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  • English  (21)
  • Dordrecht : Springer Netherlands  (7)
  • Dordrecht : Springer Science+Business Media B.V  (6)
  • Ann Arbor, Michigan : ProQuest  (4)
  • Chicago, Ill. [u.a.] : Univ. of Chicago Press  (4)
  • Natural Sciences
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  • 1
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Cham : Springer International Publishing AG
    ISBN: 9789401772426 , 9401772428
    Language: English
    Pages: 1 Online-Ressource (XII, 367 Seiten) , 63 illus., 33 illus. in color.
    Edition: 1st ed. 2016
    Parallel Title: Erscheint auch als Sustainability Science
    DDC: 304.2
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    Keywords: Naturwissenschaften ; Ethik ; Nachhaltigkeit ; Sustainability ; Physical geography ; Social sciences ; Sustainability ; Earth System Sciences ; Society ; Aufsatzsammlung ; Aufsatzsammlung
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  • 2
    Online Resource
    Online Resource
    London : Taylor and Francis | Ann Arbor, Michigan : ProQuest
    ISBN: 9781136729256
    Language: English
    Pages: 1 Online-Ressource (352 pages)
    DDC: 303.483
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    Keywords: Geschichte ; Naturwissenschaften ; Kultur ; Technik
    Abstract: Human societies have not always taken on new technology in appropriate ways. Innovations are double-edged swords that transform relationships among people, as well as between human societies and the natural world. Only through successful cultural appropriation can we manage to control the hubris that is fundamental to the innovative, enterprising human spirit; and only by becoming hybrids, combining the human and the technological, will we be able to make effective use of our scientific and technological achievements.This broad cultural history of technology and science provides a range of stories and reflections about the past, discussing areas such as film, industrial design, and alternative environmental technologies, and including not only European and North American, but also Asian examples, to help resolve the contradictions of contemporary high-tech civilization.
    Note: Description based on publisher supplied metadata and other sources
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  • 3
    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
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  • 4
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789400741683
    Language: English
    Pages: Online-Ressource (VII, 312 p. 34 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Critical analysis of science textbooks
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    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Unterricht ; Effektivität
    Abstract: The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation.Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, r
    Description / Table of Contents: Contents; Contributors; Part I: Introduction; Chapter 1: The Criteria for Evaluating the Quality of the Science Textbooks; Introduction; Textbooks in Science Teaching and Learning; The Analysis of the Science Textbooks; Teachers and Textbooks in Science Classroom; Textbooks' Quality Criteria; Conclusion; References; Chapter 2: Development of the Graphical Analysis Protocol (GAP) for Eliciting the Graphical Demands of Science Textbooks; Guidelines for Evaluating the Graphics in Science Textbooks; Complex Categorization Systems: Accounting for Numerous Types
    Description / Table of Contents: Teacher-Friendly Classification SystemSimpler Classification Systems; Parts and Steps; Text-Diagram Integration; Application and Discussion; Appendix; Graphical Analysis Protocol (GAP); Working Definitions and Codes; Part I: Text (At This Point You Code at the Page Level); Part II: Graphics (Now You Code at the Individual Graphics); Part III: Integration; References; Part II: Textual and Language Analysis of Science Textbooks; Chapter 3: Understanding the Disciplines of Science: Analysing the Language of Science Textbooks; Introduction; The Study; Vocabulary Diversity
    Description / Table of Contents: Contrasting Low Diversity Chapters with High Diversity ChaptersMajor Structural Relations; Patterns of Co-occurrence; Grouping the Chapters; Contrasting Classification Systems; Associations Among the Groupings; Conclusions; References; Corpus Materials; Chapter 4: Towards a More Epistemologically Valid Image of School Science: Revealing the Textuality of School Science Textbooks; School Science and Science in the Public Field; The Concealment of Textuality of School Science Textbooks
    Description / Table of Contents: Towards a Proposal for the Disclosure of Textuality of Educational Materials for the Teaching of Natural SciencesTextual Types Revealing Textuality and Thus Enhancing Reflexivity; Dialogue; Theatrical Script (Play); The Attribution of Human Voice to Entities; The Diary; Review of the Literature; Description of Conditions Behind the Authorship of Educational Material Texts; Quotations; Figures of Speech; Irony; Paradox; Hyperbole; Rhetorical Questions; Self-Reference; Reinforcing the Modality of Formalities; Synopsis; Postscriptum; References
    Description / Table of Contents: Chapter 5: How Effective Is the Use of Analogies in Science Textbooks?Introduction; Potential Roles of Analogies in Promoting Meaningful Learning; Challenges and Difficulties Associated with Using Analogies in a Classroom Setting; What Does Research Tell Us About How Analogies Should Be Used?; Textbook Analogies; Research About the Effects of Textual Analogies on Learning; How Effective Is Analogy Use in Science Textbooks?; Implications for the Future Use of Analogies in Science Textbooks; Teaching-With-Analogies Model; FAR (Focus, Action, Reflection) Model; Conclusions; References
    Description / Table of Contents: Chapter 6: Textual Features and Language Demands of Primary Grade Science Textbooks: The Call for More Informational Texts in Primary Grades
    Note: Description based upon print version of record
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  • 5
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400720220
    Language: English
    Pages: Online-Ressource (XVII, 488p. 52 illus, digital)
    Series Statement: Archimedes, New Studies in the History and Philosophy of Science and Technology 28
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. McCormmach, Russell, 1933 - Weighing the world
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    Keywords: Science History ; Philosophy (General) ; Science, general ; Science History ; Philosophy (General) ; Michell, John, 1724?-1793 ; Michell, John, 1724?-1793 ; Correspondence ; Physicists ; Great Britain ; Biography ; Clergy ; Great Britain ; Biography ; Briefsammlung ; Biografie ; Michell, John 1724-1793 ; Michell, John 1724-1793
    Abstract: Russell McCormmach
    Abstract: The book about John Michell (1724-93) has two parts. The first and longest part is biographical, an account of Michell's home setting (Nottinghamshire in England), the clerical world in which he grew up (Church of England), the university (Cambridge) where he studied and taught, and the scientific activities he made the center of his life. The second part is a complete edition of his known letters. Half of his letters have not been previously published; the other half are brought together in one place for the first time. The letters touch on all aspects of his career, and because they are in h
    Description / Table of Contents: Preface; Acknowledgments; Contents; List of Figures; List of Tables; Part I Michell's Life and Work; 1 Home; 1.1 Historical Setting; 1.2 A Family in Nottinghamshire; 1.3 Pastoral Life in Early Georgian England; 1.4 Education at Home; 2 Cambridge; 2.1 Cambridge University; 2.2 Queens' College; 2.3 Students; 2.4 Graduates; 2.5 Post-Graduates; 2.6 Fellowships; 2.7 Income; 2.8 Science; 2.9 Religion; 2.10 St. Botolph Church; 3 Early Researches; 3.1 Natural Philosopher; 3.2 Mechanics; 3.3 Electricity; 3.4 Magnetic Background; 3.5 Book on Magnetism; 3.5.1 Properties of Magnets
    Description / Table of Contents: 3.5.2 Theory of Magnetism3.5.3 Controversy Over Magnetism; 3.6 Turn to Geology; 3.7 Geological Background; 3.7.1 Theories of the Earth Before Michell; 3.7.2 Strata; 3.7.3 Earthquakes; 3.7.4 Causes of Earthquakes; 3.8 Paper on Earthquakes; 3.8.1 General Comments on the Earthquake Paper; 3.9 Late Reactions to the Paper; 3.9.1 Evaluation of Michell's Explanation of Earthquakes; 3.9.2 Significance of Michell's Work on Strata; 3.10 Table of Strata; 3.11 Royal Society; 3.12 Scientific Clubs; 4 Transitions; 4.1 Professor of Geology; 4.2 Leaving Cambridge; 4.3 Clerics and Science
    Description / Table of Contents: 4.4 Marriage, Compton Parish4.5 Board of Longitude, Family Sorrow; 4.6 Longitude and Navigation; 4.7 Havant Parish; 4.8 Astronomical Background; 4.9 Paper on the Stars; 4.9.1 Photometry of the Stars; 4.10 Background of Statistics and Probability; 4.10.1 Probability Theory; 4.10.2 Probability in the Physical Sciences; 4.11 Paper on the Stars, Continued; 4.11.1 Probability of Star Clusters; 4.11.2 Instruments; 4.12 The Milky Way; 4.13 Response to the Paper; 5 Thornhill; 5.1 Savile; 5.2 Politics; 5.3 Parish and Village; 5.4 Church; 5.5 Buildings and Land
    Description / Table of Contents: 5.6 Remarriage, Gilbert Michell, and Botany at Thornhill5.7 Scientific Connections; 5.8 London Journey; 5.9 Theory of Matter and Force; 5.10 Optics; 5.11 Music; 6 Late Researches; 6.1 Cavendish and Michell; 6.2 Herschel and Double Stars; 6.3 Gravity of Light; 6.4 Paper on the Stars; 6.4.1 Theory and Method; 6.4.2 Experiment for Determining the Velocity of Light; 6.5 Reception of the Paper; 6.5.1 Experimental Tests; 6.5.2 Algol; 6.5.3 Relativity and Aberration of Light; 6.6 General Comments on the Paper; 6.7 Black Holes, Dark Bodies; 6.8 Indistinct Vision; 6.9 The Great Telescope
    Description / Table of Contents: 6.9.1 Reflecting Telescopes6.9.2 Michell's Project; 6.9.3 Herschel's Telescopes; 6.9.4 Expenses and Other Problems; 6.9.5 Progress Reports; 6.9.6 Big Telescopes Now; 6.9.7 Herschel and Michell; 6.10 Geology and Mineralogy; 6.10.1 Cavendish, Blagden, and Michell; 6.10.2 Toadstone; 6.10.3 Siliceous Earth, Flints; 6.10.4 Our Explanation of Flint; 6.10.5 Geology and Christianity; 6.10.6 Michell, Geologist; 6.11 Weighing the World; 6.11.1 The Michell-Cavendish Experiment; 6.11.2 Theory of the Experiment; 6.11.3 Michell and Cavendish's Collaboration; 6.11.4 Significance of the Experiment
    Description / Table of Contents: 6.12 Last Years
    Note: Description based upon print version of record
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  • 6
    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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  • 7
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724709 , 1283456435 , 9781283456432
    Language: English
    Pages: Online-Ressource (XII, 290p. 40 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Perspectives on scientific argumentation
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    Keywords: Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Methodology ; Logic ; Aufsatzsammlung ; Wissenschaft ; Methodologie ; Dewey, John 1859-1952 Logic ; Wissenschaft ; Methodologie ; Dewey, John 1859-1952 Logic ; Aufsatzsammlung
    Abstract: 4205 Introduction /Jonathan Osborne --The two faces of scientific argumentation :applications to global climate change /E. Michael Nussbaum, Gale M. Sinatra, and Marissa C. Owens --The importance of embedding argument within science classrooms /Andy Cavagnetto and Brian Hand --Scientific reasoning and argumentation from a Bayesian perspective /Evan Szu and Jonathan Osborne --Students' framings and their participation in scientific argumentation /Leema Kuhn Berland and David Hammer --The design and enactment of argumentation activities /Shirley Simon, Katherine Richardson, and Ruth Amos --Argumentation and reasoning in life and in school :implications for the design of school science learning environments /Leah A. Bricker and Philip Bell --Argumentation and evaluation intervention in science classes :teaching and learning with Toulmin /Janis A. Bulgrena and James D. Ellis --Research on critique and argumentation from the technology enhanced learning in science center /Douglas B. Clark --Evaluating arguments about climate change /Adam Corner --The effects of university students' argumentation on socio-scientific issues via on-line discussion in their informal reasoning regarding this issue /Yin-Tien Wu and Chin-Chung Tsai --The development and validation of the assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol :a tool for evaluating how students participate in scientific argumentation /Victor Sampson, Patrick J. Enderle, and Joi Phelps Walker --Beyond argumentation :sense-making discourse in the science classroom /Scott P. McDonald and Gregory J. Kelly --Development of argumentative knowledge in science education /Myint Swe Khine
    Abstract: Argumentation-arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion- has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students' critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The
    Description / Table of Contents: pt. 1. Theoretical premises of the study of argumentation -- pt. 2. Practice perspectives in argumentation -- pt. 3. Researching argumentation in science education.
    Note: Includes bibliographical references and index
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  • 8
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9781402090417
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Springer International Handbooks of Education 24
    DDC: 507.1
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    Keywords: Education ; Education Philosophy ; Science Study and teaching
    Abstract: Campbell J. McRobbie
    Abstract: The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides a
    Description / Table of Contents: Second International Handbook of Science Education; Preface; Contents of Part One; Contents of Part Two; Part I: Sociocultural Perspectives and Urban Education; Chapter 1: Sociocultural Perspectives on Science Education; Illuminating Science Education with Sociocultural Theory; Making Sense of What Happens in Science Classes; My Framework; Structures as Affordances for Enactment; Solidarity and Science Education; Cosmopolitanism; Cogenerative Dialogue; Speaking for Others; Maintaining Focus; Radical Listening; Expanding Participants' Roles; Curriculum Change
    Description / Table of Contents: Cross-Field Production and Creation of CultureProsody and Emotions; Potential for Change; Acknowledgment; References; Chapter 2: Understanding Engagement in Science Education: The Psychological and the Social; Conceptions of Engagement; Moving from the Individual to the Collective: Emotional Engagement as Social and Temporal; The Primacy of Emotional Engagement: Theoretical Perspectives; The Role of Collective Emotional Engagement in the Emotional, Behavioural and Cognitive Engagement of Individuals; Interaction Rituals and Engagement: Implications; References
    Description / Table of Contents: Chapter 3: Identity-Based Research in Science EducationIntroduction; Theoretical Frameworks in Identity Research; Figured Worlds and Practice Theories; Discursive Stances; Activity Theory; Identity-Based Studies in Science Education; Global Identities Among Immigrant Students; Positional Identity and Science Teacher Professional Development; Differential Identities from a Common Curriculum; Conclusions; References; Chapter 4: Diverse Urban Youth's Learning of Science Outside School in University Outreach and Community Science Programs; A Brief Historical Account of Informal Science Practices
    Description / Table of Contents: Two Kinds of Programs: Outreach and Youth Centered ProgramsPrograms Reaching Out to Youth: The Case of Math and Science Upward Bound; Youth-Driven Community Science Programs: Some Examples; Discussion; Conclusion; References; Chapter 5: Reality Pedagogy and Urban Science Education: Towards a Comprehensive Understanding of the Urban Science Classroom; Problematising Science Education for Urban Students of Colour; The Silencing of Urban Youth Voice in Urban Science Education; Urban Science Education; The Needs of Urban Youth in an Urbanised World
    Description / Table of Contents: Science Education in Urban Settings or Urban Science EducationMoving Towards a Focus on Reality; From Pedagogy of Poverty to Reality Pedagogy; Defining Reality Pedagogy; Enacting Reality Pedagogy; Steps Towards Reality Pedagogy in the Classroom; A Focus on the Three Cs: Co-generative Dialogues, Co-teaching and Cosmopolitanism; Conclusions; References; Chapter 6: Learning Science Through Real-World Contexts; Use of Context in Science Education; Outcomes from International Studies on Context-Based Approaches; Relevance; Interest/Attitude/Motivation; Deeper Understanding
    Description / Table of Contents: Recent Developments in Australia
    Note: Description based upon print version of record
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  • 9
    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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  • 10
    Online Resource
    Online Resource
    Chicago : University of Chicago Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780226481104
    Language: English
    Pages: 1 Online-Ressource (499 pages)
    DDC: 306.45094109034
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    Keywords: Geschichte 1830-1890 ; Naturwissenschaften ; Geisteswissenschaften ; Kultur ; Großbritannien ; Aufsatzsammlung
    Abstract: Victorians were fascinated by the flood of strange new worlds that science was opening to them. Exotic plants and animals poured into London from all corners of the Empire, while revolutionary theories such as the radical idea that humans might be descended from apes drew crowds to heated debates. Men and women of all social classes avidly collected scientific specimens for display in their homes and devoured literature about science and its practitioners. Victorian Science in Context captures the essence of this fascination, charting the many ways in which science influenced and was influenced by the larger Victorian culture. Contributions from leading scholars in history, literature, and the history of science explore questions such as: What did science mean to the Victorians? For whom was Victorian science written? What ideological messages did it convey? The contributors show how practical concerns interacted with contextual issues to mold Victorian science-which in turn shaped much of the relationship between modern science and culture.
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  • 11
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9781402054204
    Language: English
    Pages: Online-Ressource (VII, 188 p, online resource)
    Series Statement: Boston Studies in the Philosophy of Science 248
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Positioning the history of science
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    Keywords: Philosophy (General) ; Science Philosophy ; Philosophy ; Science Philosophy ; Philosophy (General) ; Aufsatzsammlung ; Philosophie ; Wissenschaftsgeschichte ; Wissenschaftsgeschichte ; Philosophie
    Note: Includes bibliographical references
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    URL: Cover
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  • 12
    ISBN: 9781402026980
    Language: English
    Pages: Online-Ressource (IX, 289 p, digital)
    Series Statement: Archimedes 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Dijksterhuis, Fokko Jan Lenses and waves
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    Keywords: Science (General) ; Technology Philosophy ; Mathematics_$xHistory ; Physics History ; Science, general ; Philosophy ; Science, Humanities and Social Sciences, multidisciplinary ; Huygens, Christiaan 1629-1695 ; Optik ; Geschichte
    Abstract: From the contents: 1. Introduction – 'The perfect Cartesian' -- 2. 1653 – 'Tractatus' -- 3. 1655-1672 – 'De Aberratione' -- 4. The 'Project' of 1672 -- 5. 1677-1679 – Waves of Light -- 6. 1690 – Traité de la Lumière -- 7. Conclusion: Lenses & Waves -- List of figures -- Bibliography -- Index
    Abstract: In 1690, Christiaan Huygens (1629-1695) published Traité de la Lumière, containing his renowned wave theory of light. It is considered a landmark in seventeenth-century science, for the way Huygens mathematized the corpuscular nature of light and his probabilistic conception of natural knowledge. This book discusses the development of Huygens’ wave theory, reconstructing the winding road that eventually led to Traité de la Lumière. For the first time, the full range of manuscript sources is taken into account. In addition, the development of Huygens’ thinking on the nature of light is put in the context of his optics as a whole, which was dominated by his lifelong pursuit of theoretical and practical dioptrics. In so doing, this book offers the first account of the development of Huygens’ mathematical analysis of lenses and telescopes and its significance for the origin of the wave theory of light. As Huygens applied his mathematical proficiency to practical issues pertaining to telescopes – including trying to design a perfect telescope by means of mathematical theory – his dioptrics is significant for our understanding of seventeenth-century relations between theory and practice. With this full account of Huygens’ optics, this book sheds new light on the history of seventeenth-century optics and the rise of the new mathematical sciences, as well as Huygens’ oeuvre as a whole. Students of the history of optics, of early mathematical physics, and the Scientific Revolution, will find this book enlightening
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  • 13
    ISBN: 9780306481529
    Language: English
    Pages: 1 Online-Ressource(XVI, 326 p.)
    Edition: 1st ed. 2003.
    Series Statement: Archimedes, New Studies in the History and Philosophy of Science and Technology 7
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    Keywords: Epistemology. ; Cultural heritage. ; History. ; Knowledge, Theory of. ; Cultural property. ; History ; Philosophy (General) ; Genetic epistemology ; Humanities ; Aufsatzsammlung ; Wissenschaftliches Manuskript ; Naturwissenschaften ; Geschichte
    Abstract: The Hanging Chain: A Forgotten “Discovery” Buried in Galileo’s Notes on Mition -- The Chymical Laboratory Notebooks of George Starkey -- Newton’s Optical Notebooks: Public Versus Private Data -- At Play with Nature: Luigi Galvani’s Experimental Approach to Muscular Physiology -- The Practice of Studying Practice: Analyzing Research Records of Ampère and Faraday -- From Agents to Cells: Theodor Schwann’s Research Notes of the Years 1835–1838 -- Narrating by Numbers: Keeping an Account of Early 19th Century Laboratory Experiences -- Exploring Contents and Boundaries of Experimental Practice in Laboratory Notebooks: Samuel Pierpont Langley and the Mapping of the Infra-Red Region of the Solar Spectrum -- The Pocket Schedule -- From Lone Investigator to Laboratory Chief: Ivan Pavlov’s Research Notebooks as a Reflection of His Managerial and Interpretive Style -- Carl Correns’ Experiments with Pisum, 1896–1899 -- Errors and Insights: Reconstructing the Genesis of General Relativity from Einstein’s Zurich Notebook -- Hans Krebs’ and Kurt Henseleit’s Laboratory Notebooks and Their Discovery of the Urea Cycle-Reconstructed with Computer Models -- Laboratory Notebooks and Investigative Pathways -- The Scholar’s Seeing Eye.
    Abstract: Research records composed of notes and protocols have long played a role in the efforts to understand the origins of what have come to be seen as the established milestones in the development of modern science. The use of research records to probe the nature of scientific investigation itself however is a recent development in the history of science. With Eduard Dijksterhuis, we could address them as a veritable "epistemologiCal laboratory". The purpose of a workshop entitled "Reworking the Bench: Laboratory Notebooks in the History of Science", held at the Max Planck Institute for the History of Science in Berlin was to bring together historians who have been exploiting such resources, to compare the similarities and differences in the materials they had used and and to measure the potential and scope for future explorations of "science in the making" based on such forms of documentation. The contributions which form this volume are based on papers presented at this workshop or written afterward by participants in the discussions. This is the first book that addresses the issue of research notes for writing history of science in a comprehensive manner. Its case studies range from the early modern period to present and cover a broad range of different disciplines.
    Note: Includes bibliographical references
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  • 14
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780511157677
    Language: English
    Pages: 1 Online-Ressource (448 pages)
    DDC: 300.6041
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    Keywords: National Association for the Promotion of Social Science ; Geschichte ; Sozialpolitik ; Soziologie ; Politik ; Großbritannien
    Abstract: Goldman examines the origins of social policies, focusing on the Social Science Association.
    Note: Description based on publisher supplied metadata and other sources
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  • 15
    Online Resource
    Online Resource
    Thousand Oaks : SAGE Publications | Ann Arbor, Michigan : ProQuest
    ISBN: 9781452213637
    Language: English
    Pages: 1 Online-Ressource (849 pages)
    DDC: 306.45
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    Keywords: Wissenschaft ; Technologie ; Gesellschaft
    Abstract: For the most current, comprehensive resource in this rapidly evolving field, look no further than the Revised Edition of the Handbook of Science and Technology Studies. This masterful volume is the first resource in more than 15 years to define, summarize, and synthesize this complex multidisciplinary, international field. Tightly edited with contributions by an internationally recognized team of leading scholars, this volume addresses the crucial contemporary issues-both traditional and nonconventional-social studies, political studies, and humanistic studies in this changing field. Containing theoretical essays, extensive literature reviews, and detailed case studies, this remarkable volume clearly sets the standard for the field. It does nothing less than establish itself as the benchmark, one that will carry the field well into the next century.
    Note: Description based on publisher supplied metadata and other sources
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  • 16
    ISBN: 9780306476396
    Language: English
    Pages: 1 Online-Ressource(VIII, 344 p.)
    Edition: 1st ed. 2001.
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    Keywords: Learning. ; Instruction. ; Science education. ; Teaching. ; Educational technology. ; Chemistry. ; Humanities. ; Science—Study and teaching. ; Teachers—Training of. ; Learning, Psychology of. ; Social sciences. ; Education ; Chemistry ; Science Study and teaching ; Teachers Training of ; Naturwissenschaftlicher Unterricht ; Naturwissenschaftliche Bildung
    Abstract: Views and Visions of Science Education Research -- Science Education Researchers and Research in Transition: Issues and Policies -- Research in Science Education in Europe: Retrospect and Prospect -- Science Content as Problematic - Issues for Research -- Science Education Versus Science in the Academy: Questions - Discussion - Perspectives -- Scientific Literacy — Conceptions and Assessment -- The Assessment of Scientific Literacy in the OECD/PISA Project -- Scientific Literacy: From Theory to Practice -- Making Formative Use of a National Summative Assessment Regime -- A Comparison of STS-teaching and Traditional Physics Lessons - On the Correlation of Physics Knowledge and Taking Action -- Students’ Conceptions -- On the Quantum Thinking of Physics Undergraduates -- Experiences with a Modern Course in Quantum Physics -- Learning Process Studies in the Field of Fractals -- Students’ Understandings of their Internal Structure as Revealed by Drawings -- Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils’ Understanding of Scientific Phenomena -- Entities of the World and Causality in Children’s Thinking -- Using Media Reports of Science Research in Pupils’ Evaluation of Evidence -- Pupils’ Perceptions of Science Education at Primary and Secondary School -- Teachers’ Conceptions -- Teacher Professionalism and Change: Developing a Professional Self Through Reflective Assessment -- Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK -- Teaching Chemical Equilibrium in Australian and German Senior High Schools -- The Ideas of Spanish Primary Teachers on how to Develop an Understanding of Processes in Science and their Support in Textbooks -- Pre-service Elementary Teachers Constructing the Nature and Language of Science -- Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour of a Narrow Jet of Water in the Presence of Charged Insulators -- Intuitive Rules: A Theory and its Implications to Mathematics and Science Teacher Education -- Conceptual Change — Teaching and Learning Processes -- Conceptual Change Research and the Teaching of Science -- Rhetoric and Science Education -- Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change? -- On the Micro-structure of Analogical Reasoning: The Case of Understanding Chaotic Systems -- Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils -- Concept Mapping as a Tool for Research in Science Education -- The Need for and the Role of Metacognition in Teaching and Learning the Particle Model -- Evolving Mental Models of Electric Circuits -- Two Models for a Physical Situation: the Case of Optics. Students’ Difficulties, Teachers’ Viewpoints and Guidelines for a ?Didactic Structure? -- The Influence of a Historically Oriented Course on the Content Knowledge of Students in Optics -- Using Everyday and Scientific Conceptions for Developing Guidelines of Teaching Microbiology -- Teaching and Learning the Concept of the Model in Secondary Schools -- Conceptual Change and Student Diversity: The Case of Volcanism at Primary School -- The Development of Prospective Teachers’ Concerns about Teaching Chemistry Topics at a Macro-micro-symbolic Interface -- How to Enhance Students’ Motivation and Ability to Communicate in Science Class-discourse -- How do Boys and Girls use Language in Physics Classes? -- Instructional Media and Lab Work -- Improving the Use of Instructional Illustrations in Learning Chemistry -- Computing in Stereochemistry - 2D or 3D Representations? -- Learning Physics with Multimedia- and Experimental-supported Workshop Instruction -- Generating Hypotheses in Scientific Enquiry -- Using Laboratory Work for Purposeful Learning about the Practice of Science -- University Students During Practical Work: Can We Make the Learning Process Intelligible? -- Learning About Investigations - The Teacher’s Role -- Point and Set Paradigms in Students’ Handling of Experimental Measurements -- Beyond the Laboratory-learning Physics Using Real-life Contexts.
    Abstract: This volume includes articles based on papers presented at the Second International Conference of the European Science Education Research Association (E.S.E.R.A.) held in Kiel, August 31 to September 4, 1999. About 300 colleagues, virtually from around the world - with a particular European focus - participated. Some 200 papers were presented. Three pages synopses of these papers were published in Proceedings of the conference (edited by Michael Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gräber and Angela Kross). They are available from the IPN homepage: http://www.ipn.uni-kiel.de. The participants were asked to submit contributions to the present volume. It contains the invited plenary lectures and a selection of the submitted contributions based on reviews by an international board and the editors. The volume mirrors main lines of research in science education in Europe and around the world. The invited lectures provide overviews of the growth of science education research from the past to the present, including views of future developments. Major emphasis of empirical research still seems to be students' conceptions and conceptual change. About half of the contributions fall into that category. In addition, most of the remaining contributions deal with various cognitive issues of teaching and learning science. It was surprising for us that the number of studies on affective issues and gender differences was much smaller than expected.
    Note: Includes bibliographical references and index
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  • 17
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306472275
    Language: English
    Pages: 1 Online-Ressource(VIII, 148 p.)
    Edition: 1st ed. 2001.
    Series Statement: Contemporary Trends and Issues in Science Education 12
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    Keywords: Science education. ; Assessment. ; Learning. ; Instruction. ; Education. ; Educational tests and measurements. ; Learning, Psychology of. ; Science—Study and teaching. ; Education ; Science Study and teaching ; Educational tests and measurements ; Neuseeland ; Unterrichtsforschung ; Naturwissenschaftlicher Unterricht
    Abstract: A Review of the Relevant Literature -- A Case Study of Formative Assessment -- The Characteristics of Formative Assessment -- A Model of Formative Assessment -- Cameos of Formative Assessment -- Learning and Formative Assessment -- Doing Formative Assessment.
    Abstract: Formative Assessment and Science Education documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as `the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'. The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning. This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
    Note: Includes bibliographical references (p. [139]-144) and index
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  • 18
    Book
    Book
    Chicago, Ill. [u.a.] : Univ. of Chicago Press
    ISBN: 0226481123 , 0226481115
    Language: English
    Pages: VIII, 489 S. , Ill.
    DDC: 306.45094109034
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    Keywords: Geschichte 1830-1890 ; Naturwissenschaften ; Geisteswissenschaften ; Kultur ; Großbritannien ; Aufsatzsammlung ; Konferenzschrift 1995 ; Aufsatzsammlung ; Aufsatzsammlung ; Konferenzschrift 1995
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  • 19
    Book
    Book
    Chicago, Ill. [u.a.] : Univ. of Chicago Press
    ISBN: 0226750191 , 0226750183
    Language: English
    Pages: XXXI, 483 S.
    Edition: 2. [Dr.]
    Series Statement: Science and its conceptual foundations
    DDC: 306.45094109032
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    Keywords: Geschichte 1600-1700 ; Wahrheit ; Sozialgeschichte ; England
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  • 20
    Book
    Book
    Chicago, Ill. [u.a.] : Univ. of Chicago Press
    ISBN: 0226668002 , 0226668010
    Language: English
    Pages: VIII, 474 S.
    Edition: [Nachdr.]
    DDC: 303.483
    RVK:
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    Keywords: Wissenschaftsforschung ; Wissenschaftssoziologie ; Wissenschaftstheorie
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  • 21
    Book
    Book
    Chicago, Ill. [u.a.] : Univ. of Chicago Press
    ISBN: 0226482324 , 0226482332
    Language: English
    Pages: XIV, 549 S.
    Edition: 5. [ed.]
    Series Statement: The Chicago history of science and medicine
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    Keywords: Geschichte 500-1500 ; Abkürzung ; Naturwissenschaften ; Wissenschaft ; Auroville ; Auroville ; Geschichte 500-1500 ; Abkürzung ; Geschichte 500-1500 ; Naturwissenschaften ; Geschichte 500-1500 ; Wissenschaft ; Geschichte 500-1500
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