Natural Science Model Research Articles

Constructing compartmental models of dynanic systems using a software package for symbolic computation in Julia

This paper considers the problem of constructing compartmental models of dynamic systems by using a software package for symbolic calculation written in Julia. The software package is aimed at unifying the formalized construction of compartmental models, taking into account the meaningful description of possible interactions among compartments and the influence of various factors on the evolution of systems. An approach to the development of the instrumental and methodological basis for modeling the dynamic systems the behavior of which can be described by one-step processes is developed. The proposed software package enables the symbolic representation of the differential equations of the model in both stochastic and deterministic cases. It is implemented in Julia and uses the Julia Symbolics computer algebra library. A comparison between the Julia Symbolics tools and some other computer algebra systems is carried out. The application of the developed software package to a compartmental model is considered. The results can be used to solve problems of constructing and studying dynamic models in natural sciences that are represented by onestep processes.

A novel motivation for the unstable nonlinear Schrödinger equation through random inputs

We investigate the stochastic unstable nonlinear Schrödinger equation through bi-random sources. Specifically, we solve this equation via Itô sense, with the parameter following Laplace and Gumbel distributions. We provide vital stochastic solutions in applied sciences. We employ He’s semi-inverse technique in order to provide these solutions in a unified way. Actually, this is the first time that the same model has been taken into account in these circumstances. In order to investigate the real relevance of the stochastic unstable nonlinear Schrödinger equation, we provide the simulations for some of the collected solutions using the appropriate parameter settings provided by the MATLAB software. Finally, our renewed drive might expand to incorporate further emerging natural science models.

Applying Systems Thinking to Wicked Water Problems

Increasingly at the center of many complex problems facing citizens, localities, states, and nations, water is the focus of research across many disciplines. Water issues are at the nexus of the economy, society, politics, the environment, public health, and other sectors. This level of complexity and the multiple perspectives involved makes water problems highly suited for systems thinking analysis. Yet the systems thinking field is characterized by great diversity in approaches, theories, and methods, which can be daunting and dissuade newcomers and non-experts. ThinkWater is a USDA-funded program that uses advances in systems thinking training to increase understanding about water issues. The program specifically targets primary and higher education, research, and Extension and outreach. ThinkWater conducted a case study using brief training in the underlying rules of systems thinking to see whether and how it enhanced the ongoing work of a cohort of advanced water researchers. The researchers came from a variety of disciplines and backgrounds, yet all reported benefit from their short exposure. Multiple participants reported a newfound appreciation that scientific models are approximations of reality as well as increased capacity to identify and articulate the perspectives implicit in disciplinary approaches. The researchers also appreciated systems thinking as a mechanism for incorporating societal factors into natural science models, identifying the broader relevance of their work, and for sharing their research with those outside their discipline and academia.

Институциональная инфраструктура пространственно-хозяйственных образований Арктики

An important problem of the impact of institutional infrastructure on the decomposition and spatial development transformation of regions of various hierarchical ranks, including the Arctic zone that is divided between the Arctic countries according to the national principle, is insufficiently studied. The majority of scientific works devoted to this issue mostly focus on the traditional economic assessment of the sectoral effect of activities and the concept of spatial economics. Thus, methodological approaches to the study of infrastructure and institutional structure should not rely on the traditional principles of mainstream economics. Instead, they should be based on the system-evolutionary model of modern natural science and should be closely related to such an indicator of system development as self-organisation. Internal (endogenous) and external (exogenous) elements of infrastructure cause stability (order) and chaos (disorder) in the development of systems, as well as lead to the interrelated and balanced formation of hierarchical and heterarchical organisational models of regional spatial units. This methodological approach also applies to institutional infrastructure. The present study provides theoretical justifications and methodological approaches corresponding with the aforementioned principles of infrastructure research, designed for the regions of the Arctic basin. In terms of scientific practice, it is proved that the intensification of institutional infrastructure in the Pacific Arctic depends on the creation of the Russian-American Bering/Pacific-Arctic Council (BPAC). Various expert communities discussed these proposals at several international conferences. At present, however, their practical implementation became impossible due to complicated geopolitical situation. Despite this, it is necessary to continue research aimed at the improvement of institutional structures and coordination of interactions between the Arctic regions, especially in cross-border areas of neighbouring countries. The obtained findings will definitely be useful for the Arctic community, when a reasonable approach to this problem will again prevail over geopolitical disputes.

HOTS AND E-LEARNING OF DIPLOMA AND UNDERGRADUATE: ILMIZI MODEL FOR ENVIRONMENTAL DISASTER MITIGATION EDUCATION DURING NEW NORMAL COVID-19

Innovation in learning is a necessity for environmental learning in 21st century especially during the new normal era of the Coronavirus Disease 2019 (COVID-19). One of important skills to address disaster mitigation issue is Higher Order Thinking Skills (HOTS) that can be trained using the Innovation Learning Model for Natural Science and Environmental Learning (ILMIZI) model regarding e-learning. This research aims to measure HOTS and descriptively analyse the e-learning and ILMIZI model. The research method is descriptive with survey as the data collection technique. The total sample size of this research were 176 students divided into 105 diploma students and 71 undergraduate students. The results show a very low HOTS score of students at the diploma (30.98) and undergraduate (32.02) level regarding disaster mitigation concepts. This study also considered the dominant use of Power Point file (41.38%), distractions in e-learning related to phone signals (44.83%), and the study discovered that majority of students feel more independent in learning (62.07%). The descriptive analysis indicates that the ILMIZI model is compatible for use in environmental learning concerning disaster mitigation. It is the finding of this research that student’s HOTS scores are still low;the implementation of e-learning programmes faces some obstacles;and the ILMIZI model is suitable for environmental learning as a means of disaster mitigation. © 2021, Journal of Sustainability Science and Management. All Rights Reserved.

INTEGRATION IN SCHOOL NATURAL SCIENCE EDUCATION: PROS AND CONS

The article considers the problem of pedagogical integration as a phenomenon that is ambiguously perceived in the educational circle. The processes of formation of the phenomenon of integration in the historical review, its manifestations and evaluation in the educational process, transformation in modern conditions has been studied in the article. The reasons for the negative attitude to integration in Natural Science and ways to eliminate them have been clarified. The advantages of applying integration to the processes of constructing the content of Natural Science Education and teaching Natural Science Subjects in institutions of general secondary education have been revealed. There are three levels of application of integration in teaching Natural Subjects: integrated Natural Science Course, intersubject integration of Natural Science Subjects, and intersectoral integration of Natural Science Subjects in the school education system.
 Models of integrated teaching of Natural Science Subjects in institutions of general secondary education have been substantiated. In the model of training in integrated Natural Science Courses, training has been carried out according to one program, which lays down mechanisms for organizing the content and process of mastering ordered Natural Science knowledge. In the integrative Natural Science model, training has been carried out according to a set of educational programs in individual Natural Science subjects, in which the content and methods of teaching are based on the general apparatus of Natural Sciences, the expected learning results are aimed at forming a key competence in the field of Natural Sciences, Engineering and Technology. The integrating cross-industry model lays the foundations for the formation of cross-cutting skills and flexible skills. All three models complement each other and ensure the continuity and integrity of Natural Science Education.
 The pros and cons of integrating school Natural Science Education that we have reviewed allow us to draw the following conclusions.
 
 At present stage the problem of pedagogical integration is being updated, which requires a detailed study of the existing experience in implementing an integrated approach to teaching Natural Science Subjects.
 The phenomenon of pedagogical integration is not well-established and unambiguous. The taxonomy of pedagogical integration is determined by conditions, factors, objects and processes, which determines the various levels and degrees of manifestation and application of integration, its forms, types and functions.
 The application of an integrated approach in the study of both integrated Natural Science courses and in the case of studying individual Natural Science Subjects is a mandatory and crucial condition for building a natural education system.

Excluded Agency. On the (in)Transferability of Some Natural Science Models into Social Sciences

Excluded Agency. On the (in)Transferability of Some Natural Science Models into Social Sciences

Konstruktywistyczna perspektywa wczesnej edukacji przyrodniczej

This article reflects on how to use children’s natural curiosity in early science education and make learning a meaningful, joyful and useful experience for them. Therefore, an attempt was made to show the essence of the constructivist model of teaching natural science to the youngest students by referring to the strategy of teaching through inquiry and outdoor education.

Preface to the special issue on “Mathematical modeling and analysis in health and natural sciences”

Preface to the special issue on “Mathematical modeling and analysis in health and natural sciences”

Empirical Political Theory (Ept): Characteristics, Strength-Weakness, And Challenges

This article discusses EPT in political science research in three explanations, namely characteristics, strength-weakness, and challenges. EPT has four critical characteristics, i.e., deductive, empirical, theoretic-methodologist, and replication.EPT, as part of the empiricism approach, covers scientific elements (Hypotetico-Deductive) and theoretical-methodological elements. It also allowsreplication., where it can be applied to case-comparison at one theoretical building. However, Formal Model (FM) scholars criticize EPT since it too adopts natural science models. It also depends on the data to provethe relationship or influence between variables in the hypothesis. Nevertheless, the relations do not reflect the causal inference. Nonetheless, EPT contributes significantly to the development of political science research, and replication can be used to build new theories, at least the case comparisons.

John Locke’s Historical Method and “Natural Histories” in Modern Natural Sciences

The seventeenth-century dispute between rationalists and empiricists concerned, among other things, the methods of acquiring and organizing knowledge and, consequently, the methods of reaching the truth. The confrontation of these two fundamental positions influenced the development of the model of natural sciences. The choice between their mathematization and establishing them on the basis of an experimental method revealed the philosophical aspect of the understanding of nature – the philosophy of nature. John Locke, criticizing the mathematical approach to nature and not being an empiricist like Francis Bacon or Robert Boyle, proposed yet another path: “the plain, historical method”. The method is based on the idea that while searching for the sources of our cognition – that is, the presence of concepts in our mind – it describes the process or the history of their acquisition.The main problem I raise in my paper is whether Locke’s methodological proposal can have a practical meaning in the process of building natural knowledge – “natural history”.

Natural science education concept for sustainable development

The article is revealed essence and the concept of “ecological and evolutionary approach”, conceptual ideas of ecological and evolutionary approach (the idea of evolution and the idea of ecocentrism) are disclosed. Author determined methodological principles of ecological and evolutionary approach to teaching. The concept of teaching natural sciences on the basis of ecological and evolutionary approach and didactic principles of implementation of ecological and evolutionary approach to the teaching of natural sciences (didactic conditions, principles and laws) are developed and scientifically substantiated which is visualized in a didactic model of teaching natural science on the basis of ecological and evolutionary approach. The technology of teaching biology based on ecological and evolutionary approach is developed. Results of pedagogical experiment proved the effectiveness of the technology of teaching biology on the basis of ecological and evolutionary approach and the conception and implementation of teaching principles of ecological and evolutionary approach to the teaching of natural sciences embodied in it.

Поліструктурна модель природознавства як основа інтеграційних процесів у шкільній природничій освіті

The article deals with the problem of building and structuring the integrated course «Natural Science» in high school. In particular, the analysis of the current legislative framework governing the field of education in Ukraine has been carried out, the existing normative legal acts that determine the content and structure of the subject «Natural Science», regulate it and set development priorities have been established. It has been discovered that in the modern branch of Natural Science such mutually opposite processes of differentiation and integration of natural sciences occur simultaneously that are also inherent in school Natural Science. In addition, the article has analyzed the main approaches proposed by leading scientists to the construction of integrated courses of Natural Science in school. It has been established that it is natural and appropriate to consider the integrative approach to Natural Science from the standpoint of consistency and polystructurality. The article considers the content of the concept of polystructurality and proposes a polystructural model of Natural Science in school that is built as an interconnected system of partially scientific pictures of the world of individual natural sciences and united around a central core which includes the natural scientific picture of the world and general scientific concepts, principles, laws and theories that are fundamental and methodologically significant. The author proposes the formation of the structure and content of the integrated course on the basis of end-to-end meaningful trajectories which have been defined and listed.

Megabiodiversity Utilization through Integrated Learning Model of Natural Sciences with Development of Innertdepend Strategies in Indonesian Border Areas

The community empowerment and development attempts in Indonesia border area must be carried out through integrated efforts to foster innertdepend strategies. The potential threat to the national sovereignty should be prioritized although it needs some great efforts. The risk of losing islands along the cross-border areas of country needs to be anticipated better and more professionally. One strategic step to deal with this case is optimizing educational institutions in the cross-border region. It can be realized by utilizing megabiodiversity as a source of natural science learning as well as instilling a national pride of having abundant natural resources in the archipelago. The next strategy is by incorporating innertdepend strategies for the students. The research design of this study is the type of "Prototypal Studies" as put forward by [1] and [2]. The important thing to be considered in the Research and Development model is the quality of the produced learning model (product). [2] provides product quality criteria, namely: valid (reflects state-of-the-art knowledge and internal consistency), added value, practical, and effective. The results of the study are; (1) integrated learning model of natural sciences with the development of innertdepend strategies by utilizing the megabiodiversity that has been tested for its feasibility through expert judgment and limited empirical trials in the partnership schools can be catagorized “Good”, (2) integrated learning model of natural science with innert depend strategies is effective to improve concepts understanding and innert-dependent strategies for students in border area schools.

The Behavior of Solutions to a Special Abel Equation of the Second Kind near a Nodal Singular Point

The propagation of a diffusion–reaction plane traveling wave (for example, a flame front), the charge distribution inside a heavy atom in the Thomas–Fermi model, and some other models in natural sciences lead to bounded solutions of a certain autonomous nonlinear second-order ordinary differential equation reducible to an Abel equation of the second kind. In this study, a sufficient condition is obtained under which all solutions to a special second-kind Abel equation that pass through a nodal singular point of the equation can be represented by a convergent power series (in terms of fractional powers of the variable) in a neighborhood of this point. Under this condition, new parametric representations of bounded solutions to the corresponding autonomous nonlinear equation are derived. These representations are efficient for numerical implementation.

Agent-Based Modeling’s Open Methodology Approach: Simulation, Reflexivity, and Abduction

This paper argues that agent-based modeling’s innovations in method developed in terms of simulation techniques also involve an improvement in economic methodology. It shows how Epstein’s generative science conception can be seen as departing from conventional methodological reasoning, and employs what I term an ‘open’ rather than ‘closed’ approach to economic methodology associated with the roles that reflexivity, counterfactual reasoning, and abduction play in ABM. Central to this idea is that improvements in how we know something, a matter of method, lead to improvements in whether we know something, a matter of methodology. The paper proposes an alternative view of economics and economic methodology employing a social science model of economics and contrasts this with standard economics’ traditional natural science model of economics. The paper discusses what this methodological understanding implies about the concept of emergence. The paper is intended to stimulate debate among ABM researchers regarding fundamental epistemological and ontological issues underlying simulation associated with the open-closed distinction.

MENINGKATKAN AKTIVITAS BELAJAR SISWA DENGAN MODEL PEMBELAJARAN INKUIRI PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) DI KELAS V-ASD NEGERI 101775 SAMPALI

The purpose of this study was to find out how to improve student learning activities with Inquiry learning models in Natural Sciences (IPA) subjects. The method of this research is Classroom Action Research (CAR) with the subject of all students of class V-A SD Negeri 101775 Sampali which amounted to 31 students. By observing student learning activities, in Cycle I of 1st Meeting there were 9 active students with a percentage of 32.26%. In Meeting Cycle I there were 16 active students with a percentage of 51.61%. Furthermore, there was a good increase in Cycle II of Meeting 1. There were 25 active students with a percentage of 80.65% and in Cycle II the 2nd Meeting became 90.32% with many active students, 28 students. While the results of questionnaires showed that in Cycle I, there were 16 students classified as active with a percentage of 51.61%, then in Cycle II it rose to 28 students with a percentage of 90.32%. From these results it can be said that this study was successful. Keywords : Learning activities, Science subjects, Inquiry learning models

Recent Advances of Modeling in Applied and Natural Sciences

Recent Advances of Modeling in Applied and Natural Sciences

Мультиагентное моделирование в естественных и социальных науках

Мультиагентное моделирование в естественных и социальных науках

Is Mainstream Economics a Science Bubble?

ABSTRACTThis article uses George Soros’ theory of boom–bust cycles to argue that mainstream economics, as built on Samuelson’s Foundations, followed a similar boom-bust cycle. It underwent a reflexive, positive feedback pattern of development before 1980 followed by a reflexive, negative feedback pattern of development after 1980, making it a science bubble. The positive feedback pattern was associated with the ‘misconception’ that when economics is framed as a natural science as per Samuelson, it improves its descriptive capacities as a science; the negative feedback pattern was associated with increasing recognition that this was a ‘misconception’ and the emergence of mainstream economics’ performative ambition—the idea that economics aims to construct the world in its own image rather than describe it. The article discusses how this latter aim is embodied in later game theory, ‘new’ behavioral economics and mechanism-design theory. Yet the vision of economics as a performative science is inconsistent with Samuelson’s natural science model of economics. Thus, mainstream economics turns out to be a science bubble much like many other mistaken, superseded research programs in the history of science.