This PhD dissertation surveys the development of the concept and the academic discipline of mathematical logic in the transitional period between late Republican and early socialist China. Providing a contrastive analysis of the main developmental aspects of its conceptual variegations, its institutional life and research-related development, this dissertation focusses on the main continuities and discontinuities between these two important periods of its existence in the period of China's modernisation. The main analytical apparatus of this treatise is divided into two main parts. The first part outlines the main developmental milestones in research and teaching of mathematical logic in Chinese academic community in the late Republican period (1930-1949). Its main focus lies on the establishment of mathematical logic as a philosophical discipline in framework of the "Qinghua School of Logic" at National Qinghua University, on the one side, and the beginnings of Chinese mathematicians' research in mathematical logic in the early 1930s, on the other. The second part, on the other hand, closely examines the main three aspects of change which the idea and discipline of mathematical logic underwent in the first decade after the founding of the People's Republic (PRC): from its unique role in Chinese...

<p>This dissertation traces both professional and public concerns about the Earth’s environmental limits from the late 1960s to 1990s, at the intersection of reproductive rights and aerospace technology. It considers two rather ‘radical’ and opposing grassroots activist approaches for how to best address the environmental and population crises that gained public traction at the turn of the 1970s: zero population growth and space settlement. The current scholarship has examined the ‘era of limits,’ and modern environmentalism and population control activism from both U.S. and global perspectives, considering how policy, science, gender, politics, and the media shape public understandings and both local and state responses. Zero growth proponents, through both coercive and voluntary campaigns, sought to demonstrate and halt the damage that unchecked economic and population growth was causing the planet. Yet these histories rarely consider the rise of new spaceflight technologies and thought during the same period, which promised a pro-growth, technology-infused solution to the limits to growth, one that would not impose restrictions on consumptive, environmental, or reproductive behavior. Responding to recent scholarly efforts to better contextualize aerospace technology into social and cultural histories of the post-Apollo era, this dissertation focuses on the grassroots activism of two organizations: Zero Population Growth (ZPG), which advocated for zero growth, and the L-5 Society (including a student-run affiliate chapter called the Maryland Alliance for Space Colonization), which promoted space settlement and the manufacturing of clean, pollution-free energy and mining resources for Earth. In this dissertation, I argue that in order to fully understand the implications of ‘Earthly limits’ on American society, we need to look at the role of grassroots activists. How did their concerns form, persist, and change over the course of the late twentieth century? Using primary and archival material and oral histories of the members, it analyzes their dynamics, goals, and stakes in ideas about limits to growth and a finite Earth. Centering on the diverse personal stories and experiences of former activists reveals their unique motivations for joining their respective groups, why they advocated for such different approaches to the limits to growth, and how their drive for a better future continued long after popular enthusiasm for zero growth and space settlement waned by the late 1970s.</p>

<p>This dissertation is concerned with two of the largest questions that we can ask about the nature of physical reality: first, whether physical reality begin to exist and, second, what criteria would physical reality have to fulfill in order to have had a beginning? Philosophers of religion and theologians have previously addressed whether physical reality began to exist in the context of defending the Kal{\'a}m Cosmological Argument (KCA) for theism, that is, (P1) everything that begins to exist has a cause for its beginning to exist, (P2) physical reality began to exist, and, therefore, (C) physical reality has a cause for its beginning to exist. While the KCA has traditionally been used to argue for God's existence, the KCA does not mention God, has been rejected by historically significant Christian theologians such as Thomas Aquinas, and raises perennial philosophical questions -- about the nature and history of physical reality, the nature of time, the nature of causation, and so on -- that should be of interest to all philosophers and, perhaps, all humans. While I am not a religious person, I am interested in the questions raised by the KCA. In this dissertation, I articulate three necessary conditions that physical reality would need to fulfill in order to have had a beginning and argue that, given the current state of philosophical and scientific inquiry, we cannot determine whether physical reality began to exist.</p>

A análise do distanciamento entre as orientações teóricas das instâncias decisórias (ID) sobre a inclusão da abordagem dos aspectos da História e Filosofia da Ciência no Ensino de Ciências Naturais (HFCECN) constitui o nosso objetivo de investigação, cujo problema foi identificar as ID e saber em que elas se distanciavam entre si em relação à HFCECN. Para tal, delimitamos o estudo de caso único qualitativo, tendo o Brasil como unidade caso sob o aspecto da HFCECN, cujas múltiplas unidades de análise foram as ID. Para coleta e análise de dados utilizamos a entrevista semiestruturada com especialistas, a análise de conteúdo e a análise documental. Da investigação resultou a identificação de quatro ID em relação à HFCECN, das quais três foram analisadas e identificamos que elas apresentam desconexão/discrepância metodológica e epistemológica de perspectivas diferentes, portanto, a convergência entre as ID está longe de ocorrer na realidade material do sistema educacional, o que pode inviabilizar a efetiva HFCECN. Os regulamentos oficiais apontam para a contextualização externa (sociocultural) e as pesquisas parecem assumir a HFC como conteúdo no ensino de ciências naturais, porém, dos 72 trabalhos de pesquisa analisados, 34 apontam para contextualização interna; 16, criticidade; 9, motivação; 8, contextualização externa. Na formação docente, a maioria das disciplinas aponta para contextualização interna (7); as percepções dos docentes formadores apontam para instrumentação didática e criticidade e uma abordagem da HFC enquanto perspectiva de reflexão crítica. As três ID constituem seus próprios cenários ontológico, político e decisório, formam uma constelação bicondicional com rupturas de sequência comunicativa e tomada de decisões. A realidade escolar não tem sido considerada enquanto instância decisória e nem consultada o suficiente para tomada de decisões e prescrições das três ID. Finalmente, apresentamos algumas reflexões e perspectivas propositivas sobre o tema. / Our research goal is to analyze the detachment of the theoretical orientations from the decision-making institutions (DMIs) with regards to the inclusion of aspects of the approach of History and Philosophy of Science in the Teaching of Natural Sciences (HPSTNS), in order to identify the decision-making institutions and learn where they distanced themselves from each other regarding HPSTNS. Thus, a single qualitative case was delimited, using Brazil as a study unit under the HPSTNS aspect and the DMIs as multiple analyses units. To collect and examine the data, semi-structured interviews with experts, content and documentation analysis were used. The outcome of the research was the identification of four decision makers related to HPSTNS, of which three were analyzed. We concluded that they exhibit methodological and epistemological disconnection/discrepancy with different perspectives, therefore, the convergence between the DMIs is far from occurring in the educational systems actual material, rendering unfeasible the effective HPSTNS. The official rules point to an external contextualization (social-cultural) and the research appears to assume the HPS as the natural science teaching content. However from the 72 research papers analyzed: 34 showed internal contextualization; 16, criticisms; 9, motivations; and 8, external contextualization. In teacher education, most of the courses point to the internal context (7), the teachers perceptions indicate didactic instrumentation, and criticism is an HPS approach as a perspective of critical reflection. The three DMIs constitute their own ontological, political and decision-making scenario, they form a bi-conditional constellation with communicative sequence and decision making disruptions. The school reality has not been considered as a Decision-Making Institution nor sufficiently consulted for the recommendations of decisions and directives of those three (DMIs). Finally, we offer some reflections and proactive perspectives on the subject.

Made available in DSpace on 2014-12-17T15:05:01Z (GMT). No. of bitstreams: 1 WesleyCO_DISSERT.pdf: 6721230 bytes, checksum: 88cae54372de377ee09da74089205341 (MD5) Previous issue date: 2013-06-10 / In last decades, the importance of including the contents of the Nature of Science (NOS) in Science Education has been emphasized. Several studies have focused on investigating the conceptions of NOS, supported by students and teachers, as well as design, implement and evaluate proposals that aim to provide a reflection on this theme in the educational context. Considering the complexity of such content, studies indicate the need for explicit and contextualized approaches and the History of Science (HS) is one of the possible paths to this inclusion. We started from the premise that, through a historical study, that aims to discuss the meaning and the basis of our "beliefs", we can know the process of building on what we "believe" and better understand its meaning. This thesis is part of this perspective, proposing to explore the History of the Vacuum, a themed high didactic potential still little used, in order to collaborate with the teaching content of NOS. We present actions on different fronts that originated three products in the context of this research. On the first front, we insert the research and production of instructional materials (three historical texts) to subsidize people interested in the implementation of HPS for educational context through this material. The relevance of this front is justified by the existence of gaps with regard to the production of such material for the context of teacher training. However, we consider that the preparation of instructional material of good quality and accessible does not guarantee that these resources will be used, if they will not be accompanied by discussions in teacher training, on how to use them, contexts and obstacles to be faced. The second part presented refers to the organization and implementation of a workshop for undergraduate students in physics and physics teachers, considering the instrumentalization of these individuals to the preparation and use of teaching strategies to approach aspects of NOS through episodes of History of the Vacuum, as well as the preparation of the text orientation for people interested in implementing the instructional material for secondary education. This guidance text contemplates the difficulties anticipated by the literature of the area and the main challenges faced by the participants about the didactic transposition of HPS for the educational context they were noted during the workshop. The relevance of this second front, in particular, is justified by the existence of gaps with regard to the inclusion of the theme of NOS and the HPS teacher training / Nas ?ltimas d?cadas, a import?ncia de incluir conte?dos de Natureza da Ci?ncia (NdC) no ensino de ci?ncias tem sido enfatizada. Diversos trabalhos tem se preocupado em investigar as concep??es sobre NdC sustentadas por alunos e professores, bem como em elaborar, implementar e avaliar propostas cujos objetivos se relacionam a propiciar espa?os de reflex?o sobre essa tem?tica no contexto educacional. Dada a complexidade desses conte?dos, estudos apontam a necessidade de abordagens explicitas e contextualizadas dos mesmos, sendo a Hist?ria da Ci?ncia (HC) um dos poss?veis caminhos para essa inser??o. Partiu-se da premissa de que, por meio de um estudo hist?rico, que visa discutir o significado e a base de nossas cren?as , pode-se conhecer o processo de constru??o do que acreditamos e entender melhor o seu significado. A presente disserta??o se insere nessa perspectiva, propondo, com o objetivo de colaborar com o ensino de conte?dos de NdC, explorar a Hist?ria do V?cuo, tem?tica de alto potencial did?tico ainda pouco utilizado. Apresentaram-se a??es em diferentes frentes que originaram tr?s produtos no ?mbito do presente trabalho. Na primeira frente, inseriu-se a pesquisa e a produ??o de materiais instrucionais (tr?s textos hist?ricos) para subsidiar interessados na transposi??o da HFC para o contexto educacional a partir do referido material. A relev?ncia dessa frente, em particular, se justifica pela exist?ncia de lacunas no que diz respeito ? produ??o desse tipo de material para o contexto de forma??o de professores. Considerou-se, no entanto, que a elabora??o de material instrucional acess?vel e de boa qualidade n?o ? garantia de que esses recursos venham a ser empregados se n?o forem acompanhados de discuss?es, na forma??o dos professores, sobre como utiliz?-los, contextos e obst?culos a serem enfrentados. Partindo desse pressuposto, a segunda vertente apresentada diz respeito ? organiza??o e implementa??o de uma oficina para licenciandos e professores de F?sica, tendo em vista a instrumentaliza??o desses indiv?duos para a elabora??o e uso de estrat?gias did?ticas para abordagem de aspectos de NdC por meio de epis?dios da Hist?ria do V?cuo, bem como a elabora??o do texto de orienta??o aos interessados em transpor o material instrucional para o Ensino M?dio. Esse texto de orienta??o contempla as dificuldades previstas pela literatura da ?rea (FORATO, 2009) e os principais desafios enfrentados pelos participantes acerca da transposi??o did?tica da HFC para o contexto educacional, que foram notados durante a oficina. A relev?ncia dessa segunda frente, em particular, se justifica pela exist?ncia de lacunas no que diz respeito ? inser??o da tem?tica NdC e da pr?pria HFC na forma??o de professores

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-01T18:39:34Z No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Approved for entry into archive by Renata Lopes (renatasil82@gmail.com) on 2018-11-06T13:35:47Z (GMT) No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Made available in DSpace on 2018-11-06T13:35:47Z (GMT). No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) Previous issue date: 2018-08-24 / Este trabalho tem a finalidade de propor uma sequência didática, com abordagem histórico-filosófica, utilizando-se de experimentos e demonstrações históricas na introdução de conceitos do eletromagnetismo no Ensino Médio. Através desta sequência didática, apresenta-se aos estudantes do Ensino Médio o conceito de ondas eletromagnéticas, numa dinâmica histórica que inclui discussões a respeito da natureza da ciência. O experimento histórico escolhido didaticamente como central é o experimento demonstrativo de Oliver Lodge, que projetou um sistema efetivo de recepção das ondas eletromagnéticas cuja principal inovação foi o emprego do coesor no lugar da antena de Hertz. Nessa dissertação, assume-se uma perspectiva pedagógica que se aproxima da Pedagogia Histórico-Crítica (PHC) na medida em que considera a difusão dos conteúdos, vivos e atualizados e a transmissão de conhecimentos historicamente acumulados pela humanidade, tarefas centrais da Educação. Constatamos uma afinidade entre a PHC e o ensino de ciências e concluímos que o referencial da PHC pode subsidiar o uso da História e da Filosofia da Ciência no ensino de ciências. Por fim, apresenta-se um relato e avaliação do desenvolvimento e aplicação efetiva da sequência didática proposta em sala de aula. O Produto Educacional desenvolvido neste trabalho de mestrado consiste na sequência didática e sua descrição, dos textos e questionários utilizados nas aulas e do texto de apoio ao professor. / This work has the goal of proposing a didactic sequence, with historical-philosophical approach, using experiments and historical demonstrations in the introduction of electromagnetism concepts in High School. Through this didactic sequence, the students of high school are presented to the concept of electromagnetic waves, in a historical dynamic that includes discussions about the nature of science. The historical experiment chosen didactically as central is the Oliver Lodge's demonstrative experiment, which designed an effective system for receiving electromagnetic waves whose main innovation was the use of the coesor instead of the Hertz’s antenna. In this dissertation, is assumed a pedagogical perspective that approaches the Historical-Critical Pedagogy (PHC) insofar as it considers the dissemination of live and up-to-date contents and the transmission of knowledge historically accumulated by humanity, central tasks of Education. We verified an affinity between the PHC and the Science Teaching and we concluded that the PHC referential can subsidize the use of History and Philosophy of Science in Science Teaching. Finally, a report and evaluation of the development and effective application of the didactic sequence proposed in the classroom is presented. The Educational Product developed in this master's work consists of the didactic sequence and its description, in the texts and questionnaires used in the classes and in the text to support the teacher.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Science Teaching in Brazil has been increasingly acknowledged as a research field and has also been seeking for alternatives to improve scientific education in all levels. One of the research fields is the incorporation of History and Philosophy of Science (HFC) in education, which has received significant attention by government guidelines and researchers in the field. This work presents the results obtained by the implementation of a HFC related didactic module with undergraduate students from UFSM s course of Physics. The purpose of this work was to evaluate the use of Scientists Original Texts (TOC) and History of Scientific Ideas Texts (THIC) in Science Teaching, more specifically in Physics Teaching. In order to subsidize the elaboration of the module, we performed a research in the field magazines and events, trying to ascertain to what extent these publications concern class works and which are the resources used. The results were classified in classroom approaches or HFC subsidies. The results show that there is a low number of classroom approaches, and the main resources for HFC use in the classroom are texts. The results also show that there are almost no reports of the use of TOC and THIC in undergraduate courses. Optics was the chosen theme and conceptual aspects, nature of science aspects and the aspects concerning the requirements of teacher formation were considered. The results, obtained by the application of questionnaires during the length of classes, have indicated an advancement concerning students conceptions about science. They also have indicated that few students succeeded in using the discussions about Optics conceptual contents in the questions proposed. According to the research analysis, there was great acceptance about the texts, especially the ones concerning THIC. Based on the results, we propose didactic module changes and other possible research developments. / O Ensino de Ciências no Brasil tem se afirmado cada vez mais como campo de pesquisa e buscado incorporar os resultados das pesquisas ao longo dos anos para melhorar a educação científica em todos os níveis de Ensino. Uma das linhas de trabalho diz respeito à incorporação de História e Filosofia da Ciência (HFC) ao Ensino das Ciências, que tem ganhado significativa atenção por parte das orientações governamentais e também dos pesquisadores da área. O presente trabalho apresenta os resultados obtidos com a implementação de um módulo didático relacionado à HFC com alunos do curso de Licenciatura em Física da UFSM. O objetivo do trabalho foi avaliar a utilização de Textos Originais de Cientistas (TOC) e Textos sobre a História das Ideias da Ciência (THIC) no Ensino de Ciências, nesse caso, mais especificamente no Ensino de Física. Visando subsidiar a elaboração do módulo foi realizada uma pesquisa em periódicos e eventos da área que buscou verificar em que medida essas publicações contemplam o trabalho em sala de aula e quais são os recursos empregados para este trabalho. Esses resultados, que foram classificados em propostas para a sala de aula ou subsídios ao trabalho com HFC, mostraram que é reduzido o número de propostas para sala de aula sendo que os principais recursos utilizados no trabalho com HFC em sala de aula são textos. Os resultados também indicaram que praticamente não há relatos de utilização de TOC e THIC no Ensino Superior. O tema escolhido foi ótica e a proposta procurou associar aspectos conceituais desse assunto, aspectos sobre a natureza da ciência e aspectos relativos às necessidades formativas de professores. Os resultados, obtidos por meio da análise de questionários aplicados durante a execução das aulas indicaram um avanço em relação às concepções dos alunos sobre a Ciência. Também indicaram que poucos alunos conseguiram utilizar as discussões sobre os conteúdos conceituais de ótica nas questões propostas. Da análise realizada do trabalho desenvolvido constata-se uma grande aceitação dos alunos, principalmente em relação aos THIC. A partir dos resultados obtidos são propostas modificações no módulo didático e outros possíveis desdobramentos da pesquisa.

In 2016 the Ministry of Education in British Columbia (BC), Canada introduced the topics of quantum mechanics (QM) into the Grade 8 science curriculum. Science teachers with or without QM background are expected to learn and teach QM. Stemming from a constructivist theoretical framework, this in-depth exploratory case study explores the processes of learning and teaching the topics of QM by asking: “How does a Grade 8 science teacher learn to teach QM?” The purpose was to understand the teacher’s QM learning process, the development of pedagogical content knowledge (PCK) in QM and teacher’s views of the nature of science (NOS). The data was collected through multiple sources and analyzed by using thematic analysis. The themes were identified under five main categories: 1) the development of PCK in QM is complex, 2) the student-centered approach mandated in the redesigned curriculum may be limiting, 3) the nature of learning QM is not different than learning other subjects, 4) middle school science education is inconsistent with the current level of scientific knowledge, and 5) the development of informed views of NOS requires an accumulation and synthesis of prior knowledge in history and philosophy of science (HPS). The study proposes two previously unexplored integral aspects of PCK framework, since: the ‘allotted time’ in learning and teaching a subject and ‘pre-PCK’ change the nature of PCK development. The term pre-PCK was coined referring to the specific content oriented and student-centered activities that take place before the class with the goal of establishing an effective basis for the PCK development. The insights emerging from the study would be of interest to other Grade 8 science teachers in BC, pre-service teacher program coordinators at the universities, and the Ministry of Education in BC to provide institutional support. This study would also contribute to closing the knowledge and communication gaps between the fields of science, science education practice and science education research. / Graduate

A análise do distanciamento entre as orientações teóricas das instâncias decisórias (ID) sobre a inclusão da abordagem dos aspectos da História e Filosofia da Ciência no Ensino de Ciências Naturais (HFCECN) constitui o nosso objetivo de investigação, cujo problema foi identificar as ID e saber em que elas se distanciavam entre si em relação à HFCECN. Para tal, delimitamos o estudo de caso único qualitativo, tendo o Brasil como unidade caso sob o aspecto da HFCECN, cujas múltiplas unidades de análise foram as ID. Para coleta e análise de dados utilizamos a entrevista semiestruturada com especialistas, a análise de conteúdo e a análise documental. Da investigação resultou a identificação de quatro ID em relação à HFCECN, das quais três foram analisadas e identificamos que elas apresentam desconexão/discrepância metodológica e epistemológica de perspectivas diferentes, portanto, a convergência entre as ID está longe de ocorrer na realidade material do sistema educacional, o que pode inviabilizar a efetiva HFCECN. Os regulamentos oficiais apontam para a contextualização externa (sociocultural) e as pesquisas parecem assumir a HFC como conteúdo no ensino de ciências naturais, porém, dos 72 trabalhos de pesquisa analisados, 34 apontam para contextualização interna; 16, criticidade; 9, motivação; 8, contextualização externa. Na formação docente, a maioria das disciplinas aponta para contextualização interna (7); as percepções dos docentes formadores apontam para instrumentação didática e criticidade e uma abordagem da HFC enquanto perspectiva de reflexão crítica. As três ID constituem seus próprios cenários ontológico, político e decisório, formam uma constelação bicondicional com rupturas de sequência comunicativa e tomada de decisões. A realidade escolar não tem sido considerada enquanto instância decisória e nem consultada o suficiente para tomada de decisões e prescrições das três ID. Finalmente, apresentamos algumas reflexões e perspectivas propositivas sobre o tema. / Our research goal is to analyze the detachment of the theoretical orientations from the decision-making institutions (DMIs) with regards to the inclusion of aspects of the approach of History and Philosophy of Science in the Teaching of Natural Sciences (HPSTNS), in order to identify the decision-making institutions and learn where they distanced themselves from each other regarding HPSTNS. Thus, a single qualitative case was delimited, using Brazil as a study unit under the HPSTNS aspect and the DMIs as multiple analyses units. To collect and examine the data, semi-structured interviews with experts, content and documentation analysis were used. The outcome of the research was the identification of four decision makers related to HPSTNS, of which three were analyzed. We concluded that they exhibit methodological and epistemological disconnection/discrepancy with different perspectives, therefore, the convergence between the DMIs is far from occurring in the educational systems actual material, rendering unfeasible the effective HPSTNS. The official rules point to an external contextualization (social-cultural) and the research appears to assume the HPS as the natural science teaching content. However from the 72 research papers analyzed: 34 showed internal contextualization; 16, criticisms; 9, motivations; and 8, external contextualization. In teacher education, most of the courses point to the internal context (7), the teachers perceptions indicate didactic instrumentation, and criticism is an HPS approach as a perspective of critical reflection. The three DMIs constitute their own ontological, political and decision-making scenario, they form a bi-conditional constellation with communicative sequence and decision making disruptions. The school reality has not been considered as a Decision-Making Institution nor sufficiently consulted for the recommendations of decisions and directives of those three (DMIs). Finally, we offer some reflections and proactive perspectives on the subject.

The purpose of this study as been to contribute to the emerging interdisciplinary field of historical sleep studies, which spans the biological and social sciences, legal studies, and the humanities. As an interdisciplinary scholar based primarily in the humanities, my goals have been twofold: to develop a critical archive for the use of scholars in this emerging field; and to demonstrate how that archive might be used to productive effect in literary studies. To that end, this project begins with a critical introduction to the field of sleep studies and its relationship to eighteenth- and nineteenth-century thought and follows with two distinct but connected sections: the archive itself and a short series of literary case-studies drawn from across the eighteenth and nineteenth centuries. My hope is that these case studies will show how the materials in the archive allow literary scholars to produce new insights about familiar, canonical texts. <br>