Spelling suggestions: "subject:"bcience bcience"" "subject:"bcience escience""
161 |
The Royal Society of London years of reform, 1827-1847 /Gleason, Mary Louise. January 1991 (has links)
Thesis (Ph. D.)--Harvard University, 1978. / Includes bibliographical references (p. 493-532).
|
162 |
Models of scientific development and the case of nuclear magnetic resonanceZandvoort, Henk, January 1900 (has links)
Thesis (Ph. D.)--University of Groningen, 1985. / Includes bibliographical references (p. 260-302) and index.
|
163 |
Pulmonary transit and bodily resurrection the interaction of medicine, philosophy and religion in the works of Ibn al-Nafīs (d. 1288) /Fancy, Nahyan A. G. January 2006 (has links)
Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by Phillip R. Sloan and Ahmad Dallal for the Graduate Program in the History and Philosophy of Science. "December 2006." Includes bibliographical references (leaves 259-278).
|
164 |
An analysis of the perceptions of science teacher educators and secondary school science teachers as to the current status of science teacher education programs in Korean universitiesSeo, Hae-Ae. Kennedy, Larry DeWitt, January 1993 (has links)
Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 8, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, George Padavil, Kenneth H. Strand. Includes bibliographical references (leaves 117-123) and abstract. Also available in print.
|
165 |
Negotiating progress : promoting 'modern' physics in Britain, 1900-1940Clarke, Imogen January 2012 (has links)
The first four decades of the twentieth century was a period of rapid development in physics. The late nineteenth century discoveries of X-rays, Becquerel rays and subatomic particles had revealed new properties of matter, and the early twentieth century quantum and relativity theories added to the notion that the discipline was undergoing a fundamental change in thought and practice. Historians and scientists alike have retrospectively conceived of a sharp divide between nineteenth century and twentieth century physics, applying the terms ‘classical’ and ‘modern’ to distinguish between these two practices. However, recent scholarship has suggested that early twentieth century physicists did not see this divide as self-evident, and in fact were responsible for consciously constructing these categories and definitions. This thesis explores the creation of the terms ‘classical’ and ‘modern’ physics in Britain, and the physicists responsible. I consider how these terms were employed in ‘public’ arenas (lectures, books, newspapers, museums) influencing the wider reception of ‘modern’ physics. I consider not only the rhetorics employed by ‘modern’ physicists, but also those we would now consider to be ‘classical’, revealing a diverse range of potential definitions of ‘modern’ physics. Furthermore, even within the ‘modernists’ themselves, there was considerable disagreement over how their work was to be presented, as industrially applicable, or of value simply as intellectual knowledge in and of itself. There were also different notions of how scientific ‘progress’ should be portrayed, whether knowledge advanced through experimental refinement or theoretical work. Early twentieth century ‘modern’ physics appeared to discard long held theories, rejecting much of the discipline’s past. As such, physicists’ connection to the legacy of Newton was under threat. Furthermore, the instability of science more generally was revealed: if physicists had shown the old theories to be wrong, then why should the new ones be any different? This had severe implications as to how the public placed ‘trust’ in science. I explore how physicists carefully managed the ‘public’ transition from ‘classical’ to ‘modern’ physics, regaining public trust during a period of scientific ‘revolution’ and controversy.
|
166 |
Développement d’un serveur LSP pour TyperSoilihi, Ben Soilihi Boina 04 1900 (has links)
Programmer en un langage de programmation peut être une tâche ardue. Même les plus
chevronnés ne sont pas à l’abri de commettre des erreurs. Il est donc important pour les
programmeurs d’avoir des aides pour écrire leur code plus efficacement et plus rapidement.
Typer est un jeune langage de programmation en développement. Actuellement, le langage a
beaucoup de limitations d’aides pour les programmeurs. En effet, on ne peut coder en Typer
que dans un terminal, dans un fichier et compiler le fichier ou dans des environnements
primitifs. On apporte une solution à ce problème en offrant, dans ce travail, un serveur LSP
au langage qui va offrir des fonctionnalités comme la complétion de code, le surlignement
des erreurs, etc, pour permettre aux programmeurs Typer de coder plus facilement et de
pouvoir le faire dans leur éditeur/IDE préféré. / Programming in a programming language can be a daunting task. Even the most seasoned
are not immune to make mistakes. It is therefore important for programmers to have helpers
to write their code more efficiently and quickly. Typer is a young programming language
in development. Currently, the language has a lot of helper limitations for programmers.
Indeed, we can code in Typer only in a terminal, in a file and compile the file or in primitive
environments. We solve this problem by offering in this work, an LSP server to the language
which will offer features such as code completion, error highlighting...etc, to allow Typer
programmers to code more easily and efficiently, and also, to be able to do it in their favorite
editor/IDE.
|
167 |
Wissenschaftsbezogene Nutzung von Web 2.0 und Online-Werkzeugen in Sachsen 2012: Wissenschaftsbezogene Nutzung von Web 2.0 und Online-Werkzeugen in Sachsen 2012: Studie des "eScience - Forschungsnetzwerk Sachsen": Datenreport 2012Pscheida, Daniela, Köhler, Thomas January 2013 (has links)
Das World Wide Web bietet inzwischen eine breite Palette an Werkzeugen und Anwendungen, um Wissenschaftler/innen in ihrem Arbeitsalltag zu unterstützen. Allerdings liegen bislang kaum Zahlen darüber vor, wie intensiv Wissenschaftler/innen von diesen neuen Möglichkeiten tatsächlich Gebrauch machen.
Der Datenreport dokumentiert die Ergebnisse einer im Mai 2012 durchgeführten Online-Befragung unter sächsischen Wissenschaftler/innen zur Nutzung von Web 2.0 und Online-Werkzeugen. Er entstand im Rahmen des durch den Europäischen Sozialfonds (ESF) geförderten sachsenweiten Verbundprojekts „eScience – Forschungsnetzwerk Sachsen“. Dieses hat es sich zum Ziel gesetzt, die mit der zunehmenden digitalen Durchdringung wissenschaftlicher Arbeitsprozesse einher gehenden Veränderungen für die wissenschaftliche Praxis genauer zu untersuchen und zu verstehen. Langfristig sollen so Expertisen und Werkzeuge zur Förderung und Optimierung der digitalen Wissenschaft in Forschung und Lehre entstehen:Vorwort
Einleitung
1.Methodik
1.1 Untersuchungsdesign und Stichprobe
1.2 Erhebungsmethodik und Instrumente
2. Charakterisierung des Samples
2.1 Geschlecht
2.2 Altersgruppe
2.3 Hochschulart
2.4 Wissenschaftlicher Status
2.5 Dauer der Tätigkeit im Hochschulbereich
2.6 Fächergruppe
2.6.1 Charakterisierung größte Fächergruppen
2.7 Tätigkeitsschwerpunkt
2.7.1 Größte Fächergruppen nach Tätigkeitsschwerpunkt0
2.8 Tätigkeit in Projekten
2.8.1 Größte Fächergruppen nach Tätigkeit in Projekten
3. Nutzung von Web 2.0-Anwendungen und Online-Werkzeugen
3.1 Nutzung allgemein
3.1.1 Häufigkeit der Nutzung
3.1.2 Kontext der Nutzung
3.2 Nutzung nach Geschlecht
3.2.1 Nutzung in der Freizeit nach Geschlecht
3.2.2 Wissenschaftliche Nutzung nach Geschlecht
3.2.3 Nutzung in Lehrveranstaltungen nach Geschlecht
3.3 Nutzung nach Altersgruppe
3.3.1 Nutzung in der Freizeit nach Altersgruppe
3.3.2 Wissenschaftliche Nutzung nach Altersgruppe
3.3.3 Nutzung in Lehrveranstaltungen nach Altersgruppe
3.4 Nutzung nach wissenschaftlichem Status
3.4.1 Nutzung in der Freizeit nach wissenschaftlichem Status
3.4.2 Wissenschaftliche Nutzung nach wissenschaftlichem Status
3.4.3 Nutzung in Lehrveranstaltungen nach wissenschaftlichem Status
3.5 Nutzung nach Fächergruppe
3.5.1 Nutzung in der Freizeit nach größten Fächergruppen
3.5.2 Wissenschaftliche Nutzung nach größten Fächergruppen
3.5.3 Nutzung in Lehrveranstaltungen nach größten Fächergruppen
3.6 Nutzung nach Tätigkeitsschwerpunkt
4. Einstellung zur Nutzung von Web 2.0- Anwendungen und Online-Werkzeugen im
akademischen Alltag
4.1 Einstellung insgesamt
4.2 Einstellung nach Geschlecht
4.3 Einstellung nach Altersgruppe
4.4 Einstellung nach wissenschaftlichem Status
4.5 Einstellung nach Fächergruppe
5. Veröffentlichungspraxis
5.1 Veröffentlichungen insgesamt
5.2 Veröffentlichungen online
5.3 Vergleich Veröffentlichungen insgesamt und Veröffentlichungen online
Quellen
Fragebogen
|
168 |
To What Extent Is Problem-based Learning Effective As Compared To Traditional Teaching In Science Education? A Meta-analysis StudyUstun, Ulas 01 November 2012 (has links) (PDF)
The main purpose of this meta-analysis was to investigate the effectiveness of PBL not only on student achievement and motivation in science, but also on attitudes towards science and skills in primary, secondary and higher educational levels. In addition, the effects of some moderator variables including publication type, research design, teacher effect, researcher effect, country, subject matter, school level, PBL mode, length of treatment, group size, type of questions and assessment instrument on the effectiveness of PBL were also examined in the scope of this meta-analysis. 147 effect sizes were revealed from 88 primary studies selected to be included in the meta-analysis based on the inclusion criteria. Random-effects model rather than fixed-effect model was chosen to be conducted to compute effect sizes indicating the effect of PBL on different outcomes while mixed-effect and fully random-effects model were used while performing analog ANOVA for moderator analysis. The results clearly show that PBL is more effective on different outcomes when compared to traditional teaching methods. The results indicate an overall medium mean effect size of 0.633 for PBL effectiveness. More specifically, PBL has a large impact with a large effect size of 0.820 on students&rsquo / achievement in science subjects in different levels and reveals medium effect sizes of 0.566, 0.616, and 0.565 for students&rsquo / attitude towards science, motivation in science and different kinds of skills, respectively. Moderator analyses indicate that publication type, country, subject area, school level and length of treatment have a noteworthy impact on the effectiveness of PBL.
|
169 |
Exploring The Research Assistants' / Opinions Regarding The Effects Of Gradute Course On Their Research Skills And Science PerceptionYasan, Nehir 01 September 2011 (has links) (PDF)
The aim of this qualitative study was to explore research assistants&rsquo / opinions
regarding the courses they take during their graduate study in terms of improving
their science perception and research skills.
The research questions include research assistants&rsquo / assessments about the
effectiveness of graduate courses on research skills and science perception, their
evaluation of the graduate programs in terms of improving science perception, and
their suggestions on the improvement of the quality of the graduate program
regarding science perception and research skills.
The sample for the present study contains 12 interviewees from four different
v
institutes of Middle East Technical University. The interviewees are all PhD
candidates at METU. The sample was chosen by using purposive sampling. In this
study, the data collection instrument was a semi-structured interview guide designed
by the researcher. There were 8 main questions and 9 sub-questions. The collected
data was analyzed through content analysis.
The results of the study are presented under four main themes, which were
derived from the research questions. First theme was the assessment of research
skills which was about usefulness of courses, competence about research methods,
reasons for not taking courses, problems because of not taking them. The second
theme was the assessment of science perception which was about contributions of
courses, reasons for not taking courses. The third theme was the evaluation of the
graduate programs which consisted of should-be-developed and positive aspects. The
last theme was about suggestions which could be realized by university
administration and by personal efforts.
In conclusion, the findings revealed that the research assistants are aware of
the importance of research methods course for enhancing research skills, and of
effectiveness of history and philosophy of science course regarding the improving of
science perception. In this respect, based on literature review and the research
assistants&rsquo / views it is suggested that history and philosophy of science course
utilizing explicitly-reflective inquiry approach should be included curriculum of
graduate programs.
|
170 |
Information-seeking habits of of environmental scientists : a study of interdisciplinary scientists at the Environmental Protection Agency in Research Triangle Park, North Carolina /Murphy, Janet. January 1900 (has links) (PDF)
Master's paper (MSLS)--University of North Carolina at Chapel Hill, 2001. / Also available in PDF via the World Wide Web.
|
Page generated in 0.1218 seconds