Visualization of Scientific Phenomena for Education

2021 ◽  
pp. 451-459
Author(s):  
Roman Rudenko ◽  
Arsénio Reis ◽  
José Sousa ◽  
João Barroso
Keyword(s):  
Scientific Phenomena

The Relevance of Trust

2018 ◽  
Author(s):  
Inmaculada de Melo-Martín ◽  
Kristen Intemann
Keyword(s):  
Public Policy ◽  
Negative Impact ◽  
Scientific Information ◽  
Policy Decisions ◽  
The Public ◽  
Epistemic Trust ◽  
Proper Role ◽  
Scientific Institutions ◽  
Public Policy Decisions ◽  
Scientific Phenomena

This chapter offers a brief overview of the importance of epistemic trust and the relevance that scientific institutions and practices have in promoting or undermining warranted public trust. Epistemic trust is crucial for the production of scientific knowledge, the ability of the public to make sense of scientific phenomena, and the development of public policy. Normatively inappropriate dissent is more likely to take hold and erroneously affect people’s beliefs and actions in a context where the trustworthiness of scientists is called into question and where there is an excessive reliance on scientific information when it comes to assessing policy decisions. Thus, finding ways to facilitate and sustain warranted epistemic trust, as well as increasing understanding of the proper role of science in public policy decisions can help mitigate the negative impact of dissenting views.

scholarly journals Lie symmetry reductions and conservation laws for fractional order coupled KdV system

2020 ◽  
Vol 2020 (1) ◽  
Author(s):  
Hossein Jafari ◽  
Hong Guang Sun ◽  
Marzieh Azadi
Keyword(s):  
Conservation Laws ◽  
Fractional Order ◽  
Lie Symmetry ◽  
Theoretical Physics ◽  
Lie Symmetry Analysis ◽  
Kdv Equations ◽  
Ode System ◽  
Coupled Kdv Equations ◽  
Scientific Phenomena ◽  
New System

AbstractLie symmetry analysis is achieved on a new system of coupled KdV equations with fractional order, which arise in the analysis of several problems in theoretical physics and numerous scientific phenomena. We determine the reduced fractional ODE system corresponding to the governing factional PDE system.In addition, we develop the conservation laws for the system of fractional order coupled KdV equations.

scholarly journals Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations

2021 ◽  
Author(s):  
Rayendra Wahyu Bachtiar ◽  
Ralph F. G. Meulenbroeks ◽  
Wouter R. van Joolingen
Keyword(s):  
Conceptual Understanding ◽  
Physical Phenomenon ◽  
Ninth Grade ◽  
Abstract Concepts ◽  
Projectile Motion ◽  
Mechanistic Reasoning ◽  
Stop Motion ◽  
Ninth Grade Students ◽  
Scientific Phenomena

AbstractThis article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.

Biochemistry instructors’ use of intentions for student learning to evaluate and select external representations of protein translation

2019 ◽  
Vol 20 (4) ◽  
pp. 787-803
Author(s):  
Thomas J. Bussey ◽  
MaryKay Orgill
Keyword(s):  
Student Learning ◽  
Visual Cues ◽  
Bond Formation ◽  
Protein Translation ◽  
Peptide Bond ◽  
External Representation ◽  
External Representations ◽  
Peptide Bond Formation ◽  
Scientific Phenomena ◽  
Selection Of

Instructors draw on their intentions for student learning in the enactment of curriculum, particularly in the selection and presentation of external representation of scientific phenomena. These representations both create opportunities for students to experience non-experiential biochemical phenomena, such as protein translation, and constrain the possibilities for student learning based on the limited number of features depicted and the visual cues used to draw viewers attention to those features. In this study, we explore biochemistry instructors’ intentions for student learning about protein translation and how those intentions influence their selection of external representations for instruction. A series of instructor interviews were used to identify information that students need to know in order to develop a biochemically accurate understanding of protein translation. We refer to this information as the “critical features” of protein translation. Two dominant themes of critical features were identified: (1) components/structures of protein translation and (2) interactions/chemistry of protein translation. Three general components (the ribosome, the mRNA, and the tRNA) and two primary interactions (base pairing and peptide bond formation) were described by all instructors. Instructors tended to favor simpler, stylized representations that closely aligned with their stated critical features of translation for instructional purposes.

scholarly journals Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom

2021 ◽  
Author(s):  
Tamara Roth ◽  
Cathérine Conradty ◽  
Franz X. Bogner
Keyword(s):  
Science Classroom ◽  
Cognitive Learning ◽  
Personal Characteristics ◽  
Male Students ◽  
School Students ◽  
Fostering Creativity ◽  
Extreme Groups ◽  
Scientific Phenomena ◽  
Science Classes ◽  
Educational Modules

AbstractIntegrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M ± SD = 16.96 ± 2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: act, comprising conscious and adaptable cognitive processes, and flow, describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the Big Five scale with its shortened item battery to assess personality. We found that personal characteristics such as conscientiousness and flow, openness and agreeableness, and extraversion and neuroticism were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: age influenced act in younger male students and flow in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.

scholarly journals KEMAMPUAN LITERASI SAINS SISWA SMA DI KOTA KENDARI: DESKRIPSI & ANALYSIS

2020 ◽  
Vol 3 (2) ◽  
pp. 99-108
Author(s):  
Erniwati Erniwati ◽  
Istijarah Istijarah ◽  
La Tahang ◽  
Hunaidah Hunaidah ◽  
Vivi Hastuti Rufa Mongkito ◽  
...  
Keyword(s):  
High School ◽  
Scientific Literacy ◽  
Scientific Evidence ◽  
Senior High School ◽  
Research Subjects ◽  
Impact Indicator ◽  
Indicator Value ◽  
Energy Impact ◽  
Literacy Ability ◽  
Scientific Phenomena

ABSTRAK Tujuan dari kajian ini adalah memberikan gambaran kemampuan literasi sains siswa SMA khusunya di kota Kendari. Subjek penelitian terpusat di SMA 1 Kendari dengan total subjek sebanyak 350 orang. Topik pelajaran yang digunakan adalah energi. Jenis penelitian ini menggunakan deskriptif dengan pendekatan kuantitatif. Teknik pengumpalan data menggunaka tes yang didalamnya meliputi aspek kontek, konten, dan proses. Sedangkan teknik analisis data menggunakan statustuf deskriptif . Hasil investigasi diperoleh bahwa Kemampuan literasi sains peserta didik kelas X di SMAN 1 Kendari pada indicator aspek konten dimana indicator pertama yaitu perubahan energy memperoleh nilai presentase 70,83% dengan kategori cukup. Kemudian untuk indicator bahan bakar alternative memperoleh nilai presentase 79,72% dengan kategori baik. Sedangkan untuk indicator molekul penyedia energi memperoleh nilai presentase 33,75% dengan kategori sangat rendah. Kemampuan literasi sains peserta didik kelas X di SMAN 1 Kendari pada indicator aspek proses  dimana pada indicator pertama mengidentifikasi isu ilmiah memperoleh nilai presentase 50,13% dengan rendah. Kemudian untuk indicator menjelaskan fenomena ilmiah memperoleh nilai presentase 34,62% dengan kategori sangat rendah. Sedangkan untuk indicator menggunakan bukti ilmiah memperoleh nilai presentase 52,69% dengan kategori rendah. Sedangkan kemampuan literasi sains peserta didik kelas X di SMAN 1 Kendari pada indicator aspek konteks dimana pada indicator pertama aplikasi energi bidang teknologi memperoleh nilai presentase 89,72% dengan kategori sangat baik. Kemudian untuk indicator energi dalam meningkatkan mutu lingkungan memperoleh nilai presentase 29,16% dengan kategori sangat rendah. Untuk indicator dampak energi memperoleh nilai presentase 17,08% dengan kategori sangat rendah. Kata kunci—Literasi sains, Pembelajaran fisika ABSTRACT The purpose of this study was to provide an overview of the ability of  student senior high school of scientific literacy  especially in the city of Kendari.The research subjects were concentrated in senior high school 1 Kendari with a total of 350 subjects. The topic of the lesson used was energy. This type of research used descriptive quantitative approach.Data collection techniques use tests which included aspects of context, content, and process. While the data analysis technique used descriptive statistics. The results of the investigation found that the scientific literacy ability of class X students in Senior High School 1 Kendari on the indicator aspect of content where the first indicator was the change in energy obtains a percentage of 70.83% with a sufficient category. Then for alternative fuel indicators got a percentage value of 79.72% with a good category. As for the energy supply molecular indicator, it s a percentage of 33.75% with a very low category. The ability of scientific literacy in class X students in Senior High School 1 Kendari in the process aspect indicator where the first indicator identifies scientific issues obtains a percentage value of 50.13% with low. Then, to explain scientific phenomena acquire indicator value percentage of 34.62% with a very low category. As for the indicator using scientific evidence obtained percentage value of 52.69% with a lower category. While the scientific literacy ability of class X students in Senior High School 1 Kendari on the indicator of context aspects where the first indicator of energy application in the technology field obtained a percentage value of 89.72% with a very good category. Then for the energy indicator in improving environmental quality, the percentage value is 29.16% with a very low category. To obtain the energy impact indicator value percentage of 17.08% with a very low category. Keywords—Science literacy, Physics learning

scholarly journals Talking About Sustainability in Teacher Preparation in Finland and the United States

2019 ◽  
Vol 3 (1) ◽  
pp. 69-87
Author(s):  
Susan Wiksten
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
The United States ◽  
The Us ◽  
Research Findings ◽  
Specific Culture ◽  
Context Specific ◽  
Scientific Phenomena

This article reports on empirical research findings from a case study of teacher education in Finland and the United States. A sociological perspective was deployed for investigating how the concept of sustainability was addressed in two teacher education programs. One of the programs was located in Finland and the other in the US. The study was carried out in 2015 and 2016. Seventeen semi-structured, open-ended, audio-recorded interviews form the core of the research materials. A thematic analysis of interviews was conducted for identifying articulations related to sustainability in subject-matter specialized teacher preparation. Findings from this study contribute to research on teacher preparation. Notably, by articulating how context-specific culture and social norms contribute to local models of teacher education. Findings from this study indicate that teacher training practices in Finland have encouraged students to articulate sustainability in relation to critical thinking, whereas in the US, sustainability has been articulated in relation to social justice. The key point supported by the evidence is that sustainability was by teachers and teacher educators conceptualized as being about the popularization of knowledge about ecology and biodiversity. The kind of communication that was by teachers and teacher educators described as effective for popularizing knowledge about scientific phenomena were forms of teaching that expanded on content-specific knowledge by connecting it to ethical and civic frameworks of the societies in which students live.

Kulturphilosophie in Weimar Modernism

2013 ◽  
Author(s):  
John Michael Krois
Keyword(s):  
Conservative Approach ◽  
Georg Simmel ◽  
Ernst Cassirer ◽  
New Approach ◽  
Symbolic Forms ◽  
Philosophy Of Culture ◽  
Starting Point ◽  
New Thinking ◽  
Scientific Phenomena ◽  
Philosophy Of Symbolic Forms

The Weimar Republic was one of the most fertile epochs in German philosophy, and its effects are still being felt today. The call for “new thinking” was shared by otherwise disparate approaches. The phenomenologists sought to find the “beginnings” of knowing in pre-scientific phenomena, while thinkers at the forefront of what would later be known as analytic philosophy found a new approach to philosophy in the analysis of language. A third approach took its starting point from the fact of culture and sought to find a new orientation for philosophy in the study of the historical world. This movement, known as “Kulturphilosophie” (the philosophy of culture), was often regarded as a more conservative approach to philosophy. This chapter highlights the characteristics of Kulturphilosophie. The discipline was pioneered by the sociologist Georg Simmel and perfected by the philosopher Ernst Cassirer especially in his monumental, three-volume masterpiece, The Philosophy of Symbolic Forms.

Final Thoughts

2019 ◽  
Author(s):  
Alan Kelly
Keyword(s):  
High Pressures ◽  
Niels Bohr ◽  
Food Science ◽  
Space Travel ◽  
William Gibson ◽  
The Future ◽  
Scientific Papers ◽  
Sense Of Satisfaction ◽  
Scientific Phenomena ◽  
Practical Sense

It seems appropriate to finish this book with the equivalent of a dessert or aperitif, to send the reader off with a sense of satisfaction, satiation, and hopefully pleasure. I thought about polishing my crystal ball and trying to project into what food might look like in the future but, as the Nobel Prize-winning Danish physicist Niels Bohr once said, prediction is very difficult, especially when it is about the future. Futuristic predictions are of course notoriously unreliable, as can be seen by the fact that we should all surely have our personalized jet-packs by now. Interestingly, one theme that may have come through in this book is that the future of food, at least for the next few decades, is, to adapt a quote by the writer William Gibson, probably here already, but just not equally distributed. The progress of food science has happened sporadically and unevenly, as when Bert Hite showed that high pressures could preserve food a century before anyone figured out how to make that work in a practical sense, and when NASA was introducing innovations in food safety and packaging for space travel that years later have become common practice in our restaurant kitchens and on our supermarket shelves. The story of food science in the last century has been about taking all that we knew about the art, provenance, and processing of food in the prescientific era and underpinning anecdote with fact and understanding. I think that this great era of scientific study of food has answered the main questions, such that we understand broadly why most of the things we have observed since mankind emerged and started to eat things happen, and moreover how to control these to our greatest advantage. Many scientific phenomena relating to food are well described, in textbooks, websites, and a huge body of scientific papers, while of course leaving plenty of interesting questions and challenges for future generations of food scientists to explore.

Sign in / Sign up

Export Citation Format

Share Document