Дисертації з теми "Perception of scientists"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-21 дисертацій для дослідження на тему "Perception of scientists".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Beauchamp, Alexandra L. "The Value in Science: Perceptions of Religiosity Influence Trust of Scientists." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1530543806752117.
Повний текст джерелаSedler, Jennifer Leanne. "The Effect of One Touch STEM (Science, Technology, Engineering, and Mathematics) Program Education on Students' Perception of and Self-Identification with STEM and Scientists." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579417.
Повний текст джерелаKim, Chankook. "Perceptions of collaboration a comparison of educators and scientists for COSEE Great Lakes /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196106835.
Повний текст джерелаSosa, Nicholas. "Melting Poles, Polio, and Moral Perceptions of Scientists: Humanization and Trust of Scientists in Moral Dilemmas Predicts Science Acceptance." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1550575151240985.
Повний текст джерелаPrice, Yvonne. "Shaping public perceptions? the science and scientists in scence [sic] fiction television /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024675.
Повний текст джерелаTerme, Renaud. "La perception de l'islam par les élites françaises (1830-1914)." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30004/document.
Повний текст джерелаPerceiving means to receive an information, to take it into account, to compare this information with the data from our memory, to process it according to our ways of thinking and then to pull from the image thus formed a consequence, that is to say: an act. To approach the perception of Islam by the French elites between 1830 and 1914, we initially, in our first book, made a compilation of presentations that "scholarship" elites - historians, writers, religious, linguists, philologists, artists - made of Islam; of the data they could receive from their memory, since we talked about Islam since Peter the Venerable; and of these ways of thinking that characterized the era by studying the evolution of the meaning of concepts like civilization, race, and political economy. We then, in a second book attempted to understand how and why the thus formed image had resulted in the colonization of Islamic lands by politicians, their advisors, their supporters, officers, industrialists, investors and administrators. Finally, in a third book, we tried to follow to this day the judgements that are made about these orientalist works. It seems to us that the process of an image, deliberately, and from the beginning, truncated by men convinced that early techniques of natural science could be applied to human sciences has led to a misunderstanding of both worlds
Patchen, Amie K. "Among the Authentic Audience: Young Adults’ Perceptions and Responses to Youth as Scientists." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107615.
Повний текст джерелаLifelong science learning is important for making informed decisions on science topics, and there is a need to engage broader and more diverse audiences with science. One opportunity for engagement occurs when students share science topics with a public audience. Research indicates this interaction can have benefits for students, but little is known about the impact it may have on audience members’ thoughts about science. Youth are different from typical sources of science information, and may elicit different reactions. This dissertation examines the impact youth sources may have on adults’ perceptions of and responses to science topics. Young adults (N = 399) were randomly assigned to one of two scenarios. Both scenarios stated two individuals would describe research they had done about local air quality on the news. One scenario identified the individuals as local high school students, and the other as research scientists from a local institution. Dependent variables included perceptions of the warmth and competence of the presenters, expectations of the quality of the information they would share, willingness to take action based on that information, and general trust in scientists. A subset of participants (N=22) was selected for cognitive interviews and asked to explain the thoughts that influenced their survey responses. Results showed multiple reactions to the scenario. Three groups were identified in the perceptions data: one expressed trust in the presenters, one expressed skepticism, and one based their perceptions on personal experiences doing science. Participants said intertwined thoughts about trust in scientists and assumptions about the presenters’ intentions influenced perceptions, with an overall assumption that youth would have good intentions while adults might not. Participants did not appear to separate their expectations of the information from the people who would share it. However, their willingness to take action was related to the action, not the presenter or information. Findings suggest youth may be an avenue for engaging individuals who have lower trust in typical science information sources. Implications for science education and communication are discussed
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Butler, Sean Christopher. "Academic-industry links : a study of the performance and perceptions of scientists in public sector research." Thesis, Imperial College London, 1998. http://hdl.handle.net/10044/1/7796.
Повний текст джерелаGomillion, Crystall Sharee. "Racial Identity Development & Perceptions of Scientists of Black College Students in Science and Non-Science Majors." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03152007-125456/.
Повний текст джерелаRomanello, Samantha Jude. "Natural vs. social scientists’ perceptions of uncertainty in discussions of global climate change: a study using sense-making methodology." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1060956815.
Повний текст джерелаFrost, Charles. "Exploring trainee counselling psychologists' perceptions of the scientist-practitioner model in relation to their training and future careers." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/exploring-trainee-counselling-psychologists-perceptions-of-the-scientistpractitioner-model-in-relation-to-their-training-and-future-careers(829d768d-f0fd-432f-9367-4a0b4c1b59da).html.
Повний текст джерелаCorrie, Sarah. "The role of theory and research in clinical practice : an investigation of therapists' perceptions of the scientist-practitioner model according to stage of professional development and professional allegiance." Thesis, Open University, 1997. http://oro.open.ac.uk/57679/.
Повний текст джерелаSilva, Kathya Rogéria da. "Luz, Câmera… ―Frankenstein‖: como os estudantes do ensino médio percebem a Ciência nos filmes." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/4147.
Повний текст джерелаMade available in DSpace on 2019-03-13T19:16:29Z (GMT). No. of bitstreams: 2 Kathya_Silva_2018.pdf: 2775063 bytes, checksum: 3e4438a8c6d78fa74f8e84b09eaca997 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-09-28
Cine can be considered a way of expression and it has been recognized as a source of investigation in scholar environment. Comercial movies are instruments that enable the sociocultural formation of the students, from which it is possible to develop the habit of watching movies, contextualize programmatic content, promote discussions about a given subject, among others. Thinking about possibilities of discussing a movie in class, we chose a classic of the cinema, Frankenstein, which presents different adaptations from the novel to cine and other medias. To choose the displayed movies in class, we stablished criteria like: rating, main plot of the experiment performed by Frankenstein, similarly with the romance written by Mary Shelley. After analyzing the movies, ―Frankenstein‖ (1931) and ―Frankenstein de Mary Shelley‖ (1994) were selected and taken to class. Both movies were watched by the students of a high school full-time students. Afterwards, the students wrote in a sheet of paper the scenes of direct relation with Science. After a week, we had groups for discussion groups to identify the way the students had noticed the same aspects described in the paper. We analyzed the students writing by the method Analise do Discurso according to Orlandi (2012). While in the speech analysis, the same highlighted elements were identified after the analysis of the films, such as: the film; the creature; intertextuality; the role of the woman; historical context; science, scientist and experiment. In the analysis we seek, through Vygostky, to identify the students' perception about each of the topics covered. The students brought different concerns and observations during the discussions. Frankenstein was considered the main scientist, being criticized and considered by some as guilty, for all that happened to him, while others looked for the explanation for his acts in Science. He was described as an inventor, madman or simply an enthusiast. His psychological characteristics were not forgotten, called selfish over and over again for having abandoned his creation. Reality and fiction were confused, just as Science was misinterpreted as a process of intuition and luck. The naive and neutral view of Science was present, although there were those who disagreed with this image. We realized that it is possible to carry out wide classroom discussions about the production of scientific knowledge, from films that have in their Science theme, as is the case with Frankenstein. We believe that to produce scientific knowledge is to know how to listen and to recognize the potential of each student present in a classroom, after all, each human being is unique, has its experiences and its stories and, from that, they construct their perceptions, including those of Science and scientists
O cinema pode ser considerado uma forma de expressão que tem sido reconhecido como uma fonte de investigação no ambiente escolar. Os filmes comerciais são instrumentos que possibilitam a formação sociocultural dos estudantes, pois a partir deles pode-se desenvolver o hábito de ver filmes, contextualizar conteúdos programáticos, promover discussões sobre determinado tema, entre outros. Pensando na possibilidade de discutir filmes em sala de aula, escolhemos um clássico, Frankenstein, que apresenta diferentes adaptações do romance para cinema. Para a escolha dos filmes exibidos em sala de aula, estabelecemos critérios como: classificação indicativa; como enredo principal o experimento realizado por Frankenstein; semelhança com o romance escrito por Mary Shelley. Após a etapa de análise dos filmes, ―Frankenstein‖ (1931) e ―Frankenstein de Mary Shelley‖ (1994) foram selecionados e levados para sala de aula. Ambos foram assistidos pelos estudantes que deveriam observar as relações sobre Ciência e cientistas. Logo após a exibição, os estudantes escreveram em uma folha as cenas que acreditavam ter relação direta com a Ciência. Na semana seguinte, realizamos grupos de discussão para identificarmos a forma como os estudantes haviam percebido os aspectos descritos nas folhas. Para analisar a escrita dos estudantes, utilizamos como metodologia a Análise do Discurso segundo Orlandi (2012). Enquanto na análise das falas foram identificados os mesmos elementos destacados previamente, como: o filme; a criatura; intertextualidade; o papel da mulher; contexto histórico; ciência, cientista e experimento. Nas análises, buscamos identificar a percepção dos estudantes sobre cada um dos temas abordados. Os estudantes trouxeram diferentes inquietações e observações durante as discussões. Frankenstein foi identificado como o cientista principal, sendo criticado e considerado, por alguns, como culpado, por tudo que lhe aconteceu, enquanto outros buscaram na Ciência a explicação para seus atos. Ele foi descrito como um inventor, louco ou simplesmente um entusiasta. Suas características psicológicas não foram esquecidas, sendo chamado de egoísta inúmeras vezes por ter abandonado sua criação. Realidade e ficção foram confundidas, assim como a Ciência foi interpretada de maneiras equivocadas, entendida como um processo de intuição e de sorte. A visão ingênua e neutra da Ciência esteve presente, apesar de ter aqueles que discordavam dessa imagem. Percebemos que é possível realizar amplas discussões em sala de aula sobre a produção do conhecimento científico, a partir de filmes que tenham em sua temática Ciência, como Frankenstein. Acreditamos que produzir conhecimento científico é saber ouvir e reconhecer o potencial de cada estudante presente em uma sala de aula, afinal, cada ser humano é único, possui suas vivências e suas histórias, e é a partir disso que constroem suas percepções, incluindo as de Ciência e cientistas.
Manafi, Elena. "A portfolio of academic, therapeutic practice and research work : counselling psychology : a balancing act, including a qualitative analysis of the notion of the self from an existential/phenomenological perspective and a quantitative investigation of counselling psychologists' perceptions of the scientist-practitioner paradigm." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/2134/.
Повний текст джерела(378859), Matthew Wood. "Japanese high school students' perceptions of science and scientists." Thesis, 2009. https://figshare.com/articles/thesis/Japanese_high_school_students_perceptions_of_science_and_scientists/21343329.
Повний текст джерелаJapan, a country dependent on science and technology for economic gains, is faced with a shrinking workforce in science-related fields due to an aging population, reduced interest in science and falling enrolments in university science courses. There is a growing need to increase young people's involvement in science and to encourage them to follow a science -related career path.
Students' perceptions of science and scientists are said to influence their choices regarding study and career paths. This study investigated the perceptions of science and scientists held by Japanese year ten high school students. Four hundred and four students answered questions on their opinions of science, scientists and themselves, as well as their school science results, and their intention to enrol in a university science course and follow a science -related career. Students also completed the Draw-A-Scientist Test (DAST) to identify the presence of "stereotypical" images of scientists.
The results indicated that students felt science is somewhat difficult, but also slightly exciting, practical, good, constructive, and somewhat useful. Students also felt that scientists are very intelligent, somewhat imaginative and diligent, slightly moral and open-minded, but also slightly selfish and somewhat introverted.
The so-called stereotypical image of a scientist, found to be present among students of various countries, ages and backgrounds, was also present among the students in this study.
The study also found that there are differences in how students perceive science and scientists, depending on the student's gender, school, and whether or not they imagine their own character to be similar to, or different from that of a scientist. Most notably, the likelihood of a student pursuing science at university or as a career is strongly dependent on the student's gender, with far more males than females showing a desire to be involved in science.
"Lived experiences and perceptions on mentoring among Latina scientists and engineers." THE GEORGE WASHINGTON UNIVERSITY, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=3389230.
Повний текст джерелаAbi-El-Mona, Issam H. "Perceptions of argumentative discourse among freshmen college students, science teachers and practicing scientists /." 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:3290161.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4653. Adviser: Fouad Abd-El-Khalick. Includes bibliographical references (leaves 149-157) Available on microfilm from Pro Quest Information and Learning.
Sprecker, Kimberly J. "Reader perceptions of the credibility of university scientists as sources of environmental news." 2001. http://www.library.wisc.edu/databases/connect/dissertations.html.
Повний текст джерелаLi, Pei-ying Rashel. "Communicating science through entertainment television: How the sitcom The Big Bang Theory influences audience perceptions of science and scientists." Phd thesis, 2016. http://hdl.handle.net/1885/101514.
Повний текст джерела(9799976), Anthony Greening. "Education in the "forty-year present": Perceptions of computer scientists on educational futures in a context of rapid technological change." Thesis, 2001. https://figshare.com/articles/thesis/Education_in_the_forty-year_present_Perceptions_of_computer_scientists_on_educational_futures_in_a_context_of_rapid_technological_change/13463750.
Повний текст джерела"Volatile Perceptions: The Power of the Public Sphere to Reshape Science." Master's thesis, 2012. http://hdl.handle.net/2286/R.I.14618.
Повний текст джерелаDissertation/Thesis
M.A. English 2012