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  • MPI Ethno. Forsch.  (25)
  • History  (13)
  • Education  (12)
  • Monografische Reihe
  • Physics
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  • 1
    ISBN: 9783832554781
    Language: Undetermined
    Pages: 1 Online-Ressource
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    Keywords: Education ; Physics ; Masse ; Spezielle Relativitätstheorie ; Kontroverse ; Physikunterricht ; Physiklehrer ; Physiklehrerin ; Lehramtsstudent ; Lehramtsstudentin ; Studie
    Abstract: Erkenntnisgewinnung ist in den Naturwissenschaften untrennbar mit wissenschaftlichen Kontroversen verknüpft, die auch für den Physikunterricht einen Bildungswert besitzen, insbesondere im Hinblick auf kritische Urteilsbildung, Multiperspektivität und ein angemessenes Nature-of-Science-Verständnis. Basierend auf einer Charakterisierung wissenschaftlicher Kontroversen wird am Beispiel der Frage nach der Relativität der Masse in der Speziellen Relativitätstheorie in einer explorativ-qualitativen Studie untersucht, wie Physiklehrkräfte und Physiklehramtsstudierende mit einer solchen Kontroverse umgehen und inwieweit sie deren Bildungswert nutzen. Dazu werden sowohl Gedankenauflistungen, die von den Befragten nach dem Lesen von Textmaterialien zu den unterschiedlichen Fachpositionen erstellt wurden, als auch Antworten zu verschiedenen Textvignetten mit Hilfe der qualitativen Inhaltsanalyse ausgewertet. Insgesamt zeigt sich, dass die Studierenden häufiger offen gegenüber den kontroversen fachwissenschaftlichen Positionen sind als die Lehrkräfte. Unterschiede in Bezug auf die Realisierung des Bildungswertes im Unterrichtskontext werden mithilfe von fünf Typen systematisch beschrieben. Ein Großteil der Befragten weist dabei Ansätze zur Umsetzung von Kontroversität im Physikunterricht auf. Die Mehrheit vertritt auch eine eigene fachwissenschaftliche Position und ein Teil der Befragten nutzt die wissenschaftliche Kontroverse zur Thematisierung von Nature-of-Science-Aspekten.
    Note: German
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  • 2
    ISBN: 9783658171230
    Language: German
    Pages: Online-Ressource (XXVI, 410 S. 41 Abb, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Tajmel, Tanja ISBN Naturwissenschaftliche Bildung in der Migrationsgesellschaft
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    Keywords: Language and education ; Science education ; Educational sociology ; Education and sociology ; Sociology, Educational ; Education ; Education ; Language and education ; Science education ; Educational sociology ; Education and sociology ; Sociology, Educational ; Hochschulschrift ; Physikunterricht ; Einwanderer ; Fremdsprachenlernen
    Abstract: Tanja Tajmel entwickelt eine intersektionale Perspektive auf naturwissenschaftliche Bildung und Physikunterricht im Kontext von Migration und Mehrsprachigkeit. Ausgehend vom Recht auf Bildung und unter Einbeziehung sozial- und sprachwissenschaftlicher Ansätze argumentiert die Autorin analytisch-theoriebildend die Grundzüge einer ‚Reflexiven Physikdidaktik‘, deren Anliegen ein diskriminierungsfreier Zugang zu Bildung ist. Mit der Modellierung einer ‚kritisch-reflexiven Sprachbewusstheit‘ legt die Autorin die Grundlage für eine reflexive Praxis der schulischen Sprachbildung, die sie an Beispielen exploriert. Der Inhalt Disparitäten der naturwissenschaftlichen Bildung als soziale Ungleichheit Diversität, Differenz und Macht in der physikdidaktischen Forschung Fachkultur und Sprache als Barrieren des Bildungszugangs Deutsch als Zweitsprache und Critical Language Awareness Kritische Sprachbewusstheit als reflexive Professionalität Die Zielgruppen Dozierende und Studierende des Lehramts, insbesondere naturwissenschaftlicher Fächer, sowie der Bereiche Sprachbildung und Deutsch als Zweitsprache Praktikerinnen und Praktiker im Bereich Schule sowie in der Aus- und Fortbildung von Lehrkräften Die AutorinTanja Tajmel promovierte im Fachbereich Didaktik der Physik an der Humboldt-Universität zu Berlin und ist Dozentin für Deutsch als Zweitsprache. Zu ihren Forschungsschwerpunkten zählen Sprache im Fachunterricht und Diskriminierung im Zugang zu naturwissenschaftlicher Bildung
    Abstract: Disparitäten der naturwissenschaftlichen Bildung als soziale Ungleichheit -- Diversität, Differenz und Macht in der physikdidaktischen Forschung -- Fachkultur und Sprache als Barrieren des Bildungszugangs -- Deutsch als Zweitsprache und Critical Language Awareness -- Kritische Sprachbewusstheit als reflexive Professionalität
    Note: Literaturverzeichnis: Seite 385-431
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  • 3
    ISBN: 9783531195469
    Language: German
    Pages: 1 Online-Ressource (VII, 248 Seiten) , Illustrationen
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Gebhard, Ulrich, 1951 - Pädagogik der Naturwissenschaften
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    Keywords: Teaching ; Education ; Education ; Teaching ; Education ; Teaching ; Teaching and Teacher Education ; Naturwissenschaftlicher Unterricht ; Physikunterricht ; Chemieunterricht ; Biologieunterricht ; Naturwissenschaftlicher Unterricht ; Physikunterricht ; Chemieunterricht ; Biologieunterricht
    Abstract: Eine „Pädagogik der Naturwissenschaften“ fragt einerseits nach gelingendem Lernen und andererseits nach gelingender Bildung mit und durch die Naturwissenschaften. Wenn Lernen und Bildung gelingen sollen, dann wird sich die fachdidaktische Aufmerksamkeit sowohl auf das Subjekt als auch auf das Objekt von Lernen und Bildung im naturwissenschaftlichen Fachunterricht richten müssen. In der Verschränkung von Subjektivierung und Objektivierung sehen wir den fruchtbaren Moment naturwissenschaftlicher Bildungsprozesse, die damit eine gleichermaßen pädagogische wie politische Dimension erhalten. In diesem Buch werden die wesentlichen, theoretisch gehaltvollen Elemente einer kritischen wie modernen Naturwissenschaftsdidaktik diskutiert. Die Lektüre des Buches soll die pädagogisch-didaktische Haltung von Fachdidaktikerinnen und Fachdidaktikern, Studierenden und Lehrkräften inspirieren und theoretisch unterfüttern. Daher akzentuieren wir wesentliche Prämissen, theoretische Grundlegungen und Ziele des naturwissenschaftlichen Unterrichts. Zentrale Problemstellungen einer „Pädagogik der Naturwissenschaften“ werden aus einer integrativen Perspektive bearbeitet. Dabei werden sowohl Bezüge zum disziplinären Physik-, Chemie- und Biologieunterricht als auch zu einem integrierten Fach Naturwissenschaft hergestellt. Ein klarer Theoriebezug steht dabei in einem ausgewogenen Verhältnis zu empirischen Forschungsbefunden und zu Praxisempfehlungen. Die Autoren Dr. Ulrich Gebhard ist Professor für Erziehungswissenschaft unter besonderer Berücksichtigung der Didaktik der Biowissenschaften an der Universität Hamburg. Dr. Dietmar Höttecke ist Professor für Didaktik der Erziehungswissenschaften unter besonderer Berücksichtigung der Didaktik der Physik an der Universität Hamburg. Dr. Markus Rehm ist Professor für Didaktik der Naturwissenschaften an der Pädagogischen Hochschule Heidelberg
    Abstract: Einführung -- Was ist Naturwissenschaft?- Bildungstheoretische Grundlegung -- Naturwissenschaft, Ideologie, Unterricht -- Bildungsstandards und Kompetenzorientierung -- Naturwissenschaftlicher Unterricht -- Alltag und Wissenschaft -- Sprache, Begriff, Denken -- Natur und Naturbeziehung -- Urteilen, Entscheiden, Kommunizieren -- Lernen über die Natur der Naturwissenschaft -- Naturwissenschaften lernen, Naturwissenschaften verstehen -- Vom gefächerten zum integrierten Unterricht
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  • 4
    ISBN: 9783658118518
    Language: German
    Pages: 1 Online-Ressource (IX, 43 Seiten) , Illustrationen
    Series Statement: essentials
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Haardiek, Annika, 1985 - Philosophie und Physik am außerschulischen Lernort
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    Keywords: Education ; Philosophy and science ; Science education ; Physics ; Education ; Philosophy and science ; Science education ; Physics
    Abstract: Dieses essential zeigt am Beispiel des innovativen Projekts „Selberdenken!“ auf, wie eine Verbindung von Naturwissenschaft und Philosophie auf der Basis von forschend-entdeckendem Lernen und explorativem Experimentieren an Schule und Hochschule gelingt. Fragen wie „Was denkt man, wenn man nach den Bausteinen der Materie sucht?“ und „Wie schafft man es, Daten durch die Luft zu transportieren?“ bieten dabei das Potenzial, Jugendliche für ein tiefgreifendes Verständnis unserer technisierten Welt zu begeistern. Motor für diese kritisch-neugierige Perspektive ist die Naturphilosophie, die auf lebendige Weise neben der fachlichen Dimension auch die Hintergründe von Naturwissenschaft thematisiert. Der Inhalt Ansichten über die Natur der Naturwissenschaften Grundlagen der Naturphilosophie „Selberdenken!“ – Ein Projektkurs am außerschulischen Lernort Die Zielgruppen Studierende und Dozierende der Lehramtsstudiengänge, insbesondere der Naturwissenschaften und der Philosophie Lehrende und Dozierende an Schulen und Hochschulen, Pädagogen Die Autorinnen Annika Kruse, M.Sc. Physik, promoviert am Schülerlabor MExLab Physik in Münster und ist dort für die Koordination sowie die Entwicklung des Workshopangebots zuständig. Cornelia Denz ist Professorin am Institut für Angewandte Physik der Westfälischen Wilhelms-Universität Münster (WWU). Sie ist Leiterin des Schülerlabors MExLab Physik sowie Prorektorin für Internation ales und wissenschaftlichen Nachwuchs an der WWU. .
    Description / Table of Contents: Was Sie in diesem Essential finden können; Vorwort ; Inhaltsverzeichnis; Kapitel-1; Einleitung; Literatur; Kapitel-2; Ansichten über die Natur der Naturwissenschaften; 2.1 Analyse der Misskonzepte über die Natur der Naturwissenschaften bei Jugendlichen; 2.2 Allgemeine Charakteristika eines Unterrichts zur Natur der Naturwissenschaft; Literatur; Kapitel-3; Grundzüge und Anwendung der Naturphilosophie; 3.1 Wissenschaftstheorie und die Naturwissenschaften; 3.2 Naturphilosophie und Physikdidaktik; Literatur; Kapitel-4; Selberdenken! - Ein Workshopkonzept am außerschulischen Lernort
    Description / Table of Contents: 4.1 Perspektiven an Schülerlaboren4.2 Der Projektkurs „Selberdenken!"; 4.3 Themen für ein Projekt zur Naturphilosophie; 4.4 Detaillierte Workshopbeispiele aus Selberdenken; Literatur; Kapitel-5; Fazit und Ausblick; Was Sie aus diesem Essential mitnehmen können
    Note: Description based upon print version of record
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  • 5
    Book
    Book
    Cambridge, Massachusetts : Harvard University Press
    ISBN: 9780674286146
    Language: English
    Pages: 279 Seiten , 25 cm
    DDC: 389/.17
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    Keywords: Time Systems and standards ; History ; Time Sociological aspects ; Globalization ; Theorie ; Naturwissenschaften ; Technikphilosophie ; Zeit ; System ; Norm ; Geschichte ; Sozialphilosophie ; Globalisierung ; Zeit ; Standardisierung ; Wahrnehmung ; Geschichte 1870-1950
    Abstract: "This book is a revisionist account of attempts to unify clock times, calendars, and social time, and a methodological intervention in discussions about writing global and transnational history. The book uses the reform of time between 1870 and 1950 as a lens through which to understand the dynamics of globalization. Based on research in archives around the world in multiple languages, individual chapters take the story of uniform time to France and Germany, Britain, the British Empire/German colonies/Latin America, British India, Arab elites in the Levant, Muslim scholars in Egypt, and to the League of Nations. The author shows how cross-border flows of ideas and concepts of uniform time resulted in a nationalization and regionalization of temporal identities. As a consequence, uniform, accurate clock time remained nonstandardized, unstable, and incomplete as late as the 1930s and 1940s. Calendar reform, just as vivid and vast a field of activism as clock time, never came to pass altogether due to strong national and religious objections to a uniform World Calendar. When ideas about uniform time moved across borders and continents, they often did so along lateral, informal trajectories of transmission. Local initiatives often preceded national time politics. Top-down attempts to devise time reform schemes at international conferences, to implement them nationally, and assure application in the most remote local contexts rarely succeeded. Rather, globalization disheveled such hierarchies of the international, the national, and the local. The book, then, emphasizes the importance of nationalism and states as well as attention to scale in writing the history of global flows and connections"--
    Description / Table of Contents: Introduction -- National times in a globalizing world -- Saving social time -- From national to uniform time around the globe -- A battle of colonial times -- Comparing time management -- Islamic calendar times -- One calendar for all -- Conclusion.
    Note: Literaturangaben. - Index
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  • 6
    Online Resource
    Online Resource
    Wien : Böhlau
    ISBN: 9783205795124
    Language: German
    Pages: 1 electronic resource (378 Seiten p.)
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    Keywords: History
    Abstract: At the end of the 19th and beginning of the 20th century, a new sub-field of physics and chemistry emerged centering on radioactivity. Its disciplinary structures were slow to crystallize. The early phase of this field was characterized by substantial international exchange between the European centers in Vienna, Paris, Berlin and Cambridge and a concomitant high degree of transdisciplinarity. Research on radioactivity was also marked by an unusual openness in respect to gender and gender politics. The volatile political and social context of nuclear research, which abruptly changed several times, acted to further, impede or block these initiatives to transcend diverse boundaries in science, politics, and society. The two central questions of the present project are: How did the agendas and foci of Austrian nuclear research, and the styles of work of the scientists, change within the framework of international cooperation and competition? How were these developments dynamically linked with the political, social and cultural shifts in European history in the 20th century? The historical analysis starts with the founding of the Vienna Institute for Radium Research (IRR), including the institutes for physics at the University of Vienna that worked in close cooperation with the IRR. The period under investigation extends from the late years of the Austrian-Hungarian Empire to World War I, the era of "Red Vienna," the "state of estates" (Ständestaat) and the Nazi dictatorship, down to the full restoration of Austrian sovereignty in 1955. The study will include systematic transnational comparisons with the other centers of European nuclear research, based in part on existing literature from the history of science, as well as exact reconstructions of the bilateral and multilateral cooperative links and relations with the international scientific community. In this way, the proposed project is expected to go beyond the historical reconstruction of nuclear research in Austria and shed light on the importance of nationality and internationality, both for framing politics and as mental and cultural points of reference for the behavior and actions of the scientific actors and the production of scientific knowledge under shifting constellations of war and peace, democracy and dictatorship
    Abstract: Wie veränderte sich die Radioaktivitäts- und Kernforschung in Österreich seit der Entdeckung des Kernzerfalls im späten 19. Jahrhundert bis zum Ende des Zweiten Weltkrieges? Dieses Buch bietet eine profunde Analyse lokaler Forschungstraditionen im politisch-sozialen und wirtschaftlichen Kontext. Die Studie verortet das Institut für Radiumforschung in Wien und andere österreichische Standorte der Radioaktivitäts- bzw. Kernforschung in zwei sich überlagernden Netzwerken: Einerseits im regionalen Forschungsraum der Habsburger Monarchie, der Ersten Republik und des „Dritten Reiches“ und andererseits in der globalen Gemeinschaft der „Radioaktivisten“. Sie zeigt anhand neuer Archivquellen, welche Rolle die in Österreich vorhandenen Ressourcen im globalen Netzwerk der Kernforschung spielten
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  • 7
    ISBN: 9783319050171
    Language: English
    Pages: Online-Ressource (IX, 379 p. 35 illus., 16 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Teaching and learning of energy in K-12 education
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    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Force and energy Study and teaching ; Power (Mechanics) Study and teaching ; Power resources Study and teaching ; Science Study and teaching (Elementary) ; Konferenzschrift 2013 ; Energie ; Unterricht
    Abstract: This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future? Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientists and engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy. This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena. Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.
    Description / Table of Contents: Acknowledgements; Contents; Chapter 1: Introduction: Why Focus on Energy Instruction?; 1.1 Realizing the Need for a Summit; 1.2 Structure of the Summit; 1.2.1 Goals and Participants; 1.2.2 Surfacing and Discussing Ideas; 1.2.3 Teacher Voices and a Second Summit for Teachers; 1.3 Organization of This Book; References; Part I What Should Students Know About Energy?; Chapter 2: A Physicist's Musings on Teaching About Energy; 2.1 Introduction; 2.2 The Particle Physicist's View of Energy; 2.3 Descriptions of Various Types of Energy; 2.3.1 Thermal Energy; 2.3.2 Chemical Energy
    Description / Table of Contents: 2.3.3 Mechanical and Electrical Energy2.3.4 Conservation of Mass?; 2.3.5 Energy Flows (Convection, Conduction and Radiation); 2.3.6 Nuclear Energy; 2.4 Key Energy Concepts for K-12 Science Education; 2.4.1 Only Changes in Energy Matter (Who Cares How Much You Have if Most of It Is Not Negotiable); 2.4.2 Any Change in Energy Is Balanced by Some Other Change in Energy (You Can't Make or Destroy Energy, Only Move It Around); 2.4.3 Energy Availability Governs What Can Happen (You Can't Do Anything Without Energy); 2.4.4 Energy Tends to Spread Itself Around as Much as Possible
    Description / Table of Contents: 2.5 When and How Can Students Learn About Energy?References; Chapter 3: A Space Physicist's Perspective on Energy Transformations and Some Implications for Teaching About Energy Conservation at All Levels; 3.1 Introduction; 3.2 Magnetic Reconnection: Energy in Fields; 3.3 The Energy Transport Equation in Magnetohydrodyamics: Energy Conservation and Transfer; 3.4 Conclusions; References; Chapter 4: Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes; 4.1 Introduction; 4.2 A Key Goal: Using Energy Conservation as an Analytical Tool
    Description / Table of Contents: 4.3 Challenges and Instructional Supports4.3.1 Understanding the Purpose of the Concept of Energy; 4.3.1.1 Developing a Sense of Necessity About Energy Conservation; 4.3.1.2 Quasi-quantitative Representations of Energy; 4.3.2 Identifying Forms of Energy in Living Systems; 4.3.3 Tracing Energy Separately from Matter; 4.4 Conclusion; References; Part II What Does the Research Say About the Teaching and Learning About Energy?; Chapter 5: Teaching and Learning the Physics Energy Concept; 5.1 Introduction; 5.2 Energy - A Core Physics Concept; 5.2.1 On the Energy Concept in Physics
    Description / Table of Contents: 5.2.2 Four Basic Ideas of the Energy Concept5.2.3 On the Nature of the Four Basic Ideas; 5.2.4 On the Relation of the Four Basic Ideas to Standards and Instruction; 5.3 Conceptualizations of Energy; 5.3.1 Energy Is an Abstract Accounting Quantity; 5.3.2 Energy Is the Ability to Do Work; 5.3.3 Energy Is the Ability to Cause Changes; 5.3.4 Energy Is the Ability to Produce Heat; 5.3.5 Energy Is a General Kind of Fuel; 5.3.6 The Conceptualist and the Materialist Distinction; 5.3.7 Energy Is a Substance-Like Quantity; 5.3.8 Energy Forms; 5.4 Findings of Studies on Teaching and Learning Energy
    Description / Table of Contents: 5.4.1 On the State of Research in the Early 1990s
    Note: Description based upon print version of record
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  • 8
    Online Resource
    Online Resource
    Cham : Springer International Publishing
    ISBN: 9783319024387
    Language: English
    Pages: Online-Ressource (XVII, 310 p. 81 illus., 3 illus. in color, online resource)
    Series Statement: Archimedes, New Studies in the History and Philosophy of Science and Technology 36
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. McCormmach, Russell, 1933 - The personality of Henry Cavendish - a great scientist with extraordinary peculiarities
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    Keywords: Science History ; Chemistry ; History ; Consciousness ; Science, general ; Science History ; Chemistry ; History ; Consciousness ; Cavendish, Henry 1731-1810 ; Cavendish, Henry 1731-1810 ; Biografie
    Abstract: Profiles the eminent 18th century natural philosopher Henry Cavendish, best known for his work in chemistry and physics and one of the most baffling personalities in the history of science. In these chapters we are introduced to the psychology of science and of scientists and we learn about Cavendish’s life and times. His personality is examined from two perspectives: one is that he had a less severe form of autism, as has been claimed; the other is that he was eccentric and a psychological disorder was absent. Henry Cavendish lived a life of science, possibly more completely than any other figure in the history of science: a wealthy aristocrat, he became a dedicated scientist. This study brings new information and a new perspective to our understanding of the man. The scientific and non-scientific sides of his life are brought closer together, as the author traces topics including his appearance, speech, wealth, religion and death as well as Cavendish’s life of natural philosophy where objectivity and accuracy, writing and recognition all played a part. The author traces aspects of Cavendish’s personality, views and interpretations of him, and explores notions of eccentricity and autism before detailing relevant aspects of the travels made by our subject. The author considers the question “How do we talk about Cavendish?” and provides a useful summary of Cavendish’s travels. This book will appeal to a wide audience, from those interested in 18th century history or history of science, to those interested in incidences of autism in prominent figures from history. This volume contains ample relevant illustrations, several interesting appendices and it includes a useful index and bibliography.
    Description / Table of Contents: Table of ContentsList of Illustrations -- Preface -- Part I. He Always Knew What Was Right for Him -- 1. The Person -- 2. Normality, Abnormality, and Scientists -- 3. Everyday Life -- 4. Life of Natural Philosophy -- 5. Aspects of Personality -- 6. Views of Cavendish -- 7. Eccentricity -- 8. Autism -- 9. Conclusion -- Part II. He Saw What Interested Him -- 10. The Traveler -- Appendix 1. Journal of 1785 -- Appendix 2. Cavendish and Grey Family Trees -- Appendix 3. Letters between Brothers: Henry and Frederick Cavendish -- Appendix 4. Cavendish’s Houses: Clapham Common and Bedford Square -- Appendix 5. Cavendishes, Lowthers, and Holker Hall.- Appendix 6. Autism -- Appendix 7. Physical Theory and Theory of Autism -- Bibliography -- Index.
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  • 9
    ISBN: 9783205793038
    Language: German
    Pages: 1 Online-Ressource (373 Seiten)
    Series Statement: Wissenschaft, Macht und Kultur in der modernen Geschichte Band 3
    Series Statement: Wissenschaft, Macht und Kultur in der modernen Geschichte
    Parallel Title: Erscheint auch als Fengler, Silke, 1971 - Kerne, Kooperation und Konkurrenz
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    Keywords: History ; Österreich ; Kernphysik ; Internationale Kooperation ; Geschichte 1900-1950
    Abstract: Wie veränderte sich die Radioaktivitäts- und Kernforschung in Österreich seit der Entdeckung des Kernzerfalls im späten 19. Jahrhundert bis zum Ende des Zweiten Weltkrieges? Dieses Buch bietet eine profunde Analyse lokaler Forschungstraditionen im politisch-sozialen und wirtschaftlichen Kontext. Die Studie verortet das Institut für Radiumforschung in Wien und andere österreichische Standorte der Radioaktivitäts- bzw. Kernforschung in zwei sich überlagernden Netzwerken: Einerseits im regionalen Forschungsraum der Habsburger Monarchie, der Ersten Republik und des „Dritten Reiches“ und andererseits in der globalen Gemeinschaft der „Radioaktivisten“. Sie zeigt anhand neuer Archivquellen, welche Rolle die in Österreich vorhandenen Ressourcen im globalen Netzwerk der Kernforschung spielten.
    Abstract: At the end of the 19th and beginning of the 20th century, a new sub-field of physics and chemistry emerged centering on radioactivity. Its disciplinary structures were slow to crystallize. The early phase of this field was characterized by substantial international exchange between the European centers in Vienna, Paris, Berlin and Cambridge and a concomitant high degree of transdisciplinarity. Research on radioactivity was also marked by an unusual openness in respect to gender and gender politics. The volatile political and social context of nuclear research, which abruptly changed several times, acted to further, impede or block these initiatives to transcend diverse boundaries in science, politics, and society. The two central questions of the present project are: How did the agendas and foci of Austrian nuclear research, and the styles of work of the scientists, change within the framework of international cooperation and competition? How were these developments dynamically linked with the political, social and cultural shifts in European history in the 20th century? The historical analysis starts with the founding of the Vienna Institute for Radium Research (IRR), including the institutes for physics at the University of Vienna that worked in close cooperation with the IRR. The period under investigation extends from the late years of the Austrian-Hungarian Empire to World War I, the era of "Red Vienna," the "state of estates" (Ständestaat) and the Nazi dictatorship, down to the full restoration of Austrian sovereignty in 1955. The study will include systematic transnational comparisons with the other centers of European nuclear research, based in part on existing literature from the history of science, as well as exact reconstructions of the bilateral and multilateral cooperative links and relations with the international scientific community. In this way, the proposed project is expected to go beyond the historical reconstruction of nuclear research in Austria and shed light on the importance of nationality and internationality, both for framing politics and as mental and cultural points of reference for the behavior and actions of the scientific actors and the production of scientific knowledge under shifting constellations of war and peace, democracy and dictatorship
    Note: Literaturverzeichnis: Seite 340-368
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  • 10
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400743458
    Language: English
    Pages: Online-Ressource (XVIII, 338 p. 9 illus, digital)
    Series Statement: Boston Studies in the Philosophy and History of Science 282
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The mechanization of natural philosophy
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    Keywords: Philosophy (General) ; Biology Philosophy ; Philosophy of nature ; Science Philosophy ; Philosophy ; Philosophy (General) ; Biology Philosophy ; Philosophy of nature ; Science Philosophy ; Science ; Philosophy ; History ; 16th century ; Science ; Philosophy ; History ; 17th century ; Aufsatzsammlung ; Naturphilosophie ; Mechanismus ; Ideengeschichte 1550-1720
    Abstract: The Mechanisation of Natural Philosophy is devoted to various aspects of the transformation of natural philosophy during the 16th and 17th centuries that is usually described as mechanical philosophy .Drawing the border between the old Aristotelianism and the « new » mechanical philosophy faces historians with a delicate task, if not an impossible mission. There were many natural philosophers who actually crossed the border between the two worlds, and, inside each of these worlds, there was a vast spectrum of doctrines, arguments and intellectual practices. The expression mechanical philosophy is burdened with ambiguities. It may refer to at least three different enterprises: a description of nature in mathematical terms; the comparison of natural phenomena to existing or imaginary machines; the use in natural philosophy of mechanical analogies, i.e. analogies conceived in terms of matter and motion alone.However mechanical philosophy is defined, its ambition was greater than its real successes. There were few mathematisations of phenomena. The machines of mechanical philosophers were not only imaginary, but had little to do with the machines of mecanicians. In most of the natural sciences, analogies in terms of matter and motion alone failed to provide satisfactory accounts of phenomena.By the same authors: Mechanics and Natural Philosophy before the Scientific Revolution (Boston Studies in the Philosophy of Science 254).
    Description / Table of Contents: The Mechanization of Natural Philosophy; Preface; Contents; Contributors; Introduction; Part I: The Construction of Historical Categories; Chapter 1: Remarks on the Pre-history of the Mechanical Philosophy; 1.1 What Was the Mechanical Philosophy?; 1.2 The Mechanical Philosophy Before Boyle; 1.3 Bacon; 1.4 Galileo; 1.5 Mersenne; 1.6 Descartes/Gassendi/Hobbes: Mechanical Philosophers?; 1.7 Novatores, Latitudinarians, and the Construction of the Mechanical Philosophy; 1.8 A Broader Conception of Mechanism?; Chapter 2: How Bacon Became Baconian
    Description / Table of Contents: 2.1 The Meaning of Mechanical Operation in Bacon's Oeuvre2.2 Mechanical and Vital Readings of Bacon's Natural Philosophy in Seventeenth-Century England; 2.3 Conclusion; Chapter 3: An Empire Divided: French Natural Philosophy (1670-1690); 3.1 Introduction; 3.2 A Debate on Natural Philosophy; 3.3 On the Side of the New Philosophers; 3.3.1 The Methodology of Ontology: Beings Should Not Be Multiplied Without Necessity; 3.3.2 The Way of Physics: Physics Should Explain Phenomena, Namely, Give Efficient Causes; 3.3.3 Ontological Categories: The Bipartition Between Body and Soul Should Be Respected
    Description / Table of Contents: 3.3.4 The Social Twist3.4 On the Side of the Old Philosophers; 3.4.1 The Methodology of Ontology: The Multiplication of Corpuscles and the Missing Metaphysical Supplement; 3.4.2 The Way of Physics: One Should Not Indulge in Hypotheses, Ignore Experiments and Use Empty Words; 3.4.3 The Ontological Categories and the Controversy Over Animal Souls; 3.4.4 Another Social Twist; 3.5 Conclusions; Part II: Matter, Motion, Physics and Mathematics; Chapter 4: Matter and Form in Sixteenth-Century Spain: Some Case Studies; 4.1 Introduction; 4.2 The Corpuscular Theories of the Physician d'Olesa
    Description / Table of Contents: 4.2.1 Elements, Minima and Qualities4.2.2 The Problem of Mixture; 4.2.3 A Corpuscular Theory of Light and Vision; 4.3 The Absence of a Tradition; 4.3.1 The Hypothesis of Menéndez Pelayo; 4.3.2 The Salamacan Physician Gomez Pereira; 4.3.3 The Salamacan Physician Francisco Valles; 4.4 Conclusion; Chapter 5: The Composition of Space, Time and Matter According to Isaac Newton and John Keill; 5.1 Introduction; 5.2 The Isomorphism of Space, Time and Matter in Early Modern Natural Philosophy; 5.3 The Evolution of Newton's Views on the Composition of Space, Time and Matter
    Description / Table of Contents: 5.4 The Isomorphism of Space, Time and Matter According to John Keill5.5 Conclusion; Chapter 6: Beeckman, Descartes and Physico-Mathematics; 6.1 Beeckman; 6.1.1 Persistence of Motion; 6.1.2 Persistence of the Form of a Motion; 6.1.3 Conservation in the Exchange of Motion; 6.1.4 Isoperimetric Figures; 6.2 Descartes; 6.2.1 Persistence of Motion; 6.2.2 Communication of Motion; 6.2.3 Persistence and Direction; 6.3 Physico-Mathematics; Chapter 7: Between Mathematics and Experimental Philosophy: Hydrostatics in Scotland About 1700; 7.1 Between Mathematics and Experimental Philosophy
    Description / Table of Contents: 7.2 The Mathematical Hydrostatics of Wallis, Gregorie, and Newton
    Note: Description based upon print version of record
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  • 11
    ISBN: 9789400762718
    Language: English
    Pages: Online-Ressource (XIV, 651 p. 134 illus, digital)
    Series Statement: International Perspectives on the Teaching and Learning of Mathematical Modelling
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: Modeling Students Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.
    Abstract: Modeling Students' Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects
    Description / Table of Contents: Modeling Students' Mathematical Modeling Competencies; Contents; Contributors; Chapter 1: Introduction: ICTMA and the Teaching of Modeling and Applications; Part I: The Nature of Models & Modeling; Chapter 2: Introduction to Part I Modeling: What Is It? Why Do It?; References; Section 1: What Are Models?; Chapter 3: Modeling Theory for Math and Science Education; 3.1 Introduction; 3.2 Origins of Modeling Theory; 3.3 Models and Concepts; 3.4 Imagination and Intuition; 3.5 Mathematical Versus Physical Intuition; 3.6 Modeling Instruction; 3.7 Conclusions
    Description / Table of Contents: 3.8 Epilogue: A New Generation of Mathematical ToolsReferences; Chapter 4: Modeling a Crucial Aspect of Students' Mathematical Modeling; 4.1 Introduction; 4.2 Three Examples; 4.3 The Intricacies of Mathematization; 4.4 Modeling Students' Mathematizations; References; Chapter 5: Modeling Perspectives in Math Education Research; 5.1 Introduction; 5.2 Spesier and Walter on Models; 5.3 Harel on Models; 5.4 Larson on Models; 5.5 Oehrtman on Models; 5.6 Rasmussen and Zandieh on Models; References; Section 2: Where Are Models & Modelers Found?
    Description / Table of Contents: Chapter 6: Modeling to Address Techno-Mathematical Literacies in Work6.1 Introduction; 6.2 Methodology; 6.3 Findings; 6.4 Results; 6.4.1 Two Examples: Manufacturing and Statistical Process Control; 6.5 Conclusions; References; Chapter 7: Mathematical Modeling in Engineering Design Projects; 7.1 Introduction; 7.2 Methodology; 7.2.1 Industrial Engineering Undergraduates; 7.2.2 Mechanical Engineering Graduate Students; 7.3 Discussion; 7.4 Conclusion; References; Chapter 8: The Mathematical Expertise of Mechanical Engineers - The Case of Mechanism Design; 8.1 Introduction
    Description / Table of Contents: 8.2 Method of Investigation8.3 The Task: Design of Part of a Cutting Device; 8.4 Results and Discussion; 8.5 Conclusions; References; Section 3: What Do Modeling Processes Look Like?; Chapter 9: Modeling and Quantitative Reasoning: The Summer Jobs Problem; 9.1 Theoretical Framework; 9.2 Methods; 9.3 Results; 9.3.1 What Is the Students' Model?; 9.3.2 What Is the Role of Quantities in Students' Models?; 9.3.3 What Is the Role of Quantitative Reasoning in Students' Models?; 9.3.4 What Is the Relationship Between Quantitative Reasoning and Model Development?; 9.4 Discussion; References
    Description / Table of Contents: Chapter 10: Tracing Students' Modeling Processes in School10.1 Introduction; 10.2 Theoretical Framework; 10.3 The Present Study; 10.3.1 The Purpose of the Study; 10.3.2 Participants, Modelling Activity, and Procedures; 10.3.3 Data Sources and Analysis; 10.4 Results; 10.4.1 Modelling Processes; 10.4.2 Mathematical Developments; 10.5 Discussion; References; Section 4: What Creates "The Need For Modeling"; Chapter 11: Turning Ideas into Modeling Problems; 11.1 Introduction; 11.2 Approaches to Mathematical Modeling; 11.2.1 Modeling as Vehicle; 11.2.2 Modeling as Content
    Description / Table of Contents: 11.3 Educational Rationale
    Note: Includes bibliographical references and index
    URL: Cover
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  • 12
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724570 , 1283456427 , 9781283456425
    Language: English
    Pages: Online-Ressource (X, 268p. 16 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Advances in nature of science research
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    Keywords: Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Study and teaching ; Science ; Philosophy ; Wissenschaft ; Wissenschaftstheorie ; Empirische Forschung ; Naturwissenschaftlicher Unterricht
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent anal
    Description / Table of Contents: pt. 1. Conceptual issues in the nature of science research -- pt. 2. Methodological advances in the nature of science research.
    Note: Includes bibliographical references and index
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  • 13
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 1283086115 , 9789400704497 , 9781283086110
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Models and Modeling in Science Education 6
    DDC: 507.1
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    Keywords: Education ; Science Study and teaching
    Abstract: The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. In recent years, science educators have greatly increased their use of modeling in teaching, especially real-time dynamic modeling, which is central to a scientific investigation. Modeling in science teaching is being used in an array of fields, everything from primary sciences to tertiary chemistry to college physics, and it is sure to play an increasing role in the future of education. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling as a cognitive tool for scientific enquiry.
    Description / Table of Contents: pt. 1. Theory formation and modeling in science education -- pt. 2. Modeling and student learning in science educatin -- pt. 3. Modeling and teachers' knowledge.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
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  • 14
    Online Resource
    Online Resource
    Milano : Springer-Verlag Milan
    ISBN: 9788847014985
    Language: Italian
    Pages: Online-Ressource (XII, 228 pagg, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Buonanno, Roberto La fine dei cieli di cristallo
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    Keywords: Popular works ; History ; Science ; Physics ; Astronomy ; Popular Science ; Astronomy ; Science (General) ; Science History ; Astronomie ; Geschichte 1600-1700 ; Astronomie ; Geschichte 1600-1700
    Abstract: Questo libro parla del rapporto fra Galileo e alcuni scienziati della sua epoca comunemente considerati come esponenti dello "schieramento avverso." l epoca in cui la visione del cosmo cambia radicalmente: la cultura europea non appare pi al centro della storia umana, la creazione dell uomo si sposta all indietro di una inimmaginabile quantit di anni e, infine, i cieli immutabili della cosmologia aristotelica, i cieli di cristallo, vengono definitivamente superati. L Autore propone alcuni temi rilevanti per la scienza del 600 e sviluppa, all interno di ogni capitolo, sia il punto di
    Description / Table of Contents: Title Page; Copyright Page; Prefazione; Table of Contents; Il Teatro del mondo; Orologi e girasoli che ruotano sulla Terra immobile; Gesuiti, bilance e cannocchiali; La luce e le ombre; Le macchie sul Sole immutabile; Il Diluvio Universale; I geroglifici e il sogno della sapienza universale; Il Celeberrimo Museo del Collegio Romano; L'Egitto fantastico di Padre Atanasio; I Cieli di cristallo e i gironi dell'Inferno; Conclusione; Galileo Galilei e Athanasius Kircher: cronologie parallele; i blu - pagine di scienza;
    Note: Description based upon print version of record
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  • 15
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9781402052712
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Contemporary Trends and Issues in Science Education 38
    DDC: 507.1
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    Keywords: Education ; Science Study and teaching ; Physikunterricht
    Abstract: In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher. The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.
    Description / Table of Contents: 138516_1_En_BookFrontmatter_OnlinePDF; 138516_1_En_1_Chapter_OnlinePDF; 138516_1_En_2_Chapter_OnlinePDF; 138516_1_En_3_Chapter_OnlinePDF; 138516_1_En_4_Chapter_OnlinePDF; 138516_1_En_5_Chapter_OnlinePDF; 138516_1_En_6_Chapter_OnlinePDF; 138516_1_En_7_Chapter_OnlinePDF; 138516_1_En_BookBackmatter_OnlinePDF;
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 16
    ISBN: 9781441905611
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: 1
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
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    Keywords: Education ; Mathematics ; Science Study and teaching ; Mathematikunterricht ; Mathematisches Modell ; Fähigkeit
    Abstract: As we enter the 21st century, there is an urgent need for new approaches to mathematics education emphasizing its relevance in young learners' futures. Modeling Students' Mathematical Modeling Competencies explores the vital trend toward using real-world problems as a basis for teaching mathematics skills, competencies, and applications. Blending theoretical constructs and practical considerations, the book presents papers from the latest conference of the ICTMA, beginning with the basics (Why are models necessary? Where can we find them?) and moving through intricate concepts of how students perceive math, how instructors teach and how both can become better learners. Dispatches as varied as classroom case studies, analyses of math in engineering work, and an in-depth review of modeling-based curricula in the Netherlands illustrate modeling activities on the job, methods of overcoming math resistance, and the movement toward replicable models and lifelong engagement. A sampling of topics covered: How students recognize the usefulness of mathematics Creating the modeling-oriented classroom Assessing and evaluating students' modeling capabilities The relationship between modeling and problem-solving Instructor methods for developing their own models of modeling New technologies for modeling in the classroom Modeling Students' Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.
    Note: Includes bibliographical references , Electronic reproduction; Available via World Wide Web
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  • 17
    ISBN: 9780387098210
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Studies in Public Choice 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Ring, Peter, 1941 - The nuclear many-body problem
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    Keywords: Social sciences ; History ; Political science ; Social Sciences ; History ; Political science ; Social sciences ; Kerntheorie ; Kernphysik ; Vielkörperproblem ; Kerntheorie ; Kernphysik ; Vielkörperproblem
    Abstract: Stifling Political Competition examines the history and array of laws, regulations, subsidies and programs that benefit the two major parties and discourage even the possibility of a serious challenge to the Democrat-Republican duopoly. The analysis synthesizes political science, economics and American history to demonstrate how the two-party system is the artificial creation of a network of laws, restrictions and subsidies that favor the Democrats and Republicans and cripple potential challenges. The American Founders, as it has been generally forgotten, distrusted political parties. Nowhere in the U.S. Constitution are parties mentioned, much less given legal protection or privilege. This provocative book traces how by the end of the Civil War the Republicans and Democrats had guaranteed their dominance and subsequently influenced a range of policies developed to protect the duopoly. For example, Bennett examines how the Federal Election Campaign Act of 1971 (as amended in 1974 and 1976), which was sold to the public as a nonpartisan act of good government reformism actually reinforced the dominance of the two parties. While focused primarily on the American experience, the book does consider the prevalence of two-party systems around the world (especially in emerging democracies) and the widespread contempt with which they are often viewed. The concluding chapter considers the potential of truly radical reform toward opening the field to vigorous, lively, contentious third-party candidacies that might finally offer alienated voters a choice, not an echo.
    Note: Includes bibliographical references and index
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  • 18
    Online Resource
    Online Resource
    New York, NY : Praxis Publishing Ltd., Chichester, UK
    ISBN: 9780387746418
    Language: English
    Pages: Online-Ressource (XXIV, 404 p. 176 illus., 16 illus. in color, online resource)
    Edition: Second Edition
    Series Statement: Springer Praxis Books
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Harland, David M., 1955 - Exploring the moon
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    Keywords: Project Apollo US ; Popular works ; History ; Planetology ; Observations, Astronomical ; Astronomy Observations ; Space sciences ; Astronomy ; Aerospace engineering ; Astronautics ; Popular Science ; Science (General) ; Science History ; Planetology ; Astronomy ; Astrophysics ; Space flight to the moon
    Note: Includes bibliographical references and index , Two columns to the page
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    URL: Cover
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  • 19
    Online Resource
    Online Resource
    New York, NY : Praxis Publishing Ltd
    ISBN: 9780387716695
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Springer Praxis Books
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Kanas, Nick, 1945 - Star maps
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    Keywords: Science (General) ; Astronomy ; Popular Science ; Science (General) ; Astronomy ; Stars Atlases ; History ; Constellations Atlases ; History ; Cartography History ; Stars Charts, diagrams, etc. ; Constellations Charts, diagrams, etc. ; Einführung ; Astronomie ; Kunst ; Sternbild ; Karte ; Geschichte Anfänge-2006 ; Astronomie ; Geschichte
    Note: "Published in association with Praxis Publishing, Chichester, UK , Includes bibliographical references and index
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    URL: Cover
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  • 20
    Language: German
    Pages: 1 DVD-Video (192 Min.) , teilw. farb., 4:3, stereo , 12 cm
    Series Statement: Spiegel-TV 8
    Series Statement: Spiegel-TV
    DDC: 629.4309045
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    Keywords: Astronautics Soviet Union ; History ; Astronautics United States ; History ; Space race History ; Raumfahrt ; Raumfahrttechnik ; Satellit ; Sputnik ; Mondlandung ; Ost-West-Konflikt ; Geschichte 1957-1969 ; DVD-Video ; USA ; Sowjetunion ; Baikonur ; DVD-Video ; Raumfahrt ; Ost-West-Konflikt
    Note: D 2007 , Sprache: dt.
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  • 21
    Online Resource
    Online Resource
    Berlin, Heidelberg : C. V. Vishveshwara, Bangalore, India
    ISBN: 9783540332008
    Language: English
    Pages: Online-Ressource (X, 360 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Vishveshwara, C. V., 1938 - Einstein's enigma or black holes in my bubble bath
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    Keywords: Popular works ; History ; Gravitation ; Astronomy ; Astrophysics ; Cosmology ; Physics ; Popular Science ; Science (General) ; Science History ; Astronomy ; Relativity (Physics) ; Physics History ; Mathematics ; Einführung ; Schwarzes Loch
    Abstract: Einstein's Enigma or Black Holes in My Bubble Bath is a humourous and informal rendition of the story of gravitation theory from the early historic origins to the latest developments in astrophysics, focusing on Albert Einstein's theory of general relativity and black-hole physics. Through engaging conversations and napkin-scribbled diagrams come tumbling the rudiments of relativity, spacetime and much of modern physics, narrated with high didactic and literary talent, and each embedded in casual lessons given by a worldly astrophysicist to his friend. Join the intellectual fun and exalt in the frothy ideas while vicariously taking relaxing baths in this magical bathtub. Prof. C.V. Vishveshwara is a renowned theoretical physicist, who participated in the golden age of black-hole physics, making pioneering contributions. Also an enthusiastic teacher and planetarium director, he has written several popular-level articles, scripts for planetarium shows and produced documentary movies on science.
    Description / Table of Contents: The Bathtub; The Stellar Bed; The Casanova Connection; Footprints of the Giants; Cosmic Framework; A Moving Experience; The Fabric of Spacetime; Grappling with Gravity; Beetles on a Branch; Tub Talk; The First Solution and the Last Statement; Sphere of Darkness; The Voracious Whirlpool; Dynamics of the Unique; A Date With Dante; Imprints of the Invisible; Celestial Swan Song; Cibo Per La Mente; Curtain Call; Foundations of Fact and Fantasy
    Note: Includes bibliographical references (p. 354-357) , Popular treatment
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  • 22
    ISBN: 9781402035265
    Language: English
    Pages: Online-Ressource (VII, 542 S.) , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Parallel Title: Druckausg. Matthews, Michael R., 1948 - The Pendulum
    DDC: 507.1
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    Keywords: Education ; Mathematics ; Science Study and teaching ; Teachers Training of ; Mechanics ; Physics History ; Pendel
    Abstract: The pendulum is a universal topic in primary and secondary schools, but its full potential for learning about physics, the nature of science, and the relationships between science, mathematics, technology, society and culture is seldom realised. Contributions to this 32-chapter anthology deal with the science, history, methodology and pedagogy of pendulum motion. There is ample material for the richer and more cross-disciplinary treatment of the pendulum from elementary school to high school, and through to advanced university classes. Scientists will value the studies on the physics of the pendulum, historians will appreciate the detailed treatment of Galileo, Huygens, Newton and Foucault's pendulum investigations, psychologists and educators will learn from the papers on Piaget, teachers will welcome the many contributions to pendulum pedagogy. All readers will come away with a new awareness of the importance of the pendulum in the foundation and development of modern science, and for its centrality in so many facets of society and culture.
    Description / Table of Contents: The Pendulum: Its Place in Science, Culture and Pedagogy; The Pendulum in the 21st Century-Relic or Trendsetter; The Pendulum: A Paradigm for the Linear Oscillator; Introduction to the Treatment of Non-Linear Effects Using a Gravitational Pendulum; Experimental Control of Simple Pendulum Model; Soup-can Pendulum; What Makes the Foucault Pendulum Move among the Stars?; Galileo and the Pendulum: Latching on to Time; The Treatment of Cycloidal Pendulum Motion in Newton's Principia; Pendulums, Pedagogy, and Matter: Lessons from the Editing of Newton's Principia
    Description / Table of Contents: The Treatment of the Motion of a Simple Pendulum in Some Early 18th Century Newtonian TextbooksNewton's Path to Universal Gravitation: The Role of the Pendulum; Léon Foucault: His Life, Times and Achievements; The Pendulum: From Constrained Fall to the Concept of Potential; Idealisation and Galileo's Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations; Pendula, Models, Constructivism and Reality; The Poet and the Pendulum; Methodology and Politics: A Proposal to Teach the Structuring Ideas of the Philosophy of Science through the Pendulum
    Description / Table of Contents: Degree of Influence on Perception of Belief and Social Setting: Its Relevance to Understanding Pendulum MotionPiaget and the Pendulum; What the Pendulum Can Tell Educators about Children's Scientific Reasoning; Pendulum Phenomena and the Assessment of Scientific Inquiry Capabilities; Roles of Abductive Reasoning and Prior Belief in Children's Generation of Hypotheses about Pendulum Motion; Types of Two-Dimensional Pendulums and Their Uses in Education; The Pendulum as a Vehicle for Transitioning from Classical to Quantum Physics: History, Quantum Concepts, and Educational Challenges
    Description / Table of Contents: Analyzing Dynamic Pendulum Motion in an Interactive Online Environment Using FlashPendulum Activities in the Israeli Physics Curriculum: Used and Missed Opportunities; The Pendulum as Presented in School Science Textbooks of Greece and Cyprus; The Public Understanding of Pendulum Motion: From 5 to 88 Years Old; Using Excel to Simulate Pendulum Motion and Maybe Understand Calculus a Little Better; Teaching Cultural History from Primary Events; Pendulums in The Physics Education Literature: A Bibliography
    Note: Includes bibliographical references and indexes , Partly reprinted from Science & Education Vol 13, nos. 4-5 and 7-8 , Electronic reproduction; Available via World Wide Web
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  • 23
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475603
    Language: English
    Pages: 1 Online-Ressource(XVI, 279 p.)
    Edition: 1st ed. 2002.
    Series Statement: Innovations in Science Education and Technology 14
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Assessment. ; Science education. ; School management and organization. ; School administration. ; Educational tests and measurements. ; Science—Study and teaching. ; Education ; Science Study and teaching ; Educational tests and measurements ; USA ; Technische Bildung
    Abstract: What Does the Future Have in Store for the Evaluation of Science and Technology Education? -- What Role Should TIMSS Play in the Evaluation of U.S. Science Education? -- Evaluating Systemic Reform -- Musings on Science Program Evaluation in an Era of Educational Accountability -- Assessment Reform -- Evaluation of Information Technology -- Complementary Approaches to Evaluating Technology in Science Teacher Education -- Evaluation of Science Teaching Performance through Coteaching and Cogenerative Dialoguing -- Evaluating Science Inquiry -- Distance Learning in Science Education.
    Abstract: "James Altschuld, David Kumar, and their chapter authors have produced an upbeat, provocative, visionary, and useful volume on educational evaluation. Of special utility is its grounding in issues and practices relating to evaluations of science and technology education. The book should appeal and be useful to a wide range of persons involved in evaluations of educational policy, programs, and (less so) science teachers. These persons include science and technology education experts, educational policymakers, officials of the National Science Foundation, school administrators, classroom teachers, evaluation instructors, evaluation methodologists, practicing evaluators, and test developers, among others. Contents reflecting international studies of curriculum, evaluation of distance education, and evaluation of technology utilization in Australian schools, as well as evaluations in America should make the book appealing to an international audience. Moreover, it provides a global perspective for assessing and strengthening educational evaluation in the US." Daniel L. Stufflebeam, Professor of Education and Director of the Evaluation Center, Western Michigan University For contents, contributors and a free preview: www.new-in-education.com.
    Description / Table of Contents: ""Contents""
    Note: Includes bibliographical references and index
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  • 24
    Book
    Book
    Oxford [u.a.] : Oxford University Press
    ISBN: 0198700555 , 9780198700555
    Language: English
    Pages: VIII, 314 S , graph. Darst , 24 cm
    Edition: 4. ed.
    DDC: 501
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    Keywords: Science Philosophy ; Science ; Philosophy ; History ; Wissenschaftstheorie ; Geschichte
    Note: Hier auch später erschienene, unveränderte Nachdrucke , Includes index. - Bibliography. - Previous ed.: 1996
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  • 25
    ISBN: 0674004396
    Language: English
    Pages: XIII, 254 S , Ill , 21 cm
    Edition: 1. Harvard Univ. Press paperback ed.
    DDC: 530/.092
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    Keywords: Biographie ; Geschichte der Naturwissenschaften ; Wissenschaftsgeschichte ; Forschungsinstitution ; Nationalsozialismus ; a ; Planck, Max ; 1858-1947 ; a ; Physics ; Germany ; History ; a ; Physicists ; Germany ; Physicists - Germany - Biography ; Physics - Germany - History ; Planck, Max, 1858 - 1947 ; Biografie ; Planck, Max 1858-1947
    Description / Table of Contents: Literaturverz. S. 221 - 241
    Note: Originally published: Berkeley : University of California Press, c1986
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