Advertisement
| analysis and feedback of scientific knowledge: Reproducibility and Replicability in Science National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Committee on Science, Engineering, Medicine, and Public Policy, Board on Research Data and Information, Division on Engineering and Physical Sciences, Committee on Applied and Theoretical Statistics, Board on Mathematical Sciences and Analytics, Division on Earth and Life Studies, Nuclear and Radiation Studies Board, Division of Behavioral and Social Sciences and Education, Committee on National Statistics, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Reproducibility and Replicability in Science, 2019-10-20 One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it. When a scientific effort fails to independently confirm the computations or results of a previous study, some fear that it may be a symptom of a lack of rigor in science, while others argue that such an observed inconsistency can be an important precursor to new discovery. Concerns about reproducibility and replicability have been expressed in both scientific and popular media. As these concerns came to light, Congress requested that the National Academies of Sciences, Engineering, and Medicine conduct a study to assess the extent of issues related to reproducibility and replicability and to offer recommendations for improving rigor and transparency in scientific research. Reproducibility and Replicability in Science defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research. Unlike the typical expectation of reproducibility between two computations, expectations about replicability are more nuanced, and in some cases a lack of replicability can aid the process of scientific discovery. This report provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science. |
| analysis and feedback of scientific knowledge: Scientific Research in Education National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Scientific Principles for Education Research, 2002-03-28 Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for evidence-based policy and practice in educationâ€now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€including education researchâ€develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education. |
| analysis and feedback of scientific knowledge: Scientific Knowledge and Its Social Problems Jerome R. Ravetz, 2020-09-10 Science is continually confronted by new and difficult social and ethical problems. Some of these problems have arisen from the transformation of the academic science of the prewar period into the industrialized science of the present. Traditional theories of science are now widely recognized as obsolete. In Scientific Knowledge and Its Social Problems (originally published in 1971), Jerome R. Ravetz analyzes the work of science as the creation and investigation of problems. He demonstrates the role of choice and value judgment, and the inevitability of error, in scientific research. Ravetz's new introductory essay is a masterful statement of how our understanding of science has evolved over the last two decades. |
| analysis and feedback of scientific knowledge: Taking Science to School National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee on Science Learning, Kindergarten Through Eighth Grade, 2007-04-16 What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. |
| analysis and feedback of scientific knowledge: Science Literacy National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Science Literacy and Public Perception of Science, 2016-11-14 Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€whether using knowledge or creating itâ€necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research. |
| analysis and feedback of scientific knowledge: How Students Learn National Research Council, Division of Behavioral and Social Sciences and Education, Committee on How People Learn, A Targeted Report for Teachers, 2005-01-23 How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. |
| analysis and feedback of scientific knowledge: Responsible Science Committee on Science, Engineering, and Public Policy (U.S.). Panel on Scientific Responsibility and the Conduct of Research, 1992 Responsible Science is a comprehensive review of factors that influence the integrity of the research process. Volume I examines reports on the incidence of misconduct in science and reviews institutional and governmental efforts to handle cases of misconduct. The result of a two-year study by a panel of experts convened by the National Academy of Sciences, this book critically analyzes the impact of today's research environment on the traditional checks and balances that foster integrity in science. Responsible Science is a provocative examination of the role of educational efforts; research guidelines; and the contributions of individual scientists, mentors, and institutional officials in encouraging responsible research practices. |
| analysis and feedback of scientific knowledge: Inquiry and the National Science Education Standards National Research Council, Center for Science, Mathematics, and Engineering Education, Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry, 2000-05-03 Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€the eyes glazed over syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand why we can't teach the way we used to. Inquiry refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. |
| analysis and feedback of scientific knowledge: Social Science Research Anol Bhattacherjee, 2012-04-01 This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages. |
| analysis and feedback of scientific knowledge: Enhancing the Effectiveness of Team Science National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on the Science of Team Science, 2015-07-15 The past half-century has witnessed a dramatic increase in the scale and complexity of scientific research. The growing scale of science has been accompanied by a shift toward collaborative research, referred to as team science. Scientific research is increasingly conducted by small teams and larger groups rather than individual investigators, but the challenges of collaboration can slow these teams' progress in achieving their scientific goals. How does a team-based approach work, and how can universities and research institutions support teams? Enhancing the Effectiveness of Team Science synthesizes and integrates the available research to provide guidance on assembling the science team; leadership, education and professional development for science teams and groups. It also examines institutional and organizational structures and policies to support science teams and identifies areas where further research is needed to help science teams and groups achieve their scientific and translational goals. This report offers major public policy recommendations for science research agencies and policymakers, as well as recommendations for individual scientists, disciplinary associations, and research universities. Enhancing the Effectiveness of Team Science will be of interest to university research administrators, team science leaders, science faculty, and graduate and postdoctoral students. |
| analysis and feedback of scientific knowledge: A Framework for K-12 Science Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards, 2012-02-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. |
| analysis and feedback of scientific knowledge: The Science of Science Dashun Wang, Albert-László Barabási, 2021-03-25 This is the first comprehensive overview of the exciting field of the 'science of science'. With anecdotes and detailed, easy-to-follow explanations of the research, this book is accessible to all scientists, policy makers, and administrators with an interest in the wider scientific enterprise. |
| analysis and feedback of scientific knowledge: Feedback Systems Karl Johan Åström, Richard M. Murray, 2021-02-02 The essential introduction to the principles and applications of feedback systems—now fully revised and expanded This textbook covers the mathematics needed to model, analyze, and design feedback systems. Now more user-friendly than ever, this revised and expanded edition of Feedback Systems is a one-volume resource for students and researchers in mathematics and engineering. It has applications across a range of disciplines that utilize feedback in physical, biological, information, and economic systems. Karl Åström and Richard Murray use techniques from physics, computer science, and operations research to introduce control-oriented modeling. They begin with state space tools for analysis and design, including stability of solutions, Lyapunov functions, reachability, state feedback observability, and estimators. The matrix exponential plays a central role in the analysis of linear control systems, allowing a concise development of many of the key concepts for this class of models. Åström and Murray then develop and explain tools in the frequency domain, including transfer functions, Nyquist analysis, PID control, frequency domain design, and robustness. Features a new chapter on design principles and tools, illustrating the types of problems that can be solved using feedback Includes a new chapter on fundamental limits and new material on the Routh-Hurwitz criterion and root locus plots Provides exercises at the end of every chapter Comes with an electronic solutions manual An ideal textbook for undergraduate and graduate students Indispensable for researchers seeking a self-contained resource on control theory |
| analysis and feedback of scientific knowledge: Communicating Science Effectively National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Committee on the Science of Science Communication: A Research Agenda, 2017-03-08 Science and technology are embedded in virtually every aspect of modern life. As a result, people face an increasing need to integrate information from science with their personal values and other considerations as they make important life decisions about medical care, the safety of foods, what to do about climate change, and many other issues. Communicating science effectively, however, is a complex task and an acquired skill. Moreover, the approaches to communicating science that will be most effective for specific audiences and circumstances are not obvious. Fortunately, there is an expanding science base from diverse disciplines that can support science communicators in making these determinations. Communicating Science Effectively offers a research agenda for science communicators and researchers seeking to apply this research and fill gaps in knowledge about how to communicate effectively about science, focusing in particular on issues that are contentious in the public sphere. To inform this research agenda, this publication identifies important influences †psychological, economic, political, social, cultural, and media-related †on how science related to such issues is understood, perceived, and used. |
| analysis and feedback of scientific knowledge: Uncertainty Kostas Kampourakis, Kevin McCain, 2020 Anti-evolutionists, climate denialists, and anti-vaxxers, among others, question some of the best-established scientific findings by referring to the uncertainties in these areas of research. Uncertainty: How It Makes Science Advance shows that uncertainty is an inherent feature of science that makes it advance by motivating further research. |
| analysis and feedback of scientific knowledge: Apocalypse Never (resumo) Michael Shellenberger, 2023-04-28 Este livro é um resumo produzido a partir da obra original. A mudança climática é real, mas não é o fim do mundo. Não é sequer nosso maior problema ambiental. Michael Shellenberger tem lutado por um planeta mais verde por décadas. Ajudou a salvar as últimas sequoias ameaçadas do mundo, co-criou o que seria o predecessor do atual Novo Acordo Verde (Green New Deal), além de, juntamente com cientistas climáticos e ativistas, liderar uma ação bem sucedida para manter as usinas nucleares funcionando, assim evitando os famosos picos de emissão. Porém, em 2019, enquanto se alegava que bilhões de pessoas iriam morrer, o que contribuiu para uma ampla crise de ansiedade ― inclusive entre adolescentes ―, como ativista ambiental há anos, afamado especialista em energia e pai de uma adolescente, Shellenberger resolveu que deveria falar mais a respeito a fim de separar a ficção da ciência. Mesmo após anos da atenção dada pela grande mídia, muitos continuam ignorantes quanto aos fatos mais básicos sobre clima. Em boa parte das nações mais desenvolvidas, os picos das emissões de carbono vêm caindo há mais de uma década. O mesmo ocorre quanto aos números de mortes causadas por condições climáticas extremas, que tiveram uma queda de 80% nos últimos quarenta anos, inclusive em nações mais pobres. Além disso, o risco de um superaquecimento da Terra tem se tornado mais improvável graças ao baixo crescimento populacional e a abundância de gás natural. Curiosamente, aqueles que são mais alarmistas quanto aos problemas climáticos também são os que tendem a se opor às soluções mais óbvias. O que está realmente por detrás de todo esse levante apocalítico ambientalista? Estão poderosos interesses financeiros. Há desejo por status e poder. E há, sobretudo, um desejo de transcendência de pessoas supostamente seculares. O impulso espiritual pode ser natural e saudável, porém ao pregar medo sem amor e culpa sem redenção, a nova religião não está satisfazendo nossas mais profundas necessidades psicológicas e existenciais. |
| analysis and feedback of scientific knowledge: Fostering Integrity in Research National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Committee on Science, Engineering, Medicine, and Public Policy, Committee on Responsible Science, 2018-01-13 The integrity of knowledge that emerges from research is based on individual and collective adherence to core values of objectivity, honesty, openness, fairness, accountability, and stewardship. Integrity in science means that the organizations in which research is conducted encourage those involved to exemplify these values in every step of the research process. Understanding the dynamics that support †or distort †practices that uphold the integrity of research by all participants ensures that the research enterprise advances knowledge. The 1992 report Responsible Science: Ensuring the Integrity of the Research Process evaluated issues related to scientific responsibility and the conduct of research. It provided a valuable service in describing and analyzing a very complicated set of issues, and has served as a crucial basis for thinking about research integrity for more than two decades. However, as experience has accumulated with various forms of research misconduct, detrimental research practices, and other forms of misconduct, as subsequent empirical research has revealed more about the nature of scientific misconduct, and because technological and social changes have altered the environment in which science is conducted, it is clear that the framework established more than two decades ago needs to be updated. Responsible Science served as a valuable benchmark to set the context for this most recent analysis and to help guide the committee's thought process. Fostering Integrity in Research identifies best practices in research and recommends practical options for discouraging and addressing research misconduct and detrimental research practices. |
| analysis and feedback of scientific knowledge: CiteSpace Chaomei Chen, 2016 CiteSpace is a freely available computer program written in Java for visualizing and analyzing literature of a scientific domain. A knowledge domain is broadly defined in order to capture the notion of a logically and cohesively organized body of knowledge. It may range from specific topics such as post-traumatic stress disorder to fields of study lacking clear-cut boundaries, such as research on terrorism or regenerative medicine. CiteSpace takes bibliographic information, especially citation information from the Web of Science, and generates interactive visualizations. Users can explore various patterns and trends uncovered from scientific publications, and develop a good understanding of scientific literature much more efficiently than they would from an unguided search through literature. The full text of many scientific publications can be accessed with a single click through the interactive visualization in CiteSpace. At the end of a session, CiteSpace can generate a summary report to summarize key information about the literature analyzed. This book is a practical guide not only on how to operate the tool but also on why the tool is designed and what implications of various patterns that require special attention. This book is written with a minimum amount of jargon. It uses everyday language to explain what people may learn from the writings of scholars of all kinds. |
| analysis and feedback of scientific knowledge: Opening Science Sönke Bartling, Sascha Friesike, 2013-12-16 Modern information and communication technologies, together with a cultural upheaval within the research community, have profoundly changed research in nearly every aspect. Ranging from sharing and discussing ideas in social networks for scientists to new collaborative environments and novel publication formats, knowledge creation and dissemination as we know it is experiencing a vigorous shift towards increased transparency, collaboration and accessibility. Many assume that research workflows will change more in the next 20 years than they have in the last 200. This book provides researchers, decision makers, and other scientific stakeholders with a snapshot of the basics, the tools, and the underlying visions that drive the current scientific (r)evolution, often called ‘Open Science.’ |
| analysis and feedback of scientific knowledge: Approaches to Social Enquiry Norman Blaikie, 2007-09-24 Since its initial publication, this highly respected text has provided students with a critical review of the major research paradigms in the social sciences and the logics or strategies of enquiry associated with them. This second edition has been revised and updated. |
| analysis and feedback of scientific knowledge: Advancing the Science of Climate Change National Research Council, Division on Earth and Life Studies, Board on Atmospheric Sciences and Climate, America's Climate Choices: Panel on Advancing the Science of Climate Change, 2011-01-10 Climate change is occurring, is caused largely by human activities, and poses significant risks for-and in many cases is already affecting-a broad range of human and natural systems. The compelling case for these conclusions is provided in Advancing the Science of Climate Change, part of a congressionally requested suite of studies known as America's Climate Choices. While noting that there is always more to learn and that the scientific process is never closed, the book shows that hypotheses about climate change are supported by multiple lines of evidence and have stood firm in the face of serious debate and careful evaluation of alternative explanations. As decision makers respond to these risks, the nation's scientific enterprise can contribute through research that improves understanding of the causes and consequences of climate change and also is useful to decision makers at the local, regional, national, and international levels. The book identifies decisions being made in 12 sectors, ranging from agriculture to transportation, to identify decisions being made in response to climate change. Advancing the Science of Climate Change calls for a single federal entity or program to coordinate a national, multidisciplinary research effort aimed at improving both understanding and responses to climate change. Seven cross-cutting research themes are identified to support this scientific enterprise. In addition, leaders of federal climate research should redouble efforts to deploy a comprehensive climate observing system, improve climate models and other analytical tools, invest in human capital, and improve linkages between research and decisions by forming partnerships with action-oriented programs. |
| analysis and feedback of scientific knowledge: Science and Creationism National Academy of Sciences (U.S.), 1999 This edition of Science and Creationism summarizes key aspects of several of the most important lines of evidence supporting evolution. It describes some of the positions taken by advocates of creation science and presents an analysis of these claims. This document lays out for a broader audience the case against presenting religious concepts in science classes. The document covers the origin of the universe, Earth, and life; evidence supporting biological evolution; and human evolution. (Contains 31 references.) (CCM) |
| analysis and feedback of scientific knowledge: Scientific Knowledge and the Deep Past Adrian Currie, 2019-08-31 Historical sciences like paleontology and archaeology have uncovered unimagined, remarkable and mysterious worlds in the deep past. How should we understand the success of these sciences? What is the relationship between knowledge and history? In Scientific Knowledge and the Deep Past: History Matters, Adrian Currie examines recent paleontological work on the great changes that occurred during the Cretaceous period - the emergence of flowering plants, the splitting of the mega-continent Gondwana, and the eventual fall of the dinosaurs - to analyse the knowledge of historical scientists, and to reflect upon the nature of history. He argues that distinctively historical processes are 'peculiar': they have the capacity to generate their own highly specific dynamics and rules. This peculiarity, Currie argues, also explains the historian's interest in narratives and stories: the contingency, complexity and peculiarity of the past demands a narrative treatment. Overall, Currie argues that history matters for knowledge. |
| analysis and feedback of scientific knowledge: Scientific Inquiry and Nature of Science Lawrence Flick, N.G. Lederman, 2007-10-23 This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science. |
| analysis and feedback of scientific knowledge: Reference Manual on Scientific Evidence , 1994 |
| analysis and feedback of scientific knowledge: Peer Review in Health Sciences Tom Jefferson, Fiona Godlee, 2003-09-26 This book has established itself as the authoritative text on health sciences peer review. Contributions from the world's leading figures discuss the state of peer review, question its role in the currently changing world of electronic journal publishing, and debate where it should go from here. The second edition has been thoroughly revised and new chapters added on qualitative peer review, training, consumers and innovation. |
| analysis and feedback of scientific knowledge: Argumentation in Science Education Sibel Erduran, María Pilar Jiménez-Aleixandre, 2007-12-06 Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial. |
| analysis and feedback of scientific knowledge: The Third Wave of Science Studies Harry M. Collins, R. Evans, 2002 |
| analysis and feedback of scientific knowledge: The Science of Reading Margaret J. Snowling, Charles Hulme, 2008-04-15 The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field |
| analysis and feedback of scientific knowledge: The Science of Effective Mentorship in STEMM National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on Effective Mentoring in STEMM, 2020-01-24 Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members. |
| analysis and feedback of scientific knowledge: Theories of Scientific Progress John Losee, 2004-06 There seems little doubt that we have made progress in scientific theories, but how? Theories of Scientific Progress presents the arguments, covers interpretations of scientific progress and discusses the latest contemporary debates. |
| analysis and feedback of scientific knowledge: Concepts of Biology Samantha Fowler, Rebecca Roush, James Wise, 2023-05-12 Black & white print. Concepts of Biology is designed for the typical introductory biology course for nonmajors, covering standard scope and sequence requirements. The text includes interesting applications and conveys the major themes of biology, with content that is meaningful and easy to understand. The book is designed to demonstrate biology concepts and to promote scientific literacy. |
| analysis and feedback of scientific knowledge: Finding What Works in Health Care Institute of Medicine, Board on Health Care Services, Committee on Standards for Systematic Reviews of Comparative Effectiveness Research, 2011-07-20 Healthcare decision makers in search of reliable information that compares health interventions increasingly turn to systematic reviews for the best summary of the evidence. Systematic reviews identify, select, assess, and synthesize the findings of similar but separate studies, and can help clarify what is known and not known about the potential benefits and harms of drugs, devices, and other healthcare services. Systematic reviews can be helpful for clinicians who want to integrate research findings into their daily practices, for patients to make well-informed choices about their own care, for professional medical societies and other organizations that develop clinical practice guidelines. Too often systematic reviews are of uncertain or poor quality. There are no universally accepted standards for developing systematic reviews leading to variability in how conflicts of interest and biases are handled, how evidence is appraised, and the overall scientific rigor of the process. In Finding What Works in Health Care the Institute of Medicine (IOM) recommends 21 standards for developing high-quality systematic reviews of comparative effectiveness research. The standards address the entire systematic review process from the initial steps of formulating the topic and building the review team to producing a detailed final report that synthesizes what the evidence shows and where knowledge gaps remain. Finding What Works in Health Care also proposes a framework for improving the quality of the science underpinning systematic reviews. This book will serve as a vital resource for both sponsors and producers of systematic reviews of comparative effectiveness research. |
| analysis and feedback of scientific knowledge: Second International Handbook of Science Education Barry J. Fraser, Kenneth Tobin, Campbell J. McRobbie, 2011-12-13 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 an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education. |
| analysis and feedback of scientific knowledge: False Alarm Bjorn Lomborg, 2020-07-14 An “essential” (Times UK) and “meticulously researched” (Forbes) book by “the skeptical environmentalist” argues that panic over climate change is causing more harm than good Hurricanes batter our coasts. Wildfires rage across the American West. Glaciers collapse in the Artic. Politicians, activists, and the media espouse a common message: climate change is destroying the planet, and we must take drastic action immediately to stop it. Children panic about their future, and adults wonder if it is even ethical to bring new life into the world. Enough, argues bestselling author Bjorn Lomborg. Climate change is real, but it's not the apocalyptic threat that we've been told it is. Projections of Earth's imminent demise are based on bad science and even worse economics. In panic, world leaders have committed to wildly expensive but largely ineffective policies that hamper growth and crowd out more pressing investments in human capital, from immunization to education. False Alarm will convince you that everything you think about climate change is wrong -- and points the way toward making the world a vastly better, if slightly warmer, place for us all. |
| analysis and feedback of scientific knowledge: Representing Scientific Knowledge Chaomei Chen, Min Song, 2017-11-25 This book is written for anyone who is interested in how a field of research evolves and the fundamental role of understanding uncertainties involved in different levels of analysis, ranging from macroscopic views to meso- and microscopic ones. We introduce a series of computational and visual analytic techniques, from research areas such as text mining, deep learning, information visualization and science mapping, such that readers can apply these tools to the study of a subject matter of their choice. In addition, we set the diverse set of methods in an integrative context, that draws upon insights from philosophical, sociological, and evolutionary theories of what drives the advances of science, such that the readers of the book can guide their own research with their enriched theoretical foundations. Scientific knowledge is complex. A subject matter is typically built on its own set of concepts, theories, methodologies and findings, discovered by generations of researchers and practitioners. Scientific knowledge, as known to the scientific community as a whole, experiences constant changes. Some changes are long-lasting, whereas others may be short lived. How can we keep abreast of the state of the art as science advances? How can we effectively and precisely convey the status of the current science to the general public as well as scientists across different disciplines? The study of scientific knowledge in general has been overwhelmingly focused on scientific knowledge per se. In contrast, the status of scientific knowledge at various levels of granularity has been largely overlooked. This book aims to highlight the role of uncertainties, in developing a better understanding of the status of scientific knowledge at a particular time, and how its status evolves over the course of the development of research. Furthermore, we demonstrate how the knowledge of the types of uncertainties associated with scientific claims serves as an integral and critical part of our domain expertise. |
| analysis and feedback of scientific knowledge: Inferior Angela Saini, 2017-05-30 What science has gotten so shamefully wrong about women, and the fight, by both female and male scientists, to rewrite what we thought we knew For hundreds of years it was common sense: women were the inferior sex. Their bodies were weaker, their minds feebler, their role subservient. No less a scientist than Charles Darwin asserted that women were at a lower stage of evolution, and for decades, scientists—most of them male, of course—claimed to find evidence to support this. Whether looking at intelligence or emotion, cognition or behavior, science has continued to tell us that men and women are fundamentally different. Biologists claim that women are better suited to raising families or are, more gently, uniquely empathetic. Men, on the other hand, continue to be described as excelling at tasks that require logic, spatial reasoning, and motor skills. But a huge wave of research is now revealing an alternative version of what we thought we knew. The new woman revealed by this scientific data is as strong, strategic, and smart as anyone else. In Inferior, acclaimed science writer Angela Saini weaves together a fascinating—and sorely necessary—new science of women. As Saini takes readers on a journey to uncover science’s failure to understand women, she finds that we’re still living with the legacy of an establishment that’s just beginning to recover from centuries of entrenched exclusion and prejudice. Sexist assumptions are stubbornly persistent: even in recent years, researchers have insisted that women are choosy and monogamous while men are naturally promiscuous, or that the way men’s and women’s brains are wired confirms long-discredited gender stereotypes. As Saini reveals, however, groundbreaking research is finally rediscovering women’s bodies and minds. Inferior investigates the gender wars in biology, psychology, and anthropology, and delves into cutting-edge scientific studies to uncover a fascinating new portrait of women’s brains, bodies, and role in human evolution. |
| analysis and feedback of scientific knowledge: Ensuring the Integrity, Accessibility, and Stewardship of Research Data in the Digital Age Institute of Medicine, National Academy of Engineering, National Academy of Sciences, Committee on Science, Engineering, and Public Policy, Committee on Ensuring the Utility and Integrity of Research Data in a Digital Age, 2009-11-17 As digital technologies are expanding the power and reach of research, they are also raising complex issues. These include complications in ensuring the validity of research data; standards that do not keep pace with the high rate of innovation; restrictions on data sharing that reduce the ability of researchers to verify results and build on previous research; and huge increases in the amount of data being generated, creating severe challenges in preserving that data for long-term use. Ensuring the Integrity, Accessibility, and Stewardship of Research Data in the Digital Age examines the consequences of the changes affecting research data with respect to three issues - integrity, accessibility, and stewardship-and finds a need for a new approach to the design and the management of research projects. The report recommends that all researchers receive appropriate training in the management of research data, and calls on researchers to make all research data, methods, and other information underlying results publicly accessible in a timely manner. The book also sees the stewardship of research data as a critical long-term task for the research enterprise and its stakeholders. Individual researchers, research institutions, research sponsors, professional societies, and journals involved in scientific, engineering, and medical research will find this book an essential guide to the principles affecting research data in the digital age. |
| analysis and feedback of scientific knowledge: Science for Policy Handbook Vladimir Sucha, Marta Sienkiewicz, 2020-07-29 Science for Policy Handbook provides advice on how to bring science to the attention of policymakers. This resource is dedicated to researchers and research organizations aiming to achieve policy impacts. The book includes lessons learned along the way, advice on new skills, practices for individual researchers, elements necessary for institutional change, and knowledge areas and processes in which to invest. It puts co-creation at the centre of Science for Policy 2.0, a more integrated model of knowledge-policy relationship. Covers the vital area of science for policymaking Includes contributions from leading practitioners from the Joint Research Centre/European Commission Provides key skills based on the science-policy interface needed for effective evidence-informed policymaking Presents processes of knowledge production relevant for a more holistic science-policy relationship, along with the types of knowledge that are useful in policymaking |
| analysis and feedback of scientific knowledge: The Nature of Scientific Knowledge Kevin McCain, 2016-06-25 This book offers a comprehensive and accessible introduction to the epistemology of science. It not only introduces readers to the general epistemological discussion of the nature of knowledge, but also provides key insights into the particular nuances of scientific knowledge. No prior knowledge of philosophy or science is assumed by The Nature of Scientific Knowledge. Nevertheless, the reader is taken on a journey through several core concepts of epistemology and philosophy of science that not only explores the characteristics of the scientific knowledge of individuals but also the way that the development of scientific knowledge is a particularly social endeavor. The topics covered in this book are of keen interest to students of epistemology and philosophy of science as well as science educators interested in the nature of scientific knowledge. In fact, as a result of its clear and engaging approach to understanding scientific knowledge The Nature of Scientific Knowledge is a book that anyone interested in scientific knowledge, knowledge in general, and any of a myriad of related concepts would be well advised to study closely. |
analysis 与 analyses 有什么区别? - 知乎
也就是说，当analysis 在具体语境中表示抽象概念时，它就成为了不可数名词，本身就没有analyses这个复数形式，二者怎么能互换呢？ 当analysis 在具体语境中表示可数名词概念时（ …
Geopolitics: Geopolitical news, analysis, & discussion - Reddit
Geopolitics is focused on the relationship between politics and territory. Through geopolitics we attempt to analyze and predict the actions and decisions of nations, or other forms of political …
r/StockMarket - Reddit's Front Page of the Stock Market
Welcome to /r/StockMarket! Our objective is to provide short and mid term trade ideas, market analysis & commentary for active traders and investors. Posts about equities, options, forex, …
Alternate Recipes In-Depth Analysis - An Objective Follow-up
Sep 14, 2021 · This analysis in the spreadsheet is completely objective. The post illustrates only one of the many playing styles, the criteria of which are clearly defined in the post - a middle of …
What is the limit for number of files and data analysis for ... - Reddit
Jun 19, 2024 · Number of Files: You can upload up to 25 files concurrently for analysis. This includes a mix of different types, such as documents, images, and spreadsheets. Data …
为什么很多人认为TPAMI是人工智能所有领域的顶刊？ - 知乎
Dec 15, 2024 · TPAMI全称是IEEE Transactions on Pattern Analysis and Machine Intelligence，从名字就能看出来，它关注的是"模式分析"和"机器智能"这两个大方向。这两个 …
The UFO reddit
Aug 31, 2022 · We have declassified documents about anomalous incidents that directly conflict the new AARO report to a point it makes me wonder what they are even doing.
origin怎么进行线性拟合 求步骤和过程？ - 知乎
在 Graph 1 为当前激活窗口时，点击 Origin 菜单栏上的 Analysis ——> Fitting ——> Linear Fit ——> Open Dialog。直接点 OK 就可以了。 完成之后，你会在 Graph 1 中看到一条红色的直线 …
X射线光电子能谱（XPS）
X射线光电子能谱（XPS）是一种用于分析材料表面化学成分和电子状态的先进技术。
Do AI-Based Trading Bots Actually Work for Consistent Profit?
Sep 18, 2023 · Statisitical analysis of human trends in sentiment seems to be a reasonable approach to anticipating changes in sentiment which drives some amount of trading behaviors. …
analysis 与 analyses 有什么区别? - 知乎
也就是说，当analysis 在具体语境中表示抽象概念时，它就成为了不可数名词，本身就没有analyses这个复数形式，二者怎么能互换呢？ 当analysis 在具体语境中表示可数名词概念时（ …
Geopolitics: Geopolitical news, analysis, & discussion - Reddit
Geopolitics is focused on the relationship between politics and territory. Through geopolitics we attempt to analyze and predict the actions and decisions of nations, or other forms of political …
r/StockMarket - Reddit's Front Page of the Stock Market
Welcome to /r/StockMarket! Our objective is to provide short and mid term trade ideas, market analysis & commentary for active traders and investors. Posts about equities, options, forex, …
Alternate Recipes In-Depth Analysis - An Objective Follow-up
Sep 14, 2021 · This analysis in the spreadsheet is completely objective. The post illustrates only one of the many playing styles, the criteria of which are clearly defined in the post - a middle of …
What is the limit for number of files and data analysis for ... - Reddit
Jun 19, 2024 · Number of Files: You can upload up to 25 files concurrently for analysis. This includes a mix of different types, such as documents, images, and spreadsheets. Data …
为什么很多人认为TPAMI是人工智能所有领域的顶刊？ - 知乎
Dec 15, 2024 · TPAMI全称是IEEE Transactions on Pattern Analysis and Machine Intelligence，从名字就能看出来，它关注的是"模式分析"和"机器智能"这两个大方向。这两个 …
The UFO reddit
Aug 31, 2022 · We have declassified documents about anomalous incidents that directly conflict the new AARO report to a point it makes me wonder what they are even doing.
origin怎么进行线性拟合 求步骤和过程？ - 知乎
在 Graph 1 为当前激活窗口时，点击 Origin 菜单栏上的 Analysis ——> Fitting ——> Linear Fit ——> Open Dialog。直接点 OK 就可以了。 完成之后，你会在 Graph 1 中看到一条红色的直线 …
X射线光电子能谱（XPS）
X射线光电子能谱（XPS）是一种用于分析材料表面化学成分和电子状态的先进技术。
Do AI-Based Trading Bots Actually Work for Consistent Profit?
Sep 18, 2023 · Statisitical analysis of human trends in sentiment seems to be a reasonable approach to anticipating changes in sentiment which drives some amount of trading behaviors. …
