scholarly journals Pharmacy Students’ Perceptions of Natural Science and Mathematics Subjects

2014 ◽  
Vol 78 (6) ◽  
pp. 118 ◽  
Author(s):  
Julie Prescott ◽  
Sarah Ellen Wilson ◽  
Kai-Wai Wan
Keyword(s):  
Natural Science ◽  
Pharmacy Students ◽  
And Mathematics

scholarly journals SCHOOL MUSEUMS IN THE KINGDOM OF POLAND – IDENTIFICATION OF MAIN ISSUES

Muzealnictwo ◽  
2018 ◽  
Vol 59 ◽  
pp. 39-47
Author(s):  
Aldona Tołysz
Keyword(s):  
Secondary School ◽  
20Th Century ◽  
Natural Science ◽  
Educational Institutions ◽  
Blind People ◽  
National Education ◽  
Teaching Aids ◽  
Museums And Collections ◽  
And Mathematics ◽  
Scientific Value

School museums – which had been founded mostly in the vicinity of educational institutions – used to collect teaching aids. So-called natural history cabinets were the most popular among them, recommended, inter alia, by the Commission of National Education in 1783. The tradition of collecting this type of exhibits was common until the middle of the 20th century. There are two types to be distinguished: school museums and pedagogical museums, which differ with respect to the character of their activity and the kind of exhibits. School museums collected basically objects of natural science, instruments for teaching geography, chemistry and mathematics as well as prints and facilities used during lessons. The second group also specialised in exhibits of natural science, but they were no longer used and usually of higher scientific value, including patterns and examples known in the education system. Among the earliest school museums created in the Kingdom of Poland were Warsaw collections of the Institute for Deaf and Blind People (1875), and those of the Eugeniusz Babiński’s so-called Realschule. At the beginning of the 20th century the idea was spreading, inspired inter alia by the exemplary activity of the Polish School Museum in Lviv (1903). The biggest number of school museums and collections were created in institutions founded by the Polish Educational Society (1906–1907). The survived resources give us relatively detailed information about the collections from Warsaw and Pabianice, which aspired to be categorised as pedagogical museums. The Secondary School for Boys of the Merchants Association in Łódź and the Pedagogical Museum in Warsaw (1917) had also in their possession some interesting collections. The latter one was based upon the collections of former governmental schools, in which – in accordance with a decree issued by Russian authorities – the scientific exhibits were to be collected.

scholarly journals Principles of effective functioning of training system of future teachers of natural science and mathematics for STEM technologies usage

2021 ◽  
Vol 104 ◽  
pp. 02016
Author(s):  
Nataliia Valko ◽  
Viacheslav Osadchyi
Keyword(s):  
Natural Science ◽  
Training System ◽  
Social Connection ◽  
Future Teachers ◽  
Study Methods ◽  
Effective Functioning ◽  
Scientific Analysis ◽  
Professional Environment ◽  
And Mathematics ◽  
Modern Technologies

The issue of the training of future teachers of natural science and mathematics to using STEM technologies was discussed on the basis of the system of scientific analysis. The article describes several severities of the process of training future teachers of natural science and mathematics and organization of making use of STEM technologies based on project priorities and application-oriented study methods, connected with modern technologies and also supplying them by social connection in a professional environment. The assembly of the principles of the effectiveness of the training system referred to above shall be defined and described in the following paragraphs.

scholarly journals THE IMPORTANCE OF NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION

2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Natural Science ◽  
Mathematics Teaching ◽  
And Mathematics ◽  
Natural Science Education ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.

scholarly journals TEACHER, ORGANIZER OF THE MODERN SPECIALIST TRAINING SYSTEM IN THE FIELD OF SCIENCE, TECHNOLOGY AND EDUCATION

2021 ◽  
pp. 9-18
Author(s):  
Елена Анатольевна Румбешта ◽  
Михаил Александрович Червонный ◽  
Анна Алексеевна Власова ◽  
Татьяна Владиславовна Швалева
Keyword(s):  
Excited States ◽  
Natural Science ◽  
Scientific Activity ◽  
Training System ◽  
Mathematical Education ◽  
New Approaches ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
Level Of Training ◽  
And Mathematics

Отражается становление педагога, ученого и успешного управленца в системе педагогического образования, профессора Томского государственного педагогического университета Владимира Михайловича Зеличенко, недавно ушедшего из жизни. Раскрывается его роль в развитии дополнительного физико-математического образования школьников в Томске и значительный вклад в повышение уровня подготовки современного учителя. Отражен собственный рост как ученого-физика в период его работы в Томском государственном университете и Сибирском физико-техническом институте, организаторские успехи в открытии второй в Сибири, после Новосибирска, физико-математической школы для учащихся, педагогические воззрения на подготовку учителя и их воплощение в практику в Томском государственном педагогическом институте, а затем – университете. This publication reflects the formation of a teacher, scientist and successful manager in the system of pedagogical education, Professor of Tomsk State Pedagogical University Vladimir Mikhailovich Zelichenko, who recently passed away. The author reveals its role in the development of additional physical and mathematical education of schoolchildren in Tomsk and its significant contribution to improving the level of training of modern teachers. It reflects his own growth as a physicist during his work at Tomsk State University and the Siberian Institute of Physics and Technology, organizational success in opening the second physics and mathematics school in Siberia, after Novosibirsk, for students, pedagogical views on teacher training and their implementation in practice at Tomsk State Pedagogical Institute, and then at the University. The main directions of scientific activity of V. M. Zelichenko are presented. He developed the theory of education, based on the evolutionary-synergetic paradigm, and applied issues of scientific and methodological support of physical and natural science education. In this direction, he developed new approaches to both the preparation of future teachers for teaching natural science disciplines, and to improving the qualifications of subject teachers. V. M. Zelichenko proved a number of minimal theorems as applied to excited states of atomic systems. He has constructed a unique technique for the minimax calculation of excited states. V. M. Zelichenko made a contribution to the study of the phenomena of photoionization of many-electron atoms. New approaches to the study of fullerenes are formulated.

scholarly journals The research of using truth to restrict authoritative theories

2020 ◽  
Author(s):  
Jian DING
Keyword(s):  
Natural Science ◽  
Qualitative Change ◽  
Real Space ◽  
Bright Spot ◽  
Empirical Methods ◽  
Physical Processes ◽  
Light Speed ◽  
Principle Of Relativity ◽  
Rational Explanation ◽  
And Mathematics

First to put forth an argument, truth must have absoluteness and immutability, and does not exist in reality. Then, according to whether it does exist in reality to distinguish different definition domains, all the knowledge is divided into three parts: natural science (materialism), metaphysics (idealism) and mathematics. The contents contained in the metaphysics can be called as the truths, which have existed only in order to the existence of the natural science. The characteristic of the truths is that they cannot be proved by empirical methods, and can only be gradually approached by repeated practices. The principle of seeking limits in mathematics was abstracted from the physical processes of ascertaining the truths. And mathematics runs throughout both of the natural science and metaphysics, it has helped us to break through the bondage of finite thought by the way of infinite subdivision, from the quantitative change in real space has gone deep into the qualitative change of ideal realm. It not only has achieved the unity of opposites of all the knowledge, but can also make reasoning under the premise of mutual restriction according to have the characteristic of continuity. As a result, metaphysics has been translated into that neither divorced from practices, nor just observed objective things with a one-sided, isolated and static way of thinking. This is precisely where the bright spot of the article lies. Between the truths, which can only be reasoned through the continuity of objective things in reality, and can produce logical causalities, but cannot deduce out any contradictory state, nor can there be any chronological order. For example, a rational explanation is firstly given for the disagreement of "whether matter is the first or consciousness is the first." The philosophical question of "which came the first, chicken or egg", is explained in passing. In addition, it was also found that in Einstein's special relativity there was a paradoxes, which was to use one truth (the principle of constant light velocity in vacuum) to overthrow another truth (the absoluteness of simultaneity). After inspection, it is determined that the value c of light speed in vacuum has been replaced with the value v of real light speed. Here lay Einstein's mistake precisely. At last, his "principle of relativity" has been modified rationally.

TOO MUCH THEOLOGY: A TEXTUAL PROBLEM IN OLYMPIODORUS' PROLEGOMENA 9.10-12 AND ITS SOLUTION

2016 ◽  
Vol 66 (2) ◽  
pp. 825-828
Author(s):  
S.R.P. Gertz
Keyword(s):  
Natural Science ◽  
Philosophical Education ◽  
The Third ◽  
Starting Point ◽  
The Subject ◽  
And Mathematics ◽  
Standard List

In the Neoplatonic schools, introductions to logic, and the Categories in particular, would begin with a list of ten different questions relating to Aristotle's philosophy and his ideal interpreter and student. Olympiodorus' own introduction to logic (the Prolegomena) follows this pattern; he expands on the remarks of his own teacher Ammonius of Alexandria, and closely models his discussion on his predecessor's work. In the standard list of ten questions that must be discussed in an introductory philosophy course, the third relates to the subject with which the student is to start his or her philosophical education. Which of logic, ethics, natural science and mathematics is the proper starting-point for philosophy?

German Philosophy

Philosophy ◽  
1956 ◽  
Vol 31 (119) ◽  
pp. 358-361
Author(s):  
F. H. Heinemann
Keyword(s):  
Natural Science ◽  
Philosophy Of Mathematics ◽  
Premature Death ◽  
New Venture ◽  
Foundations Of Mathematics ◽  
German Philosophy ◽  
Hermann Weyl ◽  
And Mathematics

Operative Logic and Mathematics would appear to be a new venture. Only a few weeks before his premature death Hermann Weyl, one of the most original mathematicians of our time, the author of a Philosophy of Mathematics and Natural Science and also of a stimulating book on Symmetry, drew my attention to Paul Lorenzen's Einführung in die operative Logik und Mathematik(Springer, Berlin). This book had given him new hope, since GÖdel had discouraged his endeavour to find the foundations of mathematics. “Perhaps,” he added, “Lorenzen's approach promises a way of arriving at reliable foundations.”

scholarly journals The Effect of Learning Styles to Build Learner Autonomy

2015 ◽  
Vol 12 (1) ◽  
pp. 118
Author(s):  
Ratna Sajekti Rusli ◽  
Helena D Soegiharto
Keyword(s):  
Social Science ◽  
Learning Styles ◽  
Subject Matter ◽  
Natural Science ◽  
Cognitive Learning ◽  
English Learning ◽  
School Subject ◽  
Field Independent ◽  
And Gender ◽  
And Mathematics

The purpose of this study was to investigate the effect of fielddependent and field-independent cognitive learning styles on learning achievement and the relation between cognitive learning and gender. The subjects were SMU students of Social Science (IPS) and Mathematics and Natural Science (WA) classes of SMUK Triyana. The scores of summative test of several school subject matters were used as the data. The results show that cognitive learning styles do not have any effect on the students' achievement on History subject matter. However, cognitive learning styles influence English learning. This study also shows that gender does not affect achievement.

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