scholarly journals History and Philosophy of Science Courses for Science Students

2017 ◽  
Vol 26 (6) ◽  
pp. 611-612 ◽  
Author(s):  
Kostas Kampourakis
Keyword(s):  
Philosophy Of Science ◽  
Science Students ◽  
Science Courses

scholarly journals Relevant videnskabsteori - Fagets videnskabsteori i kuhniansk perspektiv

2016 ◽  
Vol 10 (19) ◽  
Author(s):  
Esben Nedenskov Petersen
Keyword(s):  
Philosophy Of Science ◽  
Scientific Practice ◽  
Subject Area ◽  
Natural Sciences ◽  
Science Students ◽  
General Philosophy ◽  
Scientific Methods ◽  
Science Courses ◽  
Subject Areas ◽  
General Philosophy Of Science

Mens der er krav om, at fagets eller fagområdets videnskabsteori skal indgå i bacheloruddannelserne på de danske universiteter, er det lagt ud til de ansvarlige for de enkelte uddannelser at fastlægge fagets konkrete indhold. På grundlag af Thomas Kuhns beskrivelse af naturvidenskaben kan man dog fremføre gode grunde til, at undervisning i almene videnskabsteoretiske begreber og spørgsmål bør være en del af faget på de naturvidenskabelige uddannelser, da de studerende ellers vil mangle det teoretiske grundlag for at reflektere kritisk over deres egne fags metoder og forstå andre fags videnskabelige tilgange. Samtidig er undervisning i almen videnskabsteori på disse uddannelser imidlertid forbundet med den udfordring, at de studerende vil have en tendens til ikke at betragte den som relevant for deres videnskabelige profession. Hvis de studerende skal opnå det videnskabsteoretiske grundlag for tværfaglig forståelse og kritisk faglig refleksion, er det derfor afgørende, at undervisningen i almen videnskabsteori sigter efter at forbinde de abstrakte, overordnede diskussioner fra videnskabsteorien med spørgsmål fra konkret videnskabelig praksis. While every bachelor education in the natural sciences at a Danish university must include a course in the philosophy of science of the subject area, it is left to those responsible for each individual bachelor education to determine the specific contents of these courses. Based on Thomas Kuhn’s description of the natural sciences, however, there are good reasons to include general philosophy of science in the curricula for all bachelor courses in the sciences. In particular, to ensure that students have the theoretical resources they need to reflect on their own scientific methods and to understand how scientific investigation is approached in other subject areas. But teaching such general philosophy of science courses to science students comes with a challenge: Many students feel that the content is not relevant to their scientific profession. Our conclusion is that for all science students to benefit from the teaching of philosophy as part of their bachelor courses, it is crucial that general philosophy of science is taught in a way which aims to connect the abstract, general discussions in the philosophy of science with questions from concrete scientific practice.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Una L. DeChellis
Keyword(s):  
Learning Preferences ◽  
Health Science ◽  
First Year ◽  
College Level ◽  
Science Students ◽  
Teaching Approaches ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Quantitative And Qualitative Research ◽  
The Relationship

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&P instructors could lead to more successful academic outcomes.

Development and Evaluation of Fishbone-Based Advanced Computational Thinking (FACT) Pedagogy: A Teacher-Student Collaborative Learning Environment in Engineering and Science Education

2020 ◽  
pp. 234763112097017
Author(s):  
B. Gopinath ◽  
R. Santhi
Keyword(s):  
Computational Thinking ◽  
Science Students ◽  
X Ray ◽  
Science Courses ◽  
Complex Concept ◽  
Student Community ◽  
Teacher Student ◽  
Fishbone Diagram ◽  
Collaborative Learning Environment ◽  
Teaching Learning

In this article, Fishbone-based advanced computational thinking (FACT) pedagogy is proposed by fusing fishbone pedagogy and computational thinking pedagogy for enhancing teaching-learning process while teaching engineering and science courses, for engineering and science students respectively. The proposed FACT pedagogy has been implemented using the concept of X-ray machine in biomedical instrumentation course and biomolecules, in biochemistry course. Using fishbone approach, various components of X-ray machine in biomedical course and the components of biomolecules in biochemistry course are visually explained as ribs and riblets of a fishbone diagram, without coining the keywords X-ray and biomolecules in an engineering institution and science institution respectively. Finally, the targeted concept is arrived and explained. Similarly, the same concepts of X-ray and biomolecules are coined among students and they are asked to divide or decompose the concepts into sub-concepts separately. To implement and evaluate the proposed pedagogy, an engineering institution and a science institution have been selected and evaluation results have been published in this article. In this pedagogical approach, the same complex concept is taught as a backward thinking by the teacher using fishbone pedagogy and forward thinking by the students using computational thinking pedagogy. This combined approach helps students to understand any complex concept in science courses. Also, it helps the teachers to easily convey and embed the same among the student community while teaching science courses.

scholarly journals Att börja tala ’biokemiska’ - Betydelsen av metaforer och hjälpord för meningsskapande kring proteiner

2012 ◽  
Vol 2 (3) ◽  
pp. 30-42
Author(s):  
Carl-Johan Rundgren
Keyword(s):  
Secondary School ◽  
Life Science ◽  
Visual Representations ◽  
Theoretical Description ◽  
Science Students ◽  
Science Courses ◽  
Secondary School Education ◽  
Frequent Use ◽  
Upper Secondary ◽  
Scientific Terms

This paper deals with the process of acquiring a subject-specific language. When confronted with the visual representations and scientific terms of molecular life science, students try to make meaning using the language they have access to and their prior experience. In this process students use a kind of intermediate language, with frequent use of metaphors. Some metaphors can be traced back to the teaching they have experienced, while some are spontaneous metaphors created by the students. They also make use of words that seemingly have no meaning, here referred to as helpwords. The results from this study indicate that spontaneous metaphors and helpwords are important in learning situations, especially in an abstract discipline such as molecular life science. This paper aims to give a preliminary theoretical description of the phenomenon of helpwords, based on an interview study of 20 students taking natural science courses in their upper secondary school education.

scholarly journals Discipline predicts Work Integrated Learning (WIL) practice in Science courses

2021 ◽  
Vol 12 (2) ◽  
pp. 222-259
Author(s):  
Susan Rowland ◽  
Daniel Blundell
Keyword(s):  
Evidence Based ◽  
Science Students ◽  
Integrated Learning ◽  
Science Courses ◽  
Graduate Employability ◽  
Work Integrated Learning ◽  
Undergraduate Programs ◽  
Different Levels ◽  
Large Research ◽  
Mathematics And Science

Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy.

scholarly journals Epilepsy perception amongst university students: a survey

2007 ◽  
Vol 65 (suppl 1) ◽  
pp. 43-48 ◽  
Author(s):  
Juliana Caixeta ◽  
Paula T. Fernandes ◽  
Gail S. Bell ◽  
Josemir W. Sander ◽  
Li M. Li
Keyword(s):  
Medical Students ◽  
University Students ◽  
Inverse Relationship ◽  
Training Programs ◽  
First Year ◽  
Science Students ◽  
Science Courses ◽  
Ideal Situation ◽  
First Year Medical Students ◽  
Different Levels

PURPOSE: To evaluate the information that university students have on epilepsy and to compare the differences in attitudes and perception among groups with different levels of information. METHODS: A questionnaire with 13 questions regarding knowledge, attitudes and perception about epilepsy was completed by first, third and sixth year medical students and to students from Arts and Science courses. RESULTS: First year medical students gave inadequate answers, especially with regard to information about epilepsy and actions to take during seizures. Answers of third and sixth year medical students were more adequate. Arts and Science students gave the poorest responses in relation to specialist information and attitudes regarding epilepsy. DISCUSSION: This study suggests that there is an inverse relationship between knowledge and stigma on epilepsy. Nevertheless, the best results did not reflect an ideal situation, revealing an urgent need for an improved level of overall health education programs. This can be achieved by implementing educational policies, training programs and the universal inclusion of these subjects in the global educational program.

scholarly journals Misconceptions, conceptual pluralism, and conceptual toolkits: bringing the philosophy of science to the teaching of evolution

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Thomas A. C. Reydon
Keyword(s):  
Philosophy Of Science ◽  
Science Teachers ◽  
Actual State ◽  
Change Model ◽  
Science Students ◽  
Philosophical Work ◽  
Scientific Content ◽  
State Of Affairs ◽  
Conceptual Change Model ◽  
Conceptual Pluralism

AbstractThis paper explores how work in the philosophy of science can be used when teaching scientific content to science students and when training future science teachers. I examine the debate on the concept of fitness in biology and in the philosophy of biology to show how conceptual pluralism constitutes a problem for the conceptual change model, and how philosophical work on conceptual clarification can be used to address that problem. The case of fitness exemplifies how the philosophy of science offers tools to resolve teaching difficulties and make the teaching of scientific concepts more adequate to the actual state of affairs in science.

scholarly journals How we can Improve Students Interest in Asking and Answering Questions in the Classroom, The Case of Second Year Social Science Students of BHU in 2020

2021 ◽  
Vol 15 ◽  
pp. 125-130
Author(s):  
Mengesha Robso Wodajo ◽  
Bayisa Hailu ◽  
Tanase Tasente
Keyword(s):  
Education Research ◽  
Social Science ◽  
Science Students ◽  
Active Participant ◽  
Science Courses ◽  
Evaluation Strategies ◽  
Second Year ◽  
Class Room ◽  
Answering Questions

This education research tries to look at student’s low interest in asking and answering questions in social science courses and teacher’s efforts, mechanisms and hard workings to improve students’ interest and participation in a class room and other project works. Likewise, the paper also assess and examine the causes of some students being silence in class room when they are addressed different individual and group class works in their session; and results that has been occur, after teachers tried to used and applied different evaluation strategies and pedagogical systems to motivate and initiate pupils to be active participant.

scholarly journals Performance Analysis of Computer Science Students in Programming Learning

2018 ◽  
Author(s):  
Air Rabelo ◽  
Luiz Claudio Gomes Maia ◽  
Fernando Silva Parreiras
Keyword(s):  
Performance Analysis ◽  
Computer Science ◽  
Research Topic ◽  
Performance Data ◽  
Science Students ◽  
Science Courses ◽  
Computer Science Courses ◽  
Student Failure ◽  
Final Grades ◽  
Academic Year

The difficulties faced by lecturers and students in order to teach and learn programming on computer science courses have been a research topic over the years. The hardship to understand the abstract and logic concepts and consequent demotivation has been resulting in high rates of novices' failure and class abandonment. This study adopted statistical concepts to analyze students' final grades in programming subjects and compare their performance. Data were gathered from a computer science course at a Brazilian University. The period analyzed was from 2010 to 2015 including six programming subjects from the first and second academic year. The results pointed a significant number of student failure (43%) and abandonment (25%). It was also discovered that even with different teachers, semesters and programming subjects, the students' performance mean were nearly equal. The discoveries of this work contributed to point the hardship faced by students and teachers to learn and teach programming.

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