Tesis sobre el tema "Science"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores tesis para su investigación sobre el tema "Science".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
Nadrowski, Karin, Daniel Seifarth, Sophia Ratcliffe, Christian Wirth y Lutz Maicher. "Identifiers in e-Science platforms for the ecological sciences". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-101319.
Texto completoOSSAH, EBOTO CHARLES. "Science et histoire des sciences dans la philosophie des sciences du positivisme logique". Paris 1, 1993. http://www.theses.fr/1993PA010664.
Texto completoIn logical positivism, the whole processes of modern science are the paradigm on which philosophy has to model itself, from galilee to einstein. This approach to science as a philosophical paradigm takes no account of the way theories are built. What matters for logical empirism is the process of reconstruction in the framework of objective science. Indeed, within science, there is ample room for conceptual clarification. This is a philosophical work to be done by science itself. Philosophy is called upon to assume this rebuilding task, which is rational from outside. As a consequence, logical empirism is not relevant to science as a historical process. Only the context of justification is a matter for science philosophy, considered as the logic of sciences. The context of discovery is concerned with science sociology and psychology
McKay, Caroline Mary. "Kandinsky : the sciences of man and the science of art". Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241112.
Texto completoSHERRON, CATHERINE ELIZABETH. "CRITICAL VALUES: FEMINIST PHILOSOPHY OF SCIENCE AND THE COMPUTING SCIENCES". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054218563.
Texto completoSherron, Catherine E. "Critical values feminist philosophy of science and the computing sciences /". Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1054218563.
Texto completoMcVittie, Janet Elizabeth. "Literacy, science, and science education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/NQ51900.pdf.
Texto completoMaricle, Genevieve Elizabeth. "Shaping science: How to turn science studies into science action". Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315845.
Texto completoBell, Catherine. "Science with personality: reality science - the future of science communication". Thesis, Canberra, ACT : The Australian National University, 2011. http://hdl.handle.net/1885/8746.
Texto completoVeith, Errol y n/a. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film". Griffith University. School of Film, Media and Cultural Studies, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051012.112131.
Texto completoVeith, Errol. "Screening Science: Contexts, Texts and Science in Fifties Science Fiction Film". Thesis, Griffith University, 1999. http://hdl.handle.net/10072/366488.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Film, Media and Cultural Studies
Full Text
Irvine, Elizabeth. "Consciousness science : a science of what?" Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/9816.
Texto completoLake, Charla Marie. "Increasing interest in science and science careers through partnerships with science professionals". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/lake/LakeC0812.pdf.
Texto completoGovett, A. y Alison L. Barton. "Bringing Science of Mind to [Science] Educators: Mindfulness in the Science Classroom". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3425.
Texto completoPerna, Sandro Maria <1981>. "Science (in) fiction. Un CLIL de science à travers... la science (fiction)". Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15543.
Texto completoPhilpot, Cindy J. "Science Olympiad students' nature of science understandings". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03282007-213459/.
Texto completoTitle from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Olga Jarrett, Michael Dias, committee members. Electronic text (147 p. : ill.) : digital, PDF file. Description based on contents viewed Nov. 16, 2007. Includes bibliographical references (p. 131-143).
Downes, Stephen Matthew. "Prospects for a cognitive science of science". Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162811/.
Texto completoPhilpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.
Texto completoBlomley, Matthew. "The new science, social science, and society". Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620289.
Texto completoLow, Marcus. "Wild west science reporting : pitfalls and ethical issues in the reporting of frontier sciences". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49806.
Texto completoENGLISH ABSTRACT: When reporting on new research or claims by scientists, the science journalist faces a number of pitfalls. For a number of reasons the journalist might produce a story which is inaccurate or misleading. Thus, when a scientist claims to have found a cure for cancer, the journalist needs to check himself before delivering the story. In this paper I will examme a number of issues concerning the reporting of frontier science, or new research. In this realm it is particularly difficult to distinguish more reliable science from less reliable science. The problem is compounded by the vested interests of scientists, pharmaceutical companies and other interest groups. What the science journalist writes, influences public opinion, conceptions about science, and often affects people's decision-making regarding medical issues. There is thus a clear ethical aspect to science reporting. I will try to show that an understanding of how science works is crucial to reporting science responsibly. In this regard the distinction between frontier and textbook science is of particular importance. Theoretical distinctions such as these provide useful tools for the interpretation of claims from the frontier. The first chapter, then, will deal with theoretical concepts pertaining to how SCIence works. In the second we will examine a number of examples of how reporting from the frontiers can go wrong. We will argue that a better understanding of science might have prevented many of the inaccuracies and misleading claims examined. In chapter three we will attempt to list what can go wrong, and examine some of the possible consequences, thus outlining the ethical aspect of science reporting. Finally we will make a few suggestions and outline some guidelines which might contribute to more accurate and responsible reporting from the frontiers.
AFRIKAANSE OPSOMMING: Wanneer daar oor nuwe navorsing of aansprake deur wetenskaplikes berig moet word, word die wetenskapsverslaggewer gekonfronteer deur 'n aantal moontlike slaggate. Om verskeie redes kan daar onakkuraat of misleidend verslag gedoen word. Wanneer 'n wetenskaplike dus berig dat daar 'n kuur vir kanker gevind is, moet die joernalis homself eers aan sekere beginsels herinner. In hierdie skrywe sal ek 'n aantal kwessies te doen met die beriggewing van pionierswetenskap, of nuwe wetenskap, ondersoek. Op hierdie terrein is dit veral moeilik om tussen betroubare en minder betroubare wetenskap te onderskei. Die probleem word vererger deur die belange van wetenskaplikes, farmaseutiese maatskappye en ander belangegroepe. Dit wat deur die wetenskapsjoernalis berig word, beïnvloed publieke opinie en beskouings oor die wetenskap, en raak dikwels mense se besluitneming rakende mediese kwessies. Daar is dus 'n duidelike etiese aspek aan wetenskapsverslaggewing verbonde. Ek gaan poog om te wys dat 'n begrippnj van hoe wetenskap werk, onmisbaar is vir verantwoordelike wetenskapsverslaggewing. In hierdie verband is die onderskeid tussen pioniers- en handboekwetenskap van besondere belang. Teoretiese onderskeide soos dié verskaf bruikbare gereedskap VIr die interpretasie van aansprake uit die pionierswetenskap. In die eerste hoofstuk sal 'n aantal teoretiese konsepte oor die werking van wetenskap verduidelik word. In die tweede hoofstuk sal 'n aantal voorbeelde van waar verslaggewing van [N4]pionierswetenskap verkeerd geloop het, bespreek word. Ek gaan argumenteer dat In beter begrippisj van wetenskap moontlik baie van dié onakkuraathede en misleidende aansprake sou kon voorkom het. Hoofstuk drie sal dan poog om te lys wat verkeerd kan gaan, en sal sommige van die moontlike gevolge ondersoek. Hierdeur sal die etiese aspek van wetenskapsverslaggewing dus uitgestippel word. Aan die einde sal ek 'n paar voorstelle maak, en probeer om riglyne uit te stip wat kan bydra tot meer akkurate en verantwoordelike verslaggewing van pionierswetenskap.
Wan, Zhihong y 万志宏. "Chinese science teacher educators' conceptions of teaching nature of science to prospective science teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44749910.
Texto completoHarlow, Danielle Boyd. "From learning science to teaching science: What transfers?" Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256421.
Texto completoReyes, Pilar. "Science PGCE students' understanding of secondary science teaching". Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246757.
Texto completoLong, Bruce Raymond. "Informationist Science Fiction Theory and Informationist Science Fiction". Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5838.
Texto completoLong, Bruce Raymond. "Informationist Science Fiction Theory and Informationist Science Fiction". University of Sydney, 2009. http://hdl.handle.net/2123/5838.
Texto completoInformationist Science Fiction theory provides a way of analysing science fiction texts and narratives in order to demonstrate on an informational basis the uniqueness of science fiction proper as a mode of fiction writing. The theoretical framework presented can be applied to all types of written texts, including non-fictional texts. In "Informationist Science Fiction Theory and Informationist Science Fiction" the author applies the theoretical framework and its specific methods and principles to various contemporary science fiction works, including works by William Gibson, Neal Stephenson and Vernor Vinge. The theoretical framework introduces a new informational theoretic re-framing of existing science fiction literary theoretic posits such as Darko Suvin's novum, the mega-text as conceived of by Damien Broderick, and the work of Samuel R Delany in investigating the subjunctive mood in SF. An informational aesthetics of SF proper is established, and the influence of analytic philosophy - especially modal logic - is investigated. The materialist foundations of the metaphysical outlook of SF proper is investigated with a view to elucidating the importance of the relationship between scientific materialism and SF. SF is presented as The Fiction of Veridical, Counterfactual and Heterogeneous Information.
Mason-Wilkes, Will. "Science as religion? : science communication and elective modernism". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/109735/.
Texto completoGarvin, Joseph Peter John. "Folk physics, pre-science, and demarcations of science". Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738263.
Texto completoAdal, Elif Ece. "Science Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.
Texto completoMacDonald, Anthony Leo. "Enacting science". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq21595.pdf.
Texto completoGreen, Sarah E. "Earth Science". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427967539.
Texto completoWhite, Craig (Craig E. ). 1971. "Science fiction to science fact : the link between early science fiction and the space programs". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9572.
Texto completoHerman, Jennifer Linda. "Effecting Science in Affective Places: The Rhetoric of Science in American Science and Technology Centers". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396961008.
Texto completoWALDHELM, MONICA DE CASSIA VIEIRA. "HOW HAVE LEARNED SCIENCES ON BASIC EDUCATION A PERSON THAT NOW PRODUCES SCIENCE?: THE IMPORTANCE OF SCIENCE TEACHERS ON THE ACADEMIC AND PROFESSIONAL TRAJECTORY OF RESEARCHERS ON NATURAL SCIENCES FIELD". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11290@1.
Texto completoQue tipo de professor de ciências da Educação Básica pode levar um aluno a querer ser um cientista? Como aprendeu Ciências na Educação Básica quem hoje produz Ciência? Para responder a estas questões, investigou-se em que medida e de que modo a prática de professores de Ciências da Educação Básica influenciou cientistas em sua opção profissional. Foram aplicados questionários e gravados relatos de cientistas da área de Ciências Naturais em atividade, a fim de identificar quais fatores consideram decisivos e marcantes em sua trajetória escolar como alunos de Ciências. Destes fatores, mereceram destaque aqueles relacionados ao papel dos seus professores de então, em sua opção profissional pela pesquisa científica. Através da evocação das lembranças desses cientistas, procurou-se detectar o papel representado por seus antigos professores de Ciências. Que características são atribuídas aos bons professores desta área? O que pensam os cientistas sobre formação de professores de ciências? Estes relatos trouxeram pistas que apontam como alguns dos entrevistados decidiram-se tornar cientistas na área de Ciências Naturais por causa de ou apesar de seus professores de Ciências, bem como a influência de outros fatores em sua opção de carreira. Espera-se assim, que este trabalho possa trazer novos subsídios ao campo de formação e prática de professores de Ciências.
What kind of science teacher of Basic Education would make a student wonders to be a scientist? How have learned science on Basic Education a person that now produces Science. To answer those questions, it was investigated how much and in which way the practice of science teachers of Basic Education had influenced scientists on their professional option. Questionnaires were applied and interviews with scientists currently working on Natural Sciences were taped with the purpose to identify which factors they considered decisive and remarkable on their school trajectory as science students. Any kind of influence of the teachers on the professional option of the scientists was highlighted. The evocation of the memories of these scientists was done trying to detect the importance of their science teachers. Which are the characteristics that make them good teachers on the field? What scientists think about the formation of science teachers? These reports gave clues hinting how some of the interviewees had decided to be scientists on the Natural Sciences field because of or in spite of their science teachers, as well as the influence of other factors in their career option. One expects thus, that this work can bring new subsidies to the field of formation and practices of Science teachers.
Gauthier, Roberto. "La représentation de la science chez les finissants de sciences humaines au collégial /". Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1995. http://theses.uqac.ca.
Texto completoFriedman, Romy. "Exploring the status of science outreach in science teaching". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43058.
Texto completoBarry, Andrew Michael. "The science of science : programmes of British space research". Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333979.
Texto completoBrown, Matthew J. "Science and experience a Deweyan pragmatist philosophy of science /". Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359062.
Texto completoTitle from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 224-232) and index.
Chada, Daniel de Magalhães. "From cognitive science to management science: two computational contributions". reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/17053.
Texto completoApproved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T12:58:17Z (GMT) No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5)
Approved for entry into archive by Kelly Ayala (kelly.ayala@fgv.br) on 2016-09-12T13:00:07Z (GMT) No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5)
Made available in DSpace on 2016-09-12T13:03:31Z (GMT). No. of bitstreams: 1 Chada 2011 FINAL ENTREGUE.pdf: 579283 bytes, checksum: f463590c20f51b84ba0f9357ab1a6e08 (MD5) Previous issue date: 2011
This work is composed of two contributions. One borrows from the work of Charles Kemp and Joshua Tenenbaum, concerning the discovery of structural form: their model is used to study the Business Week Rankings of U.S. Business Schools, and to investigate how other structural forms (structured visualizations) of the same information used to generate the rankings can bring insights into the space of business schools in the U.S., and into rankings in general. The other essay is purely theoretical in nature. It is a study to develop a model of human memory that does not exceed our (human) psychological short-term memory limitations. This study is based on Pentti Kanerva’s Sparse Distributed Memory, in which human memories are registered into a vast (but virtual) memory space, and this registration occurs in massively parallel and distributed fashion, in ideal neurons.
Este trabalho é composto de duas contribuições. Uma se usa do trabalhode Charles Kemp e Joshua Tenenbaum sobre a descoberta da forma estrutural: o seu modelo é usado para estudar os rankings da revista Business Week sobre escolas de administração, e para investigar como outras formas estruturais (visualizações estruturadas) da mesma informação usada para gerar os rankings pode trazer discernimento no espaço de escolas de negócios nos Estados Unidos e em rankings em geral. O outro ensaio é de natureza puramente teórica. Ele é um estudo no desenvolvimento de um modelo de memória que não excede os nossos (humanos) limites de memória de curto-prazo. Este estudo se baseia na Sparse Distributed Memory (Memória Esparsa e Distribuida) de Pentti Kanerva, na qual memórias humanas são registradas em um vasto (mas virtual) espaço, e este registro ocorre de forma maciçamente paralela e distribuida, em neurons ideais.
Russo, Sharon. "Early childhood educators' attitudes to science and science education". Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2035.
Texto completoRusso, Sharon. "Early childhood educators' attitudes to science and science education". Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.
Texto completoLeung, Shuk-ching Jessica y 梁淑貞. "Understanding of nature of science and evaluation of science in the media among non-science majors". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50162627.
Texto completopublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Pickup, Mark. "The hard edge of a soft science, the impact of the Newtonian-Quantum paradigm shift in the sciences on political science theories and methods". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49579.pdf.
Texto completoOrr, Kimberley R. "Bridges to Science: effects of a science outreach program on high school students' understanding of science concepts". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/orr/OrrK0812.pdf.
Texto completoMorgan, Edward. "Science & Sustainability: The Use of Science and the Science–Policy Interface in Sustainable Water Resource Management". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367995.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Environment
Science, Environment, Engineering and Technology
Full Text
Ngwenya, Nkosinathi Hezekia. "Pre-service science education students’ epistemological beliefs about the nature of science and science teaching and learning". Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1377.
Texto completoThis study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed) students about the nature of science and science teaching and learning. The research sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum Statement (NCS) for Physical Sciences grades 10-12. The conceptual framework of this study was framed upon the preponderance of literature that carried the view that a teacher’s classroom practices are a consequence of two main dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science, which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual framework guiding the study opined that teachers holding naïve beliefs about the nature of science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches. This study was a case study conducted at a South African university, and involved one hundred and eighty-four third and fourth year students registered for a four-year Bachelor of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS. The study found that pre service students held significantly more sophisticated epistemological beliefs about the nature of science at fourth year than at third year level. The results also showed that fourth year students demonstrated a significantly higher level of ‘reformed oriented teaching and learning beliefs’ about science than did the third year students. The results however showed that third and fourth year students held beliefs that were not in line with the beliefs espoused by the National Curriculum Statement (NCS). These results support studies which have found that student teachers become more sophisticated in their epistemological beliefs towards graduation. The findings also showed that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme succeeded in developing these beliefs was however quite small. This study recommends that further investigations be done to determine whether students who hold sophisticated epistemological beliefs about the nature of science and ‘reformed beliefs about science teaching and learning’ also demonstrate superior science teaching skills
Doyle, Katherine Mary. "Mapping the language of science and science teaching practices : a case study of early childhood school science". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45941/1/Katherine_Doyle_Thesis.pdf.
Texto completoYamak, Yeliz. "Exploring Representation Of Nature Of Science Aspects In Science Textbooks". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610447/index.pdf.
Texto completo#8217
s (2004) study. The instrument consists of 3 categories, 9 criteria and 28 indicators. The categories are: Science as Authoritative Knowledge, Science as Understanding Phenomena and Science as the Social Construction of Knowledge. A qualitative oriented approach was performed and content analysis method was used to assess the science textbooks. Data were analyzed by percentage and frequency analysis. Reliability was calculated by Cohen&
#8217
s Kappa and the value 0,71 which was found is reliable. The results of this study revealed that the three science textbooks inadequately presented the nature of science categories. It was also found that the percentages of almost all the indicators were under fifty. The textbooks presented the science as authoritative knowledge category relatively higher than the other two categories. The science as the sociocultural construction of knowledge category was portrayed less than the other two categories.
Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds". Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.
Texto completoThis is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.
Karakas, Mehmet. "College science professors' understanding and use of nature of science". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Texto completoKim, Sun Young. "Genetics instruction with history of science nature of science learning /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186971775.
Texto completoHorrocks, Sally Margaret. "Consuming science : science, technology and food in Britain, 1870-1939". Thesis, University of Manchester, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492324.
Texto completo