Modelling as a Method of Learning Physical Science and Mathematics

AbstractBalance theory has advanced with interdisciplinary contributions from social science, physical science, engineering, and mathematics. The common focus of attention is social networks in which every individual has either a positive or negative, cognitive or emotional, appraisal of every other individual. The current frontier of work on balance theory is a hunt for a dynamical model that predicts the temporal evolution of any such appraisal network to a particular structure in the complete set of balanced networks allowed by the theory. Finding such a model has proved to be a difficult problem. In this article, we contribute a parsimonious solution of the problem that explicates the conditions under which a network will evolve either to a set of mutually antagonistic cliques or to an asymmetric structure that allows agreement, cooperation, and compromise among cliques.

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STEM Gender Gap and the Leaky Pipeline: A-levels to University

10.31235/osf.io/wefbd ◽

2019 ◽

Author(s):

Anesa Hosein

Keyword(s):

Biological Sciences ◽

Secondary School ◽

Gender Gap ◽

Physical Science ◽

Self Concept ◽

Socioeconomic Background ◽

Affective Attitudes ◽

Science Technology ◽

Leaky Pipeline ◽

And Mathematics

Using a longitudinal cohort study, the LSYPE, the paper investigates the destination of boys and girls with a physical science, technology, engineering and mathematics (PSTEM) A-levels (secondary school examinations) into degree programmes. Boys were more likely to go into a PSTEM degree than girls (7 times vs 5 times). Girls were more likely to pursue a biological sciences or related degree. A PSTEM A-level appeared to be a factor in ensuring girls go into university. Whilst boys early life performance and self-concept in STEM subjects were factors influencing a PSTEM destination degree, for girls, this was only due to their socioeconomic background. This suggests that their systematic issues that influences girls entry into PSTEM degrees rather than their own cognitive or affective attitudes.

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Women and Science, Technology, Engineering, and Mathematics (STEM)

The Oxford Handbook of Women and the Economy ◽

10.1093/oxfordhb/9780190628963.013.13 ◽

2017 ◽

pp. 766-798

Author(s):

Shulamit Kahn ◽

Donna Ginther

Keyword(s):

Role Models ◽

Physical Science ◽

Women In Science ◽

Stem Fields ◽

Engineering Economics ◽

Science Technology ◽

Women And Science ◽

Underrepresentation Of Women ◽

And Mathematics ◽

Gendered Stereotypes

Researchers from economics, sociology, psychology, and other disciplines have studied the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. It argues that women’s underrepresentation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science, and physical science. Its analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. The chapter examines how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to the gender STEM gap, starting in childhood, solidifying by middle school, and affecting women and men as they progress through school and higher education and into the labor market. The results are consistent with preferences and psychological explanations for the underrepresentation of women in math-intensive STEM fields.

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An Analysis of Student Grades in a University Physical Science Course for Pre-Nurses and Their High School Science and Mathematics Background

School Science and Mathematics ◽

10.1111/j.1949-8594.1974.tb09238.x ◽

1974 ◽

Vol 74 (3) ◽

pp. 251-254

Author(s):

Robert A. Ameduri

Keyword(s):

High School ◽

Physical Science ◽

School Science ◽

High School Science ◽

And Mathematics ◽

Student Grades

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Mathematics and Physical Science

10.1093/oso/9780198779728.003.0004 ◽

2018 ◽

Author(s):

Christian Pfeiffer

Keyword(s):

Substance P ◽

Physical Science ◽

Quantitative Aspect ◽

And Mathematics ◽

Underlying Reality ◽

As If

The chapter concerns the relation between physical science and mathematics. There is no contradiction involved in the assumption that both the physicist and the mathematician study body and magnitudes, but are nonetheless engaged in two distinct sciences. A physicist studies quantities insofar as they are the bodies and magnitudes of physical substances. A mathematician studies bodies, lines, and surfaces as if they were separate. Quantities are logically separable from physical substances and mathematics studies the quantitative aspect of physical substances in isolation. Since both the physicist and the mathematician are concerned with the same underlying reality, the physicist can draw on mathematical theorems. What holds of an object insofar as it is a body also holds of the object insofar as it is a movable body which belongs to a substance.

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