scholarly journals The development of science epistemology in senior science courses: A quantitative study

2021 ◽  
Author(s):  
◽  
Edit McIntosh
Keyword(s):  
Quantitative Study ◽  
Science Studies ◽  
Sociology Of Science ◽  
Epistemological Development ◽  
Authentic Inquiry ◽  
Science Courses ◽  
Quasi Experimental ◽  
Understanding Of Science ◽  
The Relationship ◽  
Science Epistemology

<p>Epistemological development is a pivotal aspect of liberal education because the ability to distinguish between knowledge and pseudo-knowledge and the ability to use the particular methods of reasoning associated with various disciplinary fields equips people to make judgements in complex issues. The present study examines the extent to which studying each of the different science disciplines in secondary years 12 and 13 supports the development of science epistemology. A further aim was to determine the relationship between epistemological development in science and the completion of inquiry-type coursework. Data were collected from 735 year 12 and 13 students from 11 schools, mainly from the Wellington region. A survey, designed for this study, comprised statements about the nature of science and scientific argumentation conceptions, two pivotal aspects of science epistemology. Using a quasi-experimental design, this quantitative study explores the extent of the development of science epistemology over a year of studying science, by comparing students’ scores in Term 1 with scores in Term 3 on the instrument.  The findings showed a more advanced epistemic view among science students; however, a positive effect of science studies on epistemic development was not evident. It was concluded that a greater emphasis on authentic inquiry is essential for epistemic development and, while understanding of the philosophical assumptions underpinning scientific knowledge is important, this should arise from authentic science inquiries – or the processes of science – rather than being taught in isolation from the practice of the discipline of science. This leads to a question the extent to which an emphasis should be placed on the ontological aspects of the philosophy and the sociology of science, potentially at the expense of developing sound understanding of science epistemology.</p>

scholarly journals The development of science epistemology in senior science courses: A quantitative study

2021 ◽  
Author(s):  
◽  
Edit McIntosh
Keyword(s):  
Quantitative Study ◽  
Science Studies ◽  
Sociology Of Science ◽  
Epistemological Development ◽  
Authentic Inquiry ◽  
Science Courses ◽  
Quasi Experimental ◽  
Understanding Of Science ◽  
The Relationship ◽  
Science Epistemology

<p>Epistemological development is a pivotal aspect of liberal education because the ability to distinguish between knowledge and pseudo-knowledge and the ability to use the particular methods of reasoning associated with various disciplinary fields equips people to make judgements in complex issues. The present study examines the extent to which studying each of the different science disciplines in secondary years 12 and 13 supports the development of science epistemology. A further aim was to determine the relationship between epistemological development in science and the completion of inquiry-type coursework. Data were collected from 735 year 12 and 13 students from 11 schools, mainly from the Wellington region. A survey, designed for this study, comprised statements about the nature of science and scientific argumentation conceptions, two pivotal aspects of science epistemology. Using a quasi-experimental design, this quantitative study explores the extent of the development of science epistemology over a year of studying science, by comparing students’ scores in Term 1 with scores in Term 3 on the instrument.  The findings showed a more advanced epistemic view among science students; however, a positive effect of science studies on epistemic development was not evident. It was concluded that a greater emphasis on authentic inquiry is essential for epistemic development and, while understanding of the philosophical assumptions underpinning scientific knowledge is important, this should arise from authentic science inquiries – or the processes of science – rather than being taught in isolation from the practice of the discipline of science. This leads to a question the extent to which an emphasis should be placed on the ontological aspects of the philosophy and the sociology of science, potentially at the expense of developing sound understanding of science epistemology.</p>

Public uptake of science: a case for institutional reflexivity

1993 ◽  
Vol 2 (4) ◽  
pp. 321-337 ◽  
Author(s):  
Brian Wynne
Keyword(s):  
Sociology Of Science ◽  
The Other ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
The Public ◽  
Other Hand ◽  
Scientific Institutions ◽  
Understanding Of Science ◽  
Epistemological Principle ◽  
The Relationship

This paper attempts to advance the notion of reflexivity as a key element of improving current understanding of the public understanding of science problem, and for improving the relations between science and its public more generally. By reflexivity here I mean more systematic processes of exploration of the prior commitments framing knowledge, in the way it has been introduced in sociological debates on modernity, rather than the more methodological-epistemological principle of consistency as it has been developed in sociology of science. The dominant framing of the public understanding of science issue corresponds with wider assumptions about the relationship between science and laypeople. Laypeople are assumed to be essentially defensive, risk- and uncertainty-averse, and unreflexive. Science on the other hand is assumed to be the epitome of reflexive self-criticism. This paper draws upon research in PUS to show that laypeople display considerable reflexive negotiation of their identity in relationships to science and scientific institutions. The latter, on the other hand, show considerable deep resistance to recognizing and reconsidering the unstated models of the public which structure their scientific discourses. This only makes the public understanding problem worse. Reflexive institutions would be needed to place science-public interactions on a more constructive footing.

POLA ASUH ORANGTUA TERHADAP TINGKAT KEMANDIRIAN PERSONAL HYGIENE CUCI TANGAN DAN GOSOK GIGI PADA ANAK PRASEKOLAH

2020 ◽  
Vol 15 (2) ◽  
pp. 200-205
Author(s):  
Dina Dewi Anggraini
Keyword(s):  
Survey Research ◽  
Quantitative Study ◽  
Parenting Style ◽  
Cross Sectional Study ◽  
Personal Hygiene ◽  
P Value ◽  
Sectional Study ◽  
Cross Sectional ◽  
Test Analysis ◽  
The Relationship

ABSTRACT   The study aims todetermine the relationship between parenting style and the level of independence of Personal Hygiene Hand Wasting and Tooth Brush in Preschoolers in Kindergarten Negeri Pembina Blora in 2019. The study is a quantitative study, based on the research location including the type of field reseaerch, based on the ansence of the treatment of subjects including survey research, based on time is a cross sectional study, and based on objectives includin correlation analytics. The population in this study were all parents in Kindergarten Negeri Pembina Blora as many as 85 respondents. Based on the sample calculation, the sample obtained in this study that most parent in Kindergarten Negeri Pembina Blora amounted to 70 respondents. Srearmen’s rho test analysis results parenting parents with the level of independence of personal hygiene hand wasting result obtained p value = 0,000 < α (0,05), and parenting patters with the independence of personal hygiene tooth brush obtained results p value = 0,000 < α (0,05). So it can be concluded that were is a significant relationship between parenting parents with the level of independence of personal hygiene washing hands and brushing their tooth at preschoolers in Kindergarten Negeri Pembina Blora in 2019. Keywords: parenting; personal hygiene, preschool ABSTRAK   Penelitian ini bertujuan untuk mengetahui Hubungan Pola Asuh Orangtua Terhadap Tingkat Kemandirian Personal Hygiene Cuci Tangan dan Gogok Gigi pada Anak Prasekolah di TK Negeri Pembina Blora Tahun 2019. Penelitian ini adalah penelitian kuantitatif, berdasarkan tempat penelitian termasuk jenis penelitian lapangan, berdasarkan tidak adanya perlakuan terhadap subjek termasuk penelitian survey, berdasarkan waktu merupakan penelitian cross sectional, dan berdasarkan tujuan termasuk analitik korelasi. Populasi dalam penelitian ini adalah seluruh orangtua di TK Negeri Pembina Blora sebanyak 85 responden. Berdasarkan perhitungan sampel  maka diperoleh sampel pada penelitian ini adalah sebagian orangtua di TK Negeri Pembina Blora sebanyak 70 responden. Hasil analisis uji spearmen’s rho pola asuh orangtua dengan tingkat kemandirian personal hygiene cuci tangan didapatkan hasil p value = 0,000 < α (0,05), dan pola asuh orangtua dengan kemandirian personal hygiene gosok gigi didapatkan hasil p value = 0,000 < α (0,05). Sehingga dapat disimpulkan bahwa ada hubungan yang signifikan antara pola asuh orang tua dengan tingkat kemandirian personal hygiene cuci tangan dan gosok gigi pada anak prasekolah di TK Negeri Pembina Blora Tahun 2019. Kata kunci: pola asuh; personal hygiene; prasekolah

scholarly journals Children’s Label-Learning Experience within Superordinate Categories Facilitates their Generalization of Labels for Additional Category Members

2017 ◽  
Vol 21 (1) ◽  
pp. 51-83
Author(s):  
Emily E. Russell
Keyword(s):  
Perceptual Organization ◽  
Learning Experience ◽  
Experimental Designs ◽  
Learning Ability ◽  
Future Research ◽  
Learning Biases ◽  
Quasi Experimental ◽  
Multiple Accounts ◽  
The Relationship ◽  
Specific Label

Abstract In two studies, we tested the relationship between children’s label-learning experience and label-learning ability within diverse superordinate categories with complex perceptual organization (animals, clothing, foods). Using both quasi-experimental and experimental designs, we examined 18- and 24-month-old children’s ability to generalize labels for novel members of superordinate categories as a product of their previous experience in learning labels for members of those categories. As predicted, children properly generalized more labels for members of the categories within which they had more label-learning experience than for members of the categories within which they had less label-learning experience. Results are consistent with the idea that children develop category-specific label-learning biases through their experience in learning labels for category members; they carry implications for multiple accounts of vocabulary acquisition and identify directions for future research.

scholarly journals Psychological processing of transplantation in lung recipients: A quantitative study of organ integration and the relationship to the donor

2009 ◽  
Vol 14 (4) ◽  
pp. 667-680 ◽  
Author(s):  
Lutz Goetzmann ◽  
Sarosh Irani ◽  
Karin S. Moser ◽  
Kyrill Schwegler ◽  
Martina Stamm ◽  
...  
Keyword(s):  
Quantitative Study ◽  
Psychological Processing ◽  
The Relationship

The optimism-pessimism ratio as predictor of employee creativity: the promise of duality

2018 ◽  
Vol 21 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Arménio Rego ◽  
Miguel Pina e Cunha ◽  
Dálcio Reis Júnior ◽  
Cátia Anastácio ◽  
Moriel Savagnago
Keyword(s):  
Cross Sectional ◽  
Content Type ◽  
Future Studies ◽  
Positive Effects ◽  
The Status ◽  
Single Moment ◽  
Quasi Experimental ◽  
Creativity And Innovation ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to study if the employees’ optimism-pessimism ratio predicts their creativity. Design/methodology/approach In total, 134 employees reported their optimism and pessimism, and the respective supervisors described the employees’ creativity. Findings The relationship between the optimism-pessimism ratio and creativity is curvilinear (inverted U-shaped); beyond a certain level of the optimism-pessimism ratio, the positive relationship between the ratio and creativity weakens, suggesting that the possible positive effects of (high) optimism may be weakened by a very low level of pessimism. Research limitations/implications Being cross-sectional, the study examines neither the causal links between the optimism-pessimism ratio and creativity nor other plausible causal links. The study was carried out at a single moment and did not capture the dynamics that occur over the course of time involving changes in optimism/pessimism and creativity. Future studies may adopt longitudinal or quasi-experimental designs. Practical implications Managers and organizations must consider that, even though positivity promotes creativity, some level of negativity may help positivity to produce creativity. Originality/value This study suggests that scholars who want to study the antecedents of creativity (and innovation) must be cautious in focusing only on the positive or the negative sides of individuals’ characteristics, and rather they must explore the interplay between both poles. Individuals may experience both positive and negative states/traits (Smith et al., 2016), and this both/and approach may impel them to think divergently, to challenge the status quo and to propose “out the box” and useful ideas.

Relation between understanding and agreeing in response to one-sentence assertion*

2014 ◽  
Vol 7 (1) ◽  
pp. 36-67 ◽  
Author(s):  
YASUHIRO OZURU ◽  
DAVID BOWIE ◽  
GIULIA KAUFMAN
Keyword(s):  
Cognitive Processes ◽  
Experimental Studies ◽  
Cognitive Response ◽  
Response Options ◽  
Evaluative Response ◽  
Quasi Experimental ◽  
The Relationship

abstractThree quasi-experimental studies were conducted to investigate the relationship between the evaluative (i.e., agree/true) and the meta-cognitive (i.e., understand) response, and to determine which type of response people are more likely to provide when responding to one-sentence assertive statements. In Studies 1 and 2, participants performed two separate tasks in which they were asked to indicate the levels of: (i) understanding and (ii) agreement / perceived truthfulness of 126 one-sentence statements. The results indicated that participants were likely to provide a negative evaluative response (i.e., disagree/false) to a statement that they did not understand. In Study 3, participants were asked to evaluate the same 126 statements and choose between four response options: agree, disagree, understand, do not understand. The results indicated that people are more likely provide an evaluative response regardless of the understandability of a statement. The results of these studies are discussed in relation to (i) pragmatic perspective of how people infer speakers’ meaning, and (ii) cognitive processes underlying evaluative and meta-cognitive response.

scholarly journals Review of Academic Dishonesty among College Students

2016 ◽  
Vol 8 (4) ◽  
pp. 158
Author(s):  
Abolfazl Zolfaghari
Keyword(s):  
Academic Dishonesty ◽  
English Language ◽  
Academic Environment ◽  
Language Test ◽  
Chi Square ◽  
Quasi Experimental ◽  
The Mean ◽  
The Difference ◽  
Basic English ◽  
The Relationship

<p>Cheating and academic dishonesty is a moral anomaly in the field of scientific research and reflecting, i.e., academic environment and studies show that this phenomenon in many of the worlds is important problem.</p><p>This study measured the dishonesty of students in a quasi-experimental design. For this purpose, features lack of integrity by manipulating the facts were examined and meanwhile first, basic English language test coordination between the strict terms of the 280 students come to practice and after correction of examination papers by teachers, without leaving any traces on them instead, the plates are returned to students and provide them with answers to their paper to correct their score Master announced. The difference between the actual score (score of master) and score of the students to have their own, amount of honesty or lack of integrity appointed them and its relationship with some demographic and socio-ethical characteristics have been studied.</p><p>The results showed that more than 62 percent of the students in your grade to master completely honest with 26.6 percent have low honesty and the rest did not have the necessary integrity and the mean difference of scores announced by the professors and students have been about two score. Also results of chi-square tests and gamma, about the relationship between students’ evaluation of amount of sincerity with sincerity in the declared objective amount of the master score was not significant, this finding means that between demonstrators and people of integrity and honesty in practice, there are gaps.</p>

Effect of Height on Motor Coordination in College Students Participating in a Dancesport Program

2015 ◽  
Vol 30 (1) ◽  
pp. 20-25
Author(s):  
Xiaoxin Li ◽  
Huazhuo Wang ◽  
Yaohua Yang ◽  
Chunying Qi ◽  
Fei Wang ◽  
...  
Keyword(s):  
College Students ◽  
Motor Coordination ◽  
Performance Indicator ◽  
Basic Skills ◽  
Body Height ◽  
Female Students ◽  
Screening Tools ◽  
Single Sex ◽  
Quasi Experimental ◽  
The Relationship

OBJECTIVE: Athlete screening tools combine measures of physical performance and morphometric parameters unique to each sport. Given the increasing competitiveness of dancesport, we designed the present quasi-experimental study to analyze the relationship between body height and motor coordination in college students. METHODS: Six hundred eighty-six students were randomly selected to participate in a dancing sport program that consisted of 16 weeks (32 hrs) of training. The program included an assessment of basic skills (rhythm, movement specificity, intensity, expressive force, and action coherence) and skills related to a doubles dance routine. Male and female students were divided into four single-sex groups based on their heights (each group had a 5-cm range), and the average scores for each performance indicator were analyzed. RESULTS: A one-way ANOVA revealed significant differences in performance scores for each indicator of basic skills and double routine skills between the different height groups. Male in the 175–179 cm group and female students in the 165–169 cm group had the best performance scores on each indicator, while the shortest students had the worst performance scores. CONCLUSION: The height of students participating in sport dancing training had an impact on dancesport performance and motor coordination, counter to the traditional belief that shorter people have better coordination.

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