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Relevant bibliographies by topics / Scientific knowledge

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Academic literature on the topic 'Scientific knowledge'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Scientific knowledge"

1

Meyerstein, F. Walter. "Scientific knowledge." Enrahonar. Quaderns de filosofia 17 (March 1, 1991): 55. http://dx.doi.org/10.5565/rev/enrahonar.734.

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Bowler, Peter. "Scientific knowledge." Endeavour 21, no. 1 (January 1997): 43. http://dx.doi.org/10.1016/s0160-9327(97)84884-3.

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Lathbury, David. "Scientific Knowledge." Organic Process Research & Development 17, no. 9 (September 5, 2013): 1075. http://dx.doi.org/10.1021/op400227v.

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Kosso, Peter. "Scientific Knowledge." Teaching Philosophy 11, no. 1 (1988): 86–87. http://dx.doi.org/10.5840/teachphil198811118.

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Goldman, Michael. "Scientific Knowledge." Teaching Philosophy 22, no. 1 (1999): 113–16. http://dx.doi.org/10.5840/teachphil199922112.

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David, Matthew. "Sociological Knowledge and Scientific Knowledge." Sociology Compass 2, no. 1 (January 2008): 337–51. http://dx.doi.org/10.1111/j.1751-9020.2007.00073.x.

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Cardoso, Tarcísio. "ON SCIENTIFIC KNOWLEDGE." Revista Pesquisa em Fisioterapia 7, no. 3 (August 29, 2017): 310–12. http://dx.doi.org/10.17267/2238-2704rpf.v7i3.1560.

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Abdelmottlep., Mamdooh A. "Foreword : Scientific Knowledge." الفكر الشرطي 23, no. 91 (October 2014): 320. http://dx.doi.org/10.12816/0005724.

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Nagel, Ernest. "Whence Scientific Knowledge." American Journal of Economics and Sociology 47, no. 4 (October 1988): 460. http://dx.doi.org/10.1111/j.1536-7150.1988.tb02075.x.

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Fagan, Melinda. "Collective Scientific Knowledge." Philosophy Compass 7, no. 12 (November 28, 2012): 821–31. http://dx.doi.org/10.1111/j.1747-9991.2012.00528.x.

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Dissertations / Theses on the topic "Scientific knowledge"

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Perini, Laura Therese. "Visual representations and scientific knowledge /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3036945.

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Xu, Hao. "Managing Ubiquitous Scientific Knowledge Objects." Doctoral thesis, Università degli studi di Trento, 2011. https://hdl.handle.net/11572/368718.

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Scientific discourse, as the basic unit of dissemination and exploitation of research results, has steadily enhanced their accessibility and reusability in response to the advancement of web technologies. A highly semantic enriched publication always makes its information and data much easier to search, navigate, disseminate and reuse, whereas most online articles today are still electronic facsimiles of linear structured papers, with shallow metadata descriptions, lacking in semantic knowledge and interlinked relationships between elementary modules of content. In this dissertation, we propose a Scientific Knowledge Objects (SKO) framework in terms of a theory of structural knowledge- SKO Types, a methodology for scientific discourse representation- SKO Patterns, a tool for semantic authoring and annotation- SKO TeX, and an application of SKO management- the Conference of the Future, in the context of the emerging Social Web and Semantic Web.

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Xu, Hao. "Managing Ubiquitous Scientific Knowledge Objects." Doctoral thesis, University of Trento, 2011. http://eprints-phd.biblio.unitn.it/648/1/Hao's_PhD_thesis(final).pdf.

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Scientific discourse, as the basic unit of dissemination and exploitation of research results, has steadily enhanced their accessibility and reusability in response to the advancement of web technologies. A highly semantic enriched publication always makes its information and data much easier to search, navigate, disseminate and reuse, whereas most online articles today are still electronic facsimiles of linear structured papers, with shallow metadata descriptions, lacking in semantic knowledge and interlinked relationships between elementary modules of content. In this dissertation, we propose a Scientific Knowledge Objects (SKO) framework in terms of a theory of structural knowledge- SKO Types, a methodology for scientific discourse representation- SKO Patterns, a tool for semantic authoring and annotation- SKO TeX, and an application of SKO management- the Conference of the Future, in the context of the emerging Social Web and Semantic Web.

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Ashton, Victoria Clare. "Scientific Knowledge: the Impact on Conservation." Thesis, University of Canterbury. School of Social and Political Sciences, 2011. http://hdl.handle.net/10092/7051.

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This thesis discusses the impact that paradigms of thought have on the construction of conservation programmes. Western scientific thinking represents a distinct way of looking at the world. It accepts a separation between nature and culture and thinks that knowledge about the world can best be discovered through the use of experiments that follow a specific set of rules, the scientific method. Scientific thinking is an integral part of the world view of scientists and extends to the way in which they interact with the world. Scientific researchers design their projects in accordance with how they view nature. This leads to particular construction of the role of primates. People in the network of a conservation project are involved in this paradigm to varying degrees. The purpose that scientific thinkers put behind conservation can be in direct contradiction with that of the local people. Although all groups involved may agree that conservation is a valuable goal, the ways in which they value nature and want to conserve it can be quite different. Scientists view themselves as experts on nature and how best to conserve it, and they attempt to spread their way of thinking about nature to local populations through education programmes. Not all groups accept the scientific paradigm to the same extent and this has a wider impact on the local community and forms new causes of tension as knowledge and power shift. I studied one particular field station, and explored how scientific thinking affected the outcomes of both scientific research and additional projects. I looked at how basing the conservation around scientific research has changed the dynamics created by a forest reserve. Finally I discussed with local people the ways in which the scientific paradigm had spread to them and how the field station was affecting them.

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Norström, Per. "Technology education and non-scientific technological knowledge." Licentiate thesis, KTH, Filosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48237.

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This thesis consists of two essays and an introduction. The main theme is technological knowledge that is not based on the natural sciences.The first essay is about rules of thumb, which are simple instructions, used to guide actions toward a specific result, without need of advanced knowledge. Knowing adequate rules of thumb is a common form of technological knowledge. It differs both from science-based and intuitive (or tacit) technological knowledge, although it may have its origin in experience, scientific knowledge, trial and error, or a combination thereof. One of the major advantages of rules of thumb is the ease with which they can be learned. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Engineers commonly use rules, theories and models that lack scientific justification. How to include these in introductory technology education is the theme of the second essay. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts where they are used when found convenient. The role of this kind of models in technology education is the theme of the second essay. Engineers’ work is a common prototype for pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models when doing design work in school technology. The acceptance of these could be experienced as contradictory by the pupils: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology education. Technology is first and foremost about usefulness, not about the truth or even generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.

QC 20111118

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Gonzalez, Pinto Jose Maria 1975. "A knowledge-network model of scientific communities." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8517.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.
Includes bibliographical references (p. 68-69).
The amount of information organizations possess now days is overwhelming and the need of being capable of extracting valuable knowledge from such large amount of information is imperative. This thesis presents a software tool capable of extracting valuable knowledge (e.g. expertise) of a scientific community, generating relationships among community members automatically and revealing these relationships through a visualization tool. The types of relationships that this tool reveals are of the form of "who knows what" and "who can collaborate with whom" (both based on areas of expertise). The work presented was conducted and evaluated within the context of research institutions.
by Jose Maria Gonzalez Pinto.
S.M.

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Biscaro, Claudio <1982&gt. "Wiring knowledge : metaphors, boundaries and scientific performance." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3068.

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The topic of the dissertation is knowledge combination that is key for innovation and the generation of new knowledge and for innovation. The dissertation comprises three chapters. In the first chapter, we longitudinally study the activity of a group of scientists and how they use metaphors to coordinate both disciplinary and multidisciplinary knowledge creation. In the second chapter, we show a method to identify concepts that bridge different disciplines through the analysis of textual networks. In the third chapter, we study how the structure of co-authorship network and the position of the articles in the literature affect their scientific impact.

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Wallace, Michael. "Undergraduate honors students' images of science : nature of scientific work and scientific knowledge /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060156.

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Loggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.

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South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.

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Rinaldi, Fabio. "Knowledge mining over scientific literature and technical documentation." [S.l.] : [s.n.], 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?sys=000292610.

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Books on the topic "Scientific knowledge"

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Chen, Chaomei, and Min Song. Representing Scientific Knowledge. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62543-0.

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Açar, Halil Rahman. Is scientific knowledge rational? Istanbul: Insan Publications, 2008.

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Vartaka, Padmākara Vishṇu. Scientific knowledge in the Vedas. Delhi, India: Dharam Hinduja International Centre of Indic Research, Delhi, 1995.

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Galili, Igal. Scientific Knowledge as a Culture. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80201-1.

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McCain, Kevin. The Nature of Scientific Knowledge. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33405-9.

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Hendricks, Vincent F. The Convergence of Scientific Knowledge. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-015-9676-3.

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Džeroski, Sašo, and Ljupčo Todorovski, eds. Computational Discovery of Scientific Knowledge. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73920-3.

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Duarte, David, Pedro Moniz Lopes, and Jorge Silva Sampaio, eds. Legal Interpretation and Scientific Knowledge. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18671-5.

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Rovetta, Alberto, and Edoardo Rovida. Scientific Knowledge Communication in Museums. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68330-0.

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Murray, Patrick. Marx's theory of scientific knowledge. London: Humanities Press International, 1990.

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Book chapters on the topic "Scientific knowledge"

1

Erduran, Sibel, and Zoubeida R. Dagher. "Scientific Knowledge." In Reconceptualizing the Nature of Science for Science Education, 113–35. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9057-4_6.

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Humphreys, Paul. "Scientific Knowledge." In Handbook of Epistemology, 549–69. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1986-9_15.

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Pritchard, Duncan. "scientific knowledge." In what is this thing called knowledge?, 111–23. Fourth edition. | New York : Routledge, 2018. | Series: What is this thing called?: Routledge, 2018. http://dx.doi.org/10.4324/9781351980326-11.

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Pramling, Niklas. "Scientific Knowledge." In SpringerBriefs in Education, 5–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24174-1_2.

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Walter, Hildrun, and Kerstin Kremer. "Scientific Knowledge." In Handbook Transdisciplinary Learning, 339–48. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839463475-035.

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Pritchard, Duncan. "Scientific knowledge." In What is this thing called Knowledge?, 111–22. 5th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003356110-14.

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Cellucci, Carlo. "Modelling Scientific Knowledge." In European Studies in Philosophy of Science, 173–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53237-0_13.

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Fritzbøger, Bo. "Contested Scientific Knowledge." In Sustainable Development Goals Series, 223–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98293-5_8.

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Machin, Amanda. "6.1 Scientific Knowledge." In Edition Politik, 160–64. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839449233-048.

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Clark, Peter. "Scientific Knowledge and Structural Knowledge." In The Western Ontario Series in Philosophy of Science, 439–47. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0214-1_24.

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Conference papers on the topic "Scientific knowledge"

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Giunchiglia, Fausto, Hao Xu, Aliaksandr Birukou, and Ronald Chenu. "Scientific knowledge object patterns." In the 15th European Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2328909.2328928.

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Pan, Donghua, Lingyan Mu, and Mei Jin. "Knowledge Service Oriented Scientific and Technological Knowledge Portal." In 2008 4th International Conference on Wireless Communications, Networking and Mobile Computing (WiCOM). IEEE, 2008. http://dx.doi.org/10.1109/wicom.2008.2840.

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Skiba, Eleonora. "NEW CHALLENGES TO SCIENTIFIC KNOWLEDGE." In WISSENSCHAFTLICHE ERGEBNISSE UND ERRUNGENSCHAFTEN: 2020. European Scientific Platform, 2020. http://dx.doi.org/10.36074/25.12.2020.v4.01.

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Rudolph, Stephan. "Knowledge discovery in scientific data." In AeroSense 2000, edited by Belur V. Dasarathy. SPIE, 2000. http://dx.doi.org/10.1117/12.381739.

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Futrelle, Joe, Jeff Gaynor, Joel Plutchak, Peter Bajcsy, Jason Kastner, Kailash Kotwani, Jong Sung Lee, et al. "Knowledge Spaces and Scientific Data." In 2008 IEEE Fourth International Conference on eScience (eScience). IEEE, 2008. http://dx.doi.org/10.1109/escience.2008.137.

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Quigley, David, Jonathan Ostwald, and Tamara Sumner. "Scientific modeling." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3027420.

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Kuo, Chia-I. "The Adoption Speed of Scientific Knowledge: The Moderating Role of Path Dependency on Scientific Knowledge." In 2022 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2022. http://dx.doi.org/10.1109/ieem55944.2022.9989911.

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"Scientific committee." In 2017 9th International Conference on Information and Knowledge Technology (IKT). IEEE, 2017. http://dx.doi.org/10.1109/ikt.2017.8258637.

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"Scientific Committee." In 2022 13th International Conference on Information and Knowledge Technology (IKT). IEEE, 2022. http://dx.doi.org/10.1109/ikt57960.2022.10039037.

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Petkova, Tatyana V. "Bulgarian Jewish women and scientific knowledge." In 4th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2019. http://dx.doi.org/10.32591/coas.e-conf.04.06071p.

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Reports on the topic "Scientific knowledge"

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Author, Not Given. Accelerating Scientific Knowledge Discovery (ASKD) Working Group Report. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1471107.

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Gans, Joshua, and Fiona Murray. Funding Scientific Knowledge: Selection, Disclosure and the Public-Private Portfolio. Cambridge, MA: National Bureau of Economic Research, April 2011. http://dx.doi.org/10.3386/w16980.

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Malony, Allen D., and Sameer Shende. Knowledge-Based Parallel Performance Technology for Scientific Application Competitiveness Final Report. Office of Scientific and Technical Information (OSTI), August 2011. http://dx.doi.org/10.2172/1021925.

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Liebeskind, Julia Porter, Amalya Lumerman Oliver, Lynne Zucker, and Marilynn Brewer. Social Networks, Learning, and Flexibility: Sourcing Scientific Knowledge in New Biotechnology Firms. Cambridge, MA: National Bureau of Economic Research, October 1995. http://dx.doi.org/10.3386/w5320.

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Gans, Joshua, Fiona Murray, and Scott Stern. Contracting Over the Disclosure of Scientific Knowledge: Intellectual Property and Academic Publication. Cambridge, MA: National Bureau of Economic Research, October 2013. http://dx.doi.org/10.3386/w19560.

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Pye, John M., H. Michael Rauscher, Deborah K. Kennard, Patricia A. Flebbe, J. Bryan Jordin, William G. Hubbard, Cynthia Fowler, and James Ward. Using web-based technology to deliver scientific knowledge: the Southern Forest Encyclopedia Network. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2007. http://dx.doi.org/10.2737/pnw-gtr-726.

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Wohl, Ellen. The upstream extent of a river network : a review of scientific knowledge of channel heads. Cold Regions Research and Engineering Laboratory (U.S.), July 2018. http://dx.doi.org/10.21079/11681/27410.

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Popovici, Anda, Mamoona Alam, César Martín Agurto Castillo, Rui Dang, Sibel Eker, Kafayat Fakoya, Alessia Falsarone, et al. From science to action: Leveraging scientific knowledge and solutions for advancing sustainable and resilient development. International Science Council, July 2024. http://dx.doi.org/10.24948/2024.09.

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Rijnsdorp, Adriaan, Dick de Haan, Sarah Smith, and Wouter Jan Strietman. Pulse fishing and its effects on the marine ecosystem fisheries : an update of the scientific knowledge. IJmuiden: Wageningen Marine Research, 2016. http://dx.doi.org/10.18174/405708.

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Parsons, David, Elisabet Nadeau, Dannylo Sousa, Magdalena Åkerfeldt, Gun Bernes, Per Hansson, Birgitta Åhman, et al. Leys from a Nordic perspective : a knowledge compilation. Department of Crop Production Ecology, Swedish University of Agricultural Sciences, 2024. http://dx.doi.org/10.54612/a.1kvv46i0hf.

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The project involved creating a popular scientific review of the cultivation and use of leys for livestock. Target groups are the agricultural sector and industry. The project had four work packages (WP): crop production, harvest and conservation, feed value for different animals, and economy. Within each work package, search strings were developed and inclusion criteria defined, and a database for each WP developed through searching in online databases. Each selected article was assessed first on the title (include or exclude), second based on reading the abstract, and third based on reading the article. The review provides an extensive list of literature related to ley production and use, a description of the most important findings, and suggestions for future research.

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