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Scientific Concepts (scientific + concept)
Selected AbstractsPromoting fourth graders' conceptual change of their understanding of electric current via multiple analogiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2005Mei-Hung Chiu For the past two decades, a growing amount of research has shown that the use of analogies in science teaching and learning promotes meaningful understanding of complex scientific concepts (Gentner, 1983; Glynn, 1989; Harrison & Treagust, 1993; Wong, 1993). This article presents a study in which multiple analogies were used as scaffolding to link students' prior understanding of daily life events to knowledge of the scientific domain. The study was designed to investigate how multiple analogies influence student learning of a complex scientific concept: the electric circuit. We used several analogies in a set of learning materials to present the concepts of parallel and series circuits. Thirty-two fourth graders participated in this study and were randomly assigned to four groups. The four groups were named nonanalogy (control), single analogy, similar analogies, and complementary analogies, according to the materials they used in this study. The results demonstrated that using analogies not only promoted profound understanding of complex scientific concepts (such as electricity), but it also helped students overcome their misconceptions of these concepts. In particular, we found that the reason the students had difficulty understanding the concept of electricity was because of their ontological presupposition of the concept. Implications for teaching and learning are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 429,464, 2005 [source] Contributions of ethnobiology to the conservation of tropical rivers and streamsAQUATIC CONSERVATION: MARINE AND FRESHWATER ECOSYSTEMS, Issue 3 2008R.A.M. Silvano Abstract 1.This study aimed to link basic ethnobiological research on local ecological knowledge (LEK) to the conservation of Brazilian streams, based on two case studies: original data on LEK of fishermen about freshwater fish in the Negro River, Amazon, and previously published data about LEK of farmers on the ecological relationship between forest and streams in the Macabuzinho catchment, Atlantic Forest. 2.Information was obtained from fishermen through interviews using standard questionnaires containing open-ended questions. Informants for interview were selected either following some defined criteria or applying the ,snowball' method. 3.Fishermen's LEK about the diets and habitats of 14 fish species in the Negro River provided new biological information on plant species that are eaten by fish, in addition to confirming some ecological patterns from the biological literature, such as dependence of fish on forests as food sources. 4.In the Atlantic Forest, a comparison between farmers' LEK and a rapid stream assessment in the farmers' properties indicated that farmers tended to overestimate the ecological integrity of their streams. Farmers recognized at least 11 forest attributes that correspond to the scientific concept of ecosystem services. Such information may be useful to promote or enhance dialogue among farmers, scientists and managers. 5.These results may contribute to the devising of ecosystem management measures in the Negro River, aimed to conserve both rivers and their associated floodplain forests, involving local fishermen. In the Atlantic Forest, we proposed some initiatives, such as to allow direct economic use of their forests to conciliate conflicting perceptions of farmers about ecological benefits versus economic losses from reforestation. Despite their cultural, environmental and geographical differences, the two study cases are complementary and cost-effective and promising approaches to including LEK in the design of ecological research. Copyright © 2007 John Wiley & Sons, Ltd. [source] Glyceroneogenesis, the pathway that almost wasn'tBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 5 2006Richard W. Hanson "What seest thou else in the dark, backward abysm of time." Prospero in The Tempest As is true in all aspects of human endeavor, a scientific concept can appear before its time and remain unappreciated before events catch up with the concept. Such was the case of the discovery of glyceroneogenesis and the establishment of its biological importance; it took almost 40 years before the significance of this pathway became apparent and the concept of triglyceride recycling was understood by the scientific establishment. Even that may be stretching a point, because today glyceroneogenesis is hardly a household word. In this essay, we will tell the story of the discovery of glyceroneogenesis and the thought processes that led us to propose this pathway. We will also speculate on why the pathway was not more widely embraced by scientists working in lipid metabolism and why that may finally be changing. The reader is warned, however, that this story is a reconstruction of past events and, like all such attempts, suffers from the patina of nostalgia that inevitably covers all things resurrected from memory. Others may view things differently, but this is our story as we remember it. [source] Beyond Dialogue: The Role of Science Within TheologyDIALOG, Issue 3 2007Ernest L. Simmons Abstract:, The purpose of this article is to provide background overview and contemporary context for the theme of this issue of Dialog, the role of science within theology. Over the last fifty years, this role has primarily involved dialogue and the drive to mutual understanding. That discussion has now reached a new stage seeking to move beyond dialogue toward what some are referring to as hypothetical consonance. One of the most serious constructive proposals moving beyond dialogue is Creative Mutual Interaction (CMI), proposed by Robert John Russell. The first five ways he discusses in CMI specifically address the role of science in theological reflection. It is argued that these five ways will assist the reader in contextualing the discussion found in the articles in this issue. Elaboration of each way is given, concluding with a constructive theological example of the heuristic use of scientific concepts found in quantum field theory. [source] Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2005Mei-Hung Chiu For the past two decades, a growing amount of research has shown that the use of analogies in science teaching and learning promotes meaningful understanding of complex scientific concepts (Gentner, 1983; Glynn, 1989; Harrison & Treagust, 1993; Wong, 1993). This article presents a study in which multiple analogies were used as scaffolding to link students' prior understanding of daily life events to knowledge of the scientific domain. The study was designed to investigate how multiple analogies influence student learning of a complex scientific concept: the electric circuit. We used several analogies in a set of learning materials to present the concepts of parallel and series circuits. Thirty-two fourth graders participated in this study and were randomly assigned to four groups. The four groups were named nonanalogy (control), single analogy, similar analogies, and complementary analogies, according to the materials they used in this study. The results demonstrated that using analogies not only promoted profound understanding of complex scientific concepts (such as electricity), but it also helped students overcome their misconceptions of these concepts. In particular, we found that the reason the students had difficulty understanding the concept of electricity was because of their ontological presupposition of the concept. Implications for teaching and learning are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 429,464, 2005 [source] SIMM: An integrated forecasting system for the Mediterranean areaMETEOROLOGICAL APPLICATIONS, Issue 4 2007Antonio Speranza Abstract Many ,high-impact' meteorological, marine and hydrological events in the Mediterranean area are characterized by horizontal spatial scales of the order of 10,100 km. Such events are, sometimes, driven by complex dynamical processes involving planetary scale atmospheric flows. Several international programs (ALPEX, POEM, MAP, PYREX, MEDEX) have improved the understanding of some of these processes. However, because of the Mediterranean's geomorphological structure, characterized by mountain chains (e.g. the Alps), semi-enclosed sea basins and small river catchments, many problems remain. It is clear that such problems have to be faced in the context of analysis-prediction systems bridging the gap between global and local scales of motion. These systems should allow for an adequate representation of key dynamical processes at all the relevant scales of motion. The Hydro-Meteorological-Marine System (,Sistema Idro-Meteo-Mare', SIMM) is a first step in developing an integrated system, adequately covering all scales of motion from global to local. A short description of the system is presented, highlighting scientific concepts behind design choices. A summary of the results of verification tests is also illustrated, together with a general evaluation of the whole process in planning, developing and running SIMM in order to assist future updates of the system, currently under development. Copyright © 2007 Royal Meteorological Society [source] The (Multiple) Realization of Psychological and other Properties in the SciencesMIND & LANGUAGE, Issue 2 2009KENNETH AIZAWA To resolve these problems, we focus on concrete examples from the sciences to provide precise accounts of the scientific concepts of ,realization' and ,multiple realization' that have played key roles in recent debates in the philosophy of science and philosophy of psychology. We illustrate the advantages of our view over a prominent rival account (Shapiro, 2000 and 2004) and use our work to rebut recent objections to the long-standing claim that psychological properties are multiply realized. For we use scientific evidence, in combination with our more precise theoretical framework, to show that we have strong reason to believe that psychological properties are indeed multiply realized both at the biochemical and neuronal levels. [source] Bioorganic studies on marine natural products,diverse chemical structures and bioactivitiesTHE CHEMICAL RECORD, Issue 5 2006Daisuke Uemura Abstract The discovery of new molecules contributes to the development of basic scientific concepts, leads to valuable drug-oriented compounds, and suggests possible new pharmacological reagents. Newly discovered substances can even be responsible for the creation of new scientific fields. Due to the radically different habitats of marine organisms, several notable examples of secondary metabolites from marine organisms have been isolated. Two of the most remarkable properties of these compounds are their structural and physiological diversities. These bioactive compounds are candidates for drugs or biological probes for physiological studies. Palytoxin is a polyol compound that shows extreme acute toxicity. Halichondrins are remarkable antitumor macrolides from sponge. Pinnatoxins, potent shellfish poisons, cause food poisoning. This paper describes bioorganic studies on such newly discovered wonders of nature. Several bioactive marine alkaloids and important substances involved in dynamic ecological systems are also described. © 2006 The Japan Chemical Journal Forum and Wiley Periodicals, Inc. Chem Rec 6: 235,248; 2006: Published online in Wiley InterScience (www.interscience.wiley.com) DOI 10.1002/tcr.20087 [source] Talking About Science in MuseumsCHILD DEVELOPMENT PERSPECTIVES, Issue 1 2010Catherine A. Haden Abstract, New research in museums offers a unique vantage point for observing how parent,child conversational interactions may help children learn science in everyday settings. Recent studies in this area pinpoint the role of elaborative conversation,including open-ended Wh- questions and explanatory comments,in children's understanding of scientific concepts, and more generalized effects on children's attitudes and ways of making meaning may exist as well. This review places this work in its theoretical context and discusses its potential to illuminate social mediators underlying children's learning processes and outcomes. [source] | |||||||||||||