Thesis (Ph. D.)--University of Maryland, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 348-363).

Thesis (PH. D.)--Columbia University, 1921. / Vita. eContent provider-neutral record in process. Description based on print version record.

Thesis--University of Illinois. / Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 112-118.

Thesis--Wisconsin. / Includes bibliographical references (leaves 214-217).

Thesis (doctoral)--Université de Paris. / Includes bibliographical references and indexes.

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--Brown University, 2005. / Vita. Thesis advisor: Andries van Dam. Includes bibliographical references (leaves 204-217). Also available online.

Made available in DSpace on 2014-06-11T19:26:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2002Bitstream added on 2014-06-13T19:13:59Z : No. of bitstreams: 1 sarmentoesouza_mfs_me_mar.pdf: 5619142 bytes, checksum: de2986e7242fcf1c2c68357178889420 (MD5) / Este trabalho investiga o histórico e o papel da comunicação científica, juntamente com as mudanças ocorridas diante do surgimento das redes eletrônicas de comunicação e computação. Em particular, resgata o processo evolutivo e as funções básicas do periódico científico - memória e disseminação - considerado como principal instrumento de comunicação da ciência. Apresenta o desenvolvimento e a validação do ‘Modelo para análise de estrutura de periódicos científicos eletrônicos’, que tem por finalidade verificar se essas funções básicas estão sendo mantidas no periódico científico eletrônico. Para desenvolvimento do modelo, tomaram-se por base trabalhos que tratam de avaliação de periódicos tradicionais, outros que apontam critérios de qualidade específicos para periódicos em linha, e os elementos da Arquitetura da Informação de web site a serem considerados durante o desenvolvimento da estrutura da página de revistas eletrônicas. O modelo inclui, ainda, elementos tradicionais da estrutura de periódicos científicos adaptados para a nova mídia. Para a validação do modelo proposto, foram selecionadas as revistas Ciência da Informação On-line e DataGramaZero. Como resultados, apresentam-se comparações entre as estruturas do periódico em transição da mídia impressa para a eletrônica (Ciência da Informação On-line) e do periódico eletrônico (DataGramaZero), apontando elementos estruturais que devem ser observados, de modo a garantir a permanência das funções memória e disseminação. O trabalho realizado poderá contribuir com profissionais bibliotecários, autores e usuários de revistas científicas, na identificação de periódicos eletrônicos de qualidade e com editores de revistas em linha, no desenvolvimento de seus projetos. O material resultante do estudo poderá ser... / This paper presents the history and role of scientific communication, along with the changes that occurred after the appearance of electronic communication and computer networks. It describes the evolution and the archiving and dissemination functions of the scientific journal, the major tool for science communication. It introduces a ‘Model for analysis of the structure of electronic scientific journals’, with the aim of finding out if the basic functions are maintained in the electronic scientific journal. This model was developed based on studies dealing with: the evaluation of traditional journals; specific quality criteria for online journals; and the basic elements of web site information architecture, which should be considered when developing the page structure of electronic journals. This model also includes traditional structural elements from scientific journals adapted to the new media. The journals Ciência da Informação On-line and DataGramaZero were selected to validate this model. The results obtained include structure comparisons between a journal in transition from printed to electronic media (Ciência da Informação On-line) and an electronic journal (DataGramaZero), showing the structural elements that need to be kept in order to ensure maintenance of archival and dissemination functions. This study will contribute to the work of librarians, authors and users of scientific journals; to the identification of quality electronic journals; and to editors of on line journals in the development of their projects. The material obtained can be included in preservice and inservice Education of professionals in Information Science and support to editors of electronic scientific journals.

This study sought to capture how science teachers view scientific knowledge from a philosophical-epistemological perspective. The philosophical themes investigated were scientific method, criteria of demarcation, patterns of scientific change and problems related with the construction of reality. Furthermore, an attempt was made to investigate the relation teachers' views on these matters both to certain curricular issues (the question of integration and the meaning of the terms "content" and "process") and to some pedagogical issues (assumptions about learning, instruction and aspects of classroom activities). For this purpose, a framework was proposed for the analysis of the relevant issues. This framework consists of a number of distinctions. These distinctions were organised employing the technique of systemic network analysis, so as to lay the basis not only for the construction of the research instrument but also for the analysis of the empirical evidence. The epistemological systems taken into account in the a-priori analysis are: inductivism, hypothetico-deductivism (Popper, Lakatos), contextualism (Kuhn) and relativism (Feyerabend). At the ontological level, the contrast is mainly focused on the differences between idealism and realism (pragmatism is also included). Three stages can be distinguished in the analysis of the data. The first stage is a systematic description of the data and shows that the dominant pattern in teachers' philosophical and epistemological views . tends to be close to contextualism. It indicates that teachers tend to prefer the introduction of integrated science curricula, and in terms of pedagogy, to stress pupils' ability to think in abstract terms, as well as to emphasise a teacher-centred approach. In the second stage, a classification of responses into distinct categories (i.e. inductivism, relativism, etc.) was made on the basis of each individual following consistently a particular path of the network. The outcome suggests that indeed the Kuhnian system of thought is favoured consistently more than any other system. The third stage is an analysis of the correlations of teachers' views within and across the three components (philosophical, curricular and pedagogical). On the basis of this analysis, a tentative conclusion is that there are two relatively autonomous regions of "educational theory" as held by teachers, namely epistemological and pedagogical views on the one hand and ontological and curricular views on the other.

The problems of pupils exhibiting limited ability to use school-learned science in contexts other than the ones in which learning takes place, and of pupils forgetting what they learn in very short time after initial instruction, are two very important problems for classroom practitioners. This thesis is a study of the way these problems can be confronted by incorporating situated metacognition in the learning environment of science, it draws upon four overlapping areas: conceptual change learning (CCL) is the broad subject area that sets the epistemological background, and metacognition, context, and durability of pupils' conceptions are the three specialised fields under scrutiny. Two important notions emerge from this study. First, is the introduction of the concept-life and decay model (CLD), which is a theoretical model for representing the nature of CCL and the impact of time on pupils' conceptions. Second, situated metacognition is advocated as a new approach to practicing metacognition by means of the metacognitive instances approach, implemented at selected points of the teaching sequence. The research presented in this thesis was implemented with Year 5 pupils in primary schools in Cyprus, studying the subject-unit 'Current electricity', and followed a quasi-experimental design. Data were collected by means of tests, interviews and classroom observation, during the main four-week intervention period of this research and at three follow-up instances, one week, two months and eight months after completion of teaching. Results showed that pupils who practiced situated metacognition in general maintained deeper understanding of taught concepts over a period of one school year, compared to their counterparts from the comparative group, and performed better in exercises requiring the use of their conceptions in different contexts. A number of implications for science education, in general, and the teaching of electricity in primary science, in particular, emerge from the outcomes of this study.