THE EPISTEMOLOGICAL STATUS OF THE CHEMICAL CONCEPT OF ELEMENT (II)

1962 ◽  
Vol 13 (50) ◽  
pp. 144-160 ◽  
Author(s):  
F. A. PANETH
Keyword(s):  
Chemical Concept ◽  
Epistemological Status

Epistemological Status of Models and Thought Experiments in Economics

2015 ◽  
pp. 123-140 ◽  
Author(s):  
O. Koshovets ◽  
T. Varkhotov
Keyword(s):  
Natural Science ◽  
Thought Experiment ◽  
Thought Experiments ◽  
Theoretical Modeling ◽  
Epistemological Status ◽  
Epistemological Analysis ◽  
Field Of Inquiry

The paper considers the analogy of theoretical modeling and thought experiment in economics. The authors provide historical and epistemological analysis of thought experiments and their relations to the material experiments in natural science. They conclude that thought experiments as instruments are used both in physics and in economics, but in radically different ways. In the natural science, a thought experiment is tightly connected to the material experimentation, while in economics it is used in isolation. Material experiments serve as a means to demonstrate the reality, while thought experiments cannot be a full-fledged instrument of studying the reality. Rather, they constitute the instrument of structuring the field of inquiry.

scholarly journals Effect of cooperative learning model type of group investigation and adversity quotient of students on mastery of chemical concepts on salt hydrolysis material

2020 ◽  
Vol 12 (3) ◽  
pp. 124-135
Author(s):  
Havizhah Havizhah ◽  
◽  
Muhaimin Muhaimin ◽  
Damris Muhammad ◽  
◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Model Group ◽  
Model Type ◽  
Chemical Concept ◽  
Test Instrument ◽  
Concept Mastery ◽  
Chemical Concepts ◽  
Quasi Experimental

This study aims to see the effect of the cooperative learning model type of group investigation and adversity quotient of students on the mastery of chemical concepts on salt hydrolysis. This research is a quasi-experimental research with a control group posttest only design using a 2 × 3 factorial design. The research was conducted in class IX MIA SMA N 10 Batanghari with two classes. Sampling was done by total sampling. Data collection techniques are questionnaires, tests and documentation. The test instrument was used to determine the value of mastery of chemical concepts on salt hydrolysis. Meanwhile, the questionnaire instrument was used to determine the level of adversity quotient of students. Data processing used two-way ANOVA. The results showed that the cooperative learning model group Investigation type and the adversitiy quotient of the climber type students had high mastery of chemical concepts, but there was no interaction between the group investigation type learning model and the adversity quotient on the mastery of chemical concepts on salt hydrolysis due to the learning model and adversity quotient influence on mastery of chemical concepts independently. Based on the results of the study, it can be concluded: (1) there is an effect of the group investigation type cooperative learning model on the mastery of chemical concepts (2) there is an effect of students adversity quotient on chemical concept mastery (3) there is no interaction between the cooperative learning model group investigation type with students' adversity quotient on mastery of chemical concepts in salt hydrolysis.

scholarly journals Beyond the discipline : A metadisciplinary approach for the didactics of communication design

2018 ◽  
Vol 3 (6) ◽  
pp. 021-051 ◽  
Author(s):  
Gimapero Dalai ◽  
Berta Martini ◽  
Luciano Perondi ◽  
Monica Tombolato
Keyword(s):  
Knowledge Base ◽  
Expert Knowledge ◽  
Educational Design ◽  
Communication Design ◽  
Basic Set ◽  
Epistemological Status

We reflect specifically on the curriculum for bachelor’s level program in communication design. We propose a model of education which we define as “metadisciplinary” and which is grounded on the acquisition of competences rather than the acquisition of specific contents. Our objective is to show how a metadisciplinary didactic model can benefit from the weak epistemological status of the knowledge base of communication design. According to the idea that didactics can be treated as a science of design, we propose a model of educational design based on a metadisciplinary stance. First we describe two fundamental aspects of the model proposed: (1) the development of habitus of thought and action and (2) the distributed and collective nature of expert knowledge. Next, we discuss the notion of curriculum architecture. Finally, we describe a basic set of metadisciplinary competences that we have identified for students in the field of communication design.

SOCIOLOGICAL METHOD AT VILFREDO PARETO: BETWEEN EPISTEMOLOGICAL PRESSURE AND ANALYTICAL-CONCEPTUAL SCHEMATIZATION

Moldoscopie ◽  
2021 ◽  
pp. 94-111
Author(s):  
Catalin Bordeianu ◽  
◽  
◽  
Keyword(s):  
19Th Century ◽  
Epistemological Status ◽  
Sociological Method ◽  
The 19Th Century

In the constellation that is the three great social thinkers from the end of the 19th century and the beginning of the 20th, Vilfredo Pareto’s stance regarding the reports between sociology, as a science, and philosophy is a specific one, generating consequences, the most significant in the scheme of an idealistic portrait of the consequences of the positivist method in sociology. Because the Italian sociologist seems to prolong the classic aversion overseeing positivism in philosophy until it became a usual attitude of work and, in the same time, reaching the extreme lengths at which philosophy negates it, on the basis of positive prerogatives of knowledge, overseeing any epistemological status.

The Dual Conception of the Chemical ElementEpistemic Aspects and Implications for Chemical Education

2020 ◽  
pp. 257-280
Author(s):  
Elena Ghibaudi ◽  
Alberto Regis ◽  
Ezio Roletto
Keyword(s):  
Chemical Analysis ◽  
Atomic Number ◽  
Chemical Element ◽  
Chemical Change ◽  
Chemical Education ◽  
Educational Context ◽  
Material Body ◽  
Chemical Concept ◽  
Definition Of

In the present work, the notion of chemical element is analyzed from the perspective of chemical education. Chemists refer to elements either as the final term of chemical analysis (i.e., simple substances) or as what persists in a chemical change. This duality has deep historical roots and it is sanctioned by IUPAC’s definition of chemical element. Nevertheless, it is inherently contradictory and it may result in deep misunderstandings in the educational context. After discussing the problems raised by the identification of the element with any material body—either macroscopic or microscopic—we analyze a number of definitions of elements, proposed by chemists, epistemologists, and educators. After pointing out the strengths and weaknesses of such definitions, we argue that the chemical element is a unifying chemical concept that designates an abstract category, identified by the atomic number.

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