Knowledge Of Scientific Principles Research Articles

Modern Concepts of Documentary and Information Science as an Educational Component of Master's Training

The purpose of the work is to characterise the content, outline methodical and didactic approaches to teaching the educational component "Modern Concepts of Documentary and Information Science". The methodology of the work is based on the use of a systematic approach to the analysis of the didactic phenomenon, which is the educational component "Modern Concepts of Documentary and Information Science", the methods of analysis and synthesis made it possible to carry out a mental reconstruction of the researched object, to study its structure, to highlight the most significant features and properties, connections and relations, methods of generalisation, abstraction, and concretisation were also used. The scientific novelty consists in the formulation of the term "documentary and information science", its characteristics as a component of the educational component of the master's training "Modern Concepts of Documentary and Information Science", the outline of the content and methodological approaches in teaching the educational component, as well as the proposal of the structure of the content of the educational component "Modern Concepts of documentary and Information Science". Conclusions. "Modern Concepts of Documentary and Information Science" is an educational component of the training of those obtaining the "master's" educational and qualification level, which covers the interdisciplinary field of document and information activity, is based on the logical system of scientific knowledge created in the field of research in librarianship, bibliography, document studies, archival studies and bibliography as the sciences of the document and information cycle, their methods and means of knowledge, which are constantly developing. The purpose of the educational component is the formation of future master's students with a holistic view of the development of theories, concepts, provisions that reflect the role and place of documents and information in society, as well as the development of knowledge in the field of modern document and information sciences. In the field of professional competences, future masters develop the ability to monitor trends in the development of the subject area by analysing information flows and arrays and the ability to use knowledge of scientific principles and methods of archival science and library science in their professional activities. Keywords: documentary and information science, documentary and information activity, master's training, educational component.

EvoSketch: Simple simulations for learning random and probabilistic processes in evolution, and effects of instructional support on learners\u2019 conceptual knowledge

BackgroundStudents’ knowledge of scientific principles of evolution is often inadequate, despite its recognized importance for understanding biology. Moreover, difficulties associated with underlying abstract concepts such as randomness and probability can hinder successful learning of evolutionary concepts. Studies show that visualizations, particularly simulations together with appropriate instructional support, facilitate the learning of abstract concepts. Therefore, we have developed interactive, web-based simulation software called EvoSketch in efforts to help learners grasp the nature and importance of random and probabilistic processes in evolutionary contexts. We applied EvoSketch in an intervention study comparing four self-directed study conditions: learning with EvoSketch (1) alone, (2) combined with interpretative support, (3) combined with reflective support, and (4) using texts about randomness and probability instead of EvoSketch. All conditions received no support from any instructors. Knowledge about evolution as well as randomness and probability in the context of evolution, time-on-task, and perceived cognitive load were measured. A sample of 269 German secondary school students (Mage = 15.6 years, SD = 0.6 years) participated in the study.ResultsLearners using EvoSketch without additional support obtained higher follow-up test scores regarding their knowledge of randomness and probability than those using the text-based approach. However, use of the simulations together with given instructional support (interpretative or reflective) did not increase students’ performance, relative to the text-based approach. In addition, no significant between-intervention differences were found concerning the knowledge of evolution, while significant differences between the groups were detected concerning students’ perceived cognitive load and time-on-task.ConclusionsFrom our findings, we conclude that EvoSketch seems to have a very small positive effect on students’ understanding of randomness and probability. Contrary to our expectations, additional self-directed instructional support did not improve students’ understanding, probably because it was not necessary to understand EvoSketch simulations. When using EvoSketch in the classroom, we recommend increasing the intervention timeframe to several sessions and a variety of evolutionary examples for which EvoSketch serves as an underlying framework.

Understanding the beliefs informing children’s commonsense theories of motion: the role of everyday object variables in dynamic event predictions

Background Children are not blank slates when they begin school; they bring prior conceptions about the everyday world with them. These conceptions usually do not comply with accepted scientific views and have to be changed within the process of education. However, to do this effectively more needs to be known about the relationship between the everyday world and children’s knowledge of scientific principles. Purpose This study sought answers to the question of which object variables children use when reasoning, and how these variables are associated with outcomes. The reported study addresses these issues in relation to object motion. Sample, design and methods UK primary school children (n = 144) aged 5–11 years were assessed on their predictions of motion along a horizontal, in fall and down an incline using a range of everyday objects by responding to questions where they needed to compare potential motion patterns of the objects. Results Round shape and smooth texture of objects were consistently associated with faster motion across age groups as well as across motion dimensions. However, faster horizontal motion was associated with lighter and smaller objects across all ages, whereas faster fall was associated with heavier objects. While younger children predicted faster incline motion for lighter and smaller objects, there was a shift in conceptions with age, with older children predicting faster motion for heavier and bigger objects. Conclusions The overall findings are used to support the development of commonsense theories of motion previously identified, and suggestions for educational practice are made. Specifically, it is suggested that these findings may need to be taken into consideration in the development of teacher training programmes.

Chapter 7. Polytechnical Education, Labor Training, and the Vocational Guidance of Pupils

The theory and practice of forming the new man, of educating a comprehensively developed individual, received further development in the decisions of the Twenty-sixth Congress of the CPSU. The creation of the material and technological foundation of communism requires the training of highly skilled worker cadres who combine vocational mobility with a deep knowledge of scientific principles and with a creative attitude toward labor and who have an active approach to life. Polytechnical education is one of the basic ways to solve this problem.

An Application of Oceanographic Data in Offshore Structural Design

Abstract Described in this paper are oceanographic data which should be considered by an offshore design engineer and methods for developing a design wave height from the oceanographic data. The selection of a design wave is predicated on contemplated waves which might affect the site throughout the life of the structure. Selection of a design wave height may be based onarbitrarily established recurrence frequencies of hurricanes affecting the structure (predicted wave heights are associated with the expected variations of forces resulting from these waves) anda risk-type evaluation wherein all possible storms affecting the area are considered (anticipated wave heights are associated with both investment plus risk costs and expected variations of forces). It is shown how the following oceanographic predictions are integrated into design considerations:a classification of storm intensity which considers all recorded storms which affected the design area,the recurrence interval of storms of a given intensity (this interval is dependent on the extent of the geographical area considered in the design problem) anda forecast of all wave heights which might affect the area (geometry of a structure often necessitates consideration of waves from a multiplicity of directions). The authors believe that the described techniques can result in selecting an adequate and reasonable design wave. Introduction Since the inception of offshore operations in the Gulf of Mexico, engineers engaged in designing structural facilities have been plagued with the problem of selecting an adequate and reasonable design wave. In the development of any offshore structure it is mandatory that the engineer evaluate the ability of the structure to withstand the ocean waves to which it will be subjected. Selecting such design waves quite naturally necessitates a coalition of the oceanographer and the design engineer. The oceanographer must provide a detailed knowledge of scientific principles which govern the behavior of waters in the Gulf of Mexico. He should also have an adequate knowledge of the manner in which design waves are utilized by the engineer. Although the design engineer's primary responsibility is applying the oceanographer's specialized knowledge in the creation of real structures, it is important that he possess some knowledge of related oceanographic principles to reasonably evaluate and apply the recommendations of the oceanographer. In the Gulf of Mexico it is the hurricane wind waves which generally govern the design of an offshore facility. The oceanographer must therefore develop techniques for predicting the heights, periods and frequency of all hurricane waves which might affect a particular structure. From this mass of oceanographic data, the design engineer must select the design waves which will apply to his particular design. Past Studies on Frequency and Amplitude of Hurricane Wind Waves Past oceanographic studies on the frequency of hurricane wave heights in the Gulf of Mexico have been devoted largely to predicting the recurrence interval of hurricanes which will generate maximum significant waves of given heights. The maximum significant wave height is the average height of the highest one third of the waves in that portion of the storm producing maximum wave heights. Since these waves occur over a relatively small portion of the storm (Fig. 1) and since the paths of hurricanes vary considerably (Fig. 2), the recurrence frequency of such heights is largely a function of the extent of the geographical area considered.

A Study of the Relationship between Nursing Studentsʼ Knowledge of Scientific Principles and Their Ability to Apply These Principles in Nursing Situations

A Study of the Relationship between Nursing Studentsʼ Knowledge of Scientific Principles and Their Ability to Apply These Principles in Nursing Situations

A Study of Scientific Attitudes as Related to Factual Knowledge

The study here reported is an attempt to test an assumption that is implied in all discussions of science-teaching at the junior high school level: that a scientific attitude is developed by a knowledge of scientific facts and varies directly with such knowledge. In other words, it is assumed that one's opinion with regard to natural phenomena will be sound or unsound to the extent that one's knowledge of scientific principles is complete. That scientific attitudes cannot exist without some factual knowledge may doubtless be taken for granted; yet there are other factors which determine the acceptance or rejection of current beliefs with regard to natural phenomena. Among such factors are the force of public opinion, the varied impressions of childhood, certain fixed aversions and phobias implanted by ignorant associates, and the tendency to avoid the mental effort of applying familiar facts to new situations when a ready-made solution is at hand.

The Foundation of A Technological Education *

TECHNOLOGICAL education is taken up by many writers on the subject at the time when a youth is supposed to enter the School of Technology; and scientific men, as a rule, do not seem to set sufficient stress upon the necessity of laying the foundation for it at a much earlier age. It is not indeed scientific men alone who are interested in this question, but they are the authorities who should speak out upon it, for they alone are competent to pronounce an opinion upon the value of scientific education. It cannot be expected that men who themselves know nothing of science, care nothing for its progress, and recognise none of the obligations under which they lie to it, should favour its introduction into our schools, and thus depart from the stereotyped and antiquated system of education, that brings up our youth but partially fitted or altogether unprepared for a majority of the occupations they are destined to pursue, and exposed at every point to suffer from their own ignorance and the impositions of others. Every one now-a-days should have such a knowledge of scientific principles and methods as will enable him to form a just idea of the value of science, and to distinguish between knowledge and pretence—between science and quackery. The political economist, who has to legislate regarding the natural resources of the country; the capitalist, who invests in their development and manufacture; the lawyer, who has to conduct the numberless suits into which scientific questions enter; the journalist, who claims to enlighten and direct the masses; every one who uses manufactured products liable to adulteration; every one who values his health, or has to consult a medical man or other scientific expert; every father, and, what is still more important, every mother of a family; every youth that is making choice of an occupation for life; or, in other words, every member of a civilised community, ought to be acquainted with the elementary facts and principles upon which all the applications of science are based.