Methodology Of Natural Sciences Research Articles

Development of a methodology for empirical scientific research using standard libraries of automatic machine learning on the example of predicting oil and gas reservoirs in the Tomsk Region

A methodology for applying machine learning to predict oil and gas reservoirs with a specified accuracy has been developed and illustrated using examples. The methodology includes principles of working with datasets, methods for interpreting the obtained models, methods for filtering local data noise, empirical methods for assessing prediction accuracy, and a method for calculating prediction accuracy based on Bayes' theorem. This work may be of interest to specialists in the field of logic and methodology of natural sciences, petroleum and gas geology, design of geological exploration works, design of oil and gas field development, as well as specialists in data analytics and artificial intelligence in the oil and gas industry.

Causality in Italian Criminal Law

Modern Italian criminal law doctrine is dominated by the concept of equivalence of conditions as interpreted in the context of «scientific theory» developed in German theory in the 19th century. It is believed that when establishing a causal relationship, it is necessary to use the method of exclusion, focusing primarily on data from the natural sciences, then on data from other sciences and the maxims of general experience. When establishing a causal relationship, the determining factor is the probability of the occurrence of a consequence, while the question of the degree of probability remains controversial. The theories of adequate causation and human causation are rejected by Italian criminal law doctrine. The German theory of objective imputability is considered in the legal literature, it has supporters, but in practice, it is not accepted. The shortcomings of the «scientific theory» of causation are due to methodological errors. Causality is not a scientific category, but a philosophical one. Different sciences, natural and otherwise, have different criteria for establishing a causal relationship that are suitable for these sciences. In the natural sciences, repeatability, which can be assessed statistically, is of decisive importance for establishing a causal relationship. It is impossible to mechanically transfer the methodology of natural sciences to jurisprudence.

МЕТОДОЛОГІЧНИЙ АСПЕКТ STEM-ОСВІТИ У КОНТЕКСТІ РОЗВ’ЯЗУВАННЯ ФІЗИЧНИХ ЗАДАЧ

The article claims that the basis for the introduction of elements of STEM education into the process of teaching natural subjects, in particular physics, is their integration based on the reflection of natural science methodology. Attention is focused on the possibilities of forming students’ methodological knowledge in the process of solving physical problems. It is shown that the methodological content of solving an educational physical problem consists in theoretical modelling. At the same time, the problem solution model consists of three components: physical, mathematical and graphical. The process of building a theoretical model of problem solving reflects educational research and is based on the application of scientific methods of cognition. Theoretical models for solving one problem may differ, and vice versa, mathematical components of theoretical models for solving different problems may be analogs. An example of building a theoretical model of solving a creative physical problem based on the method of analogy is a confirmation that methodological knowledge is the guiding basis of creative cognitive activity.

Human Sciences: Another Experience of Substantiating Socio-Humanitarian Knowledge

Introduction. The article raises the problem of methodological foundations of sociohumanitarian knowledge. The opinion that has been established since the constitution of the social and humanitarian sciences that there are fundamental differences in the methodology of natural science and socio-humanitarian knowledge has become perceived as an axiom. This situation did not contribute to the creation of an adequate theory capable of sufficiently implementing the explanatory and predictive functions of science in this area.Methodology and sources. Obstacles to the creation of an adequate methodology for the study of human existence are misunderstood thesis about the specifics of socio-humanitarian knowledge and inadequate understanding of the nature of the object of socio-humanitarian knowledge. The unity of criteria and standards of scientific research in the natural sciences and socio-humanitarian sciences is achieved on the basis of the post-non-classical model of science. The concept of scientific paradigms developed by V.S. Stepin can serve as a source of a new approach to the formation of the methodology of socio-humanitarian knowledge.Results and discussion. The classical model of scientific research posited the opposite of the method of natural and socio-humanitarian sciences on the basis of the opposite of the methods of mastering the objects of research: sensory means and intelligible. In this way, indeed, it is impossible to combine the criteria and standards of science in relation to natural science and socio-humanitarian research.Conclusion. The post-non-classical model of science is based on the understanding of the research object from the point of view of its structure, which allows us to consider the phenomena of human existence as having a single nature with the object of natural science, since in both cases, objects have a complex, systemic nature and belong to self-developing objects.

Opportunities and challenges of positionality in quantitative research: overcoming linguistic and cultural ‘knowledge gaps’ thanks to ‘knowledgeable collaborators’

ABSTRACT Quantitative social scientists have adopted the positivist epistemology and methodology of natural sciences, seeking objectivity, generalisability, and neutrality . However, in social sciences – unlike in natural sciences – humans are both the investigators and the object of investigation, leading to intricate interconnections between researchers and participants. This paper presents challenges and opportunities of positionality in quantitative social research. Positionality can uncover gaps in the researcher's knowledge, which may feel unusual and particularly uncomfortable from the positivist point of view, but which can in turn reveal unanticipated opportunities. This postpositivist argument is informed by a mixed-method project exploring Chinese and non-Chinese speakers’ perception of emotions expressed in Mandarin, conducted by an L0 researcher – i.e. one who is unfamiliar with Chinese languages and culture(s). This particular position stimulated reflexivity and instigated the inclusion of other subjectivities in the process. Accordingly, this project illustrates both the challenges and advantages of such undertakings. Once researchers acknowledge (the influence of) the position they speak from and what they do or do not share with participants, they can overcome their ‘knowledge gaps’ by adopting suitable research methods and involving ‘knowledgeable collaborator’ in the process.

ЗАРОДЖЕННЯ ТА РОЗВИТОК ПРИРОДНИЧОЇ ОСВІТИ У XI–XІX СТ.

For natural education, the main thing is the formation of competences in the field of natural sciences, engineering and technology, environmental competence, which involve the ability and willingness to apply the appropriate set of scientific knowledge and methodologies to explain the natural world, identify issues and formulate conclusions based on the information received; understanding the changes caused by human activity and the responsibility of a person as a citizen for the consequences of this activity. We set ourselves the goal of finding out how the prerequisites for the introduction of science education and the creation of its teaching methodology were formed, as well as to characterize the main principles of its development in the XI-XIX Art. In this regard, we analyzed the relevant literature and considered this problem retrospectively. It is proved that in the 60s and 70s of the XIX century in Ukraine, there were two directions in the methodology of natural science: the metaphysical "Lyubenovsky" and the evolutionary-materialistic "Herdovsky". In the 20th century, they gave rise to idealistic and materialistic directions in the methodology of natural science, which were in a constant ideological struggle. So, characterizing the evolution of science education in the studied period, it was noted that O. Ya. Herd initiated the scientific method of teaching science; well-known methodologists of that time prepared and published a number of textbooks on science education. However, these subjects were taught in a small amount. O.Ya.Herd was many years ahead of Western European methodical thought in the construction of the natural science course and methods of studying it, boldly and decisively crossed an entire era with his requirements for education based on natural science education and is deservedly considered the founder of natural science teaching methods. They were more fully taught in real and commercial schools. However, the beginning of the 19th century is characterized by a significant revival in the field of natural science education: a significant number of manuals are published, which solve the issues of general and specific methods of natural science.

Náboženství a tanec : komparace perspektivy fenomenologie náboženství s poznatky kognitivní vědy o náboženství

Cognitive science of religion represents a significant stream in the current academic study of religion. It can also be considered a critical reaction to the phenomenology of religion, which converged religious studies on confessional approaches. For a long time, the protectionist paradigm, represented above all by the aforementioned phenomenology of religion, prevailed in the study of religion. Therefore, there was a strong need to revive the naturalistic approach to the study of religion and to base research on scientific foundations. Cognitive science of religion has committed itself to the so-called second wave of consilience and seeks to integrate the methodology of natural sciences into the research of religion (naturalism, reductionism, explanation, experiment, hypothesis-driven research). The comparison of the perspective of the phenomenology of religion with the findings of the cognitive science of religion will be illustrated by the case of dance. It will directly show how the choice of one or the other theoretical framework significantly affects the whole research. The difference is not only in the way the problem is considered but especially the explanatory potential and verifiability of the results.

НАРОДНІ ПРИКМЕТИ В ЗАПИСАХ ПЕТРА ІВАНОВА

The article is oriented forward to folk notes of Petro Ivanov. It must be stressed that authentic folklore notes are of considerable interest to representative of various scientific fields. They are trying to explore the results of understanding folk life, environment etc. The article stresses that Ivanov's scientific heritage represents folklore of the territory of Kupyanshchyna of the 19th – 20th centuries. Over a long period he recorded folk materials of the one small territory. His records demonstrate the domination of traditions of Ukrainian culture. He showed the household and spiritual life of the population of the investigated territory. However, fixed materials turned out to be greater even in comparison with the collections at that time. Folklorist used the methodology of natural sciences. He fixed all the existing texts and not only ideal from the editor's point of view. The emphasis has been placed on significant part of his notes represented by folk signs of this territory. These are the largest volumes of Peter Ivanov's published materials. Fixed folklore materials show the dominance of dualistic worldview of that time peasantry. Folklore records emphasize the peculiarity of the perception of the environment, life, social life, mythology. Separately, it is worth emphasizing the originality of certain works that are not inherent in the folklore of other territories. The material investigated demonstrates that the records of Petrо Ivanov about the fate are authentic and do not have similarly published folk collections. Folklorist discovered a certain identity of the images of the fate, the house and the soul of man in folk views. In general this analysis shows that Ivanov's notes of folk signs give opportunity to modern researchers to obtain important information about cognition, demonstrate the popularity of this genre in the 19th century. To summarize it is worth emphasizing on originality of certain texts that are not inherent in the folklore of other territories.

The Social Foundations of Positivism: The Case of Late-Nineteenth-Century Italy

AbstractWhat social conditions produce positivism? One position, common to both positivists and some of their major critics, suggests that positivism is an “ideology” or “worldview” of industrial capitalism. Positivism therefore resonates with the basic experience of capitalism for all social groups. Intellectuals draw on this experience in formulating positivist social science. A second position suggests that positivism is a strategy of distinction by which intellectuals attempt to accumulate symbolic capital against their rivals. This position suggests that positivism is a resource for establishing a social science that imitates the methodology of natural science. Our article argues for a third view focused on the internal structure of the intelligentsia as a social group. Positivism could emerge in both industrial capitalist and preindustrial contexts; however, the types of positivism differ in these two cases because the structure of the intelligentsia differs. In preindustrial contexts, such as nineteenth-century Italy, which is the focus of our analysis, positivists claim an ontological continuity between natural and social sciences. In industrial contexts, on the basis of which most theories of positivism rest, positivists claim a methodological similarity between natural and social sciences. We conclude our analysis by reflecting on the implications of our study for work on positivism and social ontology in the social sciences.

КОНСТРУЮВАННЯ ЗМІСТУ МІЖДИСЦИПЛІНАРНОГО КУРСУ СВІТОГЛЯДНОГО РІВНЯ ДЛЯ СТУДЕНТІВ ПЕДАГОГІЧНИХ УНІВЕРСИТЕТІВ

The article introduces causative-systemic approach implemented in a didactic model targeting the formation of scientific worldview. The said model is exercised while teaching master's school students the integrative course "Universal scientific worldview: methodology of natural science". This article highlights a number of aspects of modeling the natural-scientific component within the structure of this course. The paper discusses fundamental principles of theoretical modeling the content of future biology teachers' professional training and focuses on their application to natural scientific education as well as conditions of their realization.In the content of the suggested experimental course modern knowledge from the fields of biology, chemistry, astronomy, mathematics and physics is integrated and represented as a socio-cultural phenomenon that fits the universal laws of nature.

ГОТОВНІСТЬ УЧИТЕЛЯ ДО РЕАЛІЗАЦІЇ ІНТЕГРАТИВНОГО ПІДХОДУ В ШКІЛЬНІЙ ПРИРОДНИЧІЙ ОСВІТІ

The article considers the problem of preparing a teacher of natural sciences for the implementation of an integrative approach in the system of school natural sciences education. The integrative approach has been identified as one of the leading ones at the current stage of reforming general secondary education in Ukraine. In the system of school natural sciences education, this approach is realized through the integration of content - teaching integrated natural sciences courses, solving complex and combined problems, interdisciplinary and intersectoral integration of forms of learning - holding educational projects, integrated lessons, extracurricular activities. For teachers of natural sciences, the problem of implementing the integrative approach is related to professional training. Until recently, in the system of training teachers of natural sciences, there was a division, inherent in industrial society, into physical-mathematical and natural sciences. As a result, there are no specialists who can teach all natural sciences, or an integrated course that combines biology, geography, physics and chemistry. Only in 2018, a new specialty was introduced in the system of professional training - a teacher of natural sciences, physics, chemistry, biology. We studied educational and professional programs of the new specialty. A survey of students and teachers was conducted. Based on the analysis, it was found that for high-quality training of teachers to implement the integrative approach in school education it is necessary to develop additional disciplines for students' choice, such as "Methods of studying natural sciences subjects at school based on the integrative approach", “Universal scientific picture of the world – methodology of natural sciences". Moreover, such courses should be implemented not only in the specialty 014. Secondary education (Natural Sciences), but also in certain specializations: physics, chemistry, biology, geography. Due to the new philosophy of education of the XXI century, the requirements for teachers are changing. The teacher of natural sciences must be deeply acquainted with the current state of natural sciences, their practical significance for sustainable development. Be able to independently develop programs and select educational and methodological support to achieve mandatory learning outcomes. Help students in self-determination and in the development of values. Constantly improve the own professional competence.

До історії досліджень геоархеологічних пам’ятoк Лівобережжя Середнього Придніпров’я

The article presents an analysis of the study of archeological sites by methodology of natural sciences on the left bank of the Middle Dnieper, namely 23 sites from the Middle Palaeolithic to the Iron Ages (11 in Chernihiv region; 2 in Sumy region; 6 in Poltava region; 2 in Kyiv region and 1 in Dnipropetrovsk region). Three stages in the sites research have been established on the basis of the complex of methods applied: 1) 1st half of the 20th century - 1980s – the discovery of majority of the sites and settlements on the left bank of the Middle Dnieper region; mainly geological and palaeontological studies. 2) 1980s–2000 – introduction of new (or improved) natural science methods, the complex interpretation and analysis of former research materials. The first appearance of pollen data in the studied area was an important milestone; 3) the beginning of the 21st century – nowadays – further implementation of pollen and palaeopedological methods in the study of the previously known and newly discovered sites. Uneven distribution of the Palaeolithic sites in the area studied was shown (with their significant concentration in the Desna region). The geoarchaeological sites were studied with a different number of methods – 13 out of 23 sites were dated by the radiocarbon method, 9 sites also had palynological and palaeopedological data, 18 of them had paleontological findings. The most complete and representative information is obtained for the following Palaeolithic sites: Pushkari I, Buhorok, Dobranichivka, Hintsi, Buzhanka II, Obolonnia and the Neolithic site Pohorilivka-Vyrchyshche. The Bronze and Chalcolithic sites in the area were studied less intensely and with less number of methods than the Palaeolithic sites. The necessity for further palynological and palaeopedological studies of the archaeological sites is highlighted.

The methodology of natural sciences and its teaching is pedagogical science. (In the case of elementary education)

The article gives an idea of ​​the connection between the science of natural sciences and pedagogy. The teaching methodology of the theory of the teaching of the subject is taught and taught. Why are the study of natural sciences starting from elementary school? The TB is over.

The methodology of natural sciences and its teaching is pedagogical science. (In the case of elementary education)

The article gives an idea of ​​the connection between the science of natural sciences and pedagogy. The teaching methodology of the theory of the teaching of the subject is taught and taught. Why are the study of natural sciences starting from elementary school? The TB is over

Durkheim’da Toplum-Çevre Etkileşimi: Dışlayıcı Toplumsal Olgulara Karşı Çevreci Potansiyel

This paper aims to examine Durkheim’s sociological approach in terms of society-environment interaction. Durkheim’s methodological dictum indicates that social facts can only be explained by other social facts. This notion excludes environmental parameters in the early years of sociology. Hence, he kept separated evolving society from environment that hardly changed historically. On the other hand, Durkheim used the methodology of natural sciences in the establishment of sociology as a discipline. Moreover, he implied the role of natural resources in the transformation of mechanical solidarity to organic solidarity. In fact, he often used metaphors from nature in his studies like population, balance, organism, and resource scarcity to explain social reality. The division of labor, one of his most important concepts, is taken from organisms. Above all, Durkheim defines society as a complex part of nature. If Durkheim lived in the modern world, where the severity of environmental problems is accepted and biology and ecology disciplines are highly developed, he would have a potential to develop a sociological approach that includes society-environment relations. In fact, the redefinition and reuse of concepts like solidarity, collective consciousness, and division of labor provide a base for international cooperation to solve global environmental problems.

From Ontological Traits to Validity Challenges in Social Science: The Cases of Economic Experiments and Research Questionnaires

ABSTRACTThis article examines how problems of validity in empirical social research differ from those in natural science. Specifically, we focus on how some ontological peculiarities of the object of study in social science bear on validity requirements. We consider these issues in experimental validity as well as in test validity because, while both fields hold large intellectual traditions, research tests or questionnaires are less closely connected to natural science methodology than experiments.

Evolution of Representations of Complex Self-Organizing Environments/Systems in the Humanities at the Abroad of the XX-XXI centuries

This article examines issues related to the transformation of ideas about self-organization in humanities in Ukraine at the turn of the 20th and 21st centuries. These ideas about processes of self-organization of complex systems that developed initially within the framework of natural science knowledge (physics, chemistry, biology) go beyond the framework of natural science methodology and become an interdisciplinary field of research in which many fundamental problems of the humanities in the field of social philosophy, sociology, psychology and philosophy of education. And this transition is not gradual, but spasmodic, which allows us to talk about the synergetic paradigm, established today in modern Ukrainian humanity. If in the 90's. in Ukraine there are only two pioneering monographs (I.S. Dobronravova, I.V. Yershova-Babenko), devoted to the philosophical and methodological analysis of the main synergistic categories (self-organization, non-linear thinking, complexity, etc.), at the moment such monographs in the humanities (philosophy, sociology, psychology, etc.) are already numerous. Moreover, the main synergistic concepts and categories used in the field of natural science knowledge in the new research area not only found application, but were significantly expanded and transformed. Thus, ideas about self-organization that arose in physics, chemistry, and other natural sciences were applied to complex self-developing objects in the social and human sciences, which allowed developing a new methodological tool that is characterized by universality, transversality, polyphonicity, flexibility and holistic approach to the object of research. This toolkit responds to modern transformations and transitions existing in global cultural and historical reality, represented by such concepts as "globalization", "information-communicative revolution", or "informationalism" (Castells). Thus, at the turn of the XX-XXI centuries in Ukraine, the study of complex self-organizing environments / systems in the social and humanitarian sphere starts from the positions of the synergetic methodology as a general scientific research program.

ОБУЧЕНИЕ СТУДЕНТОВ ДИСЦИПЛИНЕ «ЕСТЕСТВЕННОНАУЧНАЯ КАРТИНА МИРА»: МЕТОДОЛОГИЧЕСКИЙ АСПЕКТ

Problem and purpose. The topical character of the problem of singling out particular methodical approaches in teaching “Natural-science Worldview” discipline, taking into account the Federal Educational Standard for Higher Education (ФГОС ВО)” in order to develop conceptual thinking in students of pedagogical universities, is substantiated in the article. Objective of the Research. Is to lend credibility to the authors» approach and to present it marking out the ways arranging structuring theoretical and practical activities of man for scientific cognition of the world. Methodology of the research is based on the logic and philosophic generalizations made by the authors while analyzing articles and monographs written on the problem under consideration and regarding the interdisciplinary complex of natural sciences (physics, biology, chemistry, etc.). This approach allows to consider the research in the following sequence: “categorical analysis of the problem → dialectical logic and the principles of dialectics → the approaches by analogy → the method of simulation → the systematic approach and theoretical concepts of concrete sciences”. At the same time the principle of fundamentalism, on the basis of which fundamental notions, such as matter, movement, interaction, space and time are singled out, is also considered. Results. The comparative analysis of the content of the academic discipline under consideration, on the one hand, and the concepts of other contemporary natural sciences, on the other, was carried out. The structural content of the system of divisions was determined, and it was found out that the core of this system is the knowledge of nature. This basic factor is presented in the form of essential notions and models of the scientific worldview. It is suggested to consider this discipline with due regard to the methodological requirements concerning scientific cognition as a system: scientific facts – hypothesis – model – consequence – experiment. It was proved that the content, the structure and the methods of material presentation must meet the requirements of dialectics a theory of cognition, on the one hand, and methodology of natural sciences, on the other. Conclusion. The authors» assignments and questions are suggested as examples which should be discussed with the students in order to shape their conceptual thinking. The development of conceptual thinking will allow the students to perceive the unified scientific worldview as a model of the world round them. This model is to be built on the basis of systematizing theories and hypotheses corresponding to a certain stage of science development. It is necessary to rely upon the concepts of a systematic approach, evolution and self-actualization.

MAINSTREAM ACCOUNTING AND ITS PARADIGM: A CRITICAL ANALYSIS

This paper discusses the methodology dominantly used in accounting research, namely, mainstream accounting research methodology. This methodology which relies on the methodology of natural sciences and is called hypothetico-deductive approach assumes that human beings are passive objects and has no power to create social realities. As a result, accounting tends to be seen as an objective information separated from its social environment.This belief has created many disadvantages to the development of accounting practices and accounting research itself. Accounting research tends to be separated from accounting practices. Consequently, a lot of research findings cannot be applied in accounting practice. Thus, accountingresearch and accounting theorizing may not produce a real answer to the accounting problems.

Mind in Deep Time: Original Participation and Re-enchantment of the World

This paper describes my experiences exploring consciousness as an artist-engraver, in particular the sense of reawakening the participatory primal mind, which came about through the act of engraving. This 'original participation' is viewed as a fundamental characteristic of our early Acheuelan ancestors and evidence is presented to show that they possessed both a 'modern' esthetic sense and also a prayerful, sacramental consciousness. It is suggested that this primal consciousness is a fundamental human quality that became eclipsed in the modern mind by the denial of participation and the Cartesian split between subject and object during the Scientific Revolution. It is upon this denial of participation and the illusion of objectivity that the whole methodology of natural science and the alienated outlook of contemporary culture is based. A re-enchantment of the world can take place through the re-mythologizing of consciousness and the re-apprehension of original participation.