Dissertations / Theses on the topic 'Scientific Interpretation'
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McIlroy, Brian. "Scientific art : the tetralogy of John Banville." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31040.
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The main thesis of this study is that John Banville's fictional scientific tetralogy makes an aesthetically challenging attempt to fuse renewed popular notions of science and scientific figures with renewed artistic forms. Banville is most interested in the creative mind of the scientist, astronomer, or mathematician, his life and times in Doctor Copernicus (1976) and Kepler (1981), and his modern day influence in The Newton Letter (1982) and Mefisto (1986). The novelist's writing is a movement of the subjective into what has normally been regarded as the objective domain of science.
Chapter one gives a critical overview of the present state of Banville scholarship. It reveals that despite his focus on scientists, the novelist rarely invites more than narrow literary approaches. Chapter two discusses the cultural context of relations between science and literature. The theories of Gerald Holton on scientific history, of Arthur Koestler on creativity, and of Thomas Kuhn on paradigm change are shown to be germane to Banville's tetralogy. These theories support the general methodology throughout the dissertation.
Chapter three examines the creation of the scientific genius Doctor Copernicus. In particular, the following areas are examined: the scientist's boyhood; the influences of his family, friends and colleagues; the link between science and public policy; the scientist's living and working conditions; and the scientist's thematic presuppositions. Chapter four continues the exploration of the social and artistic process of science with regard to the astronomer Kepler. This chapter's discussion of the brotherhood of science, astrology, physicalization, religion and dreams inevitably raises questions about the role of the scientist in society and how his ideas are developed.
Chapter five reveals the importance of the extra—scientific factors that go into the composition of any purportedly objective science. In The Newton Letter, both the great English scientist and his Irish biographer seem to suffer from similar paradigm shifts. Chapter six on Mefisto argues that recent scientific theory, including the science of chaos, informs the work, particularly with regard to the notions of symmetry and asymmetry. Chapter seven concludes by advancing the argument that Banville's work is a much needed contribution to Irish culture, which has tended to ignore the social potential of science.Arts, Faculty of
English, Department of
Graduate
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Marie, Dannette. "Engaging culture and science : A scientific realist interpretation of Maori mental health." Thesis, University of Canterbury. Psychology, 1999. http://hdl.handle.net/10092/6805.
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The intersection of Maori culture and psychological science is engaged by analysing the problem of the mental health of Maori. It is the articulation of what this problem might comprise in terms of historical, conceptual, methodological and ethical features, that is of most interest Scientific realism is the theory of science that I adopt in the pursuit of determining the key theoretical and empirical commitments that have characterised and continue to shape the received view of 'Maori mental health'. In developing an understanding of the features which create divergence between Maori culture and psychological science it is possible to develop a view of the more pervasive normative assumptions that maintain distance between these respective institutions. In using the vehicle of the mental health of Maori I explore the concept of cultural reification and the implications of this force to impede the interrelationship between culture and science. Complicit in the semantic project of cultural reification is the burgeoning support of postmodern theories, as they relate to cultural 'Others'. It is suggested that what emerges from this complicity is the denial that individual Maori possess mental states and that this is the essential factor which prevents the improving of relations between psychological science and Maori culture in explicit regard to 'Maori mental health'.
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Moussavi-Aghdam, Raha. "Design, Development, and Evaluation of Scaffolds for Data Interpretation Practices during Inquiry." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-dissertations/482.
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Developing explanations is a key inquiry practice in national science standards (NGSS Lead States, 2013) and essential for learning science content (McNeill & Krajcik, 2011) and is conceptualized as consisting of three aspects: claims, evidence, and reasoning (Toulmin, 1958). However, students often have difficulty with these tasks (McNeill & Krajcik, 2011; Schunn & Anderson, 1999). Prior work by our group (Sao Pedro et al., 2014) has shown that auto-scaffolding in Inq-ITS (Inquiry Intelligent Tutoring System; Gobert et al., 2013) can help students acquire inquiry skills and transfer them to a new science topic. These data provide a rationale for the work presented, namely, designing, developing, and evaluating a real-time scaffolding approach for the development of the inquiry practices specifically for data interpretation and warranting claims, which, to us, underlie the explanation practices necessary for communicating science findings. Unpacking these practices can help us better understand, assess, and, in turn, scaffold them. Specifically, this work addresses the: (1) design of scaffolds for data interpretation practices; (2) efficacy of scaffolds for supporting these practices using a modified Bayesian Knowledge Tracing framework that captures the complexities of science inquiry, and (3) transfer of these practices within one science topic to another. Results from this work show that the developed scaffolds were effective in aiding students’ acquisition and transfer of the assessed practices. As such, this research builds on prior work on the nature of explanation (McNeill & Krajcik, 2011) as well as prior work on the assessment and scaffolding of science inquiry skills (Gobert et al, 2013; Sao Pedro et al., 2014).
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Willison, John W. "Classroom factors affecting student scientific literacy: tales and their interpretation using a metaphoric framework." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/268.
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The scientific literacy of four students in Year 8 was the main focus of one year of participant observer research. An interpretive research methodology was employed to generate tales about each student, in order to provide rich descriptions of the participation of these students in Science classes and in non-Science classes.A major theme was the complementarity of epistemological referents for scientific literacy. Objectivism, personal constructivism and social constructivism were identified as major referents for scientific literacy, and therefore as underpinning factors for the diversity of definitions of scientific literacy. Some authors have called for these referents to complement one another. In this study, I used the conceptual tool of metaphor to facilitate the holding together, in dialectical tension, of these often competing ideas.No a-priori notion of scientific literacy was adopted for the research, but an emergent theoretical framework for scientific literacy evolved. This metaphorical framework was shown to be a viable way of organising a diversity of literature-based definitions of scientific literacy. It was subsequently utilised to interpret the tales about the four students, and helped reveal significant themes.Foremost amongst the emerging research themes was equity of access into scientific literacy. Ten major assertions from the research provide different considerations of the ways that students access, or are denied access to, scientific literacy. Finally, implications of the three-metaphor framework for research, and speculations about its place in informing classroom practice are presented.
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Wong, Wing-Hong. "An appraisal of the interpretation of Einsteinian physics in T.F. Torrance's scientific theology." Thesis, University of Aberdeen, 1994. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128381.
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In the introductory chapter (chapter 1) of this thesis, through a survey of literature it is demonstrated that a major, systematic, and detailed appraisal of the interpretation of natural science, especially Einsteinian physics, in T.F. Torrance's programme of scientific theology is really overdue. In chapter 2, the basic themes of scientific theology, especially those which are more pertinent to Torrance's interpretation of Einstein's physics, are surveyed. In chapter 3, the themes which are specifically relevant to his interpretation of the implications of Einsteinian physics for systematic theology are reviewed. In chapters 4-7, the strengths and weaknesses of the interpretation of Einstein's physics in Torrance's scientific theology are appraised in six major areas. It is found that, in the six key areas of interpretation of Einsteinian physics, Torrance's interpretation was partly correct in one area (the geometry analogy), partly correct in two areas (the invariance analogy, relativity theory and the nature of space), and fundamentally wrong in three areas (relativity theory and the magnitude of space, determinism and relativity theory, determinism and Einstein's critique of quantum theory). The theological implications of these appraisive results are: in the six major areas of integration of Einstein's physics with systematic theology in his scientific theology, Torrance's integration was successful in one area (the geometry analogy), partially successful in two areas (the invariance analogy, relativity theory and the nature of space), and unsuccessful in three areas (relativity theory and the magnitude of space, determinism and relativity theory, determinism and Einstein's critique of quantum theory). The contribution of the thesis is discussed, and suggestions for further research on Torrance's scientific theology are made, in the concluding chapter (chapter 8).
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Willison, John W. "Classroom factors affecting student scientific literacy: tales and their interpretation using a metaphoric framework." Curtin University of Technology, Science and Mathematics Education Centre, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12881.
Full textAbstract:
The scientific literacy of four students in Year 8 was the main focus of one year of participant observer research. An interpretive research methodology was employed to generate tales about each student, in order to provide rich descriptions of the participation of these students in Science classes and in non-Science classes.A major theme was the complementarity of epistemological referents for scientific literacy. Objectivism, personal constructivism and social constructivism were identified as major referents for scientific literacy, and therefore as underpinning factors for the diversity of definitions of scientific literacy. Some authors have called for these referents to complement one another. In this study, I used the conceptual tool of metaphor to facilitate the holding together, in dialectical tension, of these often competing ideas.No a-priori notion of scientific literacy was adopted for the research, but an emergent theoretical framework for scientific literacy evolved. This metaphorical framework was shown to be a viable way of organising a diversity of literature-based definitions of scientific literacy. It was subsequently utilised to interpret the tales about the four students, and helped reveal significant themes.Foremost amongst the emerging research themes was equity of access into scientific literacy. Ten major assertions from the research provide different considerations of the ways that students access, or are denied access to, scientific literacy. Finally, implications of the three-metaphor framework for research, and speculations about its place in informing classroom practice are presented.
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Willison, John William. "Classroom factors affecting student scientific literacy : tales and their interpretation using a metaphoric framework /." Full text available, 2000. http://adt.curtin.edu.au/theses/available/adt-WCU20030702.104943.
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Keller, Stacy. "LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLE." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3371.
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This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Parker, Caitlin Grace. "Reframing the reproducibility crisis: using an error-statistical account to inform the interpretation of replication results in psychological research." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/52963.
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Experimental psychology is said to be having a reproducibility crisis, marked by a low rate of successful replication. Researchers attempting to respond to the problem lack a framework for consistently interpreting the results of statistical tests, as well as standards for judging the outcomes of replication studies. In this paper I introduce an error-statistical framework for addressing these issues. I demonstrate how the severity requirement (and the associated severity construal of test results) can be used to avoid fallacious inferences that are complicit in the perpetuation of unreliable results. Researchers, I argue, must probe for error beyond the statistical level if they want to support substantive hypotheses. I then suggest how severity reasoning can be used to address standing questions about the interpretation of replication results.Master of Arts
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Bogdan, Abigail Marie. "Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460120122.
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Mathews, Steven Hugh. "A Social-Scientific interpretation of fasting in the New Testament asa critical analysis of fasting in contemporary evangelicalism." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/33007.
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Zagallo, Patricia, and Patricia Zagallo. "Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625586.
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There has been a call to reform science education to integrate scientific thinking practices, such as data interpretation and modeling, with learning content in science classrooms. This call to reform has taken place in both K-12 science education through Next Generation Science Standards and undergraduate education through AAAS initiative Vision and Change in Undergraduate Biology Education. This dissertation work examines undergraduate students' learning of multiple scientific thinking skills in a curricular format called Teaching Real data Interpretation with Models (TRIM) applied to a large-enrollment course in Cellular and Developmental Biology. In TRIM, students are provided worksheets in groups and tasked to interpret authentic biological data. Importantly, groups are tasked to relate their data interpretations to a 2D visual model representation of the relevant biological process. This dissertation work consists of two studies with the overarching question: How do students use model representations to interpret data interpretations? In the first study, we primarily describe how students learn to navigate and interpret discipline-based data representations. We found the majority of groups could construct quality written data interpretations. Qualitative coding analysis on group discourse found students relied on strategies such as decoding the data representation and noticing data patterns together to construct claims. Claims were refined through spontaneous collaborative argumentation. We also found groups used the provided model to connect their data inferences to a biological context. In the second study, we primarily target our analysis on how individual students relate their data interpretations to different modeling tasks, including student-generation of their own model drawing. I interviewed students one-on-one as they worked through TRIM-style worksheets. From iterative qualitative analysis of transcripts and collected video on hand movements, I characterize the forms of reasoning at play at the interface of data and model representations. I propose a model at the end of Study 2 describing three modes of reasoning in data abstraction into models. I found when relating between data and models, students needed to link signs in both representations to a common referent in the real-world phenomenon. Establishing this sign-referent relationship seemed to depend on bringing in outside mechanistic information about the phenomenon. Once a mechanism was established, students could fluidly move between data and model representations through mechanistic reasoning. Thus data abstraction seems to rely on mechanistic reasoning with models. The findings from this dissertation work support the feasibility of student development of multiple scientific thinking skills within a large lecture course, and provide targets for curriculum and assignment designs centered on teaching higher order reasoning skills.
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Ngobeni, Mkateko Melidah. "An analysis of zero equivalence in the translation of scientific terms from English into Northern Sotho." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1130.
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Thesis (M.A. (African Languages)) --University of Limpopo, 2013This study entails the translation of scientific terms from English into Northern Sotho. The reason one conducted this study is because translators experience difficulties in finding the correct equivalent terms, especially in Northern Sotho. Consequently, borrowing and transliteration of terms becomes their last resort. However, that does not help users of dictionaries to achieve their communicative goal. The study highlights that, the borrowing of terms leads to language shift and death as users no longer consider other equivalents. In addition, the study indicates that the constant usage of the borrowed terms causes the terms to lose meaning and function. The way in which people translate idiomatic expressions is a huge problem as well. Mostly, people end up using literal translation and subsequently, the whole meaning of a text is lost or misunderstood.
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Knudsen, Sanne. "By the grace of gods - and years and years of evolution : analysis and interpretation of development of metaphors in scientific texts /." Roskilde : Department of Language and Culture, University of Roskilde, 1996. http://www.rub.ruc.dk/epublisher/resume_by_the_grace.pdf.
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Keller, Stacy Kathryn. "Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability a think aloud study /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002356.
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Petersen, Darian Marlo. "Reading Luke in impoverished communities : a social-scientific and feminist hermeneutical approach to Luke 1:39-56 and 4:16-30." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85582.
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Thesis (MTh)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study is primarily concerned with responsible and considerate interpretations of the Bible as sacred book in faith communities. The question of poverty and its related issues compelled me to ask the question: how can the gospels be good news for Christians in impoverished communities in South Africa? It is the opinion of this study that method of interpretation is the crux of the matter when it comes to extracting good news from the Bible. In chapter one I propose that a social scientific approach in combination with feminist hermeneutics is a good method of interpreting biblical texts in impoverished communities. The social sciences help to place the text in its proper context and give the reader a point of connection between his or her social location and that of the text. Feminist hermeneutics seeks the marginalised and silent voices in the text with the aim of transformation on the contemporary context. In the second chapter of this study I explore the vital social values of the first century AD Mediterranean world as premise of the selected texts for exegesis (Luke 1:39-56 and 4:16-30). The third and fourth chapters form the exegetical corps of the study. In both I look at how the social values identified in chapter two influenced and shaped the texts. The latter part of both these chapters looks at a very specific feminist hermeneutical model which ultimately seeks transformation. Chapter three deals with Luke 1: 39-56 as pericope whilst chapter four deals with Luke 4:16-30. Chapter five focuses on the correlation of the findings in the exegesis of chapter three and chapter four. This chapter also gives some implications with concrete examples of a way forward from the interpretation of the text to the application of the text. I propose a Christian development of communities as a possible consequence of reading and interpreting the Bible through the lenses of a social scientific approach in conjunction with feminist hermeneutics. The last chapter, chapter six, is an overview and conclusion to this study.
AFRIKAANSE OPSOMMING: Hierdie studie is hoofsaaklik gemoeid met verantwoordelike en bedagsame interpretasies van die Bybel as die heilige boek in geloof-gemeenskappe. Die kwessie van armoede en verwante kwessies het my genoop om die vraag te vra: hoe kan die evangelies goeie nuus wees vir Christene in arm gemeenskappe in Suid-Afrika? Dit is die mening van hierdie studie dat die metode van interpretasie die kern van die saak is in die ontsluiting van goeie nuus uit die Bybel. In hoofstuk een stel ek voor dat 'n sosiaal-wetenskaplike benadering in kombinasie met feministiese hermeneutiek 'n goeie metode vir die interpretasie van Bybelse tekste is in verarmde gemeenskappe. Die sosiale wetenskappe help om die teks in sy behoorlike konteks te plaas en gee die leser 'n punt van verband tussen sy of haar sosiale ligging en dié van die teks. Feministiese hermeneutiek soek die gemarginaliseerde en stil stemme in die teks met die doel van transformasie in die hedendaagse konteks. In die tweede hoofstuk van hierdie studie ondersoek ek die belangrike sosiale waardes van die eerste eeu nC Mediterreense wêreld as uitgangspunt vir eksegese van die geselekteerde tekste (Lukas 1:39-56 en 4:16-30). Die derde en vierde hoofstukke vorm die eksegetiese korps van die studie. In albei het ek gekyk na hoe die sosiale waardes wat in hoofstuk twee geidentifiseer word, hierdie tekste beïnvloed en gevorm het. Die laaste deel van beide hierdie hoofstukke kyk na 'n baie spesifieke feministiese hermeneutiese model wat uiteindelik tot transformasie lei. Hoofstuk drie handel oor Lukas 1: 39-56 as perikoop, terwyl hoofstuk vier oor Lukas 4:16-30 handel. Hoofstuk vyf fokus op die korrelasie van die bevindinge in die eksegese van hoofstuk drie en hoofstuk vier. Hierdie hoofstuk gee ook 'n paar implikasies met konkrete voorbeelde van 'n pad vorentoe vanaf die interpretasie van die teks tot die toepassing van die teks. Ek stel 'n Christelike ontwikkeling van gemeenskappe voor as 'n moontlike uitkoms van die lees en interpretasie van die Bybel deur die lens van 'n sosiaal-wetenskaplike benadering in samehang met feministiese hermeneutiek. Die laaste hoofstuk, hoofstuk ses, is 'n oorsig en samevatting van die studie.
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Rowe, Jonathan Y. "Michal, contradicting values : understanding the moral dilemma faced by Saul's daughter." Thesis, St Andrews, 2009. http://hdl.handle.net/10023/639.
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Guy, Neil Raymond. "The relevance of non-legal technical and scientific concepts in the interpretation and application of the law of the sea : an analysis of the United Nations convention on the law of the sea." Doctoral thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/10515.
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Bibliography: p. 363-375.Of necessity LOSC Articles are brief and in some instances vague and requiring interpretation. There is general consensus that LOSC is successful and that its vagueness in certain areas is an asset allowing a variety of otherwise contrary attitudes to be accommodated. 1 It is necessary to analyse the Articles with a view to a better understanding of them and to possibly prepare for some future conference or convention that will more than likely be necessary to resolve some of the remaining problems. To illustrate the need for greater understanding of some of the Articles of LOSC the United Nations Office for Ocean Affairs and Law of the Sea found it necessary to convene a conference of 'experts' during 1993 and 1995 to consider the implications of the complex Articles of LOSC which deal with claims to the continental shelf. Criteria contained in Article 76 allowing for maximum outer limits of the continental shelf and other criteria to justify a claim are complicated and require experience in many fields including marine geology, geography, surveying, and geodesy.2 The intention is therefore to analyse the possible interpretation, application and consequences of the implementation of Articles in LOSC, and more particularly in a Southern African context. Provisions of LOSC, where technical and scientific considerations are crucial, will be selected for consideration. These include those involving geodetic, geographical, geological, survey, navigational, organisational, and social and resource factors.
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Sjögren, Torun. "Skola på vetenskaplig grund : hur uppfattar lärare och skolledare att de kan realisera skollagens skrivning om vetenskaplig grund i skola och förskola." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33175.
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Den här uppsatsen undersöker ett antal attityder till skollagens skrivning att utbildningen skall vila på vetenskaplig grund med syftet att få en bättre förståelse för vilka förutsättningar och uppfattningar och vilket utgångsläge som finns för lagens implementering. Emperin har hämtats från en totalundersökning med en kvantitativ enkät som har skickats ut till skolledare och lärare i skola och förskola i en mindre kommun. Svarsfrekvensen för undersökningen är 40 %. Datan har sedan analyserats och visas som deskriptiv statistik. Uppsatsen har en fenomenologisk utgångspunkt. Resultatet visar att det överlag finns en positiv inställning till att använda forskning i skolan och förskola. Resultatet visar att samtal med kollegor är den största källan till forskning och att egen forskning är den källa som minst bidrar till en vetenskaplighet i skola och förskola. Studien visar att det som anses vara det största hindret för att använda forskning är tid och språkliga svårigheter. Undersökningen visar på en relativt låg vetenskaplig begreppsbas när det gäller kunskapsteorier och forskningsmetoder. Detta kan tyda på ett mindre utvecklat yrkesspråk. Diskussionens konklusion är att det kommer att fodras åtskilligt med ansträngning och kreativitet, både organisations- och kunskapsmässigt, för att skollagens skrivning skall kunna realiseras.This paper investigates a number of attitudes to the formation of the Swedish School Law that education shall rest on a scientific base with the aim of getting a better understanding of which conditions and startingpositions these are for the implementing of the law. The basic data have been taken from a quantitative total survey which has been sent to school leaders and teachers on schools and pre-schools in a smaller commune. The response rate of the survey is 40 %. Then the data have been analysed and shown as descriptive statistics. The paper has a phenomenogical starting-point. The result shows that, generally, there is a positive attitude to using research in school and pre-school. The result indicates also that conversation with colleagues is the most important source of research and that one´s own research is the source that least contributes to scientific thinking in school and pre-schools. The study shows that what is considered to be the biggest obstacle for using research is lack of time and linguistic difficulties. The study points at a relatively low scientific base of conception concerning theories of knowledge and research methods. This can indicate a less developed professional language. The conclusion of the study is that much effort and creativity will be demanded concerning both organisation and knowledge in order to realize the formulation of the school law.
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Zacharias, Sebastian. "The Darwinian revolution as a knowledge reorganization." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2015. http://dx.doi.org/10.18452/17145.
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Die Dissertation leistet drei Beiträge zur Forschung: (1) Sie entwickelt ein neuartiges vierstufiges Modell wissenschaftlicher Theorien. Dieses Modell kombiniert logisch-empiristische Ansätze (Carnap, Popper, Frege) mit Konzepten von Metaphern & Narrativen (Wittgenstein, Burke, Morgan), erlaubt so deutlich präzisiere Beschreibungen wissenschaftlicher Theorien bereit und löst/mildert Widersprüche in logisch-empiristischen Modellen. (Realismus vs. Empirismus, analytische vs. synthetische Aussagen, Unterdeterminiertheit/ Holismus, wissenschaftliche Erklärungen, Demarkation) (2) Mit diesem Modell gelingt ein Reihenvergleich sechs biologischer Theorien von Lamarck (1809), über Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) zu Darwin (1859-1872). Dieser Vergleich offenbart eine interessante Asymmetrie: Vergleicht man Darwin mit je einem Vorgänger, so bestehen zahlreiche wichtige Unterschiede. Vergleicht man ihn mit fünf Vorgängern, verschwinden diese fast völlig: Darwins originärer Beitrag zur Revolution in der Biologie des 19.Jh ist klein und seine Antwort nur eine aus einer kontinuierlichen Serie auf die empirischen Herausforderungen durch Paläontologie & Biogeographie seit Ende des 18. Jh. (3) Eine gestufte Rezeptionsanalyse zeigt, warum wir dennoch von einer Darwinschen Revolution sprechen. Zuerst zeigt eine quantitative Analyse der fast 2.000 biologischen Artikel in Britannien zwischen 1858 und 1876, dass Darwinsche Konzepte zwar wichtige Neuerungen brachten, jedoch nicht singulär herausragen. Verlässt man die Biologie und schaut sich die Rezeption bei anderen Wissenschaftlern und gebildeten Laien an, wechselt das Bild: Je weiter man aus der Biologie heraustritt, desto weniger Ebenen biologischen Wissens kennen die Rezipienten und desto sichtbarer wird Darwins Beitrag. Schließlich findet sich sein Beitrag in den abstraktesten Ebenen des biologischen Wissens: in Narrativ und Weltbild – den Ebenen die Laien rezipieren.The dissertation makes three contributions to research: (1) It develops a novel 4-level-model of scientific theories which combines logical-empirical ideas (Carnap, Popper, Frege) with concepts of metaphors & narratives (Wittgenstein, Burke, Morgan), providing a new powerful toolbox for the analysis & comparison of scientific theories and overcoming/softening contradictions in logical-empirical models. (realism vs. empiricism, analytic vs. synthetic statements, holism, theory-laden observations, scientific explanations, demarcation) (2) Based on this model, the dissertation compares six biological theories from Lamarck (1809), via Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) to Darwin (1859-1872) and reveals an interesting asymmetry: Compared to any one of his predecessors, Darwins theory appears very original, however, compared to all five predecessor theories, many of these differences disappear and it remains but a small original contribution by Darwin. Thus, Darwin’s is but one in a continuous series of responses to the challenges posed to biology by paleontology and biogeography since the end of the 18th century. (3) A 3-level reception analysis, finally, demonstrates why we speak of a Darwinian revolution nevertheless. (i) A quantitative analysis of nearly 2.000 biological articles reveals that Darwinian concepts where indeed an important theoretical innovation – but definitely not the most important of the time. (ii) When leaving the circle of biology and moving to scientists from other disciplines or educated laymen, the landscape changes. The further outside the biological community, the shallower the audience’s knowledge – and the more visible Darwin’s original contribution. After all, most of Darwin’s contribution can be found in the narrative and worldview of 19th century biology: the only level of knowledge which laymen receive.
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Daoust, François. "La criminalistique et le procès pénal." Thesis, Paris 2, 2018. http://www.theses.fr/2018PA020003.
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La France s’inscrit dans une vision idéalisée de la criminalistique dont la force probante apporterait les réponses incontestables au procès pénal. Cette croyance est historique et s’appuie sur les travaux des pionniers français qui ont ouvert la voie à ce que d’aucuns ont appelé, par abus de langage, l’apport de la preuve scientifique. Mais le paysage de la criminalistique n’est pas aussi simple que les acteurs au procès pénal le supposent. Le système criminalistique existant, la formation des intervenants, la connaissance de la valeur informationnelle de la trace avec sa vie juridique comme sa traçabilité scientifique, parfois soumise à un cadre normatif extérieur au droit, sont autant de domaines rarement abordés. À travers les différentes matières composant la criminalistique, en percevoir le contenu et leur puissance scientifique, mais également leurs limites, apportent un éclairage particulier de ce qu’est l’interprétation des résultats analytiques en France, et ce qu’elle devrait être quel que soit le moment judiciaire qu’exige le déroulement de la procédure pénale. Cette présentation met en exergue l’existence de la réalisation d’actes scientifiques souvent négligés et qui vient relativiser la notion d’examens scientifiques et d’expertises pourtant sacralisés par le droit et la jurisprudence. Cette étude de la criminalistique dans le procès pénal, met en évidence la perception qu’en ont les acteurs, la compréhension réciproque difficile avec les experts, mais également celles d’organismes plus institutionnels, montrant que les intérêts sont parfois divergents entre une vision comptable de la justice et celle de la recherche de la vérité, pourtant inscrite dans les textes. Une présentation de la perception comme de la mise en œuvre de la criminalistique en droit comparé à travers la procédure et la jurisprudence accusatoires donne un éclairage sur des débats juridiques qui frappent à la porte de notre système inquisitoire par l’introduction toujours plus engagée du contradictoire. Mieux comprendre les sciences introduites au procès pénal et les rendre accessibles devrait donner aux acteurs une capacité de discernement et d’interprétation plus pertinente, notamment pour les juges qui doivent à partir de toutes ces connaissances, indices et réponses scientifiques en construire la preuve pénaleFrance believes in an idealized vision of forensic science, the probative force of which would provide incontestable answers to the criminal trial. This belief is historical and is based on the work of the French pioneers who paved the way for what some have called, by abuse of language, the contribution of scientific proof. But the forensic landscape is not as simple as the actors in the criminal trial assume. Existing forensic systems, training of stakeholders, knowledge of the informational value of the trace with its legal life as well as its scientific traceability, sometimes subject to a normative framework outside the law are all rarely dealt with. Through the various subjects of forensic science, by perceiving their content and their scientific power, but also by their limitations, they shed particular light on the interpretation of analytical results in France and what it should be the judicial time required for the conduct of criminal proceedings. This presentation highlights the existence of the realization of scientific acts often neglected and that relativizes the notion of scientific examinations and expert appraisals yet sacred by law and jurisprudence. This study of criminalistic in the criminal trial highlights the perception of the actors, the difficult mutual understanding with the experts, but also those of more institutional administrations, showing that the interests are sometimes divergent between an accounting vision Justice and the search for truth, which is nevertheless inscribed in the texts. A presentation of the perception as well as the implementation of forensic science in comparative law through accusatory procedure and jurisprudence sheds light on legal debates that strike the door of our inquisitorial system by the increasingly engaged introduction of contradictory. A better understanding of the sciences introduced into the criminal process and making them accessible should give the actors a more relevant capacity for discernment and interpretation, in particular for judges who must draw up the criminal proof from all these scientific knowledge, answers and evidences
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Rothon, Philip Maxwell. "Chiasm in Mark 7:24-31." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52731.
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Thesis (MPhil)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: My provisional identification of chiasm in Mark 7:24-31 initiated this multidisciplinary study of the literary shape of this interesting text. New Testament scholars tend to agree that the genre (form, content and function) of the Gospel of Mark exhibits the literary characteristics typical of ancient, first century AD, Greco-Roman biography thereby evidencing, in a broad sense, Greco-Roman form and function, and Jewish content. As a result, the New Testament Gospels have been described as a "tertium quid'. However, until fairly recently, few scholars appear to have taken the possibility of finding Jewish rhetorical form, in the shape of chiasm, into account in their examination of New Testament texts and have almost exclusively tended to focus on classical Greek rhetorical forms. As a result, this study opens itself to the possibility of finding both Jewish and Greco- Roman literary forms in the text, thereby attempting to obtain a greater presence of understanding of what the implied author was doing with the text. This study therefore endeavours to understand, not only what the implied author intended to communicate through the literary form of the text to the implied reader but also, at the level of discourse, the "how" of that communication within the literary context of the Gospel as a whole. In the light of the aforegoing, the research questions appear as follows. (1) What, on a balance of probability, is the literary form or structure of Mark 7:24- 3 1 within its literary context? If the form of the text is found, on a balance of probability, to exhibit the characteristics of chiasm: (2) What implied effect would this have on an implied reader when understood and interpreted within the context of Greco-Roman biography? And, (3) what effect would the answers to (1) and (2) above have on a modern (present) reader of the Gospel of Mark? After a brief overview of the socio-historical and cultural setting to the Gospel of Mark that serves as essential background material necessary for an understanding of the text, this study proceeds to consider the ancient roots of chiasm with regard to the literature of the Ancient Near East and briefly traces its prevalence from the ancient past through to the period of the New Testament. Because chiasm is a particular form of parallelism, the importance of understanding Biblical parallelisms in the Hebrew literature in general and its significance with regard to the New Testament and Mark's Gospel in particular is considered. A discussion of various definitions of chiasm follows. After considering the Gospel of Mark and the literary context of the subject text, its literary form is examined in the light of known ancient literary conventions, including Biblical narrative and the various forms evidenced in the exchange of dialogue are considered and the text examined for further correspondences. Thereafter the text is reviewed within its literary context and, what follows, is an explanation of how the form of the text may function within its literary location.
AFRIKAANSE OPSOMMING: My voorlopige identifiesering van chiasme in Markus 7:24-31 inisieer 'n multidimensionele studie van die literêre vorm van dié interessante teks. Nuwe-Testamentici neig om saam te stem dat die genre (vorm, inhoud en funksie) van die evangelie volgens Markus die literêre kenmerke toon, tipies van antieke, eerste eeuse (AD) Grieks-Romeinse biografie en stel so, in 'n breë sin, Grieks-Romeinse vorm en funksie sowel as Joodse inhoud ten toon. As 'n resultaat is die Nuwe Testamentiese Evangelies beskryf as 'n "tertium quid." Tog, tot redelik onlangs het weinig Nuwe-Testamentici die moontlikheid in ag geneem om Joodse retoriese vorm, in die vorm van giasme, te vind in hulle ondersoek van Nuwe Testamentiese tekste en het geneig om bykans uitsluitlik te fokus op klassieke Griekse retoriese vorme. As 'n gevolg open hierdie studie ditself tot die moontlikheid om Joodse, sowel as Grieks-Romeinse literêre vorme binne die teks te vind en sodoende 'n groter begrip mee te bring van wat die geïmpliseerde outeur met die teks gemaak het. Die studie onderneem dus om nie net aan te dui wat die geïmpliseerde outeur beoog het om te kommunikeer d.m.v. die literêre vorm van die teks aan die geïmpliseerde gehoor nie, maar ook op die vlak van diskoers, die "hoe" van die kommunikasie binne die literêre konteks van die evangelie as geheel. In die lig van die voorafgaande kan die ondersoekvrae as volg geformuleer word. (1) Wat is die literêre vorm of struktuur van Markus 7:24-31 binne die bepaalde literêre konteks? lndien die vorm van die teks die kenmerke van chiasme vertoon: (2) Watter geïmpliseerde effek sal dit hê op 'n geïmpliseerde gehoor indien die teks verstaan en geïnterpreteer word binne die konteks van Grieks-Romeinse biografie? En (3) watter effek sal die antwoorde tot vrae (1) en (2) hê op die moderne (eietydse) leser van die Evangelie volgens Markus? Na 'n kort oorsig oor die sosio-historiese en kulturele plasing van die Evangelie volgens Markus wat dien as noodsaaklike agtergrond materiaal, noodsaaklik vir 'n verstaan van die teks, gaan die studie voort om die antieke wortels van chiasme te oorweeg, met inagneming die literatuur van die ou Nabye Ooste en gaan kortliks die belang hiervan na, vanaf die antieke tye tot en met die Nuwe Testamentiese tydperk. Aangesien chiasme 'n spesifieke vorm van parallelisme is, word die belang van die verstaan van Bybelse parallelisme binne die Hebreeuse literatuur in die algemeen en die belang daarvan rakende die Nuwe Testament en die Evangelie volgens Markus in besonder, oorweeg. 'n Bespreking van verskeie definisies van chiasme volg. Na 'n bespreking van die Evangelie volgens Markus, sowel as die literêre konteks van die bepaalde perikoop, word die literêre vorm ondersoek in die lig van bekende antieke literêre konvensies, insluitende Bybelse narratief en verskeie vorme wat, waarneembaar binne die uitruil van dialoog ondesoek, en word die teks ondersoek vir verdere ooreenstemminge. Om hiedie rede word die teks oorweeg binne die literêre konteks en wat daarop volg is 'n verduideliking van hoe die vorm van die teks kan funksioneer binne die literêre plasing daarvan.
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Jamal, Sarah. "Le rôle de la science dans l’établissement des faits en droit international : contribution à l'analyse des interactions entre le droit et la science." Thesis, Paris 2, 2019. http://www.theses.fr/2019PA020011.
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L’analyse des interactions entre la science et le droit dans les procédures d’établissement des faits est une thématique ancienne en droit international. Pourtant, la technicisation de la société et la complexification des connaissances scientifiques invitent à une relecture de cette question. La comparaison des différentes pratiques fait apparaître que les interactions entre le praticien du droit et les scientifiques en matière d’établissement des faits correspondent à un modèle de co-établissement des faits, et ce, quelle que soit la forme que prend la participation du scientifique en droit. Le praticien du droit et le scientifique combinent leurs compétences pour établir les faits. Leur coopération ne se limite pas à une procédure d’établissement des faits. Bien au contraire, dépassant les frontières d’une procédure, leurs échanges se répercutent dans les procédures d’établissement des faits créant ainsi une résonance du fait co-établi. Toutefois, l’existence d’une coopération entre eux n’exclut pas un contrôle de la connaissance ainsi forgée – contrôle nécessaire au maintien de l’identité de la pensée juridique. Il appartient alors au praticien du droit de vérifier la relevance du fait co-établi avant de l’intégrer à son établissement des faitsThe analysis of interaction between science and international law in establishing facts is an ancient thematic and yet the societal technicization and the complexity of modern scientific knowledge lead us to study this question with a new and deeper reflection. The comparison of different practices revealed that interaction between scientists in fact-finding and the legal practitioners correspond to a model of co-establishment of the facts, and this, regardless of the form of the scientists’ participation. Their skills are combined to determine the existence of the fact in law. This cooperation is not limited to a fact-finding procedure. On the contrary, it goes beyond the borders of a procedure ; and their exchanges are reflected in procedures for establishing the facts thus creating a resonance of the co-established fact. Nonetheless, if the judicial system reveals itself to be a system open towards scientific knowledge, it organises its relationship with science so as to maintain its own identity. It is therefore up to the legal practitioner to verify the relevancy of the fact co-established before its integration into the establishment of facts
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Kuecker, Aaron J. "The Spirit and the 'other' : social identity, ethnicity and intergroup reconciliation in Luke-Acts." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/532.
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Di, Rienzo Margherita. "DIVULGAZIONE SCIENTIFICA E TRADUZIONE Il caso di: Alla scoperta del microbioma umano. Flora batterica, nutrizione e malattie del progresso” di Fabio Piccini." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14163/.
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Ogni testo di divulgazione scientifica ha come suo obiettivo principale la diffusione tra un pubblico di non specialisti delle conoscenze ottenute attraverso la ricerca. Per ottenere questo risultato, un testo di divulgazione scientifica deve necessariamente utilizzare un linguaggio accessibile al pubblico al quale è destinato, un linguaggio che renda meno oscuro, meno incomprensibile il linguaggio utilizzato per la comunicazione tra gli scienziati. Esso trasforma il discorso scientifico modificandone il linguaggio, traducendolo nei termini del linguaggio comune .
Un testo di divulgazione scientifica può essere a sua volta oggetto di traduzione; la traduzione di questo genere di testi presenta caratteristiche particolari, in primo luogo in ragione del fatto che si tratta di un secondo grado di traduzione, poiché il testo di partenza costituisce già un adattamento in un linguaggio diverso di un altro o altri testi .
Questa traduzione “di secondo grado” costituisce l’oggetto delle pagine che seguono: cercheremo di fornire una descrizione che ne metta in luce le caratteristiche peculiari, di enumerare le difficoltà che essa può comportare e, nei limiti delle nostre possibilità, di proporre alcune strategie per risolverle.
Come fondamento di questa descrizione proponiamo la traduzione in francese di un testo di divulgazione in lingua italiana, dedicato a un tema di attualità scientifica: la ricerca relativa al microbioma umano.
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Sellbjer, Stefan. "Real konstruktivism : Ett försök till syntes av två dominerande perspektiv på undervisning och lärande." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-540.
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The starting-point of the thesis was that teachers to a large extent teach on the basis of intuitive theories. This creates a tendency that a number of frequent conceptions, pedagogical and didactic theories, experiences of one's own school days etc. become parts of a more fragmentary structure of ideas, rather than a coherent theory of teaching. With the aim of creating a deeper understanding of questions related to teaching and learning, two dominating perspectives were described initial. By putting the intuitive ideas in relation to basic paradigmatic assumptions a picture was given of what the teacher has to know in order to thoroughly understand a certain perspective. In addition, examples of pedagogical theories were presented that can be referred to the perspective in question, which teachers can adopt to qualify their understanding. A critical discussion of the paradigmatic assumptions paved the way for a third perspective, where thoughts occurring in the other two were partly combined. Here a theoretical basis was also presented to explain why the use of mental tools of thinking, especially such that are linked to knowledge theory may lead the teacher to a more reflective way of dealing with questions of teaching and learning. The third perspective was illustrated, first with four examples of how teaching can be performed, and then also in the form of in-service training for teachers. In the empirical section and in the final conclusion the perspectives were illustrated, discussed and examined critically. On the basis of questionnaires answered by upper secondary school teachers, interviews and observations, assumed examples of intuitive theories were presented. The empirical material was also analysed from the same starting-points as the formulation of the perspectives. Ten teachers' systems of intuitive theories about teaching and learning could thus be constructed. Five of these were presented and a comparison with the perspectives was made. Some analyses, however, turned out to agree best with a further perspective, which had not been focused on in the thesis. It was also found that teachers' practice can be enriched by being confronted with scientific knowledge. The value of such knowledge was illustrated through the evaluation of an inservice programme for teachers.
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Borderieux, Julien. "La construction textuelle du brevet d'invention : analyse et théorisation de la strate contributionnelle." Phd thesis, Université d'Orléans, 2013. http://tel.archives-ouvertes.fr/tel-01004409.
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Ce travail s'attache à la construction textuelle du brevet d'invention (type de texte spécialisé très normé) par l'étude des contraintes pragmatiques le structurant et notamment celles le définissant comme une contribution au sens gricéen (Grice), post-gricéen (Nemo, Portuguès) ou non-gricéen (Clark et Schaefer). Il étudie ses stratégies textuelles, par exemple en termes de rhétorique de la revendication, en se penchant sur son format particulier dans lequel sont isolés des éléments récurrents et autonomes, les ensembles contributionnels, et leurs liaisons.La première partie présente l'approche contributionnelle du texte de brevet d'invention. Il s'agit d'une part de décrire le texte comme un objet contributionnel, et d'autre part de se demander dans quelle mesure la confrontation avec un texte hyperformaté conduit à reconsidérer les maximes (gricéennes) régulant les contributions. Le corpus d'étude est constitué d'une base textuelle de brevets d'invention transformée en base de données contributionnelles. L'analyse de celle-ci permet une modélisation contributionnelle du texte de brevet fondée sur des marqueurs délimitant des ensembles contributionnels soumis à un schéma général invariant, prédictible et reproductible. La phase de modélisation est l'occasion de reformuler une partie des maximes gricéennes encadrant la production d'ensembles contributionnels. Dans le cadre d'une conception plurisémique de l'interprétation, la fin de l'étude dégage les propriétés de la strate contributionnelle, en montrant notamment qu'à partir de la contrainte de complétude du texte en train de se construire et au travers des différentes sous-contributions qui le constituent se met en place une mécanique textuelle reposant sur des enchaînements contributionnels spécifiques aux textes formatés. Ces considérations sur la matière contributionnelle des textes permettent d'aborder les fondements d'une théorie contributionnelle du texte.
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Borderieux, Julien. "La construction textuelle du brevet d'invention : analyse et théorisation de la strate contributionnelle." Electronic Thesis or Diss., Orléans, 2013. http://www.theses.fr/2013ORLE1130.
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Ce travail s’attache à la construction textuelle du brevet d'invention (type de texte spécialisé très normé) par l’étude des contraintes pragmatiques le structurant et notamment celles le définissant comme une contribution au sens gricéen (Grice), post-gricéen (Nemo, Portuguès) ou non-gricéen (Clark et Schaefer). Il étudie ses stratégies textuelles, par exemple en termes de rhétorique de la revendication, en se penchant sur son format particulier dans lequel sont isolés des éléments récurrents et autonomes, les ensembles contributionnels, et leurs liaisons.La première partie présente l’approche contributionnelle du texte de brevet d’invention. Il s’agit d’une part de décrire le texte comme un objet contributionnel, et d’autre part de se demander dans quelle mesure la confrontation avec un texte hyperformaté conduit à reconsidérer les maximes (gricéennes) régulant les contributions. Le corpus d’étude est constitué d’une base textuelle de brevets d’invention transformée en base de données contributionnelles. L’analyse de celle-ci permet une modélisation contributionnelle du texte de brevet fondée sur des marqueurs délimitant des ensembles contributionnels soumis à un schéma général invariant, prédictible et reproductible. La phase de modélisation est l’occasion de reformuler une partie des maximes gricéennes encadrant la production d’ensembles contributionnels. Dans le cadre d’une conception plurisémique de l’interprétation, la fin de l’étude dégage les propriétés de la strate contributionnelle, en montrant notamment qu’à partir de la contrainte de complétude du texte en train de se construire et au travers des différentes sous-contributions qui le constituent se met en place une mécanique textuelle reposant sur des enchaînements contributionnels spécifiques aux textes formatés. Ces considérations sur la matière contributionnelle des textes permettent d’aborder les fondements d’une théorie contributionnelle du texteThe present work looks into the textual construction of the patent (very standardized specialized type of text) by the study of pragmatical constraints which structure it and in particular of the constraints which define it as a contribution in a Gricean (Grice), post-Gricean (Nemo, Portuguès) and non-Gricean (Clark and Schaefer) meaning. This work studies the textual strategies involved, particularly in terms of the rhetoric of claiming, by examining over its particular format in which are isolated recurring and autonomous elements, - the contributional sets, and their connections.The first part presents a contributional approach of patents as texts, describing patent text as a contributional object and discussing the way the confrontation with hyper-formatted and strongly constrained textual data may lead to reconsider and reformulate contributional maxims. The corpus of study consists of a textual data base of patents which is then formatted into contributional data. The analysis of this contributional data allows a contributional modeling of the patent text based on markers which defined contributional groups subject to general master scheme which is invariable, predictable and reproducible. This phase of modeling provides an opportunity to partly reformulate the Gricean maxims which frame the production of the contributional groups. Using a plurisemic approach of interpretation, the end of the study intends to release the properties of the contributional layer, by showing in particular that the constraint of exhaustivity which is at work in the construction of the text through various sub-contributions leads to the emergence of a mechanical text, with its laws and constraints, based on contributional chains specific to very formatted texts and more general texts alike. These considerations on the contributional material of the texts allow an approach to the foundations of a contributional theory of text
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TZENG, HUEI-LIN, and 曾慧琳. "The case study of integrating PODE with scientific toy fabrication to support scientific interpretation in the gifted program of elementary school." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/e54b6t.
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碩士國立高雄師範大學
科學教育暨環境教育研究所
107
This study deploys the “PODE Teaching Model” developed by Chao (2010) and Shih (2009) to develop the hands-on science activities of “Sword of Light” for gifted students in the elementary school. A series of hands-on activities (e.g., assembling batteries, LED strips, wire tapes, amplifier circuits) arranged by the prediction-operation-discussion sequence were employed to support students’ learning of concepts regarding the course unit of electricity and circuit. The nine gifted students from fifth- and sixth-grade participated in carrying out three PODE assignments designed and developed in this study. All participants were asked to perform the hands-on activities and complete the working sheets designed for each PODE assignment. All of the PODE activities and interview dialogue were videotaped for later analyses. Three dimensions of “claim,” “evidence” and “reasoning” along with a four-level grading scheme were employed to determine the elementary gifted students’ capability of scientific explanation utilized in the scientific practice activities guided by PODE teaching model. The results reveal that the gifted students would perform different scientific explanation capabilities in the hands-on science activities integrated with PODE teaching model. In the PODE task activities, the gifted student most often show the scientific explanation capabilities of the "claims". In the appropriate PODE task activities, the gifted students have positive benefits in showing their abilities in three the scientific explanation capabilities, including“claim,” “evidence” and “reasoning” .
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Tsai, Hsing-Ju, and 蔡幸如. "Exploring The "POE & Scientific Interpretation with Text Scaffolding" Teaching Method for Graduate Students to Design Experiment, Teaching and Scientific Inquiry Abilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6e59jw.
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碩士國立臺北教育大學
自然科學教育學系
107
In present study, 14 graduate students who took the course of "Advanced Entomology" in one University of Education, were selected as subjects, and case-based teaching was conducted to train them to design experiments and teaching by using the teaching method "POE & Scientific Interpretation Text scaffolding". First, the course design is divided into three phases, including: teaching the general theory of entomology and the "POE & scientific interpretation of the text scaffolding" pedagogy theory to acknowledge them a concept of entomology; furthermore, and pre-testing the ability of scientific inquiry before the course, and then using the focus group method along with a discussion among various groups of subjects, to imitate experiments of design and micro-teaching; and finally, each group will source materials for experiments of design and micro-teaching, and then carry out post-testing of scientific inquiry capabilities. Under micro-teaching, each group are assessed by the "POE & Scientific Interpretation Text Scaffolding, and Design Experimental Teaching Evaluation （TAPS）. Next, each group who finished studying sheet after each experiment, will perform an assessment of "POE & Science Interpretation Text Scaffolding" The Learning Sheet” （TALPS). The results indicated that: 1. Among 7 groups of imitation on design experiments and micro-teaching, 5 groups achieved the goal of teaching method on "POE & scientific interpretation of the text scaffolding"; however, the rest 2 ones were not affective; and the main reasons are due to the design of over-forecasting questions, or teaching of leading experimental was not well performed. 2. The self-designed experiments onto 7 groups with micro-teaching are more advanced than imitation design ones, is mainly because of the complete design of the learning list, along with effective guiding for students to observe. 3. A total of 7 groups of graduate students writing self-experimental study books are more advanced than imitating experiments, mainly because the scientific interpretation of the text scaffold has made the most progress, and the evidence and reasoning have also improved.4. The SICT assessment achieves a high degree of experimental effect, showing that the "POE & Scientific Interpretation Text Scaffolding Method" contributes to the improvement of scientific inquiry capabilities, including: questions definition, design planning, implementation verification, analysis and interpretation, and communication argumentation.
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Chang, Yu-Kuang, and 張鈺光. "Study at the Argumenation of the "Objectivity" of legal interpretation - on the point of scientific methodology." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/87165376440145731609.
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Ndlovu, Benedict. "A comparison between the social scientific (B. Malina) and the historical critical (D. Senior) interpretations of Matthew 5-7." Thesis, 2012. http://hdl.handle.net/10210/4928.
Full textAbstract:
M.A.Since the 19th century, scholastic biblical hermeneutics mushroomed in competition with other critical disciplines within the human sciences, and this resulted in the emergence of the historical critical approach. This is an umbrella-term which describes a plurality of methods. These approaches include the textual criticism; literary criticism; form criticism; redaction criticism; source criticism and many others. The historical critical approach dominated biblical interpretation for the last one hundred and fifty years. The socio-scientific critics used the expression “context” to understand the importance of the life-situation; the economic; social; political; historical; cultural, gender and psychological “context” to bring back the full picture of “human context" of the Bible. Representatives such as Bruce Malina and Richard Rohrbaugh read and interpret the New Testament from a modernized industrial perspective with certain presumptions and assumptions from the reader’s own culture and background. New Testament scholars have made attempts to use the aspects of the social world of ancient Israel to investigate the origin, development, and/or function of these societal components of the social systems and structures of biblical Israel. The socio-scientific critics feel that every interpretation, giving meaning to a text, derives from a cultural system. They say that using social-science models from Mediterranean cultures is an honest attempt to come to the same understanding, of that of the first century reader and author by applying the same social systems. According to the socio-scientific critics, the modern reader must understand what then made sense to a Mediterranean culture. In this case, they also say that the knowledge of the sociological data of the biblical world is very important for the interpreters. Socio-scientific criticism studies, emphasises the strict relationship between the texts of the Bible and the life actually lived by the early Christian communities. We can therefore conclude by saying that the socio-scientific criticism is indeed that phase of the exegetical task which concerns itself with the social and cultural dimensions of the text and of its environmental context.
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Tsai, Piju, and 蔡碧如. "Scientific Analysis of Left Hand Skill ‘Vibrato’ Interpretation : A Case Study of “River of Sorrow” Played By Min Hui-Fen." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/9q28hz.
Full textAbstract:
碩士國立臺灣藝術大學
中國音樂學系碩士班
101
"Vibrato" is the important performing means to enrich the tone, to express thoughts and feelings of the song, to prettify melodies, and to reinforce the music style and charm. The usage of the length of strings or constantly changing tension to generate sound wave called "Vibrato”. “Vibrato” can be categorized into 4 kinds: String-swing, String-slide by changing the length of strings; Press strings and Pull string by changing tension. There are certain norms on Vibrato techniques on Erhu which is a broad usage Chinese stringed musical instrument. The different combinations of the elements on intensity, amplitude and frequency on "Vibrato" techniques: large, small,fast, slow, light, heavy, easy, anxious, enrich music style to be more colorful. This thesis uses scientific analysis to study the “Vibrato” skills using on the “River of Sorrow” performed by Ms. Min Hui–fen. Through statistical analysis base on quantitative data,it is able to describe more specifically the performing skills of “Vibrato” and understand its’ connotation. Through this analysis we specifically link the “Vibrato”performing skills with the changes of tones base frequency, the speed and frequency of the “Vibrato” ,which conclude the Min Hui–fen’s “River of Sorrow” performing skills.To provide learners the basis or visual guidance to learn the skills.
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Craffert, Pieter F. "A social-scientific key to Paul's letter to the Galatians : an alternative to opponent hypotheses as a cypher key." Thesis, 1992. http://hdl.handle.net/10500/17937.
Full textAbstract:
Opposition to Paul as central to the occasion of the letter to the Galatians
·(expressed in scholarly circles in terms of different opponent hypotheses) is
identified as a pivotal factor in the interpretation of that letter. An analysis of some of the
received opponent hypotheses reveals that today, as throughout the history of the critical
interpretation of the letter, they are basically different proposals sharing the same historical
and methodological components. Both components are critically examined and it is suggested that
inadequate assumptions lead to an anachronistic and ethnocentric view of the nature of the
conflict and consequently, from a his torical point of view, a distorted cypher key to the
interpretation of the letter.
The proposal of a social-scientific approach to the letter presents, at the meth
odological level, the components of an alternative cypher key. It attempts to be
interdisciplinary in that it accounts for the otherness of foreign cultures and distant historical
eras in an integrated and explicit way.
Because of the methodological components an alternative set of historical com
ponents can be suggested. A focus on contemporary views on first-century Judaism and the
expansion of the Pauline communities in the first-century world not only
. points to shortcomings in the received views but provides an alternative perspective on the
communicative context of the letter. A first but important step is taken to construct a
probable first-century Mediterranean communicative context for the interpretation of the
letter.
In view of this alternative communicative context it is possible to redefine the con flict as a
truly first-century Mediterranean one in which Paul's authority and honour were at stake. This
makes it possible to construe the text in a different way. Instead of regarding the letter to
the Galatians as a document of intra-Christian struggle about conflicting theological or
doctrinal convictions, it is suggested that the letter be construed as the product of Paul's
missionary endeavour within the household setting, the subculture of first-century Judaism, and
the confines of orality and reli gion in the first-century world.Biblical and Ancient Studies
D. Th. (New Testament)
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Andrawus, Dauda Gava. "A critique of discrimination on the basis of poverty in the Epistle of James : a case study of the Church of the Brethren Gavva Area." Thesis, 2011. http://hdl.handle.net/10413/8252.
Full textAbstract:
This thesis argues that the Epistle of James provides the resources that will address the problem of
discrimination and exploitation in the Church of the Brethren in Gavva area. In order to argue this,
I establish that Gavva area is a peasant society. I argue that the Epistle of James addresses the
situation of the peasants in the first century Palestine. The peasants were discriminated against and
exploited by the wealthy and the elites in James’ time. This prompts James to condemn the
wealthy landowners and the merchants for their attitude toward the peasants. I examine the Epistle
against the model of the moral economy developed by Sahlins and modified by Moxnes in The
Economy of the Kingdom (1988). They delineate three categories of reciprocity: generalized,
balanced and negative reciprocity. These are used as the basis of analysis of James and then
extended also to an analysis of the moral economy of the Church of the Brethren in Nigeria.
Further empirical study reveals that the poor in Gavva area are living in poverty and are
discriminated against because they did not have opportunity to receive early educational training
that might have equipped them to hold positions in the church and society. The concepts of
poverty of Klaus Nürnberger, Amartya Sen, Bryant Myer and Adarigho-Oriako have also assisted
me in evaluating the problem of poverty of Gavva area. Since Gavva area is, like the community
to which the Epistle of James is addressed, an analysis of peasants and their moral economy,
clientage and patronage, honour and shame are vital to my research. In this respect, the work of
James C. Scott in Domination and Art of Resistance: the Hidden Transcript (1990) has proved
valuable in my analysis of the way the poor in Gavva area are dominated by the wealthy. The poor
develop resistance to the church leadership and the wealthy in their “hidden transcript” developed
“off stage.”
In this research, I discovered that the Church of the Brethren in Nigeria has official documents
on discrimination, poverty, the poor and how to take care of them, which should direct their
economic policy. But the church leadership does not enforce the teachings in the documents
because of contending socio-economic forces and personal interests. I also find that the problem
originated in the circumstances of the merger¹ I have explained what the merger means in chapter 5. which was complicated by tribalism that is present
in the church. The major tribes seem to dominate every aspect of the church leadership and its
programmes and institutions. As a possible contribution to addressing the problems of
discrimination, exploitation and tribalism in the church, I published Bible study material from my
research findings with an emphasis on the Epistle of James. The church will use the Bible study
outline to conduct Bible study in all the Local Church Councils (LCC) throughout Nigeria. My
hope is that the Bible study will bring the wealthy, the poor, the pastors/church leaders and the
different tribes together so that church members will come together as one and pastors and church
leaders will nolonger give preferential treatment to the wealthy members but see themselves as
members of one community and treating one another as equals. The pastors would not give
preferential treatment to the wealthy and the wealthy would honour the poor. ¹ I have explained what the merger means in chapter 5.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Marais, Johannes Lodewyk. "'n Ondersoek na die aard van en opvattings oor Eugene N. Marais se wetenskaplike prosa (Afrikaans)." Thesis, 2001. http://hdl.handle.net/2263/22896.
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Buysch, Arno [Verfasser]. "Die syn- bis post-magmatische Entwicklung des Mauna Kea,Hawaii : USA-Interpretation geophysikalischer Bohrlochdaten und petrophysikalischer Kerndaten aus der Tiefbohrung "Hawaii Scientific Drilling Project, HSDP-2ʺ / vorgelegt von Arno Buysch." 2005. http://d-nb.info/976710978/34.
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Li, Kuan-Yu, and 李冠玉. "Scientific News and Scientific Epistemological Beliefs: High School Students’ Conceptions and Interpretations of Scientific News." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/s67cxb.
Full textAbstract:
碩士國立交通大學
教育研究所
103
The purposes of this qualitative study were to explore students’ conceptions of scientific news, their reading strategies for reading scientific news, their interpretations of scientific news, and the relationship between reading scientific news and scientific epistemological beliefs. The participants were 36 twelveth graders from a senior high school in northern Taiwan, and all of them engaged in the following three-stage data collection. First, at the beginning of this study, a series of semi-structured interview questions were used to probe each participant’s conceptions of scientific news. Next, each participant read one piece of scientific news by thinking aloud, on a weekly basis for three consecutive weeks. Immediately after each participant finished reading a piece of scientific news, a series of follow-up interview questions were posed to investigate her/his strategies for reading the scientific news, interpretations of the scientific news, and scientific epistemological beliefs about the scientific news. Last, after each participant completed reading three pieces of scientific news, another series of semi-structured interviews were conducted to examine whether her/his scientific epistemological beliefs had been changed. The results of this study indicated that the participants’ conceptualized scientific news broadly from the scientific, technological and social aspects, and referred informality, pluralirity, and entertainability as three main characteristics of scientific news. In addition, while most of the participants could use basic reading strategies, such as identifying the important messages, for reading scientific news, only few of them used more sophiscated strategies, such as monitoring and predicting. Moreover, the participants’ background knowledge played an important role in interpreting scientific news, and might affect their comments on the news. Regarding the relationship between reading scientific news and scientific epistemological beliefs, although some of the participants could spontaneously perceive the scientific epistemological views emnedded in the three pieces of scientific news, their existing scientific epistemological beliefs could hardly be changed accordingly.
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"Scientific and Cultural Interpretations of Volcanoes, 1766-1901." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38567.
Full textAbstract:
abstract: Scientific and Cultural Interpretations of Volcanoes, 1766-1901 analyzes nineteenth-century conceptions of volcanoes through interdisciplinary literature and science studies. The project considers how people in the nineteenth century used science, aesthetics, and other ways of knowing to understand volcanoes and their operations. In the mid-eighteenth century, volcanoes were seen as singular, unique features of the planet that lacked temporal and terrestrial reach. By the end of the nineteenth century, volcanoes were seen as networked, environmental phenomena that stretched through geological time and geographic space. Scientific and Cultural Interpretations of Volcanoes, 1766-1901 offers a new historical understanding of volcanoes and their environmental connections, using literature and science to show how perceptions of volcanic time and space changed over 135 years.
The first chapter, using texts by Sir William Hamilton, Hester Piozzi, and Priscilla Wakefield, argues that in the late eighteenth century important aspects of volcanoes, like their impact upon human life and their existence through time, were beginning to be defined in texts ranging from the scientific to the educational. The second chapter focuses on works by Sir Edward Bulwer-Lytton and Charles Lyell to demonstrate the ways that volcanoes were stripped of metaphysical or symbolic meaning as the nineteenth century progressed. The third chapter contrasts the 1883 eruption of Krakatoa with Constance Gordon-Cumming’s travels to Kīlauea. The chapter shows how even towards the end of the century, trying to connect human minds with the process of volcanic phenomenon was a substantial challenge, but that volcanoes like Kīlauea allowed for new conceptions of volcanic action. The last chapter, through a post-apocalyptic novel by M. P. Shiel, shows how volcanoes were finally beginning to be categorized as a primary agent within the environment, shaping all life including humanity. Ultimately, I argue that the change in thinking about volcanoes parallels today’s shift in thinking about global climate change. My work provides insight into how we imagine ecological catastrophes like volcanic eruptions or climate change in the past and present and what that means for their impact on people.Dissertation/Thesis
Doctoral Dissertation English 2016
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Cairns, Helen Dorothy. "1 Timothy 2:8-3:1 (a), women's ordination in the light of the Christian self-definition of women in Ephesus." Diss., 1995. http://hdl.handle.net/10500/16257.
Full textAbstract:
Throughout church history, traditional interpretations of I Timothy 2:8-3:1 (a) have excluded women from ordained ministry in the church universal. The aim of this dissertation was to propose an alternative hermeneutical framework to effect fresh understanding of this text. A social-scientific approach utilised . models from sociology and communication theory. The socio-religious climate of Asia Minor particularly Ephesus between 59 and 64 C E is described. An assessment is made of the status of women in Asia Minor as well as in Hellenism, Romanism and Judaism. A textual analysis provided pointers to the aspects under research. Research findings strongly suggest that neither the text or the world beyond can be used to exclude women from full participation at all levels in the church.Biblical and Ancient Studies
M.A. (Biblical Studies)
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Venter, Maré. "The religious thought of Emmet Fox in the context of the New Thought Movement." Thesis, 2004. http://hdl.handle.net/10500/2026.
Full textAbstract:
The religious significance of Emmet Fox (1886-1951), a pioneer in the New Thought movement, is the focus of this study. The relevance of Fox's religious thought will be determined in reference to and in the context of contemporary theorist Ken Wilber's theoretical framework of integral hermeneutics. On the basis of Fox's primary writings, biographical information, the ideas and philosophy of modern New Thought scholars and Wilber's literature, Fox's religious thought was interpreted and evaluated. Aspects of Fox's belief, such as creative mind, scientific prayer, meditation and healing, concepts such as God, Jesus Christ, death, reincarnation, karma and end times, as well as his method of biblical exegesis are discussed. It becomes apparent that Emmet Fox, preacher and teacher, had never intended to provide a scientific or academic structural doctrine in which to deliver his teaching. His non-conformist, simple, yet well thought-through beliefs, which include esoteric, eastern and universal truths, focused on the fundamental truths that are necessary for humanity's evolutionary development. This approach made Fox's teaching valuable to his audience of the time, a changing American consciousness, as well as appropriate to a transformational South Africa, where it is relevant in bridging the various cultures, languages, and religious beliefs within a continuously changing spiritually minded population, and most of all, beneficial to every person's inner spiritual journey towards ultimate enlightenment.
Fox's underlying religious belief is that `the thought is the thing' and this endorses the whole of the New Thought teaching, which states that `whatever the mind can conceive and believe, it can achieve' or `be ye transformed by the renewing of your mind'. Probably the most remarkable feature of his religious thinking is his popular allegorical interpretation of the Bible, which he interprets spiritually.
It is apparent that there is an affinity between the religious thought of Emmet Fox and that of Wilber. Although the intent of this study is not to compare these scholars, it is interesting and valuable to Fox's interpretation that they advocate a similar underlying belief in the holistic Kosmos and the importance of having an integral vision.Religious Studies & Arabic
D. Litt. et Phil. (Religious Studies)
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Rousseau, Pieter Abraham. "Johannese perspektiewe oor inklusiwiteit en eksklusiwiteit van verlossing." Diss., 2000. http://hdl.handle.net/10500/17641.
Full textAbstract:
Die Johannese geskrifte (Evangelie en Briewe) word veralgemenend binne
die Christendom gelees en die uniekheidsbeklemtoninge ten opsigte van
Jesus as enige Verlosser word ook so verstaan.
Hierdie hoofsaaklik sosiaal-wetenskaplike ondersoek was gefokus op Johannes
se aansprake ten opsigte van Jesus en is gedoen om bewus te maak
van die sosiaal-kulturele onderbou van die geskrifte. As sodanig is dit bedoe!
om heuristies in te werk ten einde bestaande hermeneuse beter te dien
sodat die boodskap van die Nuwe Testament effektiewer oorgedra kan
word. Dit is ook gepoog om bevindinge uit die studie deur te trek na die gesekulariseerde
samelewing en pluralistiese religieuse standpunt wat te Iande
bestaan.
Die teksgedeeltes wat eksegeties ondersoek is, bevat die aspekte van aanvaarding
of verwerping van Jesus as die unieke Godsagent wat ewige /ewe
meedeel. Dit het geblyk dat die begrip in Johannes nie net op oneindigheid
in die hiemamaals dui nie, maar veral op kwaliteit in die hede. Johannes se
postulaat is dat Jesus konstant hierdie lewe meedeel aan hulle wat in Hom
glo.
Die vraag na relevansie van 'n religie uit Judaistiese oorsprong in 'n AfroWesterse
samelewing en kultuur is vanuit die aspekte van kulturele relatiwisme
en relatiwiteit hanteer. Dit word aanvaar dat die ingrype van God
deur Jesus Christus binne die Israelitiese volksmilieu en Mediterreense kultuur
plaasgevind het, maar dat dit wat Johannes aan sy lesers herbevestig
het, vir aile mense relevant is. Jesus is die unieke Godsagent wat ewige
lewe meedeel, wat, as sodanig, nie menslike sterflikheid negeer nie, maar
dit transendeer.The social-scientific research for this treatise concentrated on John's assertion of Jesus' uniqueness. The selected Scripture portions for exegesis contain the aspects of receiving or rejecting Him as God's Agent who bestows eternal life. Eternal lifo in John does not so much denote never ending life, but rather excellent quality of life in the present. The relevancy of a religion from a Judaistic origin in an Afro-Western cultural society was treated on the aspects of cultural relativism and cultural relativity. The conclusion accedes to the fact that God's interaction with man in the person of Jesus Christ took place within an Israelite national milieu and Mediterranean culture, but what John reasserted is relevant for all time- the life that Jesus bestows does not negate mortality, but transcends it.
New Testament
M. Th. (Nuwe Testament)
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Rousseau, Pieter Abraham. "The social meaning of love in the Gospel of John." Thesis, 2003. http://hdl.handle.net/10500/1426.
Full textAbstract:
The concept of love abounds in the Bible but it is questionable whether the same un-derstanding that the antique audiences of the biblical documents could have had of this concept is prevalent in our time. The reason for such doubt lies, simply, in the noticeable absence of regard for each other among (even devout) people.
The study was directed towards an investigation of theological and popular views on biblical love as well as a brief overview of lexicographical works by known scholars as regards the noun and the verb . It was found that, despite the vol-ume of entries, not much in the way of clarification of the meaning of and re-lated words is available. There is, indeed, a dire lack of contemporary social-scien-tific related data as regards this important concept and related matters.
The world of the New Testament differs widely from the one we live in and a brief overview was given from social-scientific sources on the historical-cultural aspects of the first century Mediterranean world. This was done from the perspective of making use of such data in the exegesis of three shorts text-segments selected from the Gospel of John.
The text-segments John 3: 16; 13: 34-45 and 21: 15-17 are well-known for the bear-ing they have on the noun and the verb in the Fourth Gospel as well as the popular meaning/s that is quite commonly ascribed to the texts. Exegesis was done from a grammatical-historical paradigm with joint usage of applicable historical-cultural data.Biblical and Ancient studies
D. Th. (New Testament)
44
Kuo-hua, Wu, and 武國華. "A interpretative approach and research of between a whole-class discourse and construction of scientific knowledge in a classroom." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/64349313860982986909.
Full textAbstract:
碩士臺北市立師範學院
自然科學教育研究所
89
A interpretative approach and research of a whole-class discussion and construction of scientific knowledge in a classroom. Abstract This research was adopted the observation methodology and has emerged to investigate , from the socio-culture standpoint , how the teacher guided the construction of scientific knowledge through a whole-class discussion, within context settings of teaching and learning scientific course of sixth grade . The researcher, as a participant-observer , conducted several research strategies ,such as classroom-observation and taking videotapes in the science classes for more than six months; interviewing the teachers and the students ; and pour-over those videotapes into transcripts . After analysis , systhesis , induction , and interpretation of all data mentioned above, the major conclusions of this research are as follows: 1.The characteristics of teacher’s guidance in the class： The teacher in this study used several different strategies during the science classes in order to help students construct science knowledge. Such as：Stimulating students a learning motivation by constructing a relaxation context in the classroom and encouraging students to deliver discussion ; Exchange ideas and bring cognitive conflict questions between students’ living experiences and science concepts ; Emphasize the usage of language to internalize students’ learning of science concepts ; Structuring the conceptions by organizing the instruction materials to help students learning ; Using different discussion strategies in teaching different thematic content . 2.Students’ competence in learning science： According to the observation of the science classes, students acted：Capabilities of acquiring science knowledge in peer-to-peer communicative context ; Capabilities of solving and answering problems through related experiences or participated activities ; Misunderstanding the real meaning of science terminology . 3.Interaction between the teacher and students： The interaction between the teacher and students affected the process of construction of science knowledge in the ways：Students were able to acquire scientific knowledge by communicating with the teacher in the class ; Students could see through their viewpoints by cognitive conflicts that provided by the teacher ; but the scientific conceptualization couldn’t acquired from direct instruction by the teacher ; The discussion were out of focus when the presentation of the questions were vagueness ; Students would give by-pass answers to those ambiguous questions . According to the results above , there are some concrete proposals behind： In term of instruction : Science teachers should recognize students’ raw scientific ideas and encourage them to deliver and share their thoughts and knowledge with their peers ; Science teachers should avoid transmitting knowledge directly ; Science teachers should prepare concrete materials of instruction and design activities to develop students’ science concepts profoundly ; Science teachers should inspect students’ newly-learned experienced and concepts in all ways, and deliver clear problems to students. In term of research : Probing further more about the relationship between languages and understandings of concepts by participant observation and in-depth interviewing different grades of students ; Investigate the students'' scientific knowledge construction process by conduct specific activities and the guidance of discussion.
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Kaiser, Elizabeth Hendrica. "`n Sosiaal-wetenskaplike benadering tot die eerste-eeuse mediterreense persoonlikheid van Jesus soos gevind in die Johannesevangelie." Diss., 2003. http://hdl.handle.net/10500/1069.
Full textAbstract:
This study deals with the character of Jesus in the Gospel of John and follows the social-scientific approach and aims to correct the traditional views regarding the personality of Jesus. The aim is not a personality analysis but to situate Jesus as a typical person who was a part of and functioned in the first Mediterranean world.
The pivotal values of the ancient world such as honor/shame; collectivistic/dyadic personality; family and group orientation; kinship; the patronage system with the patron/broker/client relationship and the purity system are applied to reach the aim of my thesis. It is found that Jesus was a collectivistic/dyadic personality. He functioned in this family orientated as well as in a group orientated community and socially structured patronage system as a broker, totally the contrary to contemporary personality drawings of Jesus found in modern literature.In hierdie studie, wat 'n skripsie van beperkte omvang is, word nie gepoog om 'n persoonlikheidsanalise van Jesus te doen nie. Die studie wil die probleem van die toepassings en interpretasies van Jesus in populere literatuur aanspreek. Jesus word deur moderne mense en teoloe in prentjies en idees van 'n moderne mens met moderne kategoriee, denke en perspektiewe, waardes en oordele beskryf, geteken en geinterpreteer, en dit is nie 'n werklike getroue en realistiese weergawe van Jesus as historiese mens nie. Jesus word in populere literatuur as 'n individualis geteken; sy persoon en emosies word alleenlik in moderne denke en kategoriee geinterpreteer en dit word slegs op grond van moderne individuele ervaring gedoen. Hierdie interpretasies is nie tipies van die kollektiwistiese, groep-georienteerde eerste-eeuse mediterreense persoon nie. Afsydigheid en terughoudendheid (4:9, 10; 13:36-38) is kenmerkend van persone in hierdie samelewing waar warmte in verhoudings ontbreek het (2:16; 9:16)'. Emosies soos 'liefde' wat Jesus toon, is nie 'n emosionele konnotasie wat in die moderne samelewing dui op die gevoelslewe van die mens nie. In hierdie antieke samelewing het 'liefde' gedui op lojaliteit, solidariteit en groepgebondenheid en as Jesus die blinde man sy sig teruggee (9:7), herstel hy nie hier die geneesde man se plek as individu in terme van die moderne samelewing nie, maar hy herstel die sieke in sy regmatige, groep-georienteerde sosiale plek in die antieke samelewing waarin hy - weens sy siekte - as 'buitestaander' geetiketteer is en dus geen deel in die groep gehad het nie. In hierdie antieke eerste-eeuse mediterreense samelewing het ander spilpuntwaardes as in ons moderne samelewing gegeld. In hierdie kollektiwistiese en groepgebonde kultuur het persone gedeel in 'n gemeenskap met die spilpuntwaardes, norme en ingestelde sosiale reels van hierdie spesifieke kultuur en aspekte wat vormend op hulle ingewerk het. Jesus se persoon en optrede moet nagevors word in hierdie sosiale sisteem waar mag deur simbole daargestel is, en waar mense, dinge en gebeure elkeen 'n simboliese werklikheid verteenwoordig het.
New Testament
M. A. (Biblical Studies)
46
Tuppurainen, Riku Pekka. "The role(s) of the spirit-paraclete in John 16:4b-15 : a socio-rhetorical investigation." Thesis, 2006. http://hdl.handle.net/10500/1717.
Full textAbstract:
The subject and the scope of this study are the role(s) of the Spirit-Paraclete in John 16:4b-15. The methodology applied is socio-rhetorical criticism as developed by Vernon K. Robbins.
The fourth Gospel is called the `spiritual Gospel.' Its pneumatic connotations are not only related to its presentation of Christ but also to its frequent references to the Spirit and its cognates. Jesus' Spirit-Paraclete teaching in his Farewell Discourse is a prominent example of this. Its pneumatological content is, however, problematic. This is demonstrated by the various attempts of Johannine scholars. In addition, methodologies, goals and the scope of these studies vary. It was observed that if scholars suggest a role for the Spirit-Paraclete, they usually use `either-or' language, pointing out one role while excluding other possible roles from their conclusions or merely list explicitly mentioned functions of the Spirit-Paraclete.
This study is a response to this present situation. It deals with the last two Spirit-Paraclete sayings of Jesus in his farewell address to determine the role(s) of the Spirit-Paraclete, applying the comprehensive reading model which has not been applied to this text before. The hypothesis was that if a more comprehensive methodology is applied to the narrative, a more comprehensive understanding of the text would be gained. We applied multidisciplinary socio-rhetorical criticism which takes into account narrative-rhetorical, intertextual, social-cultural, ideological and sacred aspects of the text while not neglecting contexts in which the story took place, was recorded and is interpreted. Findings were that the roles of the Spirit-Paraclete go beyond mere theological and spiritual significance to touch sociological and psychological aspects of human experience. Thus, the roles of the Spirit-Paraclete are multidimensional. These roles are also integrated with each other. Together they support and point to one
major role of the Spirit-Paraclete, which does not, however, downplay his other roles. The central role of the Spirit-Paraclete in John 16:4b-15 is to be the divine presence who forms a performing community of the disciples called the people of the Spirit.New Testament
D. Th. (New Testament)
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Albalaa, Pierre Youssef. "Exploring the Johannine spirituality: the experience of God in the fourth Gospel perceived from the perspective of its Familia Dei." Thesis, 2018. http://hdl.handle.net/10500/25940.
Full textAbstract:
Includes bibliographical references (leaves 292-313) : illustrationsThis thesis examines the Experience of God in the Fourth Gospel (in this research, it is also called the Johannine Experience of God) by perceiving it from the perspective of the metaphoric Familia Dei, found in this Gospel. This examination is done in a three-step process: The first step consists of a literary review and a presentation of the methodology and approach employed in this research. It intends to set the thesis within the Johannine studies. The second step involves the articulation of essential considerations on Religious Experience, the Johannine Community, and the Fourth Gospel. This articulation has two aims: First, to acquire a deeper understanding of the background of the Johannine Experience of God, and second, to point out the functionality of this Gospel’s narrative in constituting this experience. The third step comprises the following suggestion and the elaboration on its constituents: - The Johannine Experience of God consists of two components: the first one is the initiative of God the Father conveyed by Jesus Christ, perpetuated by the Holy Spirit, and as it is recorded in the Fourth Gospel. And the second one is the response of the believers (John’s readers) to this initiative by accepting the Son and journeying spiritually under the guidance of the Holy Spirit. - The Johannine Experience of God can be perceived from the perspective of the Familia Dei metaphoric found in the Fourth Gospel. - The narrative of the Fourth Gospel has the ability to constitute an experience of God and accordingly creates spirituality, once it is read or heard. This thesis aims to generate a deeper understanding of the spirituality of the Fourth Gospel at one level, and to offer an acceptable general insight about the Johannine Spirituality at another, hoping that its findings become an inspiration for future studies.
Christian Spirituality, Church History and Missiology
D. Th. (Christian spirituality)
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Lemagie, Emily. "Communicating science : developing an exhibit with scientists and educators." Thesis, 2011. http://hdl.handle.net/1957/25900.
Full textAbstract:
Outreach is a small, but significant component to modern research.
Developing an exhibit for public display can be an effective way to communicate science to broad audiences, although it may be a less familiar method to scientists than writing papers or giving presentations. I outline the process of developing an interactive exhibit for outreach, and evaluate and discuss the effectiveness of a computer exhibit designed to communicate estuary currents and scientific modeling using Olympia Oyster restoration in the Yaquina Bay estuary as a theme. I summarize the results of this project in three primary recommendations: 1) exhibit developers should be deliberate in the decision to use a computer and only select this media if it is determined to be the best for communicating exhibit learning outcomes, 2) the design of visualizations to convey research results should be carefully modified from their scientific forms to best meet the exhibit learning outcomes and expectations of the exhibit audience, and 3) scientists should play an integral role in the development of scientific content-based exhibits, but their expertise, and the range of expertise from other members of the exhibit development team, should be strategically utilized.Graduation date: 2012
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Lippé, Renaud. "Nature, culture et progrès : histoire comparative du concept de transition entre paléolithiques moyen et supérieur en archéologie préhistorique." Thèse, 2012. http://hdl.handle.net/1866/13599.
Full textAbstract:
Doctorat effectué en cotutelle Pour le département d'histoire de l'Université de Montréal, M.M. Jacques G. Ruelland et Othmar Keel, Pour le laboratoire P.A.C.E.A.– U.M.R. 5199. C.N.R.S., de l'École doctorale des sciences Terre-Mer, directeurs successifs, M. P.-Y. Demars, puis M. Michel Lenoir. Thèse soutenue à Bordeaux le 6 juin 2012.Cette thèse a pour objectif d’étudier sur le plan historique une controverse scientifique persistante en préhistoire : le problème de la transition entre Paléolithiques moyen et supérieur, en tentant d’en expliquer la durée en termes de construction et de transformation des modèles antagoniques, ainsi que le rôle de cette controverse dans l’acquisition de connaissances, afin d’élucider comment s’est produit le déplacement des enjeux que présente son état actuel. Il s’agit de dresser un historique de la controverse entourant la transition entre Paléolithiques moyen et supérieur afin de circonscrire sur le plan chronologique les persistances et l’évolution des positions antagonistes dans leurs composantes épistémologiques. Pour clarifier cette démarche, il faut d’abord caractériser ce qui constitue cette controverse particulière pour les préhistoriens à l’aide de l’apport de l’histoire des sciences, et quelle méthode d’analyse sera utilisée dans le présent travail. Il sera ainsi possible de relier ces éléments au problème scientifique choisi comme sujet d’étude, présenté dans ses caractères généraux et spécifiques, pour modéliser la définition structurale des modèles explicatifs protagonistes au débat sur la transition entre Paléolithiques moyen et supérieur. La méthodologie proposée sera ensuite appliquée à la controverse, pour découper son déroulement chronologique en trois phases historiques distinctes par leur axe de recherche spécifique, chacune des phases étant décrite sur trois niveaux structuraux (données et méthodologie, paradigmes opératoires, paradigme métaphysique), afin d’isoler les constantes et les inflexions, et d’établir un modèle explicatif de sa dynamique historique jusqu’à son état actuel. L’ambition de cette thèse est de s’appuyer sur l’histoire des sciences pour clarifier sur le plan théorique pour les préhistoriens la dynamique historique de cette controverse centrale à l’étude du changement culturel en préhistoire, et des modèles qui s’y confrontent toujours, et tenter, à partir de l’étude de ce problème d’archéologie préhistorique, d’ébaucher en retour un modèle historique et structural d’étude de cas d’une controverse spécifique et de son apport au niveau du changement conceptuel en science qui pourrait être utile à l’histoire des sciences.
This thesis’ main object is to study on an historical level a long-lasting scientific controversy in Prehistoric archaeology, the Middle to Upper Palaeolithic transition, by attempting to explain the persistence of that debate in terms of construction and transformation of antagonistic models of explanation, and by showing how that controversy had play a role on the acquisition of knowledge, to elucidate how the debate itself had change since its origin. On a chronological scale, the evolution of some epistemological elements inside the confrontation of opposed hypothesis could be contrasted with conservative notions. To make that process clear, it is necessary to characterize what constitute that specific controversy for prehistorians with the tool given by the history of sciences, and what kind of analytical methodology can be call upon for doing so. Then, it will be possible to link those elements with the scientific problem itself to establish a structural model of this debate’s theoretical positions of the protagonists. This methodology could then be use to separate the history of that debate in three sections, each with its specific research axis, each phase in three structural level (data and methods, paradigms, meta-paradigm) to create a general model of the evolution of that controversy. The ambition of that thesis is to use history of science’s contribution as a way to clarify on a theoretical level the goals of that debate, and its implication on the study of cultural change for prehistorical archaeologists community, and to initiate for science’s historians a historical and structural model of scientific controversies, and their weight on conceptual change base on a specific case study.