Development Of Science Knowledge Research Articles

Library science knowledge: continuity and dynamics

Continuity of knowledge is the objective regularity of library science development. Library science is characterized by non- cumulated model of cognitive potential growth. The processes of new knowledge generation, actualization and complementation go on continuously, although unevenly, with varying degrees of intensity at different historical stages. The goal of the article is rationale for continuity and dynamics as the main instruments of library science knowledge development. The article is based on data analyses (including content-analyses) in the framework of methodology of inductive approach. Traditions and innovations are the main categories that provide continuality and dynamics in library knowledge growth and its further enhancement. The author considers the ideological impact on library science development, shows the influence of political changes on library science and the professional community. The article gives examples of Marxist ideology blocking the creation of new scientific ideas, determining the nature and content of research programs and the methodological tools chosen by scientists. Continuity in science can be strengthen by organization and fulfilling microhistorical researches. Portraits can creates a good basis for biographical and prosopographic research. Portraits of researchers presented in scientific, popular science, memoirs and other texts give an idea not only about their lives, but also about the features of the historical era. The role of creating portraits, as well as biographical and prosopographical research, is very important for understanding the processes of dynamics and continuity in the development of library science knowledge. Studying the professional career of practitioners and researchers allows getting answers to questions related to the origins of ideas, concepts, and theories, and helps tracing the complex path of transition from practical activities to library science. These types of research help to identify the social background of researchers, understand their beliefs and motivation to improve practice based on the use of scientific knowledge. Biographical and prosopographical research contributes to the removal of many misconceptions on the development of library science at different historical stages. Local history research is also important for studying and understanding the development of library science and the features of professional and personal life of researchers who have contributed to its cognitive enrichment. The integration of the results of local history, biographical and prosopographical research allows the creation a more complete picture of the development of library science in the historical perspective.

The Influencing Factors on Taxpayer Compliance: A Conceptual Approach

Starting from the assumption that the problem of taxpayer compliance is important issues throughout the world, both in developed countries or in developing countries because if the taxpayer does not comply, it will cause the desire to do so acts of avoidance, evasion and tax neglect. this research seeks to find out to what extent taxpayers registered with SAMSAT Bekasi City fulfill Motorized vehicle tax liability. Drawing from institutional theory, this study has six objectives: (i) to find out the application of understanding of regulations taxation of taxpayer compliance, (ii) to determine the application of sanctions tax on taxpayer compliance, (iii) to determine the application of the tax rate to taxpayer compliance, (iv) to determine the effect of the application of preferences risks to taxpayer compliance. Therefore, this research contributes to the development of science knowledge and is expected to apply the theory that has been obtained specifically regarding the influence of understanding of tax regulations, tax sanctions and the tax rate for taxpayer compliance, which is moderated by risk preferences.

Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners

Informal formative assessments (IFAs) are classroom interactions teachers use to gather information about their students’ learning, interpret it, and act on this information to achieve academic goals. One of the responses science teachers can enact as the result of IFA is constructing explanations to clarify science concepts to their students. Yet, there is scant research on the characteristics of IFA and the explanation practices that could support English Learners in their language and science knowledge development. In this study, we explored the IFA practices of one elementary and one secondary science teacher as they engaged with their students in constructing science explanations. Key findings indicate that teachers frequently co-constructed explanations with their English Learners as a response to IFA interactions. Yet, both teachers used explanations as a response to IFA unsystematically and not as a science development goal. In fact, both teachers used IFA mostly to assess students’ language knowledge rather than their science understanding. Even when explanations were constructed to support English Learners’ language, these explanations were only constructed orally and teachers’ corrections mostly focused on language form (e.g., vocabulary, correct syntax) rather than on language function (i.e., how language is used to construct clear explanations). Finally, our study shows that for explanations to be effectively used with English Learners, teachers need to conduct adequate sampling of their students’ science knowledge and language skills by creating structures that allow them to participate in classroom interactions. Implications for IFA and science explanations research and practice are discussed here.

The effects of school-related and home-related optional science experiences on science attitudes and knowledge.

Science learning is most often examined within formal education contexts, even though students spend more of their lives outside of the classroom. Students may interact with scientific phenomena during these out-of-school experiences, providing additional opportunities for learning to take place. Prior studies have found that optional science experiences have positive effects on science knowledge and attitudes. However, these studies do not always account for initial differences between students who are able to participate in many optional experiences and those who cannot. Moreover, many studies focus on high-quality science programs, which may not be representative of the average out-of-school experience. Using a longitudinal dataset of 3,700 6th and 8th grade students in urban and suburban schools from two regions in the United States, the current study investigates the effects of typically occurring optional science experiences during the school year on the development of science knowledge and attitudes. Using propensity score matching, we matched participating and nonparticipating students for characteristics that drive self-selection into these experiences, then analyzed separately for effects of school-related versus home-related science learning experiences. Stable patterns across analytic models reveal growth in science attitudes with both school- and home-related science experiences, but a greater relative decline in science knowledge with school-related science experiences. Thus, typically occurring optional science experiences can influence students’ attitudes and knowledge, but the effects can vary by the type of experience that students attend. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Activity features of high school students’ science learning in an open-inquiry-based internship programme

ABSTRACTScience internships where students work with scientists have been suggested to have many positive impacts on students’ science learning. However, little research has been conducted to investigate the types of interactions that are beneficial for the development of science knowledge through an authentic internship experience. The purpose of this study was to illustrate the key features of dynamic interactions and activities involved in an open-inquiry-based internship programme for high school students. Drawing on cultural-historical activity theory, we aimed to describe the features of the internship activity system in terms of the moments of subject, object, tools, community, rules, division of labour, and outcome. Our analysis suggests that the activity system of the university internship has unique features that promote optimal science learning opportunities. The implications of these unique features are discussed and suggestions are made to improve K–12 science education.

Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8? Everyday life context in grade 4 or knowledge without context in grade 8

AbstractInternational comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students. Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences.

EXAMINATION OF THE RELATIONSHIP BETWEEN ENGAGEMENT IN SCIENTIFIC ARGUMENTATION AND CONCEPTUAL KNOWLEDGE

Whereas there are some studies presenting the effects of argumentation on science knowledge development, there is still a need for research discovering the interrelationship between knowledge and argumentation. The purpose of this research was to investigate a possible relationship between students’ engagement in argumentation and their conceptual knowledge. A case study design was carried out for this research. The participants of the study were tenth graders studying in an urban all-girls school. There were 5 argumentations promoted in different contexts which were embedded through the dynamics chapter, for a 10-week period. Some of the conclusions drawn from the study are as follows: First, students’ quantity and quality of arguments improve through time as they get more involved with argumentation. Second, students’ knowledge does not improve instantly when they are involved with argumentation activities, that is, knowledge development in an argumentation process takes time. Third, students’ prior knowledge affects their participation in argumentation. Last, there are some patterns that indicate the relationship between argumentation and knowledge. However, students’ arguments and their knowledge do not develop at the same time.

From Anxiety to Enthusiasm: Facilitating Graduate Nursing Students' Knowledge Development in Science and Theory

Knowledge development of theory can be challenging for graduate nursing students when they experience deficits related to theoretical foundations, evaluation, or application. This article recounts the experiences of the students and course facilitator with a graduate-level nursing science and theory course, which required critical analysis of a concept, theory critique, and poster presentation. The idea for this article was generated when the students realized the profound importance of nursing theories and their applicability to practice and research. Students' anxiety gave way to enthusiasm with the implementation of teaching and learning strategies based on adult learning theory. Knowles' four characteristics of adult learners are discussed in relation to the experiences of the students and course facilitator. These characteristics include learners' wish to be self-directed, need to bring life experiences to their learning, recognition of their social and occupational role competencies, and need to take a more immediate, problem-solving approach to their learning.

Clinical Nurse Specialist and Evidence-Based Practice: Managing Anthracycline Extravasation

The clinical nurse specialist (CNS) is a clinical expert and client advocate in a specialized area of nursing practice, who directs efforts toward the improvement of nursing care. The CNS role is essential in closing the therapeutic gap between the development of science knowledge and its implementation in daily patient care situations. An essential step in developing evidence-based interventions is rating the quality of the evidence. An example of the CNS's role in improving care can be found in a response to an anthracycline extravasation. The clinical standard for extravasation was amended to incorporate new evidence-based guidelines that included prevention of extravasation and a new assessment method and intervention. When an extravasation is suspected with an anthracycline agent, a Wood's lamp (ultraviolet lamp) is shined on the area of interest, in a dark room. The anthracycline extravasation area, if present, will illuminate in the lamp's light. In addition to the standard interventions of topical DMSO applications, current literature also suggests an intravenous infusion of dexrazoxane (Zinecard) as an effective antidote to prevent tissue damage.

Science-specialist Student-teachers Consider Promoting Technological Design Projects: Contributions of Multi-media Case Methods.

In school science, students often experience simplistic representations of knowledge-building practices in science and technology – which, in reality, are complex, unpredictable and theory-limited. While there are a great variety of reasons (many of which are beyond teachers' direct control), this occurs partly because teachers of science generally have not had such realistic experiences. While student-teachers can develop this kind of ‘meta-scientific’ literacy in university-based science teacher education programmes, this depends on the extent to which activities are legitimised through close associations with authentic school contexts. In this paper, we report effects on science-specialist student-teachers' conceptions about science and technology, and corresponding priorities for school science, after interacting with a case documentary that depicted students collaborating in development and evaluation of pneumatic-controlled robotic arms. Data, including video footage of student-teachers' interactions with cases and audio recordings of interviews with them and their teacher, indicated that many student-teachers developed more naturalistic perspectives on knowledge development in science and technology and corresponding pedagogical priorities. At the same time, most also recommended an ‘apprenticeship’ for students, gradually moving them from unrealistic (e.g., following a linear model for technological design) to more realistic (e.g., accommodating flexibility in design, while pointing out such limits to creativity as techno-determinism) problem solving contexts.