in vivo comme assistance ventriculaire gauche.73. Etude d'un prototype de combinaison pulsatile. Il est testé sur un modèle animal présentant une défaillance aiguë du ventricule droit. Des prototypes de masques et de pantalons pulsatiles sont en développement.En conclusion, notre approche est basée sur l'activation de la fonction endothéliale plutôt qu'en une assistance cardiaque directe. Ce concept permet une meilleure gestion thérapeutique des maladies circulatoires et cardio-pulmonaires.
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Camussi-Ni, Marie-Armelle. "Analyse formelle et conceptuelle des formes verbales du français contemporain : A la croisée du passé simple et de l'imparfait, du futur et du conditionnel, les concepts "+/-potentiel" et "+/-défini"." Phd thesis, Université Rennes 2, 2006. http://tel.archives-ouvertes.fr/tel-00179141.
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L'analyse formelle des variantes fléchies du verbe à l'indicatif aboutit à la mise en évidence de la combinaison de deux morphèmes [Ø/(±R)] et [Ø/ai/a]. C'est ainsi que le conditionnel et le futur se différencient des autres temps de l'indicatif par la présence du (+R)- dont on peut postuler qu'il est commun également à l'infinitif- mais se distinguent l'un de l'autre par l'opposition ai/a, opposition qui différencie également l'imparfait du passé simple en se combinant au (–R). <br />Ce constat éclaire de façon nouvelle la relation qui se construit entre les différents « temps » du mode indicatif. En effet, la prise en compte d'une opposition supplémentaire conduit à réinterroger la prédominance de la temporalité dans les analyses des « temps » de l'indicatif au profit d'une déconstruction de la combinaison des valeurs. Cette analyse permet alors de rendre compte de la diversité des effets de sens tout en évitant l'atomisation des explications temporelles, modales, aspectuelles au gré des occurrences. <br />La première partie de la thèse s'articule autour de la relation entre cette analyse morphologique et les différentes analyses formelles du futur et du conditionnel qui ont pu être menées auparavant.<br />Dans un second temps, se nourrissant de la confrontation avec les analyses conceptuelles existantes de l'infinitif, du passé simple, de l'imparfait, du futur et du conditionnel, elle explore le versant sémantique de l'hypothèse de l'existence d'un morphème ±R qui se combine avec un autre morphème a/ai. Hypothèse qui oblige, d'une part, à caractériser la valeur sémantique du morphème dénoté par ±R et c'est le concept ±potentiel qui lui sera associé, d'autre part, à redéfinir l'opposition imparfait/passé simple puisque c'est cette même opposition qui se retrouve dans le couple futur/conditionnel. C'est le trait ± défini qui sera proposé.<br />La prise en compte de la combinaison de ces deux traits sémantiques permet de déjouer la complexité d'énoncés dont la richesse n'a d'égal que la variété.
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Magnette, Paul. "Citoyenneté et construction européenne: étude de la formation du concept de citoyenneté et de la recomposition de ses formes institutionnelles dans le cadre de la construction européenne." Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211973.
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Chaib, João Paulo Martins de Castro. "Análise do significado e da evolução do conceito de força de Ampère, juntamente com a tradução comentada de sua principal obra sobre eletrodinâmica." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/277326.
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Orientador: André Koch Torres de Assis<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Fisica Gleb Wataghin<br>Made available in DSpace on 2018-08-12T11:28:52Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009<br>Resumo: Apresentamos a força de Ampère entre elementos de corrente e discutimos detalhadamente as grandezas que aparecem nesta lei. Analisamos o caminho percorrido por Ampère para chegar na sua força entre elementos de corrente. Mostramos suas primeiras experiências, as formulações iniciais de sua força, as experiências de Biot e Savart, assim como a in u¿encia da experiência da rotação contínua de Faraday na determinação do valor final da força entre elementos de corrente de Ampère. Apresentamos os diversos casos de equilíbrio introduzidos por Ampère e sua relevância metodológica na obtenção de leis quantitativas na física. Mostramos as contribuições de Savary na elaboração das consequências quantitativas da força de Ampère e o impacto que elas tiveram sobre Biot, Savart e Ampère. Discutimos alguns dos principais trabalhos, cartas e manuscritos de Ampère, desde 1820 até sua obra máxima de 1826, o Théorie des Phénomènes Électro-dynamiques, Uniquement Déduite de l¿Expérience. Apresentamos uma tradução completa desta obra e das notas que a acompanham.<br>Abstract: We present Ampère¿s force between current elements and discuss in detail the magnitudes which appear in this law. We analyze the trajectory followed by Ampère in order to obtain his force between current elements. We show his first experiments, the initial formulations of his force, the experiments of Biot and Savart, and the in uence of Faraday¿s experiment of uninterrupted rotation in the determination of the final value of Ampère¿s force between current elements. We present the several cases of equilibrium introduced by Ampère and their methodological relevance in order to obtain quantitative laws in physics. We show the contributions of Savary for the elaboration of the quantitative consequences of Ampère¿s force and the impact they had upon Biot, Savart and Ampère. We discuss some of the main works, letters and manuscripts of Ampère, from 1820 until his masterpiece of 1826, the Théorie des Phénomènes Électro-dynamiques, Uniquement Déduite de l¿Expérience. We present a complete translation of this work and of the notes which follow it.<br>Doutorado<br>Física<br>Doutor em Ciências
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Duda, Henriette Abigail Aline. "Vergleich forstlicher Managementstrategien." Doctoral thesis, Norderstedt : Books on Demand, 2006. http://hdl.handle.net/11858/00-1735-0000-0006-B0F0-A.
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Guilbaud, Alexandre. "L'hydrodynamique dans l'œuvre de D'Alembert 1766-1783 : histoire et analyse détaillée des concepts pour l'édition critique et commentée de ses "Œuvres complètes" et leur édition électronique." Phd thesis, Université Claude Bernard - Lyon I, 2007. http://tel.archives-ouvertes.fr/tel-00340839.
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D'Alembert est l'auteur d'un quatrième et dernier traité d'hydrodynamique méconnu des historiens des sciences : le Mémoire 57 du t. VIII de ses "Opuscules mathématiques" (1780). Il y répond, pour l'essentiel, à un écrit de Borda de 1766 contenant une sévère remise en question des principes et concepts fondateurs de son "Traité des fluides" (1744). Cette polémique entre les deux géomètres s'inscrit dans une période de crise de l'hydrodynamique touchant à la concordance entre théorie et expérience. Les équations aux dérivées partielles obtenues par D'Alembert dans son "Essai d'une nouvelle théorie de la résistance des fluides" (1752), puis par Euler dans ses célèbres mémoires de 1755, n'ont pu être résolues. L'approche unidimensionnelle initiée par Daniel Bernoulli dans l'"Hydrodynamica" (1738) puis adoptée par Jean Bernoulli dans l'"Hydraulica" (1743) et par D'Alembert dans le "Traité des fluides" (1744), repose, quant à elle, sur une approximation, l'hypothèse du parallélisme des tranches, trop éloignée des résultats expérimentaux disponibles. C'est cet écart que Borda tente de pallier en 1766 afin de faire sortir la discipline de l'impasse dans laquelle elle se trouve.<br />Dans le Mémoire 57, D'Alembert, directement visé par ce dernier, donne son point de vue sur le sujet, répond implicitement aux critiques de Borda, revient sur ses écrits antérieurs, et propose de nouvelles pistes de recherche théoriques. L'étude de ce traité, tant du point de vue physique que mathématique, engage ici un réexamen des principes et concepts fondateurs de sa théorie des écoulements, la plupart n'ayant été que partiellement abordés par l'historiographie. Il nous permet également de situer ses recherches vis-à-vis de celles des principaux artisans du développement de l'hydrodynamique à cette époque, Daniel Bernoulli, Jean Bernoulli, Euler et Lagrange, et de donner une idée de leur réception et de leur pérennité.
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Bartley, Jessica E. "Exploring the Neural Mechanisms of Physics Learning." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3889.
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This dissertation presents a series of neuroimaging investigations and achievements that strive to deepen and broaden our understanding of human problem solving and physics learning. Neuroscience conceives of dynamic relationships between behavior, experience, and brain structure and function, but how neural changes enable human learning across classroom instruction remains an open question. At the same time, physics is a challenging area of study in which introductory students regularly struggle to achieve success across university instruction. Research and initiatives in neuroeducation promise a new understanding into the interactions between biology and education, including the neural mechanisms of learning and development. These insights may be particularly useful in understanding how students learn, which is crucial for helping them succeed. Towards this end, we utilize methods in functional magnetic resonance imaging (fMRI), as informed by education theory, research, and practice, to investigate the neural mechanisms of problem solving and learning in students across semester-long University-level introductory physics learning environments. In the first study, we review and synthesize the neuroimaging problem solving literature and perform quantitative coordinate-based meta-analysis on 280 problem solving experiments to characterize the common and dissociable brain networks that underlie human problem solving across different representational contexts. Then, we describe the Understanding the Neural Mechanisms of Physics Learning project, which was designed to study functional brain changes associated with learning and problem solving in undergraduate physics students before and after a semester of introductory physics instruction. We present the development, facilitation, and data acquisition for this longitudinal data collection project. We then perform a sequence of fMRI analyses of these data and characterize the first-time observations of brain networks underlying physics problem solving in students after university physics instruction. We measure sustained and sequential brain activity and functional connectivity during physics problem solving, test brain-behavior relationships between accuracy, difficulty, strategy, and conceptualization of physics ideas, and describe differences in student physics-related brain function linked with dissociations in conceptual approach. The implications of these results to inform effective instructional practices are discussed. Then, we consider how classroom learning impacts the development of student brain function by examining changes in physics problem solving-related brain activity in students before and after they completed a semester-long Modeling Instruction physics course. Our results provide the first neurobiological evidence that physics learning environments drive
the functional reorganization of large-scale brain networks in physics students. Through this collection of work, we demonstrate how neuroscience studies of learning can be grounded in educational theory and pedagogy, and provide deep insights into the neural mechanisms by which students learn physics.
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Duthil, Benjamin. "De l'extraction des connaissances à la recommandation." Phd thesis, Montpellier 2, 2012. http://tel.archives-ouvertes.fr/tel-00771504.
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Les technologies de l'information et le succès des services associés (forums, sites spécialisés, etc) ont ouvert la voie à un mode d'expression massive d'opinions sur les sujets les plus variés (e-commerce, critiques artistiques, etc). Cette profusion d'opinions constitue un véritable eldorado pour l'internaute, mais peut rapidement le conduire à une situation d'indécision car,les avis déposés peuvent être fortement disparates voire contradictoires. Pour une gestion fiable et pertinente de l'information contenue dans ces avis, il est nécessaire de mettre en place des systèmes capables de traiter directement les opinions exprimées en langage naturel afin d'en contrôler la subjectivité et de gommer les effets de lissage des traitements statistiques. La plupart des systèmes dits de recommandation ne prennent pas en compte toute la richesse sémantique des critiques et leur associent souvent des systèmes d'évaluation qui nécessitent une implication conséquente et des compétences particulières chez l'internaute. Notre objectif est de minimiser l'intervention humaine dans le fonctionnement collaboratif des systèmes de recommandation en automatisant l'exploitation des données brutes que constituent les avis en langage naturel. Notre approche non supervisée de segmentation thématique extrait les sujets d'intérêt des critiques, puis notre technique d'analyse de sentiments calcule l'opinion exprimée sur ces critères. Ces méthodes d'extraction de connaissances combinées à des outils d'analyse multicritère adaptés à la fusion d'avis d'experts ouvrent la voie à des systèmes de recommandation pertinents, fiables et personnalisés.
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Alexander, Edward George McGill. "The airborne concept in the South African military, 1960-2000 : strategy versus tactics in small wars." Thesis, 2016. http://hdl.handle.net/10500/23448.
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Text in English<br>Restricted files have not been uploaded<br>The thesis commences by elaborating on the concept of vertical envelopment as a form of military manoeuvre and defining airborne operations as comprising parachute, helicopter and air-landed actions. It goes on to describe strategy and tactics as they apply to the discussion before briefly tracing the development internationally of vertical envelopment and the thinking of the South African military about airborne operations during the Second World War.
Events leading up to the decision by the South African military to acquire helicopters and to train paratroopers in 1960 are examined and the early operational employment of helicopters is analysed. The establishment of 1 Parachute Battalion is discussed in the light of the absence of a clear understanding of how it should be employed. Moving on to the commencement of the conflict known as the Southern African Thirty Year War, the issue of strategic versus tactical application of an airborne capability during operations in Namibia, Angola and Rhodesia is defined.
Strategic application is then illustrated by specific independent airborne strikes, and the requirement for an airborne brigade to plan and conduct such operations is highlighted. The establishment of 44 Parachute Brigade and the difficulties experienced in its development are reviewed before scrutinising the tactical use of airborne forces in support of other ground forces.
The high point in organisation and capability of the airborne forces of the South African Defence Force at the time of the ending of the Thirty Year War is appraised and the unfulfilled potential of the capability is elucidated. Faced with change and uncertainty, the employment of the paratroopers in urban operations during the height of the civil unrest is examined. This is followed by probing the response of the paratrooper organisation to severe budget cuts, enforced reorganisation and relocation, the ending of conscription and integration into the new South African National Defence Force following the country’s first democratic elections in 1994.
The thesis concludes with an evaluation of the airborne actions during the incursion by South Africa into Lesotho in 1998 and an assessment of the implications of the loss of a strategic airborne capability.<br>History<br>D. Litt. et Phil. (History)
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Su, Yu-hsuan, and 蘇育萱. "The Influence of Science Reading and Inquiry Activity on Children’s Concept of Force and Motion." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/26q8tf.
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碩士<br>國立臺東大學<br>幼兒教育學系碩士班<br>98<br>This study is designed to research on the influence of introduction to read science picture books and related science inquiry activity on children’s concept of force and motion. 45 children aged between five and six participated in this research. They are assigned into three groups: experimental group I, experimental group II, and the control group.
This study is conducted with Non-equivalent Pretest-Posttest Designs. A questionnaire of children’s concept of force and motion is applied in evaluation. Research activities are held 6 through weeks. Experimental group I is given a series of picture books about force and motion as guidance, and inquiry activities are held after reading. Experimental group II is given a series picture books of force and motion and is lead to discussions after reading. The control group is given nothing but interviews before and after reading activities. Data collected from questionnaires are processed with descriptive analysis and ANCOVA. Interview materials, video recoded information, and research journal are analyzed with qualitative methods.
The study results show that the score of experimental group I is higher than that of group II. Furthermore, the score of experimental group II is higher than the score of the control group. This shows us that through science picture books and inquiry activities post reading, children’s concept of force and motion can be enhanced.
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梁志平. "The Effects of Constructivist-oriented Web-based Science Learning on Middle School Students' "Force" Concept Learning." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/88923763165394804257.
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碩士<br>國立交通大學<br>理學院網路學習碩士在職專班<br>92<br>This research aims to investigate the use of constructivist-oriented web-based science learning would bring students more scientific view of force concepts. Results show that experimental group (use of constructivist-oriented web-based science learning) performed better on both post-test and retention-test of force concepts than control group (traditional teaching). In addition, experimental group’s students made statistical significant progress on both of post-test and retention-test, regardless of high or low achieving students. In other word, the use of constructivist-oriented web-based science learning would bring students better immediate performance and retention effect than traditional instruction. On the other hand, only control group’s high achieving students made statistically significant progress on their post-test, and low achieving students’ did not make any progress after traditional instruction. It indicates that traditional instruction is only effective for high achieving students.
The results of the students’ learning path analysis show that high achieving students had lesser misconceptions than middle or low achieving students on most sections, except the measurement of force and classification of force. It also shows that high achieving students made statistic significant greater progress than middle and low achieving students on the post-test of the section of measurement of force, balanced force, force in combination, classification of force, and friction; and retention test on the section of balanced force, force in combination and classification of force.
This study also shows that five scales of web-learning motivation questionniare had negative correlation with students’ retention test. Students’ perception of the scale of learning flexibility on web-learning environment questionnaire had negative correlation with their post-test and retention-test. However, students’ perception of the scale of reorganization on web-learning environment had positive correlation with students post-test and retention-test. Moreover, each scales of web-based learning quesitonniare had positive correlation with each scales of web-learning motivation questionnaire.
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Lin, Wen-Chien, and 林文杰. "A Study of Applying "Science Language Games" into Physics Instruction and Its Effects on Students’ Semantic Understanding and Reporting Force Concepts." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/89954785418188704092.
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碩士<br>國立臺灣師範大學<br>科學教育研究所在職進修碩士班<br>95<br>The aim of this study was to investigate the difference of semantic understanding and reporting force concepts of applying the "science language games" into physics instruction for the first graders of senior high school. On the basis of the unit "Force", the researcher developed the strategies of applying four science language games — replacing, naming, packing, and unpacking-- into physics instruction, the questionnaires concerning the semantic understanding of the unit "Force" and the research tools for reporting force concepts. Thirty-nine first-grade students of public senior high school in Taipei County participated in the study.
From the instruction, the comparison and analysis of the pre-instructional questionnaires and post-instructional questionnaires, and post-instructional interviews, the major findings of this thesis are as below:
First, after the instruction of science language game "naming", the percentage of all students who correctly understood the semantics of nominal group rose observably, indicating that the instruction of science language on nominal group could effectively improve students' understanding of the implicit taxonomic structure of nominal group.
Second, in terms of the transitions implicit in the semantic understanding of the event relationship, particularly in the cause-effect relationship, after the instruction of science language game "unpacking", the groups of high and middle learning achievement acquired better semantic understanding in the cause-effect relationship between two events which happened successively instead of simultaneously. Moreover, all groups showed a great improvement on the semantic understanding of two events which had the cause-effect relationship and happened successively.
Third, with respect to students' abilities in reporting, after the integration of the " science language games " into instruction, the conclusions all students made through their experimental observations became much more precise and the nominal group were inclined to be more accurate (in the description of scientific events). After the instruction, the grammatical problems the students encountered while constructing events could be solved. Furthermore, all of the groups tended to be more capable of depicting the relationship between experimental variants in scientific events.
Finally, according to the findings, some suggestions for future study were proposed.
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Mysiak, Jaroslav. "Räumliche Entscheidungsfindung mit Hilfe raumbezogener Informationssysteme." Doctoral thesis, 2001. http://hdl.handle.net/11858/00-1735-0000-0006-B0E5-4.
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Hinrichs, Lars. "Untersuchungen zur Simulation von Behandlungspfaden für Buchen-Fichten-Mischbestände." Doctoral thesis, 2006. http://hdl.handle.net/11858/00-1735-0000-0006-B0F6-D.
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Weymann, Daniel. "Nitrous Oxide in denitrifying Aquifers: Reaction Kinetics, Significance of Groundwater-derived Emission and an improved Concept for the Groundwater Emission Factor." Doctoral thesis, 2009. http://hdl.handle.net/11858/00-1735-0000-0006-B12D-D.
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