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Journal articles on the topic 'Science-General'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Scholes, Corey. "General Science." Intervention in School and Clinic 34, no. 2 (November 1998): 107–14. http://dx.doi.org/10.1177/105345129803400207.

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2

Andrew F. Read. "Science in General Education." Journal of General Education 62, no. 1 (2013): 28. http://dx.doi.org/10.5325/jgeneeduc.62.1.0028.

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3

Read, Andrew F. "Science in General Education." Journal of General Education 62, no. 1 (March 1, 2013): 28–36. http://dx.doi.org/10.5325/jgeneeduc.62.1.28.

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Abstract General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.
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4

Read, Andrew F. "Science in General Education." Journal of General Education 62, no. 1 (2013): 28–36. http://dx.doi.org/10.1353/jge.2013.0000.

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5

O'Connell, Suzanne Bridget. "Communicating Science in General-Education Science Courses with Popular-Science Books." Journal of Geoscience Education 45, no. 4 (September 1997): 354–58. http://dx.doi.org/10.5408/1089-9995-45.4.354.

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6

Ball, Cat. "Science and the General Election." Biochemist 37, no. 2 (April 1, 2015): 48. http://dx.doi.org/10.1042/bio03702048.

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7

Jagers op Akkerhuis, Gerard A. J. M. "General Laws and Centripetal Science." European Review 22, S1 (May 2014): S113—S144. http://dx.doi.org/10.1017/s106279871300080x.

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The large number of discoveries in the last few decades has caused a scientific crisis that is characterised by overspecialisation and compartmentalisation. To deal with this crisis, scientists look for integrating approaches, such as general laws and unifying theories. Representing what can be considered a general form law, the operator hierarchy is used here as a bridge between existing integrating approaches, including: a cosmic timeline, hierarchy and ontology, a periodic table of periodic tables, the unification of evolutionary processes, a general evolution concept, and general aspects of thermodynamics. At the end of the paper an inventory of unifying concepts is presented in the form of a cross table. The study ends with a discussion of major integrating principles in science.
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8

Stegink, Gordon, Jon Pater, and Daron Vroon. "Computer science and general education." ACM SIGCSE Bulletin 31, no. 1 (March 1999): 146–49. http://dx.doi.org/10.1145/384266.299737.

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9

Michael, Mike. "Lay Discourses of Science: Science-in-General, Science-in-Particular, and Self." Science, Technology, & Human Values 17, no. 3 (July 1992): 313–33. http://dx.doi.org/10.1177/016224399201700303.

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10

Marsh, Allison, and Bethany Johnson. "Crash Course History of Science: Popular Science for General Education?" Isis 111, no. 3 (September 1, 2020): 588–94. http://dx.doi.org/10.1086/711083.

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11

MABUCHI, Koichi. "Technological Innovation Science as General Education." Journal of JSEE 56, no. 1 (2008): 37–40. http://dx.doi.org/10.4307/jsee.56.1_37.

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12

Kim, Eung-Jun. "General Education and Posthuman Human-Science." Korean Association of General Education 14, no. 2 (April 15, 2020): 35–44. http://dx.doi.org/10.46392/kjks.2020.14.2.35.

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13

Allum, Felix, Francesca Calegari, Stefano M. Cavaletto, Martin Centurion, Gopal Dixit, Elke Fasshauer, Ingo Fischer, et al. "Ultrafast X-ray science: general discussion." Faraday Discussions 228 (2021): 597–621. http://dx.doi.org/10.1039/d1fd90026a.

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14

Smith, Neal, and Aaron Cumberledge. "Quotation errors in general science journals." Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences 476, no. 2242 (October 2020): 20200538. http://dx.doi.org/10.1098/rspa.2020.0538.

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Due to the incremental nature of scientific discovery, scientific writing requires extensive referencing to the writings of others. The accuracy of this referencing is vital, yet errors do occur. These errors are called ‘quotation errors’. This paper presents the first assessment of quotation errors in high-impact general science journals. A total of 250 random citations were examined. The propositions being cited were compared with the referenced materials to verify whether the propositions could be substantiated by those materials. The study found a total error rate of 25%. This result tracks well with error rates found in similar studies in other academic fields. Additionally, several suggestions are offered that may help to decrease these errors and make similar studies more feasible in the future.
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15

G. Sapogin, Leo, V. A. Dzhanibekov, and Yu A. Ryabov. "General Problems of Science for Pedestrian." International Journal of Sciences 4, no. 06 (2018): 17–50. http://dx.doi.org/10.18483/ijsci.1714.

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16

Clewis, Beth. "Selecting Science Books for General Readers." Collection Building 10, no. 1/2 (January 1990): 12–15. http://dx.doi.org/10.1108/eb023262.

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17

McFall, Ryan, and Gordon Stegink. "Introductory computer science for general education." ACM SIGCSE Bulletin 29, no. 1 (March 1997): 96–100. http://dx.doi.org/10.1145/268085.268123.

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18

Foster, I. "GENERAL SCIENCE: Unexpected Consequences of Connections." Science 297, no. 5584 (August 16, 2002): 1124–25. http://dx.doi.org/10.1126/science.1074392.

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19

Dorrah, Hassen Taher. "Toward a new “Fractals-General Science”." Alexandria Engineering Journal 53, no. 3 (September 2014): 505–12. http://dx.doi.org/10.1016/j.aej.2014.07.003.

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20

Psillos, Stathis. "What is General Philosophy of Science?" Journal for General Philosophy of Science 43, no. 1 (February 28, 2012): 93–103. http://dx.doi.org/10.1007/s10838-012-9182-4.

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21

Westerberg, Judy, and Jack Whiting. "Popcorn: An Explosive Mixture of General Mathematics and General Science." Mathematics Teacher 85, no. 4 (April 1992): 306–8. http://dx.doi.org/10.5951/mt.85.4.0306.

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The linking of mathematics, science, and writing in an integrated, discovery-based environment builds a supportive classroom atmosphere in which students can learn to tackle the unfamiliar. Through the use of the laboratory approach, mathematical insight and intuition can be developed in a real-life situation.
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22

Udo, M. K., G. P. Ramsey, and J. V. Mallow. "Science Anxiety and Gender in Students Taking General Education Science Courses." Journal of Science Education and Technology 13, no. 4 (December 2004): 435–46. http://dx.doi.org/10.1007/s10956-004-1465-z.

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23

Woolf, Lawrence, and Terry Gulden. "General Atomics Enhances Pre-College Science Education." MRS Bulletin 20, no. 7 (July 1995): 48–49. http://dx.doi.org/10.1557/s0883769400037179.

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24

Bobrovnyk, S. V. "GENERAL THEORETICAL SCIENCE: CURRENT CHALLENGES AND PROSPECTS." SOCIOLOGY OF LAW, no. 2 (2021): 9–17. http://dx.doi.org/10.37687/2413-6433.2021-2.1.

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25

Duck Joo Lee. "General Education for Science and Engineering Students." Journal of Engineering Education Research 17, no. 4 (July 2014): 38–42. http://dx.doi.org/10.18108/jeer.2014.17.4.38.

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26

Bod, Rens. "Towards a General Model of Applying Science." International Studies in the Philosophy of Science 20, no. 1 (March 2006): 5–25. http://dx.doi.org/10.1080/02698590600640950.

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27

Foy, Chester L. "News Notes of General Weed Science Interest." Weed Technology 6, no. 3 (September 1992): 503–8. http://dx.doi.org/10.1017/s0890037x00035727.

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28

Sloot, Peter, and Heather Liddell. "HPCN96: General applications, computational and computer science." Future Generation Computer Systems 12, no. 5 (April 1997): 331–33. http://dx.doi.org/10.1016/s0167-739x(96)00000-3.

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29

Backhaus, Thomas, and Thomas-Benjamin Seiler. "Communicating environmental science to the general public." Integrated Environmental Assessment and Management 12, no. 3 (June 22, 2016): 415. http://dx.doi.org/10.1002/ieam.1787.

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30

Wenzel, Ryszard. "Science fiction and fantasy in general education." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 19/2 (June 15, 2022): 119–63. http://dx.doi.org/10.26881/bp.2022.2.05.

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This article deals with the possible application of the genres of science fiction (SF) and fantasy – novels, short stories, films, dramas, spectacles etc. in secondary schools as part of the programme of general education. The discussion concerns both the production and the reception of such works by the students. The purpose of this educational proposal is to introduce in the system an opportunity for the students to coordinate and consolidate creatively the knowledge and the skills acquired in the classes of all the other disciplines of the curriculum. The basic assumption of the thesis is that the characteristic features of these genres, i.e., their appeal to the imagination, curiosity, and the natural need of the students for their own artistic creation, may prove effective to elevate the educational targets beyond the pragmatic level of absorbing information for the sake of the formal requirements of the school programme. These aims, which transcend the level of the practical utility of existential and psychosocial needs, concentrate on the search for objective knowledge about the world through the development of the skill of critical thinking in the domain of cognition, the search for the artistic talents and predispositions of all the students in the domain of creation, and on the essential issues of educing the need for harmonious and peaceful coexistence with other people and with the environment. The article presents the essential features of the theoretical grounding of this conception, the pedagogical implications of its introduction into the system and suggestions for its practical realization illustrated with examples of possible activities for students and teachers. The essay is concluded with a speculation on the future perspectives of a reciprocal reinforcement of the quality of general education and the development of the literary genres of SF and fantasy.
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31

Gathong, Somsak, and Suthida Chamrat. "The Nature of Science Views among Intern General Science Pre-Service Teachers." Journal of Physics: Conference Series 1340 (October 2019): 012084. http://dx.doi.org/10.1088/1742-6596/1340/1/012084.

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32

Skamp, Keith. "General science knowledge and attitudes towards science and science teaching of preservice primary teachers: Implications for preservice science units." Research in Science Education 19, no. 1 (December 1989): 257–67. http://dx.doi.org/10.1007/bf02356865.

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33

Marcum, James. "Evolutionary Philosophy of Science: A New Image of Science and Stance towards General Philosophy of Science." Philosophies 2, no. 4 (November 14, 2017): 25. http://dx.doi.org/10.3390/philosophies2040025.

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34

Medvedev, Sergei. "A General Theory of Russian Space: A Gay Science and a Rigorous Science." Alternatives: Global, Local, Political 22, no. 4 (October 1997): 523–53. http://dx.doi.org/10.1177/030437549702200404.

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35

권재은 and Jae-Ho Sim. "A Comparative Study of Science Curriculum Management between General High School, Science High School and Science Academy." BIOLOGY EDUCATION 38, no. 1 (March 2010): 84–101. http://dx.doi.org/10.15717/bioedu.2010.38.1.84.

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36

Lee, Shinyoung, and Hunsik Kang. "Relationship between Science Academic Passion and Positive Experience about Science of Elementary General and Science-Gifted Students." Korean Science Education Society for the Gifted 14, no. 3 (December 30, 2022): 115–27. http://dx.doi.org/10.29306/jseg.2022.14.3.115.

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This study investigated the relationship between science academic passion and positive experience about science of elementary general and science-gifted students. To do this, 4th-6th grade students (n=90) at elementary schools and 4th-6th grade students (n=126) at gifted science education institutes in Seoul were selected. Tests for science academic passion and positive experience about science were then administered and correlation analysis between the two variables was performed. Analysis of the results revealed all subcategories of science academic passion had significantly positive relationships with all subcategories of positive experience about science. The degree of correlation between subcategories of science academic passion and subcategories of positive experience about science differ significantly in some correlations (correlations between ‘importance’ and ‘science academic emotion’, ‘importance’ and ‘science learning motivation’, and ‘harmonious passion’ and ‘science-related self-concept’) between general students and science-gifted students. The degree of correlation between science academic passion and positive experience about science were also somewhat different according to each subcategory of the two variables. And this tendency was similar between general students and science-gifted students in the subcategories (‘importance’, ‘like’, and ‘time/energy investment’) corresponding to “intensity” of science academic passion, but there was a slight difference between general students and science-gifted students in the subcategories (‘harmonious passion’ and ‘obsessive passion’) corresponding to “type”. Educational implications of these findings are discussed.
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37

Tang, Bor Luen. "Astrobiological Themes for Integrative Undergraduate General Science Education." Astronomy Education Review 4, no. 2 (October 2005): 110–14. http://dx.doi.org/10.3847/aer2005031.

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38

Clemons, Matthew. "E. Husserl, Logic and general theory of science." Phenomenological Reviews 6 (2020): 22. http://dx.doi.org/10.19079/pr.6.22.

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39

Vodopianova, Elena. "Science in Russia and Kazakhstan: General and Special." Scientific and Analytical Herald of IE RAS 5, no. 11 (October 1, 2019): 122–26. http://dx.doi.org/10.15211/vestnikieran52019122126.

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40

Adsett, CA. "Book Review: General Psychiatry: Behavioural Science Learning Modules." Canadian Journal of Psychiatry 42, no. 4 (May 1997): 423–24. http://dx.doi.org/10.1177/070674379704200411.

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41

Langer, Richard. "General Revelation, Science and integration: Objections and opportunities." Christian Education Journal: Research on Educational Ministry 16, no. 3 (September 13, 2019): 425–44. http://dx.doi.org/10.1177/0739891319874452.

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Recent controversies over integrating modern science and Scripture have led to faculty firings and wholesale changes in academic programs. An underlying question is the relationship between science and general revelation. This article argues that modern science and general revelation are not the same but the relationship between them depends upon the approach one takes to the object of general revelation. The article concludes with guidelines for integrating general and special revelation faithfully.
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42

Williams, Martha E., Ellen Sutton, and Brett Sutton. "SOCIAL SCIENCE, HUMANITIES, NEWS AND GENERAL (ISSUE 4)." Online and CD-Rom Review 18, no. 5 (May 1994): 289–98. http://dx.doi.org/10.1108/eb024503.

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43

Williams, Martha E., Ellen Sutton, and Brett Sutton. "SOCIAL SCIENCE, HUMANITIES, NEWS AND GENERAL (ISSUE 5)." Online and CD-Rom Review 19, no. 2 (February 1995): 83–92. http://dx.doi.org/10.1108/eb024527.

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44

Moulines, C. U. "Metatheoretical Structuralism: a General Program for Analyzing Science." Axiomathes 20, no. 2-3 (June 1, 2010): 255–68. http://dx.doi.org/10.1007/s10516-010-9106-z.

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45

Troncale, Len. "Integrated Science General Education Program (ISGE): Bioastronomy Connections." Symposium - International Astronomical Union 213 (2004): 567–71. http://dx.doi.org/10.1017/s0074180900193921.

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A new, NSF-supported, General Education (GE) science curriculum, synthesizes and unifies the key theories and evidence of seven natural sciences using natural systems processes as Integrative Themes. The considerably reformulated subject matter is completely built on interdisciplinary concepts and methods fundamental to newly emerging cross-disciplinary fields like bioastronomy. The year of ISGE study incorporates 15 built-in computer based multimedia features and 10 special learning features to help non-science students learn more science, faster, and with better understanding. Results from seven test course offerings are reported. ISGE intends to be an initial example of the “living, evolving” knowledge bases needed for a space-faring species.
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46

Couture, Carol. "Education and research in archival science: General tendencies." Archival Science 1, no. 2 (June 2001): 157–82. http://dx.doi.org/10.1007/bf02435646.

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47

"General science full text." Choice Reviews Online 41, no. 01 (September 1, 2003): 41–0049. http://dx.doi.org/10.5860/choice.41-0049.

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48

"General Newsr Science Ltd." Filtration Industry Analyst 2001, no. 46 (January 2001): 16. http://dx.doi.org/10.1016/s1365-6937(01)80112-x.

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49

"Science cafes bring science to the general public." Physics Today, 2011. http://dx.doi.org/10.1063/pt.5.025033.

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50

Stewart, James E. "General Introduction: Marine Science Essays." Proceedings of the Nova Scotian Institute of Science (NSIS) 43, no. 2 (November 1, 2006). http://dx.doi.org/10.15273/pnsis.v43i2.3637.

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