Health behavior change models and their socio-cultural relevance for breast cancer screening in African American women.

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Ashing-Giwa, K

1999-01-01

Models of health behavior provide the conceptual bases for most of the breast cancer screening intervention studies. These models were not designed for and have not been adequately tested with African American women. The models discussed in this paper are: The Health Belief Model, the Theory of Reasoned Action/Theory of Planned Behavior, and the Transtheoretical Model. This paper will examine the socio-cultural relevance of these health behavior models, and discuss specific socio-cultural dimensions that are not accounted for by these paradigms. It is critical that researchers include socio-cultural dimensions, such as interconnectedness, health socialization, ecological factors and health care system factors into their intervention models with African American women. Comprehensive and socio-culturally based investigations are necessary to guide the scientific and policy challenge for reducing breast cancer mortality in African American women.

Training in Decision-Making Strategies: An Approach to Enhance Students' Competence to Deal with Socio-Scientific Issues

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Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2013-01-01

Dealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based…

Socio-scientific research contribution to energy practice; Sozialwissenschaftlicher Forschungsbeitrag fuer die Energiepraxis

Energy Technology Data Exchange (ETDEWEB)

Artho, J.; Soland, M.

2009-01-15

This final report for the Swiss Federal Office of Energy (SFOE) takes a look at the findings of a study made by the University of Zurich, Switzerland, on socio-scientific aspects of energy use. Basic socio-psychological mechanisms are examined on which energy policy instruments can be based. Basic mechanisms are discussed such as enforced behaviour, non-enforced action, habitual acts and action taken on the basis of heuristics and rules-of-thumb. The second part of the paper looks at examples of the use of these principles, discussing, amongst other things, cost-benefit and moral reasoning, habits, mental accounting and boomerang effects. Finally the analyses are summarised and further research needed as a result of these analyses is noted.

Positive Emotional Responses to Hybridised Writing about a Socio-Scientific Issue

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Tomas, Louisa; Ritchie, Stephen M.

2012-01-01

In order to understand better the role of affect in learning about socio-scientific issues (SSI), this study investigated Year 12 students' emotional arousal as they participated in an online writing-to-learn science project about the socio-scientific issue of biosecurity. Students wrote a series of hybridised scientific narratives, or BioStories,…

Tracing Young Children's Scientific Reasoning

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Tytler, Russell; Peterson, Suzanne

2003-08-01

This paper explores the scientific reasoning of 14 children across their first two years of primary school. Children's view of experimentation, their approach to exploration, and their negotiation of competing knowledge claims, are interpreted in terms of categories of epistemological reasoning. Children's epistemological reasoning is distinguished from their ability to control variables. While individual children differ substantially, they show a relatively steady growth in their reasoning, with some contextual variation. A number of these children are reasoning at a level well in advance of curriculum expectations, and it is argued that current recommended practice in primary science needs to be rethought. The data is used to explore the relationship between reasoning and knowledge, and to argue that the generation and exploration of ideas must be the key driver of scientific activity in the primary school.

Socio-scientific controversies and beginning teachers’ pedagogical practice

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Pedro Reis

2005-08-01

Full Text Available The current investigation aimed to study the impact of recent socio-scientific controversies, made public through the media, on the concepts and practices of a group of Natural Science teachers at the start of their careers. This study is particularly relevant at a time that is heavily marked by much debate regarding the social and environmental impact of several scientific and technological innovations and by the implementation of new science curricula, that stress the importance of discussing socio-scientific controversies in the context of students’ scientific alphabetisation (namely in their understanding of the nature of science and its relation to society and culture (McComas, 2000. This investigation followed an interpretative approach of a qualitative nature. Through the construction of case studies, it sought to analyse the possible impact of socio-scientific controversies on the teachers’ concepts (about the nature, teaching and learning of science and pedagogic practice. For data collection semi-structured interviews were conducted and classes observed.The controversial issues raised by certain recent technological innovations – namely the environmental, social and cultural impact they may have – did have an impact on the teachers’ concepts about the nature, teaching and learning of science. Besides reinforcing the duality of feelings as regards science and technology, as a source of both progress and concern, they triggered in these teachers the idea of the need for a widespread scientific alphabetisation that empowers the population for understanding and deciding and acting upon these issues. However, the concept of scientific alphabetisation and the best way to achieve it vary among the teachers participating in this study.

Socio-Scientific Controversial Issues in 1st Cycle of Basic Education

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Fábio Ribeiro

2014-12-01

Full Text Available Assuming the importance of science education, from early years, aiming to educate citizens capable of thinking critically and act in scientific and technological contexts, a study was carried out in order to develop learning situations focused on controversial socio-scientific issues to promote students’ argumentation skills and scientific knowledge building / mobilization. The study was based on a qualitative methodology, following an action research plan. It was conducted with a class of 3th grade, having been addressed controversial socio-scientific issues, framed in science curriculum topics, using strategies of debate, role-play and argumentative essays. Data was collected using an analyzing instrument of student´s oral and written productions. In data analysis the privileged technique was content analysis. The results suggest that students mobilized requested scientific knowledge, showing improvement in the effective use of argumentation skills required. This allows us to conclude that the approach of controversial socio-scientific issues contributes to the promotion students´ argumentation skills as well as for scientific knowledge construction / mobilization.

Teaching Controversial Socio-Scientific Issues in Biology and Geology Classes: A Case Study

OpenAIRE

Reis, Pedro; Galvão, Cecília

2009-01-01

Several educators in science have called for the inclusion of controversial socio-scientific issues’ discussion in science curricula because of its potential for creating a more real, humane image of scientific activity and for promoting scientific literacy, an essential tool for a responsible citizenship regarding decision-making processes related to socio-scientific issues. However, despite all the favourable opinions and empirical evidence concerning the educational potentia...

Moral Sensitivity and Its Contribution to the Resolution of Socio-Scientific Issues

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Sadler, Troy

2004-01-01

This study explores models of how people perceive moral aspects of socio-scientific issues. Thirty college students participated in interviews during which they discussed their reactions to and resolutions of two genetic engineering issues. The interview data were analyzed qualitatively to produce an emergent taxonomy of moral concerns recognized…

How People Reason: A Grounded Theory Study of Scientific Reasoning about Global Climate Change

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Liu, Shiyu

Scientific reasoning is crucial in both scientific inquiry and everyday life. While the majority of researchers have studied "how people reason" by focusing on their cognitive processes, factors related to the underpinnings of scientific reasoning are still under-researched. The present study aimed to develop a grounded theory that captures not only the cognitive processes during reasoning but also their underpinnings. In particular, the grounded theory and phenomenographic methodologies were integrated to explore how undergraduate students reason about competing theories and evidence on global climate change. Twenty-six undergraduate students were recruited through theoretical sampling. Constant comparative analysis of responses from interviews and written assessments revealed that participants were mostly drawn to the surface features when reasoning about evidence. While prior knowledge might not directly contribute to participants' performance on evidence evaluation, it affected their level of engagement when reading and evaluating competing arguments on climate issues. More importantly, even though all participants acknowledged the relative correctness of multiple perspectives, they predominantly favored arguments that supported their own beliefs with weak scientific reasoning about the opposing arguments. Additionally, factors such as personal interests, religious beliefs, and reading capacity were also found to have bearings on the way participants evaluated evidence and arguments. In all, this work contributes to the current endeavors in exploring the nature of scientific reasoning. Taking a holistic perspective, it provides an in-depth discussion of factors that may affect or relate to scientific reasoning processes. Furthermore, in comparison with traditional methods used in the literature, the methodological approach employed in this work brought an innovative insight into the investigation of scientific reasoning. Last but not least, this research may

Effects of Inquiry-Based Agriscience Instruction on Student Scientific Reasoning

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Thoron, Andrew C.; Myers, Brian E.

2012-01-01

The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student scientific reasoning. Scientific reasoning is defined as the use of the scientific method, inductive, and deductive reasoning to develop and test hypothesis. Developing scientific reasoning skills can provide learners with a connection to the…

Assessment of Scientific Reasoning as an Institutional Outcome

Science.gov (United States)

2016-04-01

expertise in the outcome domain. Student achievement of the Scientific Reasoning and Principles of Science was assessed in the 2012-13 academic year by...scientific reasoning assessment. Overall, students were weakest when answering questions related to (a) proportional reasoning , (b) isolation of...variables, and (c) if-then reasoning . These findings are being incorporates into redesign of the core curriculum to enhance continuity among science courses

Stimulating Scientific Reasoning with Drawing-Based Modeling

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Heijnes, Dewi; van Joolingen, Wouter; Leenaars, Frank

2018-01-01

We investigate the way students' reasoning about evolution can be supported by drawing-based modeling. We modified the drawing-based modeling tool SimSketch to allow for modeling evolutionary processes. In three iterations of development and testing, students in lower secondary education worked on creating an evolutionary model. After each…

Scientific Knowledge Management in Socio-environmental Systems Context

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Luiza Beth Nunes Alonso

2011-11-01

Full Text Available This article focuses on the efficiency of scientific knowledge involved in the context of managing a particular socio-environmental as that composed by Amazon. In a first part, we introduce the actual tools used to create and disseminate knowledge among scientists and to stakeholders. In the second part, we give a structural framework, concerning the co-construction of an interdisciplinary scientific knowledge on a specific geographical region. This structural framework, which is as mathematical object "free of context", provides a contextual efficiency of scientific work when it combines multi-disciplinarity, interdisciplinarity and transdisciplinarity.

MENGEMBANGKAN PENALARAN ILMIAH (SCIENTIFIC REASONING SISWA MELALUI MODEL PEMBELAJRAN 5E PADA SISWA KELAS X SMAN 15 SURABAYA

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N. Shofiyah

2013-04-01

Full Text Available Tujuan dari penelitian ini adalah untuk mengembangkan perangkat pembelajaran menggunakan model 5E untuk meningkatkan keterampilan penalaran ilmiah siswa. Hasil dari penelitian ini menunjukkan bahwa perangkat pembelajaran yang dikembangkan dengan model 5E valid untuk diterapkan di dalam kelas, BAS memiliki keterbacaan yang bagus, keterlaksanaan RPP dikategorikan baik, model pembelajaran 5E secara efektif dapat mening-katkan keterampilan penalaran ilmiah siswa dan siswa memberikan respon yang positif terhadap pembelajaran. The purpose of this research is to develop the 5E model of learning to improve students’ scientific reasoning skills. The results of this study show that the developed learning model 5E valid to be applied in the classroom, BAS has good readability, keterlaksanaan RPP well categorized, 5E learning model can effectively improve students’ scientific reasoning skills and the students responded positively to the learning.

Incorporation of Socio-scientific Content into Active Learning Activities

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King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

2014-12-01

Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

Investigation on the Inclusion of Socio-Scientific Acquisitions in Curriculum of Science and Technology Lesson

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Guler, Mutlu Pinar Demirci

2013-01-01

According to its definition, socio-scientific subjects emerge during scientific and technologic developments. Besides information, attitude and value constraints are effective in decision-making processes and thus there is no consensus on socio-scientific subjects yet and it leads to social discussions. These subjects comprise decision making…

Effects of Scaffolds and Scientific Reasoning Ability on Web-Based Scientific Inquiry

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Wu, Hui-Ling; Weng, Hsiao-Lan; She, Hsiao-Ching

2016-01-01

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…

Towards a General Scientific Reasoning Engine.

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Carbonell, Jaime G.; And Others

Expert reasoning in the natural sciences appears to make extensive use of a relatively small number of general principles and reasoning strategies, each associated with a larger number of more specific inference patterns. Using a dual declarative hierarchy to represent strategic and factual knowledge, a framework for a robust scientific reasoning…

Ethnic reasoning in social identity of Hebrews: A social-scientific study

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Seth Kissi

2017-04-01

Full Text Available Ethnicity reasoning offers one way of looking at social identity in the letter to the Hebrews. The context of socio-economic abuse and hardships of the audience creates a situation in which ethnicity in social identity becomes an important issue for the author of Hebrews to address. This article is a social-scientific study which explores how the author establishes the ethnic identity of the audience as people of God. While this ethnic identity indicates the more privileged position the readers occupy in relation to the benefits of God accessible to them, it also provides the author with the appropriate social institutions and scripts by which his demand for appropriate response to God and the Christian group becomes appreciable and compelling. The article involves the definition of social-scientific criticism, ethnicity and social identity, and discusses the social context of the letter to the Hebrews. It then explains how some social scripts within specific ethnic institutions give meaning to the demands the author makes from his readers.

Multiple perspectives on students’ scientific communication & reasoning in chemistry education [VISIONS 2011: Teaching

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Maik Walpuski

2012-07-01

Full Text Available Both students and teachers need different competences for scientific reasoning. Apart from the required content knowledge and the ability of using it adequately, both groups need elaborated knowledge of strategies for decision-making and argumentation. These competences concerning decision-making are highly dependent on how frequently students are given the chance to argue in science classes. This article pools the results of three different research projects in chemistry education which focus on these three aspects: Students’ competences, the classroom situation with regard to communication and reasoning and teachers’ competences. Students’ skills needed for discussing chemistry content and for decision-making in scientific contexts are analyzed first. Following this, the opportunities for improving these skills during science lessons are researched and related to results from a study of teachers’ pedagogical content knowledge (PCK in this domain. The analysis of students’ and teachers’ communication skills is conducted in two different ways which are paper-pencil tests and video analysis. Paper-pencil tests are used to assess students’ performance in reasoning. The test items deal with chemistry-specific situations, including opportunities for decision-making, which are typical of socio-scientific issues (study 1. The study shows that students’ decision-making skills are poor when the topics deal with scientific contexts, but that students perform better when dealing with everyday-life contexts. One reason might be the lack of reasoning in chemistry lessons, as shown by a video study conducted in chemistry classes. Students’ and teachers’ in-class behavior and communication patterns are analyzed with regard to students’ and teachers’ contributions (study 2. The amount and the quality of students’ and teachers’ statements as well as the interactions, especially teachers’ reactions to students’ statements are

What is the role of induction and deduction in reasoning and scientific inquiry?

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Lawson, Anton E.

2005-08-01

A long-standing and continuing controversy exists regarding the role of induction and deduction in reasoning and in scientific inquiry. Given the inherent difficulty in reconstructing reasoning patterns based on personal and historical accounts, evidence about the nature of human reasoning in scientific inquiry has been sought from a controlled experiment designed to identify the role played by enumerative induction and deduction in cognition as well as from the relatively new field of neural modeling. Both experimental results and the neurological models imply that induction across a limited set of observations plays no role in task performance and in reasoning. Therefore, support has been obtained for Popper's hypothesis that enumerative induction does not exist as a psychological process. Instead, people appear to process information in terms of increasingly abstract cycles of hypothetico-deductive reasoning. Consequently, science instruction should provide students with opportunities to generate and test increasingly complex and abstract hypotheses and theories in a hypothetico-deductive manner. In this way students can be expected to become increasingly conscious of their underlying hypothetico-deductive thought processes, increasingly skilled in their application, and hence increasingly scientifically literate.

An analysis of 12th-grade students' reasoning styles and competencies when presented with an environmental problem in a social and scientific context

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Yang, Fang-Ying

This study examined reasoning and problem solving by 182 12th grade students in Taiwan when considering a socio-scientific issue regarding the use of nuclear energy. Students' information preferences, background characteristics, and eleven everyday scientific thinking skills were scrutinized. It was found most participants displayed a willingness to take into account both scientific and social information in reasoning the merits of a proposed construction of a nuclear power plant. Students' reasoning scores obtained from the "information reasoning style" test ranged from -0.5 to 1.917. And, the distribution was approximately normal with mean and median at around 0.5. For the purpose of categorization, students whose scores were within one standard deviation from the mean were characterized as having a "equally disposed" reasoning style. One hundred and twenty-five subjects, about 69%, belonged to this category. Students with scores locating at the two tails of the distribution were assigned to either the "scientifically oriented" or the "socially oriented" reasoning category. Among 23 background characteristics investigated using questionnaire data and ANOVA statistical analysis, only students' science performance and knowledge about nuclear energy were statistically significantly related to their information reasoning styles (p religion, and the political party preference. For everyday scientific thinking skills, interview data showed that both "scientifically oriented" students and those who were categorized as "equally disposed to using scientific and social scientific sources of data" displayed higher frequencies than "socially oriented" ones in using these skills, except in the use of the "multidisciplinary thinking" skill. Among the 11 skills assessed, the "scientifically oriented" students outperformed the "equally disposed" ones only in the use of 3 thinking skills; namely, searching for or recalling scientific concepts/evidence, recognizing and evaluating

The development of scientific reasoning in medical education: a psychological perspective.

Science.gov (United States)

Barz, Daniela Luminita; Achimaş-Cadariu, Andrei

2016-01-01

Scientific reasoning has been studied from a variety of theoretical perspectives, which have tried to identify the underlying mechanisms responsible for the development of this particular cognitive process. Scientific reasoning has been defined as a problem-solving process that involves critical thinking in relation to content, procedural, and epistemic knowledge. The development of scientific reasoning in medical education was influenced by current paradigmatic trends, it could be traced along educational curriculum and followed cognitive processes. The purpose of the present review is to discuss the role of scientific reasoning in medical education and outline educational methods for its development. Current evidence suggests that medical education should foster a new ways of development of scientific reasoning, which include exploration of the complexity of scientific inquiry, and also take into consideration the heterogeneity of clinical cases found in practice.

Examining the Relationship of Scientific Reasoning with Physics Problem Solving

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Fabby, Carol; Koenig, Kathleen

2015-01-01

Recent research suggests students with more formal reasoning patterns are more proficient learners. However, little research has been done to establish a relationship between scientific reasoning and problem solving abilities by novices. In this exploratory study, we compared scientific reasoning abilities of students enrolled in a college level…

Documenting the use of expert scientific reasoning processes by high school physics students

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A. Lynn Stephens

2010-11-01

Full Text Available We describe a methodology for identifying evidence for the use of three types of scientific reasoning. In two case studies of high school physics classes, we used this methodology to identify multiple instances of students using analogies, extreme cases, and Gedanken experiments. Previous case studies of expert scientists have indicated that these processes can be central during scientific model construction; here we code for their spontaneous use by students. We document evidence for numerous instances of these forms of reasoning in these classes. Most of these instances were associated with motion- and force-indicating depictive gestures, which we take as one kind of evidence for the use of animated mental imagery. Altogether, this methodology shows promise for use in highlighting the role of nonformal reasoning in student learning and for investigating the possible association of animated mental imagery with scientific reasoning processes.

Socio-Economic Factors Related to Moral Reasoning in Childhood and Adolescence: The Missing Link between Brain and Behavior

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Simona Carla Silvia eCaravita

2012-09-01

Full Text Available Neuroscientific and psychological research on moral development has until now developed independently, referring to distinct theoretical models, contents and methods. In particular, the influence of socio-economic and cultural factors on morality has been broadly investigated by psychologists but as yet has not been investigated by neuroscientists. The value of bridging these two areas both theoretically and methodologically has, however, been suggested. This study aims at providing a first connection between neuroscientific and psychological literature on morality by investigating whether socio-economic dimensions, i.e. living socio-geographic/economic area, immigrant status and SES, affect moral reasoning as operationalized in moral domain theory (a seminal approach in psychological studies on morality and in Greene and colleagues’ (2001 perspective (one of the main approaches in neuroethics research. Participants were 81 primary school (M = 8.98 yrs.; SD = 0.39, 72 middle school (M = 12.14 yrs.; SD = 0.61 and 73 high school (M = 15.10 yrs.; SD = 0.38 students from rural and urban areas. Participants’ immigrant status (native vs. immigrant and family SES level were recorded. Moral reasoning was assessed by means of a series of personal and impersonal dilemmas based on Greene and colleagues' (2001 neuroimaging experiment and a series of moral and socio-conventional rule dilemmas based on the moral domain theory. Living socio-geographic/economic area, immigrant status and SES mainly affected evaluations of moral and, to a higher extent, socio-conventional dilemmas, but had no impact on judgment of personal and impersonal dilemmas. Results are mainly discussed from the angle of possible theoretical links and suggestions emerging for studies on moral reasoning in the frameworks of neuroscience and psychology.

Scientific reasoning skills development in the introductory biology courses for undergraduates

Science.gov (United States)

Schen, Melissa S.

Scientific reasoning is a skill of critical importance to those students who seek to become professional scientists. Yet, there is little research on the development of such reasoning in science majors. In addition, scientific reasoning is often investigated as two separate entities: hypothetico-deductive reasoning and argumentation, even though these skills may be linked. With regard to argumentation, most investigations look at its use in discussing socioscientific issues, not in analyzing scientific data. As scientists often use the same argumentation skills to develop and support conclusions, this avenue needs to be investigated. This study seeks to address these issues and establish a baseline of both hypothetico-deductive reasoning and argumentation of scientific data of biology majors through their engagement in introductory biology coursework. This descriptive study investigated the development of undergraduates' scientific reasoning skills by assessing them multiple times throughout a two-quarter introductory biology course sequence for majors. Participants were assessed at the beginning of the first quarter, end of the first quarter, and end of the second quarter. A split-half version of the revised Lawson Classroom Test of Scientific Reasoning (LCTSR) and a paper and pencil argumentation instrument developed for this study were utilized to assess student hypothetico-deductive reasoning and argumentation skills, respectively. To identify factors that may influence scientific reasoning development, demographic information regarding age, gender, science coursework completed, and future plans was collected. Evidence for course emphasis on scientific reasoning was found in lecture notes, assignments, and laboratory exercises. This study did not find any trends of improvement in the students' hypothetico-deductive reasoning or argumentation skills either during the first quarter or over both quarters. Specific difficulties in the control of variables and

Using Computer Simulations for Promoting Model-based Reasoning. Epistemological and Educational Dimensions

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Develaki, Maria

2017-11-01

Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students' ability to reason and evaluate in a scientific way. This paper aims (a) to contribute to an extended understanding of the nature and pedagogical importance of model-based reasoning and (b) to exemplify how using computer simulations can support students' model-based reasoning. We provide first a background for both scientific reasoning and computer simulations, based on the relevant philosophical views and the related educational discussion. This background suggests that the model-based framework provides an epistemologically valid and pedagogically appropriate basis for teaching scientific reasoning and for helping students develop sounder reasoning and decision-taking abilities and explains how using computer simulations can foster these abilities. We then provide some examples illustrating the use of computer simulations to support model-based reasoning and evaluation activities in the classroom. The examples reflect the procedure and criteria for evaluating models in science and demonstrate the educational advantages of their application in classroom reasoning activities.

Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education

Science.gov (United States)

Fischer, Frank; Kollar, Ingo; Ufer, Stefan; Sodian, Beate; Hussmann, Heinrich; Pekrun, Reinhard; Neuhaus, Birgit; Dorner, Birgit; Pankofer, Sabine; Fischer, Martin; Strijbos, Jan-Willem; Heene, Moritz; Eberle, Julia

2014-01-01

Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 and higher education. In this article, we first review main topics and key findings of three different strands of research, namely research on the development of scientific reasoning, research on scientific argumentation, and research on approaches to support…

Proportional Reasoning: An Essential Component of Scientific Understanding

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Hilton, Annette; Hilton, Geoff

2016-01-01

In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of…

Pre-service teachers and socio-scientific inquiry : Opportunities and challenges

NARCIS (Netherlands)

Knippels, M.C.P.J.; van Harskamp, M.; Verhoeff, R.P.; Postma, P.A.

2017-01-01

This paper presents the results of a teacher training program aiming to enable pre-service teachers to engage secondary education students in Socio-Scientific Inquiry-Based Learning (SSIBL). In SSIBL – an approach developed within the European project PARRISE – students formulate questions about

Scientific reasoning profile of junior secondary school students on the concept of static fluid

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Mariana, N.; Siahaan, P.; Utari, S.

2018-05-01

Scientific reasoning is one of the most important ability. This study aims to determine the profile of scientific reasoning of junior high school students about the concept of static fluid. This research uses a descriptive method with a quantitative approach to get an idea about the scientific reasoning of One Roof Junior Secondary School Student Kotabaru Reteh in Riau. The technique of collecting data is done by test of scientific reasoning. Scientific reasoning capability refers to Furtak’s EBR (Evidence Based Reasoning) scientific reasoning indicator that contains the components of claims, data, evidence, and rules. The result obtained on each element of scientific reasoning is 35% claim, 23% data, 21% evidence and 17% rule. The conclusions of this research that scientific reasoning of Satu Atap Junior Secondary School student Kotabaru Reteh, Riau Province still in the low category.

Modeling interdependent socio-technical networks: The smart grid—an agent-based modeling approach

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Worm, D.; Langley, D.J.; Becker, J.

2014-01-01

The aim of this paper is to improve scientific modeling of interdependent socio-technical networks. In these networks the interplay between technical or infrastructural elements on the one hand and social and behavioral aspects on the other hand, plays an important role. Examples include electricity

Learning as change: Responding to socio-scientific issues through informal education

Science.gov (United States)

Allen, Lauren Brooks

Informal learning is an important venue for educating the general public about complex socio-scientific issues: intersections of scientific understanding and society. My dissertation is a multi-tiered analysis of how informal education, and particularly informal educators, can leverage learning to respond to one particular socio-scientific issue: climate change. Life-long, life-wide, and life-deep learning not only about the science of climate change, but how communities and society as a whole can respond to it in ways that are commensurate with its scale are necessary. In my three-article dissertation, I investigated the changes in practice and learning that informal educators from a natural history museum underwent in the process of implementing a new type of field trip about climate change. This study focused on inquiry-based learning principles taken on by the museum educators, albeit in different ways: learner autonomy, conversation, and deep investigation. My second article, a short literature review, makes the argument that climate change education must have goals beyond simply increasing learners' knowledge of climate science, and proposes three research-based principles for such learning: participation, relevance, and interconnectedness. These principles are argued to promote learning to respond to climate change as well as increased collective efficacy, necessary for responding. Finally, my third article is an in-depth examination of a heterogeneous network of informal educators and environmental professionals who worked together to design and implement a city-wide platform for informal climate change learning. By conceptualizing climate change learning at the level of the learning ecology, educators and learners are able to see how it can be responded to at the community level, and understand how climate change is interconnected with other scientific, natural, and social systems. I briefly discuss a different socio-scientific issue to which these

Modeling Interdependent Socio-technical Networks via ABM Smart Grid Case

NARCIS (Netherlands)

Worm, D.T.H.; Langley, D.J.; Becker, J.M.

2013-01-01

The objective of this paper is to improve scientific modeling of interdependent socio-technical networks. In these networks the interplay between technical or infrastructural elements on the one hand and social and behavioral aspects on the other hand, is of importance. Examples include electricity

Science Teachers' Use of Mass Media to Address Socio-Scientific and Sustainability Issues

Science.gov (United States)

Klosterman, Michelle L.; Sadler, Troy D.; Brown, Julie

2012-01-01

The currency, relevancy and changing nature of science makes it a natural topic of focus for mass media outlets. Science teachers and students can capitalize on this wealth of scientific information to explore socio-scientific and sustainability issues; however, without a lens on how those media are created and how representations of science are…

Learners' Epistemic Criteria for Good Scientific Models

Science.gov (United States)

Pluta, William J.; Chinn, Clark A.; Duncan, Ravit Golan

2011-01-01

Epistemic criteria are the standards used to evaluate scientific products (e.g., models, evidence, arguments). In this study, we analyzed epistemic criteria for good models generated by 324 middle-school students. After evaluating a range of scientific models, but before extensive instruction or experience with model-based reasoning practices,…

Fostering Scientific Reasoning in Education--Meta-Analytic Evidence from Intervention Studies

Science.gov (United States)

Engelmann, Katharina; Neuhaus, Birgit J.; Fischer, Frank

2016-01-01

Scientific reasoning skills are not just for researchers, they are also increasingly relevant for making informed decisions in our everyday lives. How can these skills be facilitated? The current state of research on supporting scientific reasoning includes intervention studies but lacks an integrated analysis of the approaches to foster…

Assessing College Students’ Quantitative and Scientific Reasoning: The James Madison University Story

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John D. Hathcoat

2015-01-01

Full Text Available Quantitative and scientific reasoning is a critical student learning outcome in higher education. Data are presented for large samples of undergraduate students who were assessed as entering freshmen and then again after completing 45-70 credit hours. Results are presented around four key issues that are central to educational assessment. First, entering freshmen with transfer credits for quantitative and scientific reasoning courses that fulfill general education requirements, on average, score similar to entering freshmen without such credit. About 97% of entering freshmen who had transfer credits received their credits through dual enrollment programs. As a sophomore-junior, students who had completed their general education requirements performed similar to students who had started, but not yet finished these requirements. Second, small to moderate correlations were observed between grade-point averages in relevant general education coursework and quantitative and scientific reasoning. Third, students’ quantitative and scientific reasoning, on average, increases from freshmen to sophomore/junior years. Finally, the proportion of students who meet faculty-set standards substantially increases from pre-test to post-test. Taken together, results suggest that changes in quantitative and scientific reasoning are a function of relevant courses. Additional research is needed to examine the role of lower-level versus higher-level courses in student performance. Results also indicate a need to investigate how differences in the quality of dual enrollment courses facilitate quantitative and scientific reasoning.

The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections

OpenAIRE

Levinson, Ralph

2006-01-01

While narratives which integrate aspects of human consciousness can be a powerful instrument in teaching and learning about socio-scientific issues, the science curriculum offers unfruitful grounds for the development of narrative in school students. Learning science and learning about socio-scientific issues are epistemologically distinct activities. The way teachers across the curriculum use narratives suggests that an interdisciplinary approach might be more effective for te...

What's Natural about Nature? Deceptive Concepts in Socio-Scientific Decision-Making

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Lindahl, Mats Gunnar; Linder, Cedric

2015-01-01

The conflicts between nature and nurture are brought to the fore and challenges socio-scientific decision-making in science education. The multitude of meanings of these concepts and their roles in societal discourses can impede students' development of understanding for different perspectives, e.g. on gene technology. This study problematizes…

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

OpenAIRE

Muğaloğlu, Ebru Z.; Küçük, Zerrin Doğança; Güven, Devrim

2016-01-01

This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teachin...

Russian Socio-Economic Geography: Status, Challenges, Perspectives

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Martynov Vasilii

2015-06-01

Full Text Available The socio-economic geography studies the processes, characteristics and patterns of spatial development. In the recent decades, however, this area of scientific investigation has failed its promise, which happened for a number of external and internal reasons. The main external reason is the development of "consumer society", which does not require the search of new space and therefore ignores the "spatial" science, geography. Internal reason is the blurring of socio-economic geography along the variety of new lines of research. The discipline was, in many ways, redundant, and unselective in the application of theoretical and methodological tools liberally borrowed from other branches of both geography and economics. The only way this discipline can return to its former glory is by going all the way back to doing proper spatial research.

Explaining the Alluring Influence of Neuroscience Information on Scientific Reasoning

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Rhodes, Rebecca E.; Rodriguez, Fernando; Shah, Priti

2014-01-01

Previous studies have investigated the influence of neuroscience information or images on ratings of scientific evidence quality but have yielded mixed results. We examined the influence of neuroscience information on evaluations of flawed scientific studies after taking into account individual differences in scientific reasoning skills, thinking…

Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

Science.gov (United States)

Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.

The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988

Thai Pre-Service Science Teachers' Struggles in Using Socio-Scientific Issues (SSIs) during Practicum

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Pitiporntapin, Sasithep; Yutakom, Naruemon; Sadler, Troy D.

2016-01-01

In educational reform, teaching through socio-scientific issues (SSIs) is considered the best way to promote scientific literacy for citizenship as the goal of science teaching. To bring SSIs into the science classroom, Thai pre-service science teachers (PSTs) are expected to understand the concept of SSI-based teaching and to use it effectively…

The Medicare Chronic Disease Dental Scheme: Historical, Scientific, Socio-political Origins.

Science.gov (United States)

Akers, Harry Francis; Weerakoon, Arosha Tania; Foley, Michael Anthony; McAuliffe, Andrew James

While evidence and expert opinion are the foundations of effective policy, the politics, economics, and timing of a proposal can affect outcome. Australian government involvement in the planning, funding and delivery of dental services has been minimal and inconsistent. Many believe that the hybrid dispersal model of shared constitutional power has intermittently led to poor administration of national health policy. Throughout the decade-long prelude to the introduction of the Chronic Disease Dental Scheme, a landmark health policy in Australia, Parliamentarians moved responsibility for public dental services of disadvantaged Australians into an impasse between the Federal, State, and Territorial Governments. Developments throughout the era confirm the influence of administrative intrigue, centralized authority, competing priorities, funding pressures, political strategy, public opinion, scientific evidence and the timing of a proposal on the formulation and implementation of oral health policy. Synchronized inter-governmental collaboration was also absent. Moreover, the impasse and its resolution immediately before a national election demonstrate the bipolar roles of centralized political authority and political resolve in either obstructing or implementing policy. The historical, scientific, and socio-political contexts undermining the preamble to the Chronic Disease Dental Scheme lend weight to concerns about the hybrid dispersal model of constitutional power. Copyright American Academy of the History of Dentistry.

Modelling and Reasoning about Security Requirements in Socio-Technical Systems

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Paja, Elda; Dalpiaz, Fabiano; Giorgini, Paolo

2015-01-01

Modern software systems operate within the context of larger socio-technical systems, wherein they interact—by exchanging data and outsourcing tasks—with other technical components, humans, and organisations. When interacting, these components (actors) operate autonomously; as such, they may

Teacher formation related to socio-scientific issues: complexity, contributions and limitations of an educational practice

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Mariuce Campos de Moraes

2015-12-01

Full Text Available This reflection refers to teacher formation related to socio-scientific issues. Whereas such matters take into account the impact of scientific development in society, including ethical aspects and encompass dilemmas involving a wide range of prospects for its resolution, we propose analysis of the complexity that is inherent in their teaching. Thus, we aimed to analyze different spaces and teaching time that produce and are produced in close linkage between theory and practice, as well as their contributions and limitations. The study required a dynamic conversation system that led to the analysis indicators. The issue of sustainability was shown to be feasible for educational planning as cover technical and scientific knowledge, ethical, social and economic pressures. The collective production allowed understand arguments and reflective-creative processes. The lived relations in schools has accompanied and limited the ideas expressed on the socio-scientific issues. We understand that the simultaneity of research and reflection in the sociocultural context has strengthened teacher formation.

Scientific reasoning abilities of nonscience majors in physics-based courses

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Moore, J. Christopher; Rubbo, Louis J.

2012-06-01

We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

Scientific reasoning abilities of nonscience majors in physics-based courses

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J. Christopher Moore

2012-02-01

Full Text Available We have found that non-STEM (science, technology, engineering, and mathematics majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

Promoting Scientific Thinking and Conceptual Change about Alternative Explanations of Climate Change and Other Controversial Socio-scientific Topics

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Lombardi, D.; Sinatra, G. M.

2013-12-01

Critical evaluation and plausibility reappraisal of scientific explanations have been underemphasized in many science classrooms (NRC, 2012). Deep science learning demands that students increase their ability to critically evaluate the quality of scientific knowledge, weigh alternative explanations, and explicitly reappraise their plausibility judgments. Therefore, this lack of instruction about critical evaluation and plausibility reappraisal has, in part, contributed to diminished understanding about complex and controversial topics, such as global climate change. The Model-Evidence Link (MEL) diagram (originally developed by researchers at Rutgers University under an NSF-supported project; Chinn & Buckland, 2012) is an instructional scaffold that promotes students to critically evaluate alternative explanations. We recently developed a climate change MEL and found that the students who used the MEL experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. Using the MEL for instruction also resulted in conceptual change about the causes of global warming that reflected greater understanding of fundamental scientific principles. Furthermore, students sustained this conceptual change six months after MEL instruction (Lombardi, Sinatra, & Nussbaum, 2013). This presentation will discuss recent educational research that supports use of the MEL to promote critical evaluation, plausibility reappraisal, and conceptual change, and also, how the MEL may be particularly effective for learning about global climate change and other socio-scientific topics. Such instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) is demanded by both the Next Generation Science Standards (Achieve, 2013) and the Common Core State Standards for English Language Arts and Mathematics (CCSS Initiative-ELA, 2010; CCSS Initiative-Math, 2010), as well as a

Performance-based assessment of scientific reasoning in children

NARCIS (Netherlands)

Lazonder, A.W.; Janssen, N.

2017-01-01

Recent longitudinal and cross-sectional studies have examined how scientific reasoning skills such as experimenting, making inferences and evaluating evidence develop in young science learners. Results, although informative, likely underestimate children’s true capabilities because data in these

Facilitating Students' Conceptual Change and Scientific Reasoning Involving the Unit of Combustion

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Lee, Chin-Quen; She, Hsiao-Ching

2010-01-01

This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific reasoning. The other group of students received conventional instruction. In addition to the…

Teaching with Socio-Scientific Issues in Physical Science: Teacher and Students' Experiences

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Talens, Joy

2016-01-01

Socio-scientific issues (SSI) are recommended by many science educators worldwide for learners to acquire first hand experience to apply what they learned in class. This investigated experiences of teacher-researcher and students in using SSI in Physical Science, Second Semester, School Year 2012-2013. Latest and controversial news articles on…

Scientific reasoning abilities in kindergarten: dynamic assessment of the control of variables strategy

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Graaf, J. van der; Segers, P.C.J.; Verhoeven, L.T.W.

2015-01-01

A dynamic assessment tool was developed and validated using Mokken scale analysis to assess the extent to which kindergartners are able to construct unconfounded experiments, an essential part of scientific reasoning. Scientific reasoning is one of the learning processes happening within science

Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program

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Liao, Ya-Wen; She, Hsiao-Ching

2009-01-01

This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach…

Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject

Science.gov (United States)

Santika, A. R.; Purwianingsih, W.; Nuraeni, E.

2018-05-01

Critical thinking is a skills the which students should have in order to face 21st century demands. Critical thinking skills can help people in facing their daily problems, especially problems roommates relate to science. This research is aimed to analyze students critical thinking skills in socio-scientific issues of biodiversity subject. The method used in this research was descriptive method. The research subject is first-grade students’ in senior high school. The data collected by interview and open-ended question the which classified based on framework : (1) question at issue, (2) information (3) purpose (4) concepts (5) assumptions, (6) point of view, (7) interpretation and inference, and (8) implication and consequences, then it will be assessed by using rubrics. The result of the data showed students critical thinking skills in socio-scientific issues of biodiversity subject is in low and medium category. Therefore we need a learning activity that is able to develop student’s critical thinking skills, especially regarding issues of social science.

Student Moon Observations and Spatial-Scientific Reasoning

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Cole, Merryn; Wilhelm, Jennifer; Yang, Hongwei

2015-07-01

Relationships between sixth grade students' moon journaling and students' spatial-scientific reasoning after implementation of an Earth/Space unit were examined. Teachers used the project-based Realistic Explorations in Astronomical Learning curriculum. We used a regression model to analyze the relationship between the students' Lunar Phases Concept Inventory (LPCI) post-test score variables and several predictors, including moon journal score, number of moon journal entries, student gender, teacher experience, and pre-test score. The model shows that students who performed better on moon journals, both in terms of overall score and number of entries, tended to score higher on the LPCI. For every 1 point increase in the overall moon journal score, participants scored 0.18 points (out of 20) or nearly 1% point higher on the LPCI post-test when holding constant the effects of the other two predictors. Similarly, students who increased their scores by 1 point in the overall moon journal score scored approximately 1% higher in the Periodic Patterns (PP) and Geometric Spatial Visualization (GSV) domains of the LPCI. Also, student gender and teacher experience were shown to be significant predictors of post-GSV scores on the LPCI in addition to the pre-test scores, overall moon journal score, and number of entries that were also significant predictors on the LPCI overall score and the PP domain. This study is unique in the purposeful link created between student moon observations and spatial skills. The use of moon journals distinguishes this study further by fostering scientific observation along with skills from across science, technology, engineering, and mathematics disciplines.

Promoting the Role of the Personal Narrative in Teaching Controversial Socio-Scientific Issues

Science.gov (United States)

Levinson, Ralph

2008-01-01

Citizens participating in contemporary socio-scientific issues (SSI) need to draw on local knowledge and personal experience. If curricular developments in the teaching of controversial SSI are to reflect contemporary notions of citizenship then the personal narrative is an indispensable instrument in bridging the gap between the local/personal…

The Effect of Cooperative Learning with DSLM on Conceptual Understanding and Scientific Reasoning among Form Four Physics Students with Different Motivation Levels

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M.S. Hamzah

2010-11-01

Full Text Available The purpose of this study was to investigate the effect of Cooperative Learning with a Dual Situated Learning Model (CLDSLM and a Dual Situated Learning Model (DSLM on (a conceptual understanding (CU and (b scientific reasoning (SR among Form Four students. The study further investigated the effect of the CLDSLM and DSLM methods on performance in conceptual understanding and scientific reasoning among students with different motivation levels. A quasi-experimental method with the 3 x 2 Factorial Design was applied in the study. The sample consisted of 240 stu¬dents in six (form four classes selected from three different schools, i.e. two classes from each school, with students randomly selected and assigned to the treatment groups. The results showed that students in the CLDSLM group outperformed their counterparts in the DSLM group—who, in turn, significantly outperformed other students in the traditional instructional method (T group in scientific reasoning and conceptual understanding. Also, high-motivation (HM students in the CLDSLM group significantly outperformed their counterparts in the T groups in conceptual understanding and scientific reasoning. Furthermore, HM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group in scientific reasoning but did not significantly outperform their counterparts on conceptual understanding. Also, the DSLM instructional method has significant positive effects on highly motivated students’ (a conceptual understanding and (b scientific reason¬ing. The results also showed that LM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group and (T method group in scientific reasoning and conceptual understanding. However, the low-motivation students taught via the DSLM instructional method significantly performed higher than the low-motivation students taught via the T method in scientific reasoning. Nevertheless, they did not

Operation ARA: A Computerized Learning Game that Teaches Critical Thinking and Scientific Reasoning

Science.gov (United States)

Halpern, Diane F.; Millis, Keith; Graesser, Arthur C.; Butler, Heather; Forsyth, Carol; Cai, Zhiqiang

2012-01-01

Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They…

The Integration of HIV and AIDS as a Socio-Scientific Issue in the Life Sciences Curriculum

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Wolff, Eugenie; Mnguni, Lindelani

2015-01-01

The potential of science to transform lives has been highlighted by a number of scholars. This means that critical socio-scientific issues (SSIs) must be integrated into science curricula. Development of context-specific scientific knowledge and twenty-first-century learning skills in science education could be used to address SSIs such as…

Socio-epistemic analysis of scientific knowledge production in little science research

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Alberto Pepe

2008-12-01

Full Text Available The processes that drive knowledge production and dissemination in scientific environments are embedded within the social, technical, cultural and epistemic practices of the constituent research communities. This article presents a methodology to unpack specific social and epistemic dimensions of scientific knowledge production using, as a case study,  the Center for Embedded Networked Sensing (CENS, a National Science Foundation “little science” research center involved in theoretical and applied work in the field of wireless communication and sensor networks. By analysis of its scholarly record, I construct a social network of coauthorship, linking individuals that have coauthored scholarly artifacts (journal articles and conference papers, and an epistemic network of topic co-occurrence, linking concepts and knowledge constructs in the same scholarly artifacts. This article reports on ongoing work directed at the study of the emergence and evolution of these networks of scientific interaction. I present some preliminary results and introduce a socio-epistemic method for an historical analysis of network co-evolution. I outline a research design to support further investigations of knowledge production in scientific circles.

Pseudo-Scientific Information: Reasons of Spread and Premises of Vitality

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Valdas Pruskus

2011-04-01

Full Text Available The phenomenon of pseudo-scientific information, the reasons of its spread and premises of its vitality are discussed in the paper. Pseudo-scientific information is understandable as an attempt to suit a demand, which exists in society, while providing a simple answer to a question, which an individual or society is concerned about, and that answer is not sustained by scientific research. It is showed that the rise and spread of pseudo-scientific information in society are conditioned by objective reasons. Firstly, the lack of information concerning a subject which is significant for society. Secondly, the lack of information for a particular individual (social group concerning a substantial subject. Thirdly, fast spread of scientific and technical inventions and penetration of technological innovations into various spheres of life the understanding of which demands an appropriate informal “processing”, i e it demands provision in an appropriate form, which is partly provided by pseudo-scientific knowledge.The existence of pseudo-scientific information is determined by the fact that it performs important social functions in society. The existence of pseudo-scientific information by official certified scientific information and the fact, that all social groups are affected to a larger or lesser extent, show its ambivalent power and vitality. On the one part, the roots of its vitality lie in the duality of this phenomenon, where opposite things coexist in a strange way – the truth (scientifically verified propositions and speculations which are based on intuition rather than on scientifically verified facts. On the other part, it is maintained by our permanent wish to get an additional and fresher information, though not totally reliable, while seeking to know universally and better the world around us and its phenomena. While meeting this requirement, a pseudo-scientific information stimulates researchers both to enhance their attempts to

Training in Decision-making Strategies: An approach to enhance students' competence to deal with socio-scientific issues

Science.gov (United States)

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2013-10-01

Dealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based programme was developed that trains secondary school students (grades 11-13) in decision-making strategies. The main research question is: does training students to use these strategies foster decision-making competence? In addition, the influence of meta-decision aids was examined. Students conducted a task analysis to select an appropriate strategy prior to the decision-making process. Hence, the second research question is: does combining decision-making training with a task analysis enhance decision-making competence at a higher rate? To answer these questions, 386 students were tested in a pre-post-follow-up control-group design that included two training groups (decision-making strategies/decision-making strategies combined with a task analysis) and a control group (decision-making with additional ecological information instead of strategic training). An open-ended questionnaire was used to assess decision-making competence in situations related to sustainable development. The decision-making training led to a significant improvement in the post-test and the follow-up, which was administered three months after the training. Long-term effects on the quality of the students' decisions were evident for both training groups. Gains in competence when reflecting upon the decision-making processes of others were found, to a lesser extent, in the training group that received the additional meta-decision training. In conclusion, training in decision-making strategies is a promising approach to deal with socio-scientific issues related to sustainable development.

Bridging Scientific Reasoning and Conceptual Change through Adaptive Web-Based Learning

Science.gov (United States)

She, Hsiao-Ching; Liao, Ya-Wen

2010-01-01

This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests…

Understanding and Affecting Science Teacher Candidates' Scientific Reasoning in Introductory Astrophysics

Science.gov (United States)

Steinberg, Richard; Cormier, Sebastien

2013-01-01

This study reports on a content course for science immersion teacher candidates that emphasized authentic practice of science and thinking scientifically in the context of introductory astrophysics. We explore how 122 science teacher candidates spanning three cohorts did and did not reason scientifically and how this evolved in our program. Our…

Learning Science Content through Socio-Scientific Issues-Based Instruction: A Multi-Level Assessment Study

Science.gov (United States)

Sadler, Troy D.; Romine, William L.; Topçu, Mustafa Sami

2016-01-01

Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of…

Discussing agrochemical themes: an approach through socio-scientific controversies

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Eril Medeiros da Fonseca

2017-12-01

Full Text Available The theme of "agro-toxicology" in the Rural Education pervades key issues to be problematized, such as the care of rural workers, from the concept of health as something broad, involving access to cultural goods, leisure and communication and still, the collective physical, mental and social well-being. The use of pesticides, in addition to compromising the health of those who work in the field and those who feed on what is produced in the field, brings with it a conception of health that, in addition to suffering and individualizing, affects our biological diversity. The objective of this study is to discuss pesticides and their implications for health, through the approach of Socio-Scientific Controversies (CSC in Science Teaching and Rural Education.

Assessment of Scientific Reasoning: the Effects of Task Context, Data, and Design on Student Reasoning in Control of Variables.

Science.gov (United States)

Zhou, Shaona; Han, Jing; Koenig, Kathleen; Raplinger, Amy; Pi, Yuan; Li, Dan; Xiao, Hua; Fu, Zhao; Bao, Lei

2016-03-01

Scientific reasoning is an important component under the cognitive strand of the 21st century skills and is highly emphasized in the new science education standards. This study focuses on the assessment of student reasoning in control of variables (COV), which is a core sub-skill of scientific reasoning. The main research question is to investigate the extent to which the existence of experimental data in questions impacts student reasoning and performance. This study also explores the effects of task contexts on student reasoning as well as students' abilities to distinguish between testability and causal influences of variables in COV experiments. Data were collected with students from both USA and China. Students received randomly one of two test versions, one with experimental data and one without. The results show that students from both populations (1) perform better when experimental data are not provided, (2) perform better in physics contexts than in real-life contexts, and (3) students have a tendency to equate non-influential variables to non-testable variables. In addition, based on the analysis of both quantitative and qualitative data, a possible progression of developmental levels of student reasoning in control of variables is proposed, which can be used to inform future development of assessment and instruction.

Students' Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is Transfer possible?

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Foong, Chan-Choong; Daniel, Esther G. S.

2013-01-01

This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study…

The Associative Basis of Scientific Creativity: A Model Proposal

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Esra Kanli

2014-06-01

Full Text Available Creativity is accepted as an important part of scientific skills. Scientific creativity proceeds from a need or urge to solve a problem, and in-volves the production of original and useful ideas or products. Existing scientific creativity theories and tests do not feature the very im-portant thinking processes, such as analogical and associative thinking, which can be consid-ered crucial in creative scientific problem solv-ing. Current study’s aim is to provide an alter-native model and explicate the associative basis of scientific creativity. Emerging from the re-viewed theoretical framework, Scientific Asso-ciations Model is proposed. This model claims that, similarity and mediation constitutes the basis of creativity and focuses on three compo-nents namely; associative thinking, analogical thinking (analogical reasoning & analogical problem solving and insight which are consid-ered to be main elements of scientific associa-tive thinking.

Scepticism and Trust: Two Counterpoint Essentials in Science Education for Complex Socio-Scientific Issues

Science.gov (United States)

Fensham, Peter J.

2014-01-01

In this response to Tom G. K. Bryce and Stephen P. Day's ("Cult Stud Sci Educ." doi:10.1007/s11422-013-9500-0, 2013) original article, I share with them their interest in the teaching of climate change in school science, but I widen it to include other contemporary complex socio-scientific issues that also need to be discussed. I…

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

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Russ, Rosemary S.; Odden, Tor Ole B.

2017-12-01

Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level.

Modelling Socio-Economic Differences in the Mortality of Danish Males Using a New Affluence Index

DEFF Research Database (Denmark)

Cairns, Andrew J.G.; Kallestrup-Lamb, Malene; Rosenskjold, Carsten Paysen T.

We investigate and model how the mortality of Danish males aged 55-94 has changed over the period 1985-2012. We divide the population into ten socio-economic subgroups using a new measure of affluence that combines wealth and income reported on the Statistics Denmark national register database...... possible without losing the essential character of the raw data. The model produces bio-demographically reasonable forecasts of mortality rates that preserve the sub-group rankings at all ages. It also satisfies reasonableness criteria related to the term structure of correlations across ages and over time...

The model of sustainable socio-economic development of the national economy

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O. A. Kalchenko

2016-01-01

Full Text Available According to the new "National security strategy of the Russian Federation, sustainable socio-economic development is the basis of national economic security. UN conceptual model of sustainable development is considered. The “Club of Rome” founder’s Aurelio Peccei point of view that world could be presented by interrelated but sufficiently stable elements: Nature, Man, Society, science-based Technique is mentioned (early 1980s. Today, sustainable socio-economic development of the national economy is determined by: Nature, Man, Society, Technology, Economy and Infrastructure. To support this opinion, statements of leading scientists, politicians, business representatives are given: A. Aganbegian, M. Friedman, V. Sidorov, V. Inozemtsev, G. Gref. The author's model of sustainable socio-economic development of the national economy is presented. The position of Russia according to the “2016 Global R&D Funding Forecast”, compiled by well-known scientific periodical “R&DMagazine” is presented. Classification of indicators groups, taken from the Russian and foreign statistical data books (Russian Statistical Yearbook, IRI, R&D Magazine, International Monetary Fund, World Bank, CIA Factbook, OECD, according to the elements of an integrated system of sustainable socio-economic development of the national economy is given. Implementation aggregating partial indices into an integrated index for each group and their population as a whole is proposed. For each private indicator is proposed to develop three levels of threshold values (acceptable, marginal and critical for sustainable socio-economic development of the national economy and security. Since innovation is a key mechanism for the concept of sustainable socio-economic development of the national economy in a new tenor of technology, the need for innovative development of all elements of the proposed integrated system is required.

A Framework for Teachers' Assessment of Socio-Scientific Argumentation: An Example Using the GMO Issue

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Christenson, Nina; Chang Rundgren, Shu-Nu

2015-01-01

Socio-scientific issues (SSI) have proven to be suitable contexts for students to actively reflect on and argue about complex social issues related to science. Research has indicated that explicitly teaching SSI argumentation is a good way to help students develop their argumentation skills and make them aware of the complexity of SSI. However,…

University Students' Knowledge Structures and Informal Reasoning on the Use of Genetically Modified Foods: Multidimensional Analyses

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Wu, Ying-Tien

2013-01-01

This study aims to provide insights into the role of learners' knowledge structures about a socio-scientific issue (SSI) in their informal reasoning on the issue. A total of 42 non-science major university students' knowledge structures and informal reasoning were assessed with multidimensional analyses. With both qualitative and…

Scientific reasoning in early and middle childhood: the development of domain-general evidence evaluation, experimentation, and hypothesis generation skills.

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Piekny, Jeanette; Maehler, Claudia

2013-06-01

According to Klahr's (2000, 2005; Klahr & Dunbar, 1988) Scientific Discovery as Dual Search model, inquiry processes require three cognitive components: hypothesis generation, experimentation, and evidence evaluation. The aim of the present study was to investigate (a) when the ability to evaluate perfect covariation, imperfect covariation, and non-covariation evidence emerges, (b) when experimentation emerges, (c) when hypothesis generation skills emerge, and (d), whether these abilities develop synchronously during childhood. We administered three scientific reasoning tasks referring to the three components to 223 children of five age groups (from age 4.0 to 13.5 years). Our results show that the three cognitive components of domain-general scientific reasoning emerge asynchronously. The development of domain-general scientific reasoning begins with the ability to handle unambiguous data, progresses to the interpretation of ambiguous data, and leads to a flexible adaptation of hypotheses according to the sufficiency of evidence. When children understand the relation between the level of ambiguity of evidence and the level of confidence in hypotheses, the ability to differentiate conclusive from inconclusive experiments accompanies this development. Implications of these results for designing science education concepts for young children are briefly discussed. © 2012 The British Psychological Society.

Moving forward socio-economically focused models of deforestation.

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Dezécache, Camille; Salles, Jean-Michel; Vieilledent, Ghislain; Hérault, Bruno

2017-09-01

Whilst high-resolution spatial variables contribute to a good fit of spatially explicit deforestation models, socio-economic processes are often beyond the scope of these models. Such a low level of interest in the socio-economic dimension of deforestation limits the relevancy of these models for decision-making and may be the cause of their failure to accurately predict observed deforestation trends in the medium term. This study aims to propose a flexible methodology for taking into account multiple drivers of deforestation in tropical forested areas, where the intensity of deforestation is explicitly predicted based on socio-economic variables. By coupling a model of deforestation location based on spatial environmental variables with several sub-models of deforestation intensity based on socio-economic variables, we were able to create a map of predicted deforestation over the period 2001-2014 in French Guiana. This map was compared to a reference map for accuracy assessment, not only at the pixel scale but also over cells ranging from 1 to approximately 600 sq. km. Highly significant relationships were explicitly established between deforestation intensity and several socio-economic variables: population growth, the amount of agricultural subsidies, gold and wood production. Such a precise characterization of socio-economic processes allows to avoid overestimation biases in high deforestation areas, suggesting a better integration of socio-economic processes in the models. Whilst considering deforestation as a purely geographical process contributes to the creation of conservative models unable to effectively assess changes in the socio-economic and political contexts influencing deforestation trends, this explicit characterization of the socio-economic dimension of deforestation is critical for the creation of deforestation scenarios in REDD+ projects. © 2017 John Wiley & Sons Ltd.

Conjecturing via Analogical Reasoning in Developing Scientific Approach in Junior High School Students

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Supratman; Ryane, S.; Rustina, R.

2016-02-01

This study aims to explore the extent to which the use of analogy reasoning when students conduct conjecture in developing the scientific approach, so that the knowledge of the students can be used to build new knowledge. Analysis was conducted on student learning outcomes in Ciamis district. Based on these results, it was found the teacher not give an opportunity to the students to make conjecture on the students in problem solving as well as the construction of new knowledge. Moreover, teachers do not take advantage of analogical reasoning and scientific approach in constructing new knowledge.

Assessment of Preschooler's Scientific Reasoning in Adult-Child Interactions: What Is the Optimal Context?

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Meindertsma, Heidi B.; van Dijk, Marijn W. G.; Steenbeek, Henderien W.; van Geert, Paul L. C.

2014-04-01

In educational settings, continuous assessment of the child's level of understanding is necessary to effectively utilize the principles of scaffolding and to create contexts that can advance the scientific reasoning of the child. In this article, we argue that a child's performance is a dynamic notion that is created by all elements in an interaction, including the task. Therefore, we studied preschoolers' levels of scientific reasoning varying different properties of the assessment context. Young children were interviewed about four scientific tasks using one out of four different protocols (varying in the degree of flexibility and adaptiveness) by an adult. In the first study, different task contents resulted in different performance levels. The second study indicated that the most structured protocol elicited the highest maximum level of reasoning in children and the highest percentage of correct predictions. The third study showed differences between the protocols in the adult's verbal behavior. Adaptation in verbal behavior to different children by the adult did not result in higher scientific understanding by the children, whereas a higher degree of task structure did. Combined, the studies emphasize the importance of context, which has implications for assessment and teaching situations.

Fostering and Measuring General Scientific Reasoning Expertise at the Second Year Level

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Jones, F. M.; Jellinek, M.; Bostock, M. G.

2010-12-01

Geoscience faculty members often debate about the definition and development of scientific expertise. Some will argue it emerges at the graduate level, others that novice students can develop relevant skills. The debate hinges on definitions of “expertise”, “scientific skills” and how these abilities are assessed. We present data from a second year geoscience course specifically designed to help research scientists foster generic skills associated with critical scientific thinking, presentation, and framing of scientific arguments and questions. To develop the course, key characteristics that professional scientists exhibit were identified from the literature and our experience. These are the abilities to: a) read critically; b) succinctly summarize and communicate; c) pose insightful questions; d) use and discuss models, data and their relationships; and e) work effectively as part of a team. To help with learning and assessment of these skills in students who do not yet have significant discipline-specific background, classroom practices were chosen so that students must think and act more like professional scientists. These include use of some team-based learning strategies, replacing exams with quizzes and projects, mixing team-teaching with solo-teaching, discursive rather than didactic instruction, and use of diverse topics representative of research in our Department. Specific strategies employed which enable “master geoscientists” to actively guide and assess novices as they practice desired skills are: homework involving reading, writing abstracts and posing questions for one or two articles each week, pre-post testing of model based reasoning abilities, interaction with guest scientists, and oral and poster presentations on topics chosen by students. Results of collecting data over two terms of using these general and specific strategies include: 1. Abstract writing skills improved during the first two thirds of the course, then leveled off in

Socio-Environmental Resilience and Complex Urban Systems Modeling

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Deal, Brian; Petri, Aaron; Pan, Haozhi; Goldenberg, Romain; Kalantari, Zahra; Cvetkovic, Vladimir

2017-04-01

The increasing pressure of climate change has inspired two normative agendas; socio-technical transitions and socio-ecological resilience, both sharing a complex-systems epistemology (Gillard et al. 2016). Socio-technical solutions include a continuous, massive data gathering exercise now underway in urban places under the guise of developing a 'smart'(er) city. This has led to the creation of data-rich environments where large data sets have become central to monitoring and forming a response to anomalies. Some have argued that these kinds of data sets can help in planning for resilient cities (Norberg and Cumming 2008; Batty 2013). In this paper, we focus on a more nuanced, ecologically based, socio-environmental perspective of resilience planning that is often given less consideration. Here, we broadly discuss (and model) the tightly linked, mutually influenced, social and biophysical subsystems that are critical for understanding urban resilience. We argue for the need to incorporate these sub system linkages into the resilience planning lexicon through the integration of systems models and planning support systems. We make our case by first providing a context for urban resilience from a socio-ecological and planning perspective. We highlight the data needs for this type of resilient planning and compare it to currently collected data streams in various smart city efforts. This helps to define an approach for operationalizing socio-environmental resilience planning using robust systems models and planning support systems. For this, we draw from our experiences in coupling a spatio-temporal land use model (the Landuse Evolution and impact Assessment Model (LEAM)) with water quality and quantity models in Stockholm Sweden. We describe the coupling of these systems models using a robust Planning Support System (PSS) structural framework. We use the coupled model simulations and PSS to analyze the connection between urban land use transformation (social) and water

[The evaluation of nursing graduates' scientific reasoning and oral and written communication].

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Demandes, Ingrid; Latrach, Cecilia A; Febre, Naldy Pamela; Muñoz, Claudia; Torres, Pamela; Retamal, Jessica

2012-08-01

This descriptive, cross-sectional study was performed in Santiago de Chile, with the objective to evaluate the scientific reasoning and the oral and written communication of nursing graduates. The sample consisted of 37 nursing graduates who participated in the three stages of the study: I) creation and validation of the instrument; II) training the faculty participating in the study to apply the instrument uniformly; and III) application of the instrument and data analysis. The data show different percentages regarding this competency, with the predominance of scientific reasoning (83.16%), followed by oral and written communication (78.37%). In conclusion, this study demonstrates the value for nursing schools to implement a formal evaluation that allows for determining the profile of nursing graduates, guaranteeing the quality of their training and education.

Using Relational Reasoning to Learn about Scientific Phenomena at Unfamiliar Scales

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Resnick, Ilyse; Davatzes, Alexandra; Newcombe, Nora S.; Shipley, Thomas F.

2017-01-01

Many scientific theories and discoveries involve reasoning about extreme scales, removed from human experience, such as time in geology and size in nanoscience. Thus, understanding scale is central to science, technology, engineering, and mathematics. Unfortunately, novices have trouble understanding and comparing sizes of unfamiliar large and…

Examination of the relationship between preservice science teachers' scientific reasoning and problem solving skills on basic mechanics

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Yuksel, Ibrahim; Ates, Salih

2018-02-01

The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.

Study of the scientific reasoning methods: Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment

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Kuhn, William F.

At the core of what it means to be a scientist or engineer is the ability to think rationally using scientific reasoning methods. Yet, typically if asked, scientist and engineers are hard press for a reply what that means. Some may argue that the meaning of scientific reasoning methods is a topic for the philosophers and psychologist, but this study believes and will prove that the answers lie with the scientists and engineers, for who really know the workings of the scientific reasoning thought process than they. This study will provide evidence to the aims: (a) determine the fundamental characteristics of cognitive reasoning methods exhibited by engineer/scientists working in R&D projects, (b) sample the engineer/scientist community to determine their views as to the importance, frequency, and ranking of each of characteristics towards benefiting their R&D projects, (c) make concluding remarks regarding any identified competency gaps in the exhibited or expected cognitive reasoning methods of engineer/scientists working on R&D projects. To drive these aims are the following three research questions. The first, what are the salient characteristics of cognitive reasoning methods exhibited by engineer/scientists in an R&D environment? The second, what do engineer/scientists consider to be the frequency and importance of the salient cognitive reasoning methods characteristics? And the third, to what extent, if at all, do patent holders and technical fellows differ with regard to their perceptions of the importance and frequency of the salient cognitive reasoning characteristics of engineer/scientists? The methodology and empirical approach utilized and described: (a) literature search, (b) Delphi technique composed of seven highly distinguish engineer/scientists, (c) survey instrument directed to distinguish Technical Fellowship, (d) data collection analysis. The results provide by Delphi Team answered the first research question. The collaborative effort validated

The Effectiveness of Interacting with Scientific Animations in Chemistry Using Mobile Devices on Grade 12 Students' Spatial Ability and Scientific Reasoning Skills

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Al-Balushi, Sulaiman M.; Al-Musawi, Ali S.; Ambusaidi, Abdullah K.; Al-Hajri, Fatemah H.

2017-02-01

The purpose of the current study was to investigate the effectiveness of interacting with animations using mobile devices on grade 12 students' spatial and reasoning abilities. The study took place in a grade 12 context in Oman. A quasi-experimental design was used with an experimental group of 32 students and a control group of 28 students. The experimental group studied chemistry using mobile tablets that had a digital instructional package with different animation and simulations. There was one tablet per student. A spatial ability test and a scientific reasoning test were administered to both groups prior and after the study, which lasted for 9 weeks. The findings showed that there were significant statistical differences between the two groups in terms of spatial ability in favour of the experimental group. However, there were no differences between the two groups in terms of reasoning ability. The authors reasoned that the types of animations and simulations used in the current study featured a wide range of three-dimensional animated illustrations at the particulate level of matter. Most probably, this decreased the level of abstractness that usually accompanies chemical entities and phenomena and helped the students to visualize the interactions between submicroscopic entities spatially. Further research is needed to decide on types of scientific animations that could help students improve their scientific reasoning.

Debates—Perspectives on socio-hydrology: Modeling flood risk as a public policy problem

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Gober, Patricia; Wheater, Howard S.

2015-06-01

Socio-hydrology views human activities as endogenous to water system dynamics; it is the interaction between human and biophysical processes that threatens the viability of current water systems through positive feedbacks and unintended consequences. Di Baldassarre et al. implement socio-hydrology as a flood risk problem using the concept of social memory as a vehicle to link human perceptions to flood damage. Their mathematical model has heuristic value in comparing potential flood damages in green versus technological societies. It can also support communities in exploring the potential consequences of policy decisions and evaluating critical policy tradeoffs, for example, between flood protection and economic development. The concept of social memory does not, however, adequately capture the social processes whereby public perceptions are translated into policy action, including the pivotal role played by the media in intensifying or attenuating perceived flood risk, the success of policy entrepreneurs in keeping flood hazard on the public agenda during short windows of opportunity for policy action, and different societal approaches to managing flood risk that derive from cultural values and economic interests. We endorse the value of seeking to capture these dynamics in a simplified conceptual framework, but favor a broader conceptualization of socio-hydrology that includes a knowledge exchange component, including the way modeling insights and scientific results are communicated to floodplain managers. The social processes used to disseminate the products of socio-hydrological research are as important as the research results themselves in determining whether modeling is used for real-world decision making.

Data First: Building Scientific Reasoning in AP Chemistry via the Concept Development Study Approach

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Nichol, Carolyn A.; Szymczyk, Amber J.; Hutchinson, John S.

2014-01-01

This article introduces the "Data First" approach and shows how the observation and analysis of scientific data can be used as a scaffold to build conceptual understanding in chemistry through inductive reasoning. The "Data First" approach emulates the scientific process by changing the order by which we introduce data. Rather…

Using Social Media to Promote Pre-Service Science Teachers' Practices of Socio-Scientific Issue (SSI) - Based Teaching

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Pitiporntapin, Sasithep; Lankford, Deanna Marie

2015-01-01

This paper addresses using social media to promote pre-service science teachers' practices of Socio-Scientific Issue (SSI) based teaching in a science classroom setting. We designed our research in two phases. The first phase examined pre-service science teachers' perceptions about using social media to promote their SSI-based teaching. The…

Knowledge engineering tools for reasoning with scientific observations and interpretations: a neural connectivity use case.

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Russ, Thomas A; Ramakrishnan, Cartic; Hovy, Eduard H; Bota, Mihail; Burns, Gully A P C

2011-08-22

We address the goal of curating observations from published experiments in a generalizable form; reasoning over these observations to generate interpretations and then querying this interpreted knowledge to supply the supporting evidence. We present web-application software as part of the 'BioScholar' project (R01-GM083871) that fully instantiates this process for a well-defined domain: using tract-tracing experiments to study the neural connectivity of the rat brain. The main contribution of this work is to provide the first instantiation of a knowledge representation for experimental observations called 'Knowledge Engineering from Experimental Design' (KEfED) based on experimental variables and their interdependencies. The software has three parts: (a) the KEfED model editor - a design editor for creating KEfED models by drawing a flow diagram of an experimental protocol; (b) the KEfED data interface - a spreadsheet-like tool that permits users to enter experimental data pertaining to a specific model; (c) a 'neural connection matrix' interface that presents neural connectivity as a table of ordinal connection strengths representing the interpretations of tract-tracing data. This tool also allows the user to view experimental evidence pertaining to a specific connection. BioScholar is built in Flex 3.5. It uses Persevere (a noSQL database) as a flexible data store and PowerLoom® (a mature First Order Logic reasoning system) to execute queries using spatial reasoning over the BAMS neuroanatomical ontology. We first introduce the KEfED approach as a general approach and describe its possible role as a way of introducing structured reasoning into models of argumentation within new models of scientific publication. We then describe the design and implementation of our example application: the BioScholar software. This is presented as a possible biocuration interface and supplementary reasoning toolkit for a larger, more specialized bioinformatics system: the Brain

"It's Still Science but Not Like Normal Science": Girls' Responses to the Teaching of Socio-Scientific Issues

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Morris, Helen

2014-01-01

Socio-scientific issues, which are often controversial, involve the use of science and are of interest to society, raising ethical and moral dilemmas. Examples of these issues could include genetic technology or air pollution. Following a curriculum reform in England in 2006, socioscientific issues now have a heightened presence in the 14-16…

Modelling Chemical Reasoning to Predict and Invent Reactions.

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Segler, Marwin H S; Waller, Mark P

2017-05-02

The ability to reason beyond established knowledge allows organic chemists to solve synthetic problems and invent novel transformations. Herein, we propose a model that mimics chemical reasoning, and formalises reaction prediction as finding missing links in a knowledge graph. We have constructed a knowledge graph containing 14.4 million molecules and 8.2 million binary reactions, which represents the bulk of all chemical reactions ever published in the scientific literature. Our model outperforms a rule-based expert system in the reaction prediction task for 180 000 randomly selected binary reactions. The data-driven model generalises even beyond known reaction types, and is thus capable of effectively (re-)discovering novel transformations (even including transition metal-catalysed reactions). Our model enables computers to infer hypotheses about reactivity and reactions by only considering the intrinsic local structure of the graph and because each single reaction prediction is typically achieved in a sub-second time frame, the model can be used as a high-throughput generator of reaction hypotheses for reaction discovery. © 2017 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

Model Based Reasoning by Introductory Students When Analyzing Earth Systems and Societal Challenges

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Holder, L. N.; Herbert, B. E.

2014-12-01

Understanding how students use their conceptual models to reason about societal challenges involving societal issues such as natural hazard risk assessment, environmental policy and management, and energy resources can improve instructional activity design that directly impacts student motivation and literacy. To address this question, we created four laboratory exercises for an introductory physical geology course at Texas A&M University that engages students in authentic scientific practices by using real world problems and issues that affect societies based on the theory of situated cognition. Our case-study design allows us to investigate the various ways that students utilize model based reasoning to identify and propose solutions to societally relevant issues. In each of the four interventions, approximately 60 students in three sections of introductory physical geology were expected to represent and evaluate scientific data, make evidence-based claims about the data trends, use those claims to express conceptual models, and use their models to analyze societal challenges. Throughout each step of the laboratory exercise students were asked to justify their claims, models, and data representations using evidence and through the use of argumentation with peers. Cognitive apprenticeship was the foundation for instruction used to scaffold students so that in the first exercise they are given a partially completed model and in the last exercise students are asked to generate a conceptual model on their own. Student artifacts, including representation of earth systems, representation of scientific data, verbal and written explanations of models and scientific arguments, and written solutions to specific societal issues or environmental problems surrounding earth systems, were analyzed through the use of a rubric that modeled authentic expertise and students were sorted into three categories. Written artifacts were examined to identify student argumentation and

Paraconsistency, Pluralistic Models and Reasoning in Climate Science

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Bryson Brown

2018-05-01

Full Text Available Scientific inquiry is typically focused on particular questions about particular objects and properties.  This leads to a multiplicity of models which, even when they draw on a single, consistent body of concepts and principles, often employ different methods and assumptions to model different systems.  Pluralists have remarked on how scientists draw on different assumptions to model different systems, different aspects of systems and systems under different conditions and defended the value of distinct, incompatible models within science at any given time. (Cartwright, 1999; Chang, 2012 Paraconsistentists have proposed logical strategies to avoid trivialization when inconsistencies arise by a variety of means.(Batens, 2001; Brown, 1990; Brown, 2002  Here we examine how chunk and permeate, a simple approach to paraconsistent reasoning which avoids heterodox logic by confining commitments to separate contexts in which reasoning with them is taken to be reliable while allowing ‘permeation’ of some conclusions into other contexts, can help to systematize pluralistic reasoning across the boundaries of plural contexts, using regional climate models as an example.(Benham et al., 2014; Brown & Priest 2004, 2015  The result is a kind of unity for science—but a unity achieved by the constrained exchange of specified information between different contexts, rather than the closure of all commitments under some paraconsistent consequence relation. 

Revisiting an interdisciplinary hydrological modelling project. A socio-hydrology (?) example from the early 2000s

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Seidl, Roman; Barthel, Roland

2016-04-01

Interdisciplinary scientific and societal knowledge plays an increasingly important role in global change research. Also, in the field of water resources interdisciplinarity as well as cooperation with stakeholders from outside academia have been recognized as important. In this contribution, we revisit an integrated regional modelling system (DANUBIA), which was developed by an interdisciplinary team of researchers and relied on stakeholder participation in the framework of the GLOWA-Danube project from 2001 to 2011 (Mauser and Prasch 2016). As the model was developed before the current increase in literature on participatory modelling and interdisciplinarity, we ask how a socio-hydrology approach would have helped and in what way it would have made the work different. The present contribution firstly presents the interdisciplinary concept of DANUBIA, mainly with focus on the integration of human behaviour in a spatially explicit, process-based numerical modelling system (Roland Barthel, Janisch, Schwarz, Trifkovic, Nickel, Schulz, and Mauser 2008; R. Barthel, Nickel, Meleg, Trifkovic, and Braun 2005). Secondly, we compare the approaches to interdisciplinarity in GLOWA-Danube with concepts and ideas presented by socio-hydrology. Thirdly, we frame DANUBIA and a review of key literature on socio-hydrology in the context of a survey among hydrologists (N = 184). This discussion is used to highlight gaps and opportunities of the socio-hydrology approach. We show that the interdisciplinary aspect of the project and the participatory process of stakeholder integration in DANUBIA were not entirely successful. However, important insights were gained and important lessons were learnt. Against the background of these experiences we feel that in its current state, socio-hydrology is still lacking a plan for knowledge integration. Moreover, we consider necessary that socio-hydrology takes into account the lessons learnt from these earlier examples of knowledge integration

Alternative socio-centric approach for model validation - a way forward for socio-hydrology

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van Emmerik, Tim; Elshafei, Yasmina; Mahendran, Roobavannan; Kandasamy, Jaya; Pande, Saket; Sivapalan, Murugesu

2017-04-01

To better understand and mitigate the impacts of humans on the water cycle, the importance of studying the co-evolution of coupled human-water systems has been recognized. Because of its unique system dynamics, the Murrumbidgee river basin (part of the larger Murray-Darlin basin, Australia) is one of the main study areas in the emerging field of socio-hydrology. In recent years, various historical and modeling studies have contributed to gaining a better understanding of this system's behavior. Kandasamy et al. (2014) performed a historical study on the development of this human-water coupled system. They identified four eras, providing a historical context of the observed "pendulum" swing between first an exclusive focus on agricultural development, followed by increasing environmental awareness, subsequent efforts to mitigate, and finally to restore environmental health. A modeling effort by Van Emmerik et al. (2014) focused on reconstructing hydrological, economical, and societal dynamics and their feedbacks. A measure of changing societal values was included by introducing environmental awareness as an endogenously modeled variable, which resulted in capturing the co-evolution between economic development and environmental health. Later work by Elshafei et al. (2015) modeled and analyzed the two-way feedbacks of land use management and land degradation in two other Australian coupled systems. A composite variable, community sensitivity, was used to measure changing community sentiment, such that the model was capable of isolating the two-way feedbacks in the coupled system. As socio-hydrology adopts a holistic approach, it is often required to introduce (hydrologically) unconventional variables, such as environmental awareness or community sensitivity. It is the subject of ongoing debate how such variables can be validated, as there is no standardized data set available from hydrological or statistical agencies. Recent research (Wei et al. 2017) has provided

Coupling of a distributed stakeholder-built system dynamics socio-economic model with SAHYSMOD for sustainable soil salinity management - Part 1: Model development

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Inam, Azhar; Adamowski, Jan; Prasher, Shiv; Halbe, Johannes; Malard, Julien; Albano, Raffaele

2017-08-01

Effective policies, leading to sustainable management solutions for land and water resources, require a full understanding of interactions between socio-economic and physical processes. However, the complex nature of these interactions, combined with limited stakeholder engagement, hinders the incorporation of socio-economic components into physical models. The present study addresses this challenge by integrating the physical Spatial Agro Hydro Salinity Model (SAHYSMOD) with a participatory group-built system dynamics model (GBSDM) that includes socio-economic factors. A stepwise process to quantify the GBSDM is presented, along with governing equations and model assumptions. Sub-modules of the GBSDM, describing agricultural, economic, water and farm management factors, are linked together with feedbacks and finally coupled with the physically based SAHYSMOD model through commonly used tools (i.e., MS Excel and a Python script). The overall integrated model (GBSDM-SAHYSMOD) can be used to help facilitate the role of stakeholders with limited expertise and resources in model and policy development and implementation. Following the development of the integrated model, a testing methodology was used to validate the structure and behavior of the integrated model. Model robustness under different operating conditions was also assessed. The model structure was able to produce anticipated real behaviours under the tested scenarios, from which it can be concluded that the formulated structures generate the right behaviour for the right reasons.

Knowledge engineering tools for reasoning with scientific observations and interpretations: a neural connectivity use case

Directory of Open Access Journals (Sweden)

Bota Mihail

2011-08-01

Full Text Available Abstract Background We address the goal of curating observations from published experiments in a generalizable form; reasoning over these observations to generate interpretations and then querying this interpreted knowledge to supply the supporting evidence. We present web-application software as part of the 'BioScholar' project (R01-GM083871 that fully instantiates this process for a well-defined domain: using tract-tracing experiments to study the neural connectivity of the rat brain. Results The main contribution of this work is to provide the first instantiation of a knowledge representation for experimental observations called 'Knowledge Engineering from Experimental Design' (KEfED based on experimental variables and their interdependencies. The software has three parts: (a the KEfED model editor - a design editor for creating KEfED models by drawing a flow diagram of an experimental protocol; (b the KEfED data interface - a spreadsheet-like tool that permits users to enter experimental data pertaining to a specific model; (c a 'neural connection matrix' interface that presents neural connectivity as a table of ordinal connection strengths representing the interpretations of tract-tracing data. This tool also allows the user to view experimental evidence pertaining to a specific connection. BioScholar is built in Flex 3.5. It uses Persevere (a noSQL database as a flexible data store and PowerLoom® (a mature First Order Logic reasoning system to execute queries using spatial reasoning over the BAMS neuroanatomical ontology. Conclusions We first introduce the KEfED approach as a general approach and describe its possible role as a way of introducing structured reasoning into models of argumentation within new models of scientific publication. We then describe the design and implementation of our example application: the BioScholar software. This is presented as a possible biocuration interface and supplementary reasoning toolkit for a larger

Knowledge engineering tools for reasoning with scientific observations and interpretations: a neural connectivity use case

Science.gov (United States)

2011-01-01

Background We address the goal of curating observations from published experiments in a generalizable form; reasoning over these observations to generate interpretations and then querying this interpreted knowledge to supply the supporting evidence. We present web-application software as part of the 'BioScholar' project (R01-GM083871) that fully instantiates this process for a well-defined domain: using tract-tracing experiments to study the neural connectivity of the rat brain. Results The main contribution of this work is to provide the first instantiation of a knowledge representation for experimental observations called 'Knowledge Engineering from Experimental Design' (KEfED) based on experimental variables and their interdependencies. The software has three parts: (a) the KEfED model editor - a design editor for creating KEfED models by drawing a flow diagram of an experimental protocol; (b) the KEfED data interface - a spreadsheet-like tool that permits users to enter experimental data pertaining to a specific model; (c) a 'neural connection matrix' interface that presents neural connectivity as a table of ordinal connection strengths representing the interpretations of tract-tracing data. This tool also allows the user to view experimental evidence pertaining to a specific connection. BioScholar is built in Flex 3.5. It uses Persevere (a noSQL database) as a flexible data store and PowerLoom® (a mature First Order Logic reasoning system) to execute queries using spatial reasoning over the BAMS neuroanatomical ontology. Conclusions We first introduce the KEfED approach as a general approach and describe its possible role as a way of introducing structured reasoning into models of argumentation within new models of scientific publication. We then describe the design and implementation of our example application: the BioScholar software. This is presented as a possible biocuration interface and supplementary reasoning toolkit for a larger, more specialized

Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning

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Pasi Nieminen

2012-05-01

Full Text Available Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has been suggested that students’ reasoning ability is one such variable. Strong positive correlations between students’ preinstruction scores for reasoning ability (measured by Lawson’s Classroom Test of Scientific Reasoning and their learning of forces [measured by the Force Concept Inventory (FCI] have been reported in high school and university introductory courses. However, there is no published research concerning the relation between students’ ability to interpret multiple representations consistently (i.e., representational consistency and their learning of forces. To investigate this, we collected 131 high school students’ pre- and post-test data of the Representational Variant of the Force Concept Inventory (for representational consistency and the FCI. The students’ Lawson pretest data were also collected. We found that the preinstruction level of students’ representational consistency correlated strongly with student learning gain of forces. The correlation (0.51 was almost equal to the correlation between Lawson prescore and learning gain of forces (0.52. Our results support earlier findings which suggest that scientific reasoning ability is a hidden variable behind the learning of forces. In addition, we suggest that students’ representational consistency may also be such a factor, and that this should be recognized in physics teaching.

Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

Science.gov (United States)

Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N; Collins, Laura J

2012-01-01

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education

Science.gov (United States)

Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N.; Collins, Laura J.

2012-01-01

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

Directory of Open Access Journals (Sweden)

Jeanne Ting Chowning

Full Text Available Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001 between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001 in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student

Model-Based Reasoning

Science.gov (United States)

Ifenthaler, Dirk; Seel, Norbert M.

2013-01-01

In this paper, there will be a particular focus on mental models and their application to inductive reasoning within the realm of instruction. A basic assumption of this study is the observation that the construction of mental models and related reasoning is a slowly developing capability of cognitive systems that emerges effectively with proper…

Moving forward socio-economically focused models of deforestation

OpenAIRE

DEZÉCACHE CAMILLE; SALLES JEAN-MICHEL; VIEILLEDENT GHISLAIN; HÉRAULT BRUNO

2017-01-01

While high resolution spatial variables contribute to a good fit of spatially-explicit deforestation models, socio-economic processes are often beyond the scope of these models. Such a low level of interest in the socio-economic dimension of deforestation limits the relevancy of these models for decision making and may be the cause of their failure to accurately predict observed deforestation trends in the medium term. This study aims to propose a flexible methodology for taking into account ...

A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue

Science.gov (United States)

Chang, Hsin-Yi; Hsu, Ying-Shao; Wu, Hsin-Kai

2016-01-01

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45…

The Interaction of Logical Reasoning Ability and Socio-Economic Status on Achievement in Genetics among Secondary School Students in Nigeria

Science.gov (United States)

Okoye, Nnamdi S.; Okecha, Rita Ebele

2008-01-01

The study examined the interaction of logical reasoning ability (cognitive development) and socio-economic status on achievement in genetics amongst secondary school students in Nigeria. Factorial Analysis of variance design with one dependent variable and two independent variables at two levels together with the t-test was used in the analysis of…

Using an Agent-Based Modeling Simulation and Game to Teach Socio-Scientific Topics

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Lori L. Scarlatos

2014-02-01

Full Text Available In our modern world, where science, technology and society are tightly interwoven, it is essential that all students be able to evaluate scientific evidence and make informed decisions. Energy Choices, an agent-based simulation with a multiplayer game interface, was developed as a learning tool that models the interdependencies between the energy choices that are made, growth in local economies, and climate change on a global scale. This paper presents the results of pilot testing Energy Choices in two different settings, using two different modes of delivery.

Developing Scientific Reasoning Through Drawing Cross-Sections

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Hannula, K. A.

2012-12-01

Cross-sections and 3D models of subsurface geology are typically based on incomplete information (whether surface geologic mapping, well logs, or geophysical data). Creating and evaluating those models requires spatial and quantitative thinking skills (including penetrative thinking, understanding of horizontality, mental rotation and animation, and scaling). However, evaluating the reasonableness of a cross-section or 3D structural model also requires consideration of multiple possible geometries and geologic histories. Teaching students to create good models requires application of the scientific methods of the geosciences (such as evaluation of multiple hypotheses and combining evidence from multiple techniques). Teaching these critical thinking skills, especially combined with teaching spatial thinking skills, is challenging. My Structural Geology and Advanced Structural Geology courses have taken two different approaches to developing both the abilities to visualize and to test multiple models. In the final project in Structural Geology (a 3rd year course with a pre-requisite sophomore mapping course), students create a viable cross-section across part of the Wyoming thrust belt by hand, based on a published 1:62,500 geologic map. The cross-section must meet a number of geometric criteria (such as the template constraint), but is not required to balance. Each student tries many potential geometries while trying to find a viable solution. In most cases, the students don't visualize the implications of the geometries that they try, but have to draw them and then erase their work if it does not meet the criteria for validity. The Advanced Structural Geology course used Midland Valley's Move suite to test the cross-sections that they made in Structural Geology, mostly using the flexural slip unfolding algorithm and testing whether the resulting line lengths balanced. In both exercises, students seemed more confident in the quality of their cross-sections when the

Designing water demand management schemes using a socio-technical modelling approach.

Science.gov (United States)

Baki, Sotiria; Rozos, Evangelos; Makropoulos, Christos

2018-05-01

Although it is now widely acknowledged that urban water systems (UWSs) are complex socio-technical systems and that a shift towards a socio-technical approach is critical in achieving sustainable urban water management, still, more often than not, UWSs are designed using a segmented modelling approach. As such, either the analysis focuses on the description of the purely technical sub-system, without explicitly taking into account the system's dynamic socio-economic processes, or a more interdisciplinary approach is followed, but delivered through relatively coarse models, which often fail to provide a thorough representation of the urban water cycle and hence cannot deliver accurate estimations of the hydrosystem's responses. In this work we propose an integrated modelling approach for the study of the complete socio-technical UWS that also takes into account socio-economic and climatic variability. We have developed an integrated model, which is used to investigate the diffusion of household water conservation technologies and its effects on the UWS, under different socio-economic and climatic scenarios. The integrated model is formed by coupling a System Dynamics model that simulates the water technology adoption process, and the Urban Water Optioneering Tool (UWOT) for the detailed simulation of the urban water cycle. The model and approach are tested and demonstrated in an urban redevelopment area in Athens, Greece under different socio-economic scenarios and policy interventions. It is suggested that the proposed approach can establish quantifiable links between socio-economic change and UWS responses and therefore assist decision makers in designing more effective and resilient long-term strategies for water conservation. Copyright © 2017 Elsevier B.V. All rights reserved.

TRATAMIENTO DE PROBLEMAS SOCIO CIENTIFICOS EN LA FORMACIÓN DE PROFESORES DE BIOLOGIA: ALGUNOS ASPECTOS

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WASHINGTON LUIZ PACHECO DE CARVALHO

2011-06-01

Full Text Available From the STSE movement (Science-Technology-Society-Environment and its implications in science education, this paper proposes to put in discussion of treatment possibilities and limitations of socio- scientific issues (SCI in the training of biology teachers. For this, we part of an experiment conducted with students of final year degree in biology at a state college located in Bauru, São Paulo, Brazil. From the socio- scientific issues chosen by undergraduates to develop their teaching practice in a STSE perspective, we analyzed the content of their speech, pointing out evidence of the potential of this activity in their formation, in order to allow greater questioning and critical aspects such as the social significance of SCI and its basis in science, forming an opinion, his report by the media, dimensions local, national or global consultations with pictures of political and social values and ethical reasoning, and sustainable development.

Socio-economic exposure to natural disasters

International Nuclear Information System (INIS)

Marin, Giovanni; Modica, Marco

2017-01-01

Even though the correct assessment of risks is a key aspect of the risk management analysis, we argue that limited effort has been devoted in the assessment of comprehensive measures of economic exposure at very low scale. For this reason, we aim at providing a series of suitable methodologies to provide a complete and detailed list of the exposure of economic activities to natural disasters. We use Input-Output models to provide information about several socio-economic variables, such as population density, employment density, firms' turnover and capital stock, that can be seen as direct and indirect socio-economic exposure to natural disasters. We then provide an application to the Italian context. These measures can be easily incorporated into risk assessment models to provide a clear picture of the disaster risk for local areas. - Highlights: • Ex ante assessment of economic exposure to disasters at very low geographical scale • Assessment of the cost of natural disasters in ex-post perspective • IO model and spatial autocorrelation to get information on socio-economic variables • Indicators supporting risk assessment and risk management models

Socio-economic exposure to natural disasters

Energy Technology Data Exchange (ETDEWEB)

Marin, Giovanni, E-mail: giovanni.marin@uniurb.it [Department of Economics, Society, Politics, University of Urbino ' Carlo Bo' , via Aurelio Saffi, 2, 61029 Urbino (Italy); IRCrES - CNR, Research Institute on Sustainable Economic Growth, Via Corti 12, 20133 - Milano (Italy); SEEDS, Ferrara (Italy); Modica, Marco, E-mail: marco.modica@ircres.cnr.it [IRCrES - CNR, Research Institute on Sustainable Economic Growth, Via Corti 12, 20133 - Milano (Italy); SEEDS, Ferrara (Italy)

2017-05-15

Even though the correct assessment of risks is a key aspect of the risk management analysis, we argue that limited effort has been devoted in the assessment of comprehensive measures of economic exposure at very low scale. For this reason, we aim at providing a series of suitable methodologies to provide a complete and detailed list of the exposure of economic activities to natural disasters. We use Input-Output models to provide information about several socio-economic variables, such as population density, employment density, firms' turnover and capital stock, that can be seen as direct and indirect socio-economic exposure to natural disasters. We then provide an application to the Italian context. These measures can be easily incorporated into risk assessment models to provide a clear picture of the disaster risk for local areas. - Highlights: • Ex ante assessment of economic exposure to disasters at very low geographical scale • Assessment of the cost of natural disasters in ex-post perspective • IO model and spatial autocorrelation to get information on socio-economic variables • Indicators supporting risk assessment and risk management models.

Developing and Validating the Socio-Technical Model in Ontology Engineering

Science.gov (United States)

Silalahi, Mesnan; Indra Sensuse, Dana; Giri Sucahyo, Yudho; Fadhilah Akmaliah, Izzah; Rahayu, Puji; Cahyaningsih, Elin

2018-03-01

This paper describes results from an attempt to develop a model in ontology engineering methodology and a way to validate the model. The approach to methodology in ontology engineering is from the point view of socio-technical system theory. Qualitative research synthesis is used to build the model using meta-ethnography. In order to ensure the objectivity of the measurement, inter-rater reliability method was applied using a multi-rater Fleiss Kappa. The results show the accordance of the research output with the diamond model in the socio-technical system theory by evidence of the interdependency of the four socio-technical variables namely people, technology, structure and task.

Purpose, Processes, Partnerships, and Products: 4Ps to advance Participatory Socio-Environmental Modeling

Science.gov (United States)

Gray, S. G.; Voinov, A. A.; Jordan, R.; Paolisso, M.

2016-12-01

Model-based reasoning is a basic part of human understanding, decision-making, and communication. Including stakeholders in environmental model building and analysis is an increasingly popular approach to understanding environmental change since stakeholders often hold valuable knowledge about socio-environmental dynamics and since collaborative forms of modeling produce important boundary objects used to collectively reason about environmental problems. Although the number of participatory modeling (PM) case studies and the number of researchers adopting these approaches has grown in recent years, the lack of standardized reporting and limited reproducibility have prevented PM's establishment and advancement as a cohesive field of study. We suggest a four dimensional framework that includes reporting on dimensions of: (1) the Purpose for selecting a PM approach (the why); (2) the Process by which the public was involved in model building or evaluation (the how); (3) the Partnerships formed (the who); and (4) the Products that resulted from these efforts (the what). We highlight four case studies that use common PM software-based approaches (fuzzy cognitive mapping, agent-based modeling, system dynamics, and participatory geospatial modeling) to understand human-environment interactions and the consequences of environmental changes, including bushmeat hunting in Tanzania and Cameroon, agricultural production and deforestation in Zambia, and groundwater management in India. We demonstrate how standardizing communication about PM case studies can lead to innovation and new insights about model-based reasoning in support of environmental policy development. We suggest that our 4P framework and reporting approach provides a way for new hypotheses to be identified and tested in the growing field of PM.

Navigating the Complexity of Socio-scientific Controversies—How Students Make Multiple Voices Present in Discourse

Science.gov (United States)

Solli, Anne; Hillman, Thomas; Mäkitalo, Åsa

2017-10-01

In this article, we argue that students' unfolding discourse on socio-scientific issues (SSI) can be fruitfully analyzed by using dialogical theories of language and communication (Bakhtin 1986; Linell 2009). While research in science education often reports on how individual reasoning changes when bringing SSI into the classroom, we argue for the relevance of analyzing how the individual is "in dialogue" with present as well as remote interlocutors and contexts on the internet. We suggest that the analytical approach is particularly sensitized to illuminate how students' handle multiple perspectives. A dialogical perspective takes as its premise that SSI are part of society, where politicians, interest groups, and scientists engage in debates and offer perspectives that are often in conflict. Rather than assuming that the individual student is the primary unit for analysis, a dialogical approach is premised on an analysis that incorporates several perspectives and voices—a multivocality that also resides with the individual. Arguing for the relevance of this analytical approach to studies of SSI in the classroom, we analyze a group of students in upper secondary school as they discuss hydraulic fracturing after having worked with online data. The results illuminate how students discursively manage multivocality and multimodality inherent in the following SSI online. We describe a set of discursive means that the students use to handle the many perspectives involved when communicating about the issue. In addition, we describe and articulate what kind of communicative competences that are involved and, hence, could be cultivated through education, when engaging in public debates.

Inexact Socio-Dynamic Modeling of Groundwater Contamination Management

Science.gov (United States)

Vesselinov, V. V.; Zhang, X.

2015-12-01

Groundwater contamination may alter the behaviors of the public such as adaptation to such a contamination event. On the other hand, social behaviors may affect groundwater contamination and associated risk levels such as through changing ingestion amount of groundwater due to the contamination. Decisions should consider not only the contamination itself, but also social attitudes on such contamination events. Such decisions are inherently associated with uncertainty, such as subjective judgement from decision makers and their implicit knowledge on selection of whether to supply water or reduce the amount of supplied water under the scenario of the contamination. A socio-dynamic model based on the theories of information-gap and fuzzy sets is being developed to address the social behaviors facing the groundwater contamination and applied to a synthetic problem designed based on typical groundwater remediation sites where the effects of social behaviors on decisions are investigated and analyzed. Different uncertainties including deep uncertainty and vague/ambiguous uncertainty are effectively and integrally addressed. The results can provide scientifically-defensible decision supports for groundwater management in face of the contamination.

Model-Based Knowing: How Do Students Ground Their Understanding About Climate Systems in Agent-Based Computer Models?

Science.gov (United States)

Markauskaite, Lina; Kelly, Nick; Jacobson, Michael J.

2017-12-01

This paper gives a grounded cognition account of model-based learning of complex scientific knowledge related to socio-scientific issues, such as climate change. It draws on the results from a study of high school students learning about the carbon cycle through computational agent-based models and investigates two questions: First, how do students ground their understanding about the phenomenon when they learn and solve problems with computer models? Second, what are common sources of mistakes in students' reasoning with computer models? Results show that students ground their understanding in computer models in five ways: direct observation, straight abstraction, generalisation, conceptualisation, and extension. Students also incorporate into their reasoning their knowledge and experiences that extend beyond phenomena represented in the models, such as attitudes about unsustainable carbon emission rates, human agency, external events, and the nature of computational models. The most common difficulties of the students relate to seeing the modelled scientific phenomenon and connecting results from the observations with other experiences and understandings about the phenomenon in the outside world. An important contribution of this study is the constructed coding scheme for establishing different ways of grounding, which helps to understand some challenges that students encounter when they learn about complex phenomena with agent-based computer models.

Integrating Bioethics in Sciences’ curricula using values in science and socio-scientific issues

Directory of Open Access Journals (Sweden)

C. Sousa

2017-04-01

Full Text Available The  The main objective of the present work is selection of ethical issues that should be addressed with first year undergraduate and K-12 students. Since K-12 Sciences’ curriculum, in Portugal, does not include bioethics content in any discipline explicitly, teachers need to make an effort to include it. Some online materials are available to use in high school classes and will be discussed. My proposal combines inquiry learning-teaching methods with the aim of promoting the discussion of bioethics issues in accordance to UNESCO Bioethics Core Curriculum already adopted by twenty universities throughout the world (Darwish 2015. Some of the issues that are addressed are: ecology and environment ethics, infectious diseases and vaccination, water for all, intellectual property, genomes and patents, biotechnological advances (genetic modified organisms and synthesis of genomes, future generations, climate hanges and natural resources, biomedical advances and human rights, authorship and contributions in scientific publications, and biobanks. In conclusion, this study may constitute an example to facilitate the implementation, by K-12 teachers, of active inquiry strategies, using features of science such as values and socio-scientific issues, and focused on the discussion of concrete ethical issues facing humanity. It also constitutes a proposal of integrating Bioethics in undergraduate sciences’ curricula.

Measuring scientific reasoning through behavioral analysis in a computer-based problem solving exercise

Science.gov (United States)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

Developing scientific reasoning skills is a common learning objective for general-education science courses. However, effective assessments for such skills typically involve open-ended questions or tasks, which must be hand-scored and may not be usable online. Using computer-based learning environments, reasoning can be assessed automatically by analyzing student actions within the learning environment. We describe such an assessment under development and present pilot results. In our content-neutral instrument, students solve a problem by collecting and interpreting data in a logical, systematic manner. We then infer reasoning skill automatically based on student actions. Specifically, students investigate why Earth has seasons, a scientifically simple but commonly misunderstood topic. Students are given three possible explanations and asked to select a set of locations on a world map from which to collect temperature data. They then explain how the data support or refute each explanation. The best approaches will use locations in both the Northern and Southern hemispheres to argue that the contrasting seasonality of the hemispheres supports only the correct explanation. We administered a pilot version to students at the beginning of an online, introductory science course (n = 223) as an optional extra credit exercise. We were able to categorize students' data collection decisions as more and less logically sound. Students who choose the most logical measurement locations earned higher course grades, but not significantly higher. This result is encouraging, but not definitive. In the future, we will clarify our results in two ways. First, we plan to incorporate more open-ended interactions into the assessment to improve the resolving power of this tool. Second, to avoid relying on course grades, we will independently measure reasoning skill with one of the existing hand-scored assessments (e.g., Critical Thinking Assessment Test) to cross-validate our new

Plagiarism: A silent epidemic in scientific writing - Reasons, recognition and remedies.

Science.gov (United States)

Debnath, Jyotindu

2016-04-01

Plagiarism is one of the most serious forms of scientific misconduct prevalent today and is an important reason for significant proportion of rejection of manuscripts and retraction of published articles. It is time for the medical fraternity to unanimously adopt a 'zero tolerance' policy towards this menace. While responsibility for ensuring a plagiarism-free manuscript primarily lies with the authors, editors cannot absolve themselves of their accountability. The only way to write a plagiarism-free manuscript for an author is to write an article in his/her own words, literally and figuratively. This article discusses various types of plagiarism, reasons for increasingly reported instances of plagiarism, pros and cons of use of plagiarism detection tools for detecting plagiarism and role of authors and editors in preventing/avoiding plagiarism in a submitted manuscript. Regular usage of professional plagiarism detection tools for similarity checks with critical interpretation by the editorial team at the pre-review stage will certainly help in reducing the menace of plagiarism in submitted manuscripts.

Heuristic reasoning

CERN Document Server

2015-01-01

How can we advance knowledge? Which methods do we need in order to make new discoveries? How can we rationally evaluate, reconstruct and offer discoveries as a means of improving the ‘method’ of discovery itself? And how can we use findings about scientific discovery to boost funding policies, thus fostering a deeper impact of scientific discovery itself? The respective chapters in this book provide readers with answers to these questions. They focus on a set of issues that are essential to the development of types of reasoning for advancing knowledge, such as models for both revolutionary findings and paradigm shifts; ways of rationally addressing scientific disagreement, e.g. when a revolutionary discovery sparks considerable disagreement inside the scientific community; frameworks for both discovery and inference methods; and heuristics for economics and the social sciences.

Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

Science.gov (United States)

Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

2017-02-01

The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

Scepticism and trust: two counterpoint essentials in science education for complex socio-scientific issues

Science.gov (United States)

Fensham, Peter J.

2014-09-01

In this response to Tom G. K. Bryce and Stephen P. Day's (Cult Stud Sci Educ. doi: 10.1007/s11422-013-9500-0, 2013) original article, I share with them their interest in the teaching of climate change in school science, but I widen it to include other contemporary complex socio-scientific issues that also need to be discussed. I use an alternative view of the relationship between science, technology and society, supported by evidence from both science and society, to suggest science-informed citizens as a more realistic outcome image of school science than the authors' one of mini-scientists. The intellectual independence of students Bryce and Day assume, and intend for school science, is countered with an active intellectual dependence. It is only in relation to emerging and uncertain scientific contexts that students should be taught about scepticism, but they also need to learn when, and why to trust science as an antidote to the expressions of doubting it. Some suggestions for pedagogies that could lead to these new learnings are made. The very recent fifth report of the IPCC answers many of their concerns about climate change.

The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

Science.gov (United States)

Yenni, Rita; Hernani, Widodo, Ari

2017-05-01

The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

Science.gov (United States)

Anisa, A.; Widodo, A.; Riandi, R.

2017-09-01

Argumentation is one factor that can help improve critical thinking skills. Arguing means to defend statements with the various data, denials, evidence, and reinforcement that support the statement. The research aimed to capture the quality of argument skills by students in grade 12 high school students and in postgraduate student on social-scientific issues of cancer. Both group subjects are not in the same school or institution, chosen purposively with the subject of 39 high school students of grade 12 in one district of West Java and 13 students of Biology education postgraduate in one of University in West Java - Indonesia. The results of the quality structure of arguments in both subject groups show the same pattern, which is claim - warrant - and ground, with the quality of counterclaim aspects on the postgraduate students look better than grade 12 students. This provides an illustration that the ability in argumentation between students and teachers in the socio-scientific issue of cancer should be evaluate so that the learning process would be more refined in schools.

Scientific evidence of dockworker illness to nursing clinical reasoning

Directory of Open Access Journals (Sweden)

Marlise Capa Verde de Almeida

2016-04-01

Full Text Available Abstract OBJECTIVE To identify scientific evidence of occupational illness of dockworkers published in the literature. METHOD systematic review of the literature, developed according to the Cochrane method. The databases searched were: Cochrane, LILACS, MEDLINE/PubMed, CINAHL and SciELO. Studies from 1988 to 2014 were selected. The data were analyzed according to the level of evidence and Strengthening the Reporting of Observational Studies in Epidemiology. RESULTS We included 14 studies, in which 11 (78.6% were from international journals. The year of 2012 showed greater number of studies. All studies were classified as: Level of Evidence 4, highlighting lung cancer, musculoskeletal and ischemic diseases, causal link in chemical risks. CONCLUSION The development of preventive measures should especially include chemical exposure of workers applying the clinical reasoning of nurses' environmental knowledge to care for illnesses.

Shadow Formation at Preschool from a Socio-Materiality Perspective

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Impedovo, Maria Antonietta; Delserieys-Pedregosa, Alice; Jégou, Corinne; Ravanis, Konstantinos

2017-01-01

The paper is set in socio-material farming to offer a way of conceptualising actions and interactions of children in preschool involved in the understanding of scientific concepts. A model of early science education about the physical phenomena of shadow formation is implemented in group work in a French context. The research involved 44 children…

Scientific-creative thinking and academic achievement

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Rosario Bermejo

2014-07-01

Full Text Available The aim of this work is to study the relationship between scientific-creative thinking construct and academic performance in a sample of adolescents. In addition, the scientific-creative thinking instrument’s reliability will be tested. The sample was composed of 98 students (aged between 12-16 years old attending to a Secondary School in Murcia Region (Spain. The used instruments were: a the Scientific-Creative Thinking Test designed by Hu and Adey (2002, which was adapted to the Spanish culture by the High Abilities research team at Murcia University. The test is composed of 7 task based in the Scientific Creative Structure Model. It assesses the dimensions fluency, flexibility and originality; b The General and Factorial Intelligence Test (IGF/5r; Yuste, 2002, which assess the abilities of general intelligence and logic reasoning, verbal reasoning, numerical reasoning and spatial reasoning; c Students’ academic achievement by domains (scientific-technological, social-linguistic and artistic was collected. The results showed positive and statistical significant correlations between the scientific-creative tasks and academic achievement of different domains.

EFFECT SCIENTIFIC INQUIRY TEACHING MODELS AND SCIENTIFIC ATTITUDE TO PHYSICS STUDENT OUTCOMES

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Dian Clara Natalia Sihotang

2014-12-01

Full Text Available The objectives of this study were to determine whether: (1 the student’s achievement taught by using Scientific Inquiry Teaching Models is better than that of taught by using Direct Instruction; (2 the student’s achievement who have a high scientific attitude is better than student who have low scientific attitude; and (3 there is interaction between Scientific Inquiry Teaching Models and scientific attitude for the student’s achievement. The results of research are: (1 the student’s achievement given learning through Scientific Inquiry Teaching Models better than Direct Instruction; (2 the student’s achievement who have a high scientific attitude better than student who have low scientific attitude; and (3 there was interaction between Scientific Inquiry Teaching Models and scientific attitude for student’s achievement which this models is better to apply for student who have a high scientific attitude.

Consequence Reasoning in Multilevel Flow Modelling

DEFF Research Database (Denmark)

Zhang, Xinxin; Lind, Morten; Ravn, Ole

2013-01-01

Consequence reasoning is a major element for operation support system to assess the plant situations. The purpose of this paper is to elaborate how Multilevel Flow Models can be used to reason about consequences of disturbances in complex engineering systems. MFM is a modelling methodology...... for representing process knowledge for complex systems. It represents the system by using means-end and part-whole decompositions, and describes not only the purposes and functions of the system but also the causal relations between them. Thus MFM is a tool for causal reasoning. The paper introduces MFM modelling...... syntax and gives detailed reasoning formulas for consequence reasoning. The reasoning formulas offers basis for developing rule-based system to perform consequence reasoning based on MFM, which can be used for alarm design, risk monitoring, and supervision and operation support system design....

Using the SEE-SEP Model to Analyze Upper Secondary Students' Use of Supporting Reasons in Arguing Socioscientific Issues

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Christenson, Nina; Chang Rundgren, Shu-Nu; Höglund, Hans-Olof

2012-06-01

To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The purpose of this study was to analyse 80 Swedish upper secondary students' informal argumentation on four socioscientific issues (SSIs) to explore students' use of supporting reasons and to what extent students used scientific knowledge in their arguments. Eighty upper secondary students were asked to express their opinions on one SSI topic they chose through written reports. The four SSIs in this study include global warming, genetically modified organisms (GMO), nuclear power, and consumption. To analyse students' supporting reasons from a holistic view, we used the SEE-SEP model, which links the six subject areas of sociology/culture (So), environment (En), economy (Ec), science (Sc), ethics/morality (Et) and policy (Po) connecting with three aspects, knowledge, value and personal experience (KVP). The results showed that students used value to a greater extent (67%) than they did scientific knowledge (27%) for all four SSI topics. According to the SEE-SEP model, the distribution of supporting reasons generated by students differed among the SSI topics. Also, some alternative concepts were disclosed in students' arguments. The implications for research and education are discussed.

New normative standards of conditional reasoning and the dual-source model.

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Singmann, Henrik; Klauer, Karl Christoph; Over, David

2014-01-01

There has been a major shift in research on human reasoning toward Bayesian and probabilistic approaches, which has been called a new paradigm. The new paradigm sees most everyday and scientific reasoning as taking place in a context of uncertainty, and inference is from uncertain beliefs and not from arbitrary assumptions. In this manuscript we present an empirical test of normative standards in the new paradigm using a novel probabilized conditional reasoning task. Our results indicated that for everyday conditional with at least a weak causal connection between antecedent and consequent only the conditional probability of the consequent given antecedent contributes unique variance to predicting the probability of conditional, but not the probability of the conjunction, nor the probability of the material conditional. Regarding normative accounts of reasoning, we found significant evidence that participants' responses were confidence preserving (i.e., p-valid in the sense of Adams, 1998) for MP inferences, but not for MT inferences. Additionally, only for MP inferences and to a lesser degree for DA inferences did the rate of responses inside the coherence intervals defined by mental probability logic (Pfeifer and Kleiter, 2005, 2010) exceed chance levels. In contrast to the normative accounts, the dual-source model (Klauer et al., 2010) is a descriptive model. It posits that participants integrate their background knowledge (i.e., the type of information primary to the normative approaches) and their subjective probability that a conclusion is seen as warranted based on its logical form. Model fits showed that the dual-source model, which employed participants' responses to a deductive task with abstract contents to estimate the form-based component, provided as good an account of the data as a model that solely used data from the probabilized conditional reasoning task.

New Normative Standards of Conditional Reasoning and the Dual-Source Model

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Henrik eSingmann

2014-04-01

Full Text Available There has been a major shift in research on human reasoning towards Bayesian and probabilistic approaches, which has been called a new paradigm. The new paradigm sees most everyday and scientific reasoning as taking place in a context of uncertainty, and inference is from uncertain beliefs and not from arbitrary assumptions. In this manuscript we present an empirical test of normative standards in the new paradigm using a novel probabilized conditional reasoning task. Our results indicated that for everyday conditional with at least a weak causal connection between antecedent and consequent only the conditional probability of the consequent given antecedent contributes unique variance to predicting the probability of conditional, but not the probability of the conjunction, nor the probability of the material conditional. Regarding normative accounts of reasoning, we found significant evidence that participants' responses were confidence preserving (i.e., p-valid in the sense of Adams, 1998 for MP inferences, but not for MT inferences. Additionally, only for MP inferences and to a lesser degree for DA inferences did the rate of responses inside the coherence intervals defined by mental probability logic (Pfeifer & Kleiter, 2005, 2010 exceed chance levels. In contrast to the normative accounts, the dual-source model (Klauer, Beller, & Hütter, 2010 is a descriptive model. It posits that participants integrate their background knowledge (i.e., the type of information primary to the normative approaches and their subjective probability that a conclusion is seen as warranted based on its logical form. Model fits showed that the dual-source model, which employed participants' responses to a deductive task with abstract contents to estimate the form-based component, provided as good an account of the data as a model that solely used data from the probabilized conditional reasoning task.

Scientific reasoning skills of high school students’ relationship gender and their academic success

OpenAIRE

Zeynep Demirtaş

2011-01-01

This study is aimed to examine the relationships between scientific reasoning skills of high school students and academic success that science (Physics, Chemistry and Biology), language (Turkish Language and Literature with Foreign Language), social (History and Geograpy) and ability groups (Painting, Music and Physical Education). For this purpose a test was executed to 408 first grade students from different seven high schools in Sakarya. Data were collected by a Classroom Test of Scientifi...

Agent-Based and Macroscopic Modeling of the Complex Socio-Economic Systems

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Aleksejus Kononovičius

2013-08-01

Full Text Available Purpose – The focus of this contribution is the correspondence between collective behavior and inter-individual interactions in the complex socio-economic systems. Currently there is a wide selection of papers proposing various models for the both collective behavior and inter-individual interactions in the complex socio-economic systems. Yet the papers directly relating these two concepts are still quite rare. By studying this correspondence we discuss a cutting edge approach to the modeling of complex socio-economic systems. Design/methodology/approach – The collective behavior is often modeled using stochastic and ordinary calculus, while the inter-individual interactions are modeled using agent-based models. In order to obtain the ideal model, one should start from these frameworks and build a bridge to reach another. This is a formidable task, if we consider the top-down approach, namely starting from the collective behavior and moving towards inter-individual interactions. The bottom-up approach also fails, if complex inter-individual interaction models are considered, yet in this case we can start with simple models and increase the complexity as needed. Findings – The bottom-up approach, considering simple agent-based herding model as a model for the inter-individual interactions, allows us to derive certain macroscopic models of the complex socio-economic systems from the agent-based perspective. This provides interesting insights into the collective behavior patterns observed in the complex socio-economic systems. Research limitations/implications –The simplicity of the agent-based herding model might be considered to be somewhat limiting. Yet this simplicity implies that the model is highly universal. It reproduces universal features of social behavior and also can be further extended to fit different socio-economic scenarios. Practical implications – Insights provided in this contribution might be used to modify existing

Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics

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Jensen, Jamie L.; Neeley, Shannon; Hatch, Jordan B.; Piorczynski, Ted

2017-01-01

The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and…

Struggles with learning about scientific models in a middle school science classroom

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Loper, Suzanna Jane

Two important goals in science education are teaching students about the nature of science and teaching students to do scientific inquiry. Learning about scientific models is central to both of these endeavors, but studies have shown that students have very flawed and limited understandings of the nature and purposes of scientific models (Carey & Smith, 1993; Grosslight, Unger, & Jay, 1991; Lederman, 1992). In this dissertation I investigate the processes of teaching and learning about scientific models in an 8th grade classroom in an urban middle school. In order to do so, I examine recordings of student and teacher talk about models across a period of two months in which students completed two independent inquiry projects, using the Inquiry Island software and curriculum (Eslinger, 2004; Shimoda, White, & Frederiksen, 2002; White, Shimoda, & Frederiksen, 2000). My analysis draws on video records of small-group work and whole-class interactions, as well as on students' written work. I find that in this classroom, students struggled to understand the nature and purpose of scientific models. I analyze episodes in the classroom talk in which models appeared to be a source of trouble or confusion, and describe the ways in which the teacher attempted to respond to these troubles. I find that in many cases students appeared to be able to produce scientific models of the proper form, yet still struggled with displaying an understanding of what a model was, or of the functions of models in scientific research. I propose directions for further research and curriculum development in order to build on these findings. In particular, I argue, we need to design ways to help students engage in scientific modeling as a social and communicative practice, and to find ways to build from their everyday reasoning and argumentation practices. My research also reinforces the importance of looking at classroom talk, not just pre- and post-assessments, in order to understand teaching and

Logical reasoning versus information processing in the dual-strategy model of reasoning.

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Markovits, Henry; Brisson, Janie; de Chantal, Pier-Luc

2017-01-01

One of the major debates concerning the nature of inferential reasoning is between counterexample-based strategies such as mental model theory and statistical strategies underlying probabilistic models. The dual-strategy model, proposed by Verschueren, Schaeken, & d'Ydewalle (2005a, 2005b), which suggests that people might have access to both kinds of strategy has been supported by several recent studies. These have shown that statistical reasoners make inferences based on using information about premises in order to generate a likelihood estimate of conclusion probability. However, while results concerning counterexample reasoners are consistent with a counterexample detection model, these results could equally be interpreted as indicating a greater sensitivity to logical form. In order to distinguish these 2 interpretations, in Studies 1 and 2, we presented reasoners with Modus ponens (MP) inferences with statistical information about premise strength and in Studies 3 and 4, naturalistic MP inferences with premises having many disabling conditions. Statistical reasoners accepted the MP inference more often than counterexample reasoners in Studies 1 and 2, while the opposite pattern was observed in Studies 3 and 4. Results show that these strategies must be defined in terms of information processing, with no clear relations to "logical" reasoning. These results have additional implications for the underlying debate about the nature of human reasoning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Explicitly Targeting Pre-Service Teacher Scientific Reasoning Abilities and Understanding of Nature of Science through an Introductory Science Course

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Koenig, Kathleen; Schen, Melissa; Bao, Lei

2012-01-01

Development of a scientifically literate citizenry has become a national focus and highlights the need for K-12 students to develop a solid foundation of scientific reasoning abilities and an understanding of nature of science, along with appropriate content knowledge. This implies that teachers must also be competent in these areas; but…

Socio-scientific issues with CTS focus on training of science teachers: complementary perspective

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Rosa Oliveira Marins Azevedo

2013-06-01

Full Text Available Theoretical work that seeks to highlight the possible reasons why the STS approach has not effectively be inserted in the educational process and point out alternative to its insertion. It thus explores the origin of the STS movement and discusses its focus on education, science teaching and teacher education. It is a study in a critical perspective, from a documentary research focused on scientific production published in books, theses, papers presented in conference proceedings and journals in the field of education. The readings allowed direct the discussions, assuming the interpretative analysis for the organization of the text. The study shows that teacher education, the problems presented in its theoretical and epistemological aspects and ethical, is the main obstacle to the insertion of the STS approach in the educational process. Alternatively, points to issues of social-scientific approach to STS approach in a complementary perspective, as the possibility of improvements in the aspects highlighted

Need to Knowledge (NtK) Model: an evidence-based framework for generating technological innovations with socio-economic impacts.

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Flagg, Jennifer L; Lane, Joseph P; Lockett, Michelle M

2013-02-15

Traditional government policies suggest that upstream investment in scientific research is necessary and sufficient to generate technological innovations. The expected downstream beneficial socio-economic impacts are presumed to occur through non-government market mechanisms. However, there is little quantitative evidence for such a direct and formulaic relationship between public investment at the input end and marketplace benefits at the impact end. Instead, the literature demonstrates that the technological innovation process involves a complex interaction between multiple sectors, methods, and stakeholders. The authors theorize that accomplishing the full process of technological innovation in a deliberate and systematic manner requires an operational-level model encompassing three underlying methods, each designed to generate knowledge outputs in different states: scientific research generates conceptual discoveries; engineering development generates prototype inventions; and industrial production generates commercial innovations. Given the critical roles of engineering and business, the entire innovation process should continuously consider the practical requirements and constraints of the commercial marketplace.The Need to Knowledge (NtK) Model encompasses the activities required to successfully generate innovations, along with associated strategies for effectively communicating knowledge outputs in all three states to the various stakeholders involved. It is intentionally grounded in evidence drawn from academic analysis to facilitate objective and quantitative scrutiny, and industry best practices to enable practical application. The Need to Knowledge (NtK) Model offers a practical, market-oriented approach that avoids the gaps, constraints and inefficiencies inherent in undirected activities and disconnected sectors. The NtK Model is a means to realizing increased returns on public investments in those science and technology programs expressly intended to

Scientific Reasoning and Its Relationship with Problem Solving: The Case of Upper Primary Science Teachers

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Alshamali, Mahmoud A.; Daher, Wajeeh M.

2016-01-01

This study aimed at identifying the levels of scientific reasoning of upper primary stage (grades 4-7) science teachers based on their use of a problem-solving strategy. The study sample (N = 138; 32 % male and 68 % female) was randomly selected using stratified sampling from an original population of 437 upper primary school teachers. The…

Scientific Disagreement and Evidential Pluralism: Lessons from the Studies on Hypercholesterolemia

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Veli-Pekka Parkkinen

2018-05-01

Full Text Available Inconsistencies between scientific theories have been studied, by and large, from the perspective of paraconsistent logic. This approach considered the formal properties of theories and the structure of inferences one can legitimately draw from theories. However, inconsistencies can be also analysed from the perspective of modelling practices, in particular how modelling practices may lead scientists to form opinions and attitudes that are different, but not necessarily inconsistent (from a logical point of view. In such cases, it is preferable to talk about disagreement, rather than inconsistency. Disagreement may originate in, or concern, a number of epistemic, socio-political or psychological factors. In this paper, we offer an account of the ‘loci and reasons’ for disagreement at different stages of the scientific process. We then present a controversial episode in the health sciences: the studies on hypercholesterolemia. The causes and effects of high levels of cholesterol in blood have been long and hotly debated, to the point of deserving the name of ‘cholesterol wars’; the debate, to be sure, isn’t settled yet. In this contribution, we focus on some selected loci and reasons for disagreement that occurred between 1920 and 1994 in the studies on hypercholesterolemia. We hope that our analysis of ‘loci and reasons’ for disagreement may shed light on the cholesterol wars, and possibly on other episodes of scientific disagreement.

Purpose, processes, partnerships, and products: four Ps to advance participatory socio-environmental modeling

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Gray, Steven; Voinov, Alexey; Paolisso, Michael; Jordan, Rebecca; BenDor, Todd; Bommel, Pierre; Glynn, Pierre D.; Hedelin, Beatrice; Hubacek, Klaus; Introne, Josh; Kolagani, Nagesh; Laursen, Bethany; Prell, Christina; Schmitt-Olabisi, Laura; Singer, Alison; Sterling, Eleanor J.; Zellner, Moira

2018-01-01

Including stakeholders in environmental model building and analysis is an increasingly popular approach to understanding ecological change. This is because stakeholders often hold valuable knowledge about socio-environmental dynamics and collaborative forms of modeling produce important boundary objects used to collectively reason about environmental problems. Although the number of participatory modeling (PM) case studies and the number of researchers adopting these approaches has grown in recent years, the lack of standardized reporting and limited reproducibility have prevented PM's establishment and advancement as a cohesive field of study. We suggest a four-dimensional framework (4P) that includes reporting on dimensions of (1) the Purpose for selecting a PM approach (the why); (2) the Process by which the public was involved in model building or evaluation (the how); (3) the Partnerships formed (the who); and (4) the Products that resulted from these efforts (the what). We highlight four case studies that use common PM software-based approaches (fuzzy cognitive mapping, agent-based modeling, system dynamics, and participatory geospatial modeling) to understand human–environment interactions and the consequences of ecological changes, including bushmeat hunting in Tanzania and Cameroon, agricultural production and deforestation in Zambia, and groundwater management in India. We demonstrate how standardizing communication about PM case studies can lead to innovation and new insights about model-based reasoning in support of ecological policy development. We suggest that our 4P framework and reporting approach provides a way for new hypotheses to be identified and tested in the growing field of PM.

Purpose, processes, partnerships, and products: four Ps to advance participatory socio-environmental modeling.

Science.gov (United States)

Gray, Steven; Voinov, Alexey; Paolisso, Michael; Jordan, Rebecca; BenDor, Todd; Bommel, Pierre; Glynn, Pierre; Hedelin, Beatrice; Hubacek, Klaus; Introne, Josh; Kolagani, Nagesh; Laursen, Bethany; Prell, Christina; Schmitt Olabisi, Laura; Singer, Alison; Sterling, Eleanor; Zellner, Moira

2018-01-01

Including stakeholders in environmental model building and analysis is an increasingly popular approach to understanding ecological change. This is because stakeholders often hold valuable knowledge about socio-environmental dynamics and collaborative forms of modeling produce important boundary objects used to collectively reason about environmental problems. Although the number of participatory modeling (PM) case studies and the number of researchers adopting these approaches has grown in recent years, the lack of standardized reporting and limited reproducibility have prevented PM's establishment and advancement as a cohesive field of study. We suggest a four-dimensional framework (4P) that includes reporting on dimensions of (1) the Purpose for selecting a PM approach (the why); (2) the Process by which the public was involved in model building or evaluation (the how); (3) the Partnerships formed (the who); and (4) the Products that resulted from these efforts (the what). We highlight four case studies that use common PM software-based approaches (fuzzy cognitive mapping, agent-based modeling, system dynamics, and participatory geospatial modeling) to understand human-environment interactions and the consequences of ecological changes, including bushmeat hunting in Tanzania and Cameroon, agricultural production and deforestation in Zambia, and groundwater management in India. We demonstrate how standardizing communication about PM case studies can lead to innovation and new insights about model-based reasoning in support of ecological policy development. We suggest that our 4P framework and reporting approach provides a way for new hypotheses to be identified and tested in the growing field of PM. © 2017 by the Ecological Society of America.

Predicting Condom Use: A Comparison of the Theory of Reasoned Action, the Theory of Planned Behavior and an Extended Model of TPB

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Alexandra Isabel Cabral da Silva Gomes

2018-01-01

Full Text Available ABSTRACT It was our goal to give a contribution to the prediction of condom use using socio-cognitive models, comparing classic theories to an extended model. A cross-sectional study was conducted using a questionnaire of self-reported measures. From the students who agreed to participate in the study, 140 were eligible for the full study. A confirmatory analysis was used to assess the predictive value of the researched model. The model tested had slightly better fit indexes and predictive value than classic Theories of Reasoned Action and Planned Behaviour. Although the results found, discussion continues to understand the gap between intention and behaviour, as further investigation is necessary to fully understand the reasons for condom use inconsistency.

Ethics Teaching in Higher Education for Principled Reasoning: A Gateway for Reconciling Scientific Practice with Ethical Deliberation.

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Aközer, Mehmet; Aközer, Emel

2017-06-01

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by (1) the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and (2) the extensive mistrust of integrating ethics in science and engineering curricula beyond its "applied," "practical," or "professional" implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant's conception of the virtuous person, integrating questions about the "good life" into the domain of principled reasoning.

Acting, predicting and intervening in a socio-hydrological world

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Lane, S. N.

2014-03-01

This paper asks a simple question: if humans and their actions co-evolve with hydrological systems (Sivapalan et al., 2012), what is the role of hydrological scientists, who are also humans, within this system? To put it more directly, as traditionally there is a supposed separation of scientists and society, can we maintain this separation as socio-hydrologists studying a socio-hydrological world? This paper argues that we cannot, using four linked sections. The first section draws directly upon the concern of science-technology studies to make a case to the (socio-hydrological) community that we need to be sensitive to constructivist accounts of science in general and socio-hydrology in particular. I review three positions taken by such accounts and apply them to hydrological science, supported with specific examples: (a) the ways in which scientific activities frame socio-hydrological research, such that at least some of the knowledge that we obtain is constructed by precisely what we do; (b) the need to attend to how socio-hydrological knowledge is used in decision-making, as evidence suggests that hydrological knowledge does not flow simply from science into policy; and (c) the observation that those who do not normally label themselves as socio-hydrologists may actually have a profound knowledge of socio-hydrology. The second section provides an empirical basis for considering these three issues by detailing the history of the practice of roughness parameterisation, using parameters like Manning's n, in hydrological and hydraulic models for flood inundation mapping. This history sustains the third section that is a more general consideration of one type of socio-hydrological practice: predictive modelling. I show that as part of a socio-hydrological analysis, hydrological prediction needs to be thought through much more carefully: not only because hydrological prediction exists to help inform decisions that are made about water management; but also because

Model Based Temporal Reasoning

Science.gov (United States)

Rabin, Marla J.; Spinrad, Paul R.; Fall, Thomas C.

1988-03-01

Systems that assess the real world must cope with evidence that is uncertain, ambiguous, and spread over time. Typically, the most important function of an assessment system is to identify when activities are occurring that are unusual or unanticipated. Model based temporal reasoning addresses both of these requirements. The differences among temporal reasoning schemes lies in the methods used to avoid computational intractability. If we had n pieces of data and we wanted to examine how they were related, the worst case would be where we had to examine every subset of these points to see if that subset satisfied the relations. This would be 2n, which is intractable. Models compress this; if several data points are all compatible with a model, then that model represents all those data points. Data points are then considered related if they lie within the same model or if they lie in models that are related. Models thus address the intractability problem. They also address the problem of determining unusual activities if the data do not agree with models that are indicated by earlier data then something out of the norm is taking place. The models can summarize what we know up to that time, so when they are not predicting correctly, either something unusual is happening or we need to revise our models. The model based reasoner developed at Advanced Decision Systems is thus both intuitive and powerful. It is currently being used on one operational system and several prototype systems. It has enough power to be used in domains spanning the spectrum from manufacturing engineering and project management to low-intensity conflict and strategic assessment.

The Effectiveness of Reason Racer, a Game Designed to Engage Middle School Students in Scientific Argumentation

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Ault, Marilyn; Craig-Hare, Jana; Frey, Bruce; Ellis, James D.; Bulgren, Janis

2015-01-01

Reason Racer is an online, rate-based, multiplayer game that applies specific game features in order to engage middle school students in introductory knowledge of and thinking related to scientific argumentation. Game features include rapid and competitive play, timed performance, immediate feedback, and high rates of response across many…

Didactical-Scientific Modeling: integrating experimental activities and the process of scientific modeling in the teaching of Physics

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Leonardo Albuquerque Heidemann

2016-04-01

Full Text Available The dissociated way with which the theory and practice are often treated in Physics teaching contributes to students' difficulties in using scientific knowledge to represent real events, which are not idealized situations as the events presented in most textbook problems. Considering that the process of scientific modeling is of fundamental importance for students to learn Science, about Science and how to do Science, Brandão, Araujo and Veit, supported by Vergnaud's Theory of Conceptual Fields and by Bunge's concept of scientific modeling, propose a theoretical-methodological framework for modeling in Physics Education named Didactical-Scientific Modeling (DSM. The authors defend the thesis that it is possible to consider the process of scientific modeling as a conceptual field underlying the specific conceptual fields of Physics. They elucidate knowledge associated to the facing of problems that involve the use, exploration and validation of didactical versions of scientific models. However, the goal of this framework is not to explain how the concepts related to empirical testability are connected to scientific modeling concepts. In order to fill this gap, we present in this article an expansion of this theoretical-methodological framework based on Bunge's concepts on contrasting scientific ideas. In this regard, we insert experimental work concepts in the conceptual field associated to the process of didactical-scientific modeling. Lastly, we exemplify its use in order to support the design and execution of experimental activities focused on the scientific-didactical process, and we also discuss some implications for future research in Physics Education.

The Effect of Using Socio-Scientific Issues Approach in Teaching Environmental Issues on Improving the Students' Ability of Making Appropriate Decisions towards These Issues

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Zo'bi, Abdallah Salim

2014-01-01

This study aimed to identify nature of students' decisions patterns towards environmental issues and the possibility to improve these decisions during teaching process using Socio-Scientific Issues Approach. And to achieve this, the researcher prepared and developed tools of the study represented by a test of open questions focused on…

Applicability of Socio-Technical Model (STM in Working System of Modern Organizations

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Rosmaini Tasmin

2011-10-01

Full Text Available Knowledge has been identified as one of the most important resources in organization that contributes to competitive advantages. Organizations around the world realize and put into practice an approach that bases on technological and sociological aspects to fill-up the gaps in their workplaces. The Socio-Technical Model (STM is an established organizational model introduced by Trist since 1960s at Tavistock Institute, London. It relates two most common components exist in all organizations, namely social systems (human and technological systems (information technology, machinery and equipment in organizations over many decades. This paper reviews the socio-technical model from various perspectives of its developmental stages and ideas written by researchers. Therefore, several literature reviews on socio-technical model have been compiled and discussed to justify whether its basic argument matches with required practices in Techno-Social environments. Through a socio-technical perspective on Knowledge Management, this paper highlights the interplay between social systems and technological system. It also suggests that management and leadership play critical roles in establishing the techno-social perspective for the effective assimilation of Knowledge Management practices.

Conceptual-level workflow modeling of scientific experiments using NMR as a case study

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Gryk Michael R

2007-01-01

Full Text Available Abstract Background Scientific workflows improve the process of scientific experiments by making computations explicit, underscoring data flow, and emphasizing the participation of humans in the process when intuition and human reasoning are required. Workflows for experiments also highlight transitions among experimental phases, allowing intermediate results to be verified and supporting the proper handling of semantic mismatches and different file formats among the various tools used in the scientific process. Thus, scientific workflows are important for the modeling and subsequent capture of bioinformatics-related data. While much research has been conducted on the implementation of scientific workflows, the initial process of actually designing and generating the workflow at the conceptual level has received little consideration. Results We propose a structured process to capture scientific workflows at the conceptual level that allows workflows to be documented efficiently, results in concise models of the workflow and more-correct workflow implementations, and provides insight into the scientific process itself. The approach uses three modeling techniques to model the structural, data flow, and control flow aspects of the workflow. The domain of biomolecular structure determination using Nuclear Magnetic Resonance spectroscopy is used to demonstrate the process. Specifically, we show the application of the approach to capture the workflow for the process of conducting biomolecular analysis using Nuclear Magnetic Resonance (NMR spectroscopy. Conclusion Using the approach, we were able to accurately document, in a short amount of time, numerous steps in the process of conducting an experiment using NMR spectroscopy. The resulting models are correct and precise, as outside validation of the models identified only minor omissions in the models. In addition, the models provide an accurate visual description of the control flow for conducting

A Smallholder Socio-hydrological Modelling Framework

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Pande, S.; Savenije, H.; Rathore, P.

2014-12-01

Small holders are farmers who own less than 2 ha of farmland. They often have low productivity and thus remain at subsistence level. A fact that nearly 80% of Indian farmers are smallholders, who merely own a third of total farmlands and belong to the poorest quartile, but produce nearly 40% of countries foodgrains underlines the importance of understanding the socio-hydrology of a small holder. We present a framework to understand the socio-hydrological system dynamics of a small holder. It couples the dynamics of 6 main variables that are most relevant at the scale of a small holder: local storage (soil moisture and other water storage), capital, knowledge, livestock production, soil fertility and grass biomass production. The model incorporates rule-based adaptation mechanisms (for example: adjusting expenditures on food and fertilizers, selling livestocks etc.) of small holders when they face adverse socio-hydrological conditions, such as low annual rainfall, higher intra-annual variability in rainfall or variability in agricultural prices. It allows us to study sustainability of small holder farming systems under various settings. We apply the framework to understand the socio-hydrology of small holders in Aurangabad, Maharashtra, India. This district has witnessed suicides of many sugarcane farmers who could not extricate themselves out of the debt trap. These farmers lack irrigation and are susceptible to fluctuating sugar prices and intra-annual hydroclimatic variability. This presentation discusses two aspects in particular: whether government interventions to absolve the debt of farmers is enough and what is the value of investing in local storages that can buffer intra-annual variability in rainfall and strengthening the safety-nets either by creating opportunities for alternative sources of income or by crop diversification.

Organization model compound by phases to establish didactic methodological actions in the scientific formation of the Weightlifting trainer

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Luis Orlando Caballero-Riera

2015-06-01

Full Text Available The work offers a model with organization didactic methodological actions having the purpose of transforming the insufficiencies revealed in the scientific preparation of the Physical Culture and Sport Professional, as well as in the development and leading of the scientific investigative activity during the solution of problems that are shown in the socio professional context of the Weightlifting sport. The actions are focused in the scientific investigative activities and in the information management about the trainers leadership, having them to acting an independent and productive way; where the investigative creative activity articulated is harmonically with the development of investigative skills making possible the acquisition of capacities in the scientific investigative work. To carry out this research theoretical and empirical methods of investigation were used which allowed to base the proposed, to carry out the investigation process and to value its feasibility according to the specialists criteria for the solution of the Scientific Problem.

Evaluating Secondary Students' Scientific Reasoning in Genetics Using a Two-Tier Diagnostic Instrument

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Tsui, Chi-Yan; Treagust, David

2010-05-01

While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two-tier multiple-choice instrument for diagnosing grades 10 and 12 students' understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students' understanding of genetics in a case-based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two-tier diagnostic instrument is useful in probing students' understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach's alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two-tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed.

Reasoning about Magnetism at the Microscopic Level

Science.gov (United States)

Cheng, Meng-Fei; Cheng, Yufang; Hung, Shuo-Hsien

2014-01-01

Based on our experience of teaching physics in middle and senior secondary school, we have found that students have difficulty in reasoning at the microscopic level. Their reasoning is limited to the observational level so they have problems in developing scientific models of magnetism. Here, we suggest several practical activities and the use of…

Emergence of scale-free characteristics in socio-ecological systems with bounded rationality.

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Kasthurirathna, Dharshana; Piraveenan, Mahendra

2015-06-11

Socio-ecological systems are increasingly modelled by games played on complex networks. While the concept of Nash equilibrium assumes perfect rationality, in reality players display heterogeneous bounded rationality. Here we present a topological model of bounded rationality in socio-ecological systems, using the rationality parameter of the Quantal Response Equilibrium. We argue that system rationality could be measured by the average Kullback--Leibler divergence between Nash and Quantal Response Equilibria, and that the convergence towards Nash equilibria on average corresponds to increased system rationality. Using this model, we show that when a randomly connected socio-ecological system is topologically optimised to converge towards Nash equilibria, scale-free and small world features emerge. Therefore, optimising system rationality is an evolutionary reason for the emergence of scale-free and small-world features in socio-ecological systems. Further, we show that in games where multiple equilibria are possible, the correlation between the scale-freeness of the system and the fraction of links with multiple equilibria goes through a rapid transition when the average system rationality increases. Our results explain the influence of the topological structure of socio-ecological systems in shaping their collective cognitive behaviour, and provide an explanation for the prevalence of scale-free and small-world characteristics in such systems.

The nature of the scientific evidence leading to drug withdrawals for pharmacovigilance reasons in France.

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Olivier, Pascale; Montastruc, Jean-Louis

2006-11-01

Because of design, objectives and number of included subjects, clinical studies are insufficient to assess the safety of new drugs. Sometimes, serious adverse drug reactions (ADRs) led to withdrawal of the drug from the market after their approval. The objective of our study was to determine the scientific evidences leading to drug withdrawal for pharmacovigilance reasons in France. Data coming from French Health Products Safety Agency, literature and Toulouse Pharmacovigilance Center allowed to identify all drugs withdrawn from the French market for pharmacovigilance reasons from 1998 to 2004. We classified data according to their study design (Randomized Clinical Trial [RCT], case serie or case report, case-control study, cohort study, observational study, animal study), the organ/system affected and the type of ADR. A total of 21 drugs were withdrawn for safety reasons between 1998 and 2004 in France. The most frequent ADRs were hepatic (n = 7), cardiovascular (n = 4) or neurological (n = 3) ones. Eleven withdrawals were due to type-B ('unexpected') reactions (52%). For 19 out of 21 drugs, scientific evidence leading to drug withdrawal came from spontaneous case reports (or case series). Among these, case reports were the sole evidence in 12 cases. Withdrawals were based on evidence from case reports in combination with case-control or cohort study in four cases, in combination with observational study in two cases or in combination with animal study in two other cases. In only one case, a RCT supported the decision. This study underlines the importance of spontaneous case reports in detecting signals and supporting withdrawal of drug for pharmacovigilance reasons in France. Health authorities suffer from lack of comparative data resource. In this perspective, a pharmaco-epidemiological population-based database could represent a helpful tool to both generate and test safety hypotheses.

Withholding answers during hands-on scientific investigations? Comparing effects on developing students' scientific knowledge, reasoning, and application

Science.gov (United States)

Zhang, Lin

2018-03-01

As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach 'withholding answers' from 'hands-on' investigation tasks. The present study examined students' learning of light-related content through three conditions: 'hands-on' + no 'withholding' (hands-on only: HO), 'hands-on' + 'withholding' (hands-on investigation with answers withheld: HOW), and no 'hands-on' + no 'withholding' (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N = 136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students in this condition also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide important contributions regarding issues relating to withholding answers during guided scientific inquiry.

Debate on global warming as a socio-scientific issue: science teaching towards political literacy

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dos Santos, Wildson Luiz Pereira

2014-09-01

The focus of this response to the original article by Tom G. H. Bryce and Stephen P. Day (Cult Stud Sci Educ. doi: 10.1007/s11422-012-9407-1, 2013) is the use of empirical data to illustrate and expand the understanding of key points of their argument. Initially, I seek to discuss possible answers to the three questions posed by the authors related to: (1) the concerns to be addressed and the scientific knowledge to be taken into account in the climate change debate, (2) the attention to be paid to perspectives taken by "alarmists" and "deniers," and (3) the approaches to be used to conduct controversial global warming debate. In this discussion, I seek to contribute to the debate proposed by the original paper, illustrating various points commented on by the authors and expanding to other possibilities, which highlight the importance of political issues in the debate. Therefore, I argue that socio-political issues must be taken into account when I aim for a scientific literacy that can enhance students' political education. Likewise, I extend the debate presented in the original article, emphasizing the attention that should be paid to these aspects and approaching science education from a critical perspective. Highlighting only the confirmation bias without considering political implications of the debate can induce a reductionist and empiricist view of science, detached from the political power that acts on scientific activity. In conclusion, I support the idea that for a critical science education, the discussion of political issues should be involved in any controversial debate, a view, which goes beyond the confirmation bias proposed by Bryce and Day for the global warming debate. These issues are indeed vital and science teachers should take them into account when preparing their lessons for the debate on climate change.

Recognizing Mechanistic Reasoning in Student Scientific Inquiry: A Framework for Discourse Analysis Developed from Philosophy of Science

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Russ, Rosemary S.; Scherr, Rachel E.; Hammer, David; Mikeska, Jamie

2008-01-01

Science education reform has long focused on assessing student inquiry, and there has been progress in developing tools specifically with respect to experimentation and argumentation. We suggest the need for attention to another aspect of inquiry, namely "mechanistic reasoning." Scientific inquiry focuses largely on understanding causal…

FRAM Modelling Complex Socio-technical Systems

CERN Document Server

Hollnagel, Erik

2012-01-01

There has not yet been a comprehensive method that goes behind 'human error' and beyond the failure concept, and various complicated accidents have accentuated the need for it. The Functional Resonance Analysis Method (FRAM) fulfils that need. This book presents a detailed and tested method that can be used to model how complex and dynamic socio-technical systems work, and understand both why things sometimes go wrong but also why they normally succeed.

Artificial intelligence support for scientific model-building

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Keller, Richard M.

1992-01-01

Scientific model-building can be a time-intensive and painstaking process, often involving the development of large and complex computer programs. Despite the effort involved, scientific models cannot easily be distributed and shared with other scientists. In general, implemented scientific models are complex, idiosyncratic, and difficult for anyone but the original scientific development team to understand. We believe that artificial intelligence techniques can facilitate both the model-building and model-sharing process. In this paper, we overview our effort to build a scientific modeling software tool that aids the scientist in developing and using models. This tool includes an interactive intelligent graphical interface, a high-level domain specific modeling language, a library of physics equations and experimental datasets, and a suite of data display facilities.

Causal reasoning with mental models

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Khemlani, Sangeet S.; Barbey, Aron K.; Johnson-Laird, Philip N.

2014-01-01

This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex. PMID:25389398

Causal reasoning with mental models.

Science.gov (United States)

Khemlani, Sangeet S; Barbey, Aron K; Johnson-Laird, Philip N

2014-01-01

This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex.

Causal reasoning with mental models

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Sangeet eKhemlani

2014-10-01

Full Text Available This paper outlines the model-based theory of causal reasoning. It postulates that the core meanings of causal assertions are deterministic and refer to temporally-ordered sets of possibilities: A causes B to occur means that given A, B occurs, whereas A enables B to occur means that given A, it is possible for B to occur. The paper shows how mental models represent such assertions, and how these models underlie deductive, inductive, and abductive reasoning yielding explanations. It reviews evidence both to corroborate the theory and to account for phenomena sometimes taken to be incompatible with it. Finally, it reviews neuroscience evidence indicating that mental models for causal inference are implemented within lateral prefrontal cortex.

The Reasoned Arguments of a Group of Future Biotechnology Technicians on a Controversial Socio-Scientific Issue: Human Gene Therapy

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Simonneaux, Laurence; Chouchane, Habib

2011-01-01

We tried to determine the reasoning behind the stances taken by a group of 19-21-year-old students on the controversial issue of the feasibility and acceptability of human gene therapy. The students were in training at a biotechnology institute. We organised classroom debates, punctuated by phases of epistemological "disturbances". We…

Scientific Literacy: Resurrecting the Phoenix with Thinking Skills

Science.gov (United States)

Deming, John C.; O'Donnell, Jacqueline R.; Malone, Christopher J.

2012-01-01

Prior research suggests that students' understanding of scientific concepts is pre-determined by their reasoning ability. Other efforts suggest that American students' scientific literacy is in decline. One difficulty Bybee (2009) acknowledges is that there are two divergent philosophical models of scientific literacy. The first describes the…

Partial differential equation models in the socio-economic sciences

KAUST Repository

Burger, Martin; Caffarelli, Luis; Markowich, Peter A.

2014-01-01

Mathematical models based on partial differential equations (PDEs) have become an integral part of quantitative analysis in most branches of science and engineering, recently expanding also towards biomedicine and socio-economic sciences

A Chemistry Concept Reasoning Test

Science.gov (United States)

Cloonan, Carrie A.; Hutchinson, John S.

2011-01-01

A Chemistry Concept Reasoning Test was created and validated providing an easy-to-use tool for measuring conceptual understanding and critical scientific thinking of general chemistry models and theories. The test is designed to measure concept understanding comparable to that found in free-response questions requiring explanations over…

Capturing socio-technical systems with agent-based modelling

NARCIS (Netherlands)

Van Dam, K.H.

2009-01-01

What is a suitable modelling approach for socio-technical systems? The answer to this question is of great importance to decision makers in large scale interconnected network systems. The behaviour of these systems is determined by many actors, situated in a dynamic, multi-actor, multi-objective and

The Relationship of Science Knowledge, Attitude and Decision Making on Socio-Scientific Issues: The Case Study of Students' Debates on a Nuclear Power Plant in Korea

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Jho, Hunkoog; Yoon, Hye-Gyoung; Kim, Mijung

2014-01-01

The purpose of this study was to investigate the relationship of students' understanding of science knowledge, attitude and decision making on socio-scientific issues (SSI), especially on the issues of nuclear energy in Korea. SSI-focused instructions were developed to encourage students to understand and reflect on knowledge, attitude and…

Beliefs, Values, Ethics and Moral Reasoning in Socio-Scientific Education

Science.gov (United States)

Yap, Siew Fong

2014-01-01

The realisation to integrate science, ethics and morality is recognised with growing impetus in recent years (as noted with introducing the Australian Curriculum "Science as a Human Endeavour" strand), to develop sophisticated epistemologies of science, which includes an appreciation of the social context including ethical thinking. To…

Preparation and use of plant medicines for farmers' health in Southwest Nigeria: socio-cultural, magico-religious and economic aspects

Science.gov (United States)

2010-01-01

Agrarian rural dwellers in Nigeria produce about 95% of locally grown food commodities. The low accessibility to and affordability of orthodox medicine by rural dwellers and their need to keep healthy to be economically productive, have led to their dependence on traditional medicine. This paper posits an increasing acceptance of traditional medicine country-wide and advanced reasons for this trend. The fact that traditional medicine practitioners' concept of disease is on a wider plane vis-à-vis orthodox medicine practitioners' has culminated in some socio-cultural and magico-religious practices observed in preparation and use of plant medicines for farmers' health management. Possible scientific reasons were advanced for some of these practices to show the nexus between traditional medicine and orthodox medicine. The paper concludes that the psychological aspect of traditional medicine are reflected in its socio-cultural and magico-religious practices and suggests that government should fund research into traditional medicine to identify components of it that can be integrated into the national health system. PMID:20089149

Preparation and use of plant medicines for farmers' health in Southwest Nigeria: socio-cultural, magico-religious and economic aspects

Directory of Open Access Journals (Sweden)

Oguntade Adegboyega E

2010-01-01

Full Text Available Abstract Agrarian rural dwellers in Nigeria produce about 95% of locally grown food commodities. The low accessibility to and affordability of orthodox medicine by rural dwellers and their need to keep healthy to be economically productive, have led to their dependence on traditional medicine. This paper posits an increasing acceptance of traditional medicine country-wide and advanced reasons for this trend. The fact that traditional medicine practitioners' concept of disease is on a wider plane vis-à-vis orthodox medicine practitioners' has culminated in some socio-cultural and magico-religious practices observed in preparation and use of plant medicines for farmers' health management. Possible scientific reasons were advanced for some of these practices to show the nexus between traditional medicine and orthodox medicine. The paper concludes that the psychological aspect of traditional medicine are reflected in its socio-cultural and magico-religious practices and suggests that government should fund research into traditional medicine to identify components of it that can be integrated into the national health system.

Socio-demographic characteristics affecting sport tourism choices: A structural model

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Nataša Slak Valek

2014-03-01

Full Text Available Background: Effective tourism management in the field of sports tourism requires an understanding of differences in socioeconomic characteristics both within and between different market segments. Objective: In the broad tourism market demographic characteristics have been extensively analyzed for differences in destination choices, however little is known about demographic factors affecting sport tourists' decisions. Methods: A sample of Slovenian sports tourists was analyzed using data from a comprehensive survey of local and outbound tourist activity conducted by the Statistical Office of the Republic of Slovenia in 2008. After data weighting the information for 353,783 sports related trips were available for analysis. The research model adopted suggests that four socio-demographic characteristics (gender, age, level of education and income significantly affect a tourist's choice of sports related travel either locally within Slovenia or to a foreign country. Furthermore the destination (local or foreign has an influence on the choice of the type of accommodation selected and the tourist's total expenditure for the trip. For testing the first part of our model (the socio-demographic characteristics effects a linear regression was used, and for the final part of the model (the selection of accommodation type and travel expenditure t-test were applied. Results: The result shows the standardized β regression coefficients are all statistically significant at the .001 level for the tested socio-demographic characteristics and also the overall regression model was statistically significant at .001 level. Conclusions: With these results the study confirmed that all the selected socio-demographic characteristics have a significant influence on the sport-active tourist when choosing between a domestic and foreign tourism destination which in turn affect the type of accommodation chosen and the level of expenditure while travelling.

Model-based reasoning technology for the power industry

International Nuclear Information System (INIS)

Touchton, R.A.; Subramanyan, N.S.; Naser, J.A.

1991-01-01

This paper reports on model-based reasoning which refers to an expert system implementation methodology that uses a model of the system which is being reasoned about. Model-based representation and reasoning techniques offer many advantages and are highly suitable for domains where the individual components, their interconnection, and their behavior is well-known. Technology Applications, Inc. (TAI), under contract to the Electric Power Research Institute (EPRI), investigated the use of model-based reasoning in the power industry including the nuclear power industry. During this project, a model-based monitoring and diagnostic tool, called ProSys, was developed. Also, an alarm prioritization system was developed as a demonstration prototype

Confirmatory factor analysis and structural equation modeling of socio-cultural constructs among chamorro and non-chamorro micronesian betel nut chewers.

Science.gov (United States)

Murphy, Kelle L; Liu, Min; Herzog, Thaddeus A

2017-07-05

Betel nut chewing is embedded within the cultures of South Asia, and Southeast Asia, and the Western Pacific. The determinants of betel nut consumption are complex. Ongoing consumption of betel nut is affected by cultural, social, and drug-specific effects (i.e. dependence). This study's first objective was to assess the psychometric properties (i.e. reliability and validity) of the socio-cultural constructs in a survey developed for betel nut chewers. The study's second objective was to investigate the influence of socio-cultural variables on betel nut chewing behaviors among Chamorro and non-Chamorro Micronesians in Guam. The current study was a secondary analysis of a larger study (N = 600; n = 375 chewers and n = 225 former chewers) that examined socio-cultural factors that influence why chewers chew betel nut, along with assessing chewing behaviors, perceptions of risks, probability of changing behaviors, and methods that could be used to reduce use or quit. The socio-cultural constructs of the survey were analyzed using confirmatory factor analysis and structural equation modeling. The socio-cultural factors were a sufficient fit with data and the instrument is reliable and valid, as indicated by various model fit indices (χ 2 (13) = 18.49 with p = .14, TLI = .99, CFI = 1.00, SRMR = .02, RMSEA = .03 with 90% CIs [.00,.07]). Cronbach's alpha, the sign and magnitude of the factor loadings, the inter-factor correlations, and the large proportion of variance extracted for each factor, all indicate that the instrument is reliable and valid. Additionally, multivariate analyses showed that socio-cultural reasons were important contributing or chewing betel nut. Participants cited chewing because their friends and family members chewed, the behavior is embedded within their culture, and it would be considered rude and disrespectful to not chew. Based on the findings, this study provides important implications pertaining to

Educational technology: a thought about y our academic and scientific identity

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Juan de PABLOS PONS

2009-11-01

Full Text Available The idea of this paper arises from an interesting controversy that was set off by Alan Sokal, teacher of Physics at the University of New York. This author published a paper in a very prestigious scientific journal, written in a correct language but it was completely incomprehensible. The paper was a criticism to the overvalued french postmodernists. The usefulness of an empty reasoning in the scientific world, or even the pseudo sientific jargon, was used by this author to propose the necessity of a renewal of the scientific bases of the educational technology. By considering the educational technology as a «transverse subject», in this paper the updating of some support sciences and, occasionally, the integration of new scientific foundations is proposed. All of this has to lead us towards an updating of the role of the Technology of the Education. Several aspects like the necessity of renewing the foundations of the audio visual communication, the Thinking of Systems, the Constructive Psicology and the methodological findings from the Socio Cultural Theory in designing of educational situations are considered.

Application of Supercomputer Technologies for Simulation Of Socio-Economic Systems

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Vladimir Valentinovich Okrepilov

2015-06-01

Full Text Available To date, an extensive experience has been accumulated in investigation of problems related to quality, assessment of management systems, modeling of economic system sustainability. The performed studies have created a basis for development of a new research area — Economics of Quality. Its tools allow to use opportunities of model simulation for construction of the mathematical models adequately reflecting the role of quality in natural, technical, social regularities of functioning of the complex socio-economic systems. Extensive application and development of models, and also system modeling with use of supercomputer technologies, on our deep belief, will bring the conducted research of socio-economic systems to essentially new level. Moreover, the current scientific research makes a significant contribution to model simulation of multi-agent social systems and that is not less important, it belongs to the priority areas in development of science and technology in our country. This article is devoted to the questions of supercomputer technologies application in public sciences, first of all, — regarding technical realization of the large-scale agent-focused models (AFM. The essence of this tool is that owing to the power computer increase it has become possible to describe the behavior of many separate fragments of a difficult system, as socio-economic systems are. The article also deals with the experience of foreign scientists and practicians in launching the AFM on supercomputers, and also the example of AFM developed in CEMI RAS, stages and methods of effective calculating kernel display of multi-agent system on architecture of a modern supercomputer will be analyzed. The experiments on the basis of model simulation on forecasting the population of St. Petersburg according to three scenarios as one of the major factors influencing the development of socio-economic system and quality of life of the population are presented in the

Diagnostic reasoning using qualitative causal models

International Nuclear Information System (INIS)

Sudduth, A.L.

1992-01-01

The application of expert systems to reasoning problems involving real-time data from plant measurements has been a topic of much research, but few practical systems have been deployed. One obstacle to wider use of expert systems in applications involving real-time data is the lack of adequate knowledge representation methodologies for dynamic processes. Knowledge bases composed mainly of rules have disadvantages when applied to dynamic processes and real-time data. This paper describes a methodology for the development of qualitative causal models that can be used as knowledge bases for reasoning about process dynamic behavior. These models provide a systematic method for knowledge base construction, considerably reducing the engineering effort required. They also offer much better opportunities for verification and validation of the knowledge base, thus increasing the possibility of the application of expert systems to reasoning about mission critical systems. Starting with the Signed Directed Graph (SDG) method that has been successfully applied to describe the behavior of diverse dynamic processes, the paper shows how certain non-physical behaviors that result from abstraction may be eliminated by applying causal constraint to the models. The resulting Extended Signed Directed Graph (ESDG) may then be compiled to produce a model for use in process fault diagnosis. This model based reasoning methodology is used in the MOBIAS system being developed by Duke Power Company under EPRI sponsorship. 15 refs., 4 figs

Agent-Based Modeling and Analysis of Socio-Technical Systems

NARCIS (Netherlands)

Sharpanskykh, O.

2011-01-01

Socio-technical systems are characterized by high structural and behavioral complexities, which impede understanding and modeling of such systems. In particular, reciprocal relations between diverse local system processes that determine global system dynamics are not well understood. In this article

The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

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Edi Nurcahyo

2018-03-01

Full Text Available Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking   Keywords: discovery learning, scientific, critical thinking

REASONS AND CONSEQUENCES OF THE WORLD AGRICULTURAL MARKET BAD PRICE DYNAMICS THREATS

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K. Grodzievskaya

2013-11-01

Full Text Available This article is about main threats of the bad price dynamics on the world agricultural market for agriculture producers. Scientific point of view on the risks is considered. Mostly theoretical point of view allows understanding how deep and wide scientists could research this problem. Author considers reasons of this menaces and ways out, how to avoid or estimate the rate of undesirable consequences for agriculture producers and agriculture price conjuncture. Researcher distinguishes several main reasons of the agriculture threats among them: production, finance, inflation and conjuncture fluctuation. In this article readers can find new ideas for governmental way to operate risky and low informative level situations in agricultural sphere. Researchers can use structural approach of the risk identification due to the scheme of risks realization reasons. Also few formulas provided for cybernetic way to research this problem. Scientist proposes ways for neutralization threats, among them are: adaptation, insurance, spends minimization, etc. Author analyzes Ukrainian agricultural tendencies in the last decades and draws a conclusion for socio-economic trend in witch modern world economy moves.

Employing Model-Based Reasoning in Interdisciplinary Research Teams: Evidence-Based Practices for Integrating Knowledge Across Systems

Science.gov (United States)

Pennington, D. D.; Vincent, S.

2017-12-01

The NSF-funded project "Employing Model-Based Reasoning in Socio-Environmental Synthesis (EMBeRS)" has developed a generic model for exchanging knowledge across disciplines that is based on findings from the cognitive, learning, social, and organizational sciences addressing teamwork in complex problem solving situations. Two ten-day summer workshops for PhD students from large, NSF-funded interdisciplinary projects working on a variety of water issues were conducted in 2016 and 2017, testing the model by collecting a variety of data, including surveys, interviews, audio/video recordings, material artifacts and documents, and photographs. This presentation will introduce the EMBeRS model, the design of workshop activities based on the model, and results from surveys and interviews with the participating students. Findings suggest that this approach is very effective for developing a shared, integrated research vision across disciplines, compared with activities typically provided by most large research projects, and that students believe the skills developed in the EMBeRS workshops are unique and highly desireable.

The Co-Emergence of Aggregate and Modelling Reasoning

Science.gov (United States)

Aridor, Keren; Ben-Zvi, Dani

2017-01-01

This article examines how two processes--reasoning with statistical modelling of a real phenomenon and aggregate reasoning--can co-emerge. We focus in this case study on the emergent reasoning of two fifth graders (aged 10) involved in statistical data analysis, informal inference, and modelling activities using TinkerPlots™. We describe nine…

"On Clocks and Clouds:" Confirming and Interpreting Climate Models as Scientific Hypotheses (Invited)

Science.gov (United States)

Donner, L.

2009-12-01

The certainty of climate change projected under various scenarios of emissions using general circulation models is an issue of vast societal importance. Unlike numerical weather prediction, a problem to which general circulation models are also applied, projected climate changes usually lie outside of the range of external forcings for which the models generating these changes have been directly evaluated. This presentation views climate models as complex scientific hypotheses and thereby frames these models within a well-defined process of both advancing scientific knowledge and recognizing its limitations. Karl Popper's Logik der Forschung (The Logic of Scientific Discovery, 1934) and 1965 essay “On Clocks and Clouds” capture well the methodologies and challenges associated with constructing climate models. Indeed, the process of a problem situation generating tentative theories, refined by error elimination, characterizes aptly the routine of general circulation model development. Limitations on certainty arise from the distinction Popper perceived in types of natural processes, which he exemplified by clocks, capable of exact measurement, and clouds, subject only to statistical approximation. Remarkably, the representation of clouds in general circulation models remains the key uncertainty in understanding atmospheric aspects of climate change. The asymmetry of hypothesis falsification by negation and much vaguer development of confidence in hypotheses consistent with some of their implications is an important practical challenge to confirming climate models. The presentation will discuss the ways in which predictions made by climate models for observable aspects of the present and past climate can be regarded as falsifiable hypotheses. The presentation will also include reasons why “passing” these tests does not provide complete confidence in predictions about the future by climate models. Finally, I will suggest that a “reductionist” view, in

Precursor models construction at preschool education: an approach to improve scientific education in the classroom

Directory of Open Access Journals (Sweden)

SABRINA PATRICIA CANEDO- IBARRA

2010-07-01

Full Text Available This study aimed to explore young children scientific precursor models construction and how the designed teaching strategy was successful for improving science learning at preschool in a social context. We describe how 6 years old children built a precursor model of flotation based on density. The exploratory study used a qualitative data collection and analysis following a pre-interview, instructional process and post-interview design. On analyzing children’s answers after the instructional period, we realized that several children were led to both the construction of a precursor model and a general qualitative upgrade in reasoning. We conclude that learning activities were effective and that the approach used in this study may help expand and improve teaching and learning of scientific concepts in preschool education

Modeling of budgetary funding influence on socio-demographic processes of a region

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Aleksandra Vladimirovna Vasil'eva

2012-06-01

Full Text Available This paper describes a method of modeling socio-demographic processes in a region based on the minimax approach. In this method, the simulated socio-demographic processes reflect the performance of a population fertility age model, reproductive systems and the structure of mortality, as management impact tools of fiscal spending on socially significant budget items (health, physical culture and sport, social policy, education, environmental protection are considered. Testing methodology on the examples of the Russian Federation subjects included in the Ural Federal District is presented. Peculiarities of influence of funding of each socially important item on the social and demographic processes in the regions of the Ural Federal District are shown. Priorities of distribution of funds based on the level of budgetary provision in the region to ensure optimization of socio-demographic development of the region are shaped.

Modeling future flows of the Volta River system: Impacts of climate change and socio-economic changes.

Science.gov (United States)

Jin, Li; Whitehead, Paul G; Appeaning Addo, Kwasi; Amisigo, Barnabas; Macadam, Ian; Janes, Tamara; Crossman, Jill; Nicholls, Robert J; McCartney, Matthew; Rodda, Harvey J E

2018-05-14

As the scientific consensus concerning global climate change has increased in recent decades, research on potential impacts of climate change on water resources has been given high importance. However in Sub-Saharan Africa, few studies have fully evaluated the potential implications of climate change to their water resource systems. The Volta River is one of the major rivers in Africa covering six riparian countries (mainly Ghana and Burkina Faso). It is a principal water source for approximately 24 million people in the region. The catchment is primarily agricultural providing food supplies to rural areas, demonstrating the classic water, food, energy nexus. In this study an Integrated Catchment Model (INCA) was applied to the whole Volta River system to simulate flow in the rivers and at the outlet of the artificial Lake Volta. High-resolution climate scenarios downscaled from three different Global Climate Models (CNRM-CM5, HadGEM2-ES and CanESM2), have been used to drive the INCA model and to assess changes in flow by 2050s and 2090s under the high climate forcing scenario RCP8.5. Results show that peak flows during the monsoon months could increase into the future. The duration of high flow could become longer compared to the recent condition. In addition, we considered three different socio-economic scenarios. As an example, under the combined impact from climate change from downscaling CNRM-CM5 and medium+ (high economic growth) socio-economic changes, the extreme high flows (Q5) of the Black Volta River are projected to increase 11% and 36% at 2050s and 2090s, respectively. Lake Volta outflow would increase +1% and +5% at 2050s and 2090s, respectively, under the same scenario. The effects of changing socio-economic conditions on flow are minor compared to the climate change impact. These results will provide valuable information assisting future water resource development and adaptive strategies in the Volta Basin. Copyright © 2018 Elsevier B.V. All rights

On modeling complex interplay in small-scale self-organized socio-hydrological systems

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Muneepeerakul, Rachata

2017-04-01

Successful and sustainable socio-hydrological systems, as in any coupled natural human-systems, require effective governance, which depends on the existence of proper infrastructure (both hard and soft). Recent work has addressed systems in which resource users and the organization responsible for maintaining the infrastructure are separate entities. However, many socio-hydrological systems, especially in developing countries, are small and without such formal division of labor; rather, such division of labor typically arises from self-organization within the population. In this work, we modify and mathematically operationalize a conceptual framework by developing a system of differential equations that capture the strategic behavior within such a self-organized population, its interplay with infrastructure characteristics and hydrological dynamics, and feedbacks between these elements. The model yields a number of insightful conditions related to long-term sustainability and collapse of the socio-hydrological system in the form of relationships between biophysical and social factors. These relationships encapsulate nonlinear interactions of these factors. The modeling framework is grounded in a solid conceptual foundation upon which additional modifications and realism can be built for potential reconciliation between socio-hydrology with other related fields and further applications.

Intertwining Evidence- and Model-Based Reasoning in Physics Sensemaking: An Example from Electrostatics

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Russ, Rosemary S.; Odden, Tor Ole B.

2017-01-01

Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship…

Structured statistical models of inductive reasoning.

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Kemp, Charles; Tenenbaum, Joshua B

2009-01-01

Everyday inductive inferences are often guided by rich background knowledge. Formal models of induction should aim to incorporate this knowledge and should explain how different kinds of knowledge lead to the distinctive patterns of reasoning found in different inductive contexts. This article presents a Bayesian framework that attempts to meet both goals and describes [corrected] 4 applications of the framework: a taxonomic model, a spatial model, a threshold model, and a causal model. Each model makes probabilistic inferences about the extensions of novel properties, but the priors for the 4 models are defined over different kinds of structures that capture different relationships between the categories in a domain. The framework therefore shows how statistical inference can operate over structured background knowledge, and the authors argue that this interaction between structure and statistics is critical for explaining the power and flexibility of human reasoning.

A question driven socio-hydrological modeling process

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Garcia, M.; Portney, K.; Islam, S.

2016-01-01

Human and hydrological systems are coupled: human activity impacts the hydrological cycle and hydrological conditions can, but do not always, trigger changes in human systems. Traditional modeling approaches with no feedback between hydrological and human systems typically cannot offer insight into how different patterns of natural variability or human-induced changes may propagate through this coupled system. Modeling of coupled human-hydrological systems, also called socio-hydrological systems, recognizes the potential for humans to transform hydrological systems and for hydrological conditions to influence human behavior. However, this coupling introduces new challenges and existing literature does not offer clear guidance regarding model conceptualization. There are no universally accepted laws of human behavior as there are for the physical systems; furthermore, a shared understanding of important processes within the field is often used to develop hydrological models, but there is no such consensus on the relevant processes in socio-hydrological systems. Here we present a question driven process to address these challenges. Such an approach allows modeling structure, scope and detail to remain contingent on and adaptive to the question context. We demonstrate the utility of this process by revisiting a classic question in water resources engineering on reservoir operation rules: what is the impact of reservoir operation policy on the reliability of water supply for a growing city? Our example model couples hydrological and human systems by linking the rate of demand decreases to the past reliability to compare standard operating policy (SOP) with hedging policy (HP). The model shows that reservoir storage acts both as a buffer for variability and as a delay triggering oscillations around a sustainable level of demand. HP reduces the threshold for action thereby decreasing the delay and the oscillation effect. As a result, per capita demand decreases during

Integrating global socio-economic influences into a regional land use change model for China

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Xu, Xia; Gao, Qiong; Peng, Changhui; Cui, Xuefeng; Liu, Yinghui; Jiang, Li

2014-03-01

With rapid economic development and urbanization, land use in China has experienced huge changes in recent years; and this will probably continue in the future. Land use problems in China are urgent and need further study. Rapid land-use change and economic development make China an ideal region for integrated land use change studies, particularly the examination of multiple factors and global-regional interactions in the context of global economic integration. This paper presents an integrated modeling approach to examine the impact of global socio-economic processes on land use changes at a regional scale. We develop an integrated model system by coupling a simple global socio-economic model (GLOBFOOD) and regional spatial allocation model (CLUE). The model system is illustrated with an application to land use in China. For a given climate change, population growth, and various socio-economic situations, a global socio-economic model simulates the impact of global market and economy on land use, and quantifies changes of different land use types. The land use spatial distribution model decides the type of land use most appropriate in each spatial grid by employing a weighted suitability index, derived from expert knowledge about the ecosystem state and site conditions. A series of model simulations will be conducted and analyzed to demonstrate the ability of the integrated model to link global socioeconomic factors with regional land use changes in China. The results allow an exploration of the future dynamics of land use and landscapes in China.

Controversial socio-scientific issues / Controvérsias sociocientíficas: aspectos metodológicos para a aproximação...

Directory of Open Access Journals (Sweden)

Ralph Levinson

2016-07-01

Full Text Available Entrevista com Ralph Levinson coordenada pelo Prof. Dr. Danilo Seithi Kato (UFTM. Ralph Levinson é professor do Instituto de Educação da Universidade de Londres. Ele dirige o mestrado em Educação para Ciências e orienta trabalhos de doutorado. Seus interesses de pesquisa são questões sociocientíficas controversas, ciência e justiça social, educação para ciências e criatividade e pedagogia em ciência. Ele é o autor de “Towards a theoretical framework for teaching controversial socio‐scientific issues” (2006 e de “Science education and democratic participation: an uneasy congruence” (2010. * * * Interview with Ralph Levinson coordinated by professor Danilo Seithi Kato (Federal University of Triângulo Mineiro - UFTM. Ralph Levinson is Reader in Education at the Institute of Education (University of London. He is programme director of the MA in Science Education and supervises doctoral students. His research interests are in socio-scientific issues, science and social justice, science education and creativity, and pedagogy in science. He is the author of “Towards a theoretical framework for teaching controversial socio‐scientific issues” (2006 and “Science education and democratic participation: an uneasy congruence” (2010.

Spatial agent-based models for socio-ecological systems: challenges and prospects

NARCIS (Netherlands)

de Filatova, T.; Verburg, P.H.; Parker, D.C.; Stannard, S.R.

2013-01-01

Departing from the comprehensive reviews carried out in the field, we identify the key challenges that agent-based methodology faces when modeling coupled socio-ecological systems. Focusing primarily on the papers presented in this thematic issue, we review progress in spatial agent-based models

A Socio-hydrological Flood Model for the Elbe

Science.gov (United States)

Barendrecht, M.; Viglione, A.; Kreibich, H.; Vorogushyn, S.; Merz, B.; Bloeschl, G.

2017-12-01

Long-term feedbacks between humans and floods may lead to complex phenomena such as coping strategies, levee effects, call effects, adaptation effects, and poverty traps. Dynamic coupled human-flood models are a promising tool to represent such phenomena and the feedbacks leading to them. These socio-hydrological models may play an important role in integrated flood risk management when they are applied to real world case studies. They can help develop hypotheses about the phenomena that have been observed in the case study of interest, by describing the interactions between the social and hydrological variables as well as other relevant variables, such as economic, environmental, political or technical, that play a role in the system. We discuss the case of Dresden where the 2002 flood, which was preceded by a period without floods but was less severe, resulted in a higher damage than the 2013 flood, which was preceded by the 2002 flood and a couple of less severe floods. The lower damage in 2013 may be explained by the fact that society has become aware of the flood risk and has adapted to it. Developing and applying a socio-hydrological flood model to the case of Dresden can help discover whether it is possible that the lower damage is caused by an adaptation effect, or if there are other feedbacks that can explain the observed phenomenon.

Semantic reasoning with XML-based biomedical information models.

Science.gov (United States)

O'Connor, Martin J; Das, Amar

2010-01-01

The Extensible Markup Language (XML) is increasingly being used for biomedical data exchange. The parallel growth in the use of ontologies in biomedicine presents opportunities for combining the two technologies to leverage the semantic reasoning services provided by ontology-based tools. There are currently no standardized approaches for taking XML-encoded biomedical information models and representing and reasoning with them using ontologies. To address this shortcoming, we have developed a workflow and a suite of tools for transforming XML-based information models into domain ontologies encoded using OWL. In this study, we applied semantics reasoning methods to these ontologies to automatically generate domain-level inferences. We successfully used these methods to develop semantic reasoning methods for information models in the HIV and radiological image domains.

The Citizens' Exhibition: A Combination of Socio-scientific, Participative and Artistic Elements

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Birgit Böhm

2008-05-01

Full Text Available Through its incorporation of socio-scientific, participative and artistic elements, the "Citizens' Exhibition" is an example of how applied performative social science can be implemented. The method was created by teaching qualitative methods and community psychology approaches in courses for students of psychology in the 1990's. The Citizens' Exhibition combines qualitative methods, such as interview and text interpretation, with artistic-aesthetic methods, such as photography and film, to form an integrated concept. In the tradition of action research, the practice is applied in the exploration of societal issues. The Citizens' Exhibition supports dialogue and furthering communication processes between the stakeholders through the presentation of diverse perspectives. In this regard, the staging of the exhibition opening has a particular importance. The following article about the Citizens' Exhibition presents the practice's origin and history in the first section and, in the second section, offers an introduction to the individual methodological steps. In the third section, various Citizens' Exhibitions are described as illustrations of the method. The last section discusses the vision of the Citizens' Exhibition, its performative component, strengths and limitations, considers the results of an existing evaluation study and looks at the future uses of the practice. Particular regard should be paid here to a combination of methods that enable a long-term participation effect, the expansion of participatory possibilities for the research subjects, and experimentation with additional artistic methods. URN: urn:nbn:de:0114-fqs0802337

Socio-economic applications of finite state mean field games

KAUST Repository

Gomes, Diogo A.

2014-10-06

In this paper, we present different applications of finite state mean field games to socio-economic sciences. Examples include paradigm shifts in the scientific community or consumer choice behaviour in the free market. The corresponding finite state mean field game models are hyperbolic systems of partial differential equations, for which we present and validate different numerical methods. We illustrate the behaviour of solutions with various numerical experiments,which show interesting phenomena such as shock formation. Hence, we conclude with an investigation of the shock structure in the case of two-state problems.

Language-Based Reasoning in Primary Science

Science.gov (United States)

Hackling, Mark; Sherriff, Barbara

2015-01-01

Language is critical in the mediation of scientific reasoning, higher-order thinking and the development of scientific literacy. This study investigated how an exemplary primary science teacher scaffolds and supports students' reasoning during a Year 4 materials unit. Lessons captured on video, teacher and student interviews and micro-ethnographic…

West Nile Virus: Using Adapted Primary Literature in Mathematical Biology to Teach Scientific and Mathematical Reasoning in High School

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Norris, Stephen P.; Macnab, John S.; Wonham, Marjorie; de Vries, Gerda

2009-01-01

This paper promotes the use of adapted primary literature as a curriculum and instruction innovation for use in high school. Adapted primary literature is useful for promoting an understanding of scientific and mathematical reasoning and argument and for introducing modern science into the schools. We describe a prototype adapted from a published…

Dynamical nexus of water supply, hydropower and environment based on the modeling of multiple socio-natural processes: from socio-hydrological perspective

Science.gov (United States)

Liu, D.; Wei, X.; Li, H. Y.; Lin, M.; Tian, F.; Huang, Q.

2017-12-01

In the socio-hydrological system, the ecological functions and environmental services, which are chosen to maintain, are determined by the preference of the society, which is making the trade-off among the values of riparian vegetation, fish, river landscape, water supply, hydropower, navigation and so on. As the society develops, the preference of the value will change and the ecological functions and environmental services which are chosen to maintain will change. The aim of the study is to focus on revealing the feedback relationship of water supply, hydropower and environment and the dynamical feedback mechanism at macro-scale, and to establish socio-hydrological evolution model of the watershed based on the modeling of multiple socio-natural processes. The study will aim at the Han River in China, analyze the impact of the water supply and hydropower on the ecology, hydrology and other environment elements, and study the effect on the water supply and hydropower to ensure the ecological and environmental water of the different level. Water supply and ecology are usually competitive. In some reservoirs, hydropower and ecology are synergic relationship while they are competitive in some reservoirs. The study will analyze the multiple mechanisms to implement the dynamical feedbacks of environment to hydropower, set up the quantitative relationship description of the feedback mechanisms, recognize the dominant processes in the feedback relationships of hydropower and environment and then analyze the positive and negative feedbacks in the feedback networks. The socio-hydrological evolution model at the watershed scale will be built and applied to simulate the long-term evolution processes of the watershed of the current situation. Dynamical nexus of water supply, hydropower and environment will be investigated.

History or histories of socio-economic rights?

DEFF Research Database (Denmark)

Christiansen, Christian O.

2016-01-01

The German historian Reinhart Koselleck was once described as a partisan for histories in the plural (as opposed to history in the singular). His point was that history has many different layers, logics, and temporalities and that the modernist idea of one, overarching history with one direction ......) at work in the histories and dynamics of socio-economic rights. More specifically, I propose a list of eight important variables that may help explain the dynamics of the histories of socio-economic rights - their failures as well as their successes....... (telos) – be it towards progress or decline – was inadequate for the multi-faceted geographies, rhythms and dynamics of life. In these reflections on a two-days research workshop in Paris, I argue that Koselleck’s point also applies to the field of the history of socio-economic rights. Instead of writing...... the history of socio-economic rights, I would propose thinking about the histories of socio-economic rights. There are three main reasons for this: the non-teleological histories of socioeconomic rights; the distinctiveness between different socio-economic rights; and the complexity (multiple variables...

Logical Reasoning versus Information Processing in the Dual-Strategy Model of Reasoning

Science.gov (United States)

Markovits, Henry; Brisson, Janie; de Chantal, Pier-Luc

2017-01-01

One of the major debates concerning the nature of inferential reasoning is between counterexample-based strategies such as mental model theory and statistical strategies underlying probabilistic models. The dual-strategy model, proposed by Verschueren, Schaeken, & d'Ydewalle (2005a, 2005b), which suggests that people might have access to both…

Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy

Science.gov (United States)

Shea, Nicole Anne

Science curriculum is often used as a means to train students as future scientists with less emphasis placed on preparing students to reason about issues they may encounter in their daily lives (Feinstein, Allen, & Jenkins, 2013; Roth & Barton, 2004). The general public is required to think scientifically to some degree throughout their life and often across a variety of issues. From an empirical standpoint, we do not have a robust understanding of what scientific knowledge the public finds useful for reasoning about socio-scientific issues in their everyday lives (Feinstein, 2011). We also know very little about how the situational features of an issue influences reasoning strategy (i.e., the use of knowledge to generate arguments). Rapid advances in science - particularly in genetics - increasingly challenge the public to reason about socio-scientific issues. This raises questions about the public's ability to participate knowledgeably in socio-scientific debates, and to provide informed consent for a variety of novel scientific procedures. This dissertation aims to answer the questions: How do individuals use their genetic content knowledge to reason about authentic issues they may encounter in their daily lives? Individuals' scientific knowledge is a critical aspect of scientific literacy, but what scientific literacy looks like in practice as individuals use their content knowledge to reason about issues comprised of different situational features is still unclear. The purpose of this dissertation is to explore what knowledge is actually used by individuals to generate and support arguments about a variety of socio-scientific issues, and how the features of those issues influences reasoning strategy. Three studies were conducted to answer questions reflecting this purpose. Findings from this dissertation provide important insights into what scientific literacy looks like in practice.

Model-Based Reasoning in Humans Becomes Automatic with Training.

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Marcos Economides

2015-09-01

Full Text Available Model-based and model-free reinforcement learning (RL have been suggested as algorithmic realizations of goal-directed and habitual action strategies. Model-based RL is more flexible than model-free but requires sophisticated calculations using a learnt model of the world. This has led model-based RL to be identified with slow, deliberative processing, and model-free RL with fast, automatic processing. In support of this distinction, it has recently been shown that model-based reasoning is impaired by placing subjects under cognitive load--a hallmark of non-automaticity. Here, using the same task, we show that cognitive load does not impair model-based reasoning if subjects receive prior training on the task. This finding is replicated across two studies and a variety of analysis methods. Thus, task familiarity permits use of model-based reasoning in parallel with other cognitive demands. The ability to deploy model-based reasoning in an automatic, parallelizable fashion has widespread theoretical implications, particularly for the learning and execution of complex behaviors. It also suggests a range of important failure modes in psychiatric disorders.

Quantitative Analysis of Intra Urban Growth Modeling using socio economic agents by combining cellular automata model with agent based model

Science.gov (United States)

Singh, V. K.; Jha, A. K.; Gupta, K.; Srivastav, S. K.

2017-12-01

Recent studies indicate that there is a significant improvement in the urban land use dynamics through modeling at finer spatial resolutions. Geo-computational models such as cellular automata and agent based model have given evident proof regarding the quantification of the urban growth pattern with urban boundary. In recent studies, socio- economic factors such as demography, education rate, household density, parcel price of the current year, distance to road, school, hospital, commercial centers and police station are considered to the major factors influencing the Land Use Land Cover (LULC) pattern of the city. These factors have unidirectional approach to land use pattern which makes it difficult to analyze the spatial aspects of model results both quantitatively and qualitatively. In this study, cellular automata model is combined with generic model known as Agent Based Model to evaluate the impact of socio economic factors on land use pattern. For this purpose, Dehradun an Indian city is selected as a case study. Socio economic factors were collected from field survey, Census of India, Directorate of economic census, Uttarakhand, India. A 3X3 simulating window is used to consider the impact on LULC. Cellular automata model results are examined for the identification of hot spot areas within the urban area and agent based model will be using logistic based regression approach where it will identify the correlation between each factor on LULC and classify the available area into low density, medium density, high density residential or commercial area. In the modeling phase, transition rule, neighborhood effect, cell change factors are used to improve the representation of built-up classes. Significant improvement is observed in the built-up classes from 84 % to 89 %. However after incorporating agent based model with cellular automata model the accuracy improved from 89 % to 94 % in 3 classes of urban i.e. low density, medium density and commercial classes

Scientific literacy and the social constructivist perspective

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Antić Slobodanka

2015-01-01

Full Text Available The term scientific literacy is already common in our educational rhetoric. Although the term is widely used, there are no papers that analyse the definition of the term and the rangeitencompasses in Serbia. If scientific literacy is a necessary outcome of education, this analysis is an important base for designing the teaching/learning process which is intended to develop such an outcome. Therefore, this paper provides an analysis of the concept of scientific literacy (SL, the different viewpoints on SL and the nature of the concept. Furthermore, five key lines as courses of action in the teaching/learning process, necessary for the development of these competencies, are defined: appreciation ofstudents' previous knowledge, encouragement of students' basic functional literacy and reading comprehension skills, the development of students' understanding of the socio-cultural perspective on the origin and use of scientific knowledge and technological products, and practicing of scientific research, either through school science or science applied in the context of cooperation between school and the local community, i.e. in the socio-cultural background where students live.

The Probability Heuristics Model of Syllogistic Reasoning.

Science.gov (United States)

Chater, Nick; Oaksford, Mike

1999-01-01

Proposes a probability heuristic model for syllogistic reasoning and confirms the rationality of this heuristic by an analysis of the probabilistic validity of syllogistic reasoning that treats logical inference as a limiting case of probabilistic inference. Meta-analysis and two experiments involving 40 adult participants and using generalized…

Formal modelling and analysis of socio-technical systems

DEFF Research Database (Denmark)

Probst, Christian W.; Kammüller, Florian; Hansen, Rene Rydhof

2016-01-01

systems are still mostly identified through brainstorming of experts. In this work we discuss several approaches to formalising socio-technical systems and their analysis. Starting from a flow logic-based analysis of the insider threat, we discuss how to include the socio aspects explicitly, and show......Attacks on systems and organisations increasingly exploit human actors, for example through social engineering. This non-technical aspect of attacks complicates their formal treatment and automatic identification. Formalisation of human behaviour is difficult at best, and attacks on socio-technical...... a formalisation that proves properties of this formalisation. On the formal side, our work closes the gap between formal and informal approaches to socio-technical systems. On the informal side, we show how to steal a birthday cake from a bakery by social engineering....

Modeling the Multinationality and Other Socio-Political Aspects of the Nuclear Fuel Cycle

International Nuclear Information System (INIS)

Nguyen, Viet Phuong; Yim, Man Sung

2016-01-01

Nuclear fuel cycle is a complex process with numerous steps, which are influenced by both engineering and socio-economic factors. Therefore, as an interdisciplinary tool developed to study the dynamic complexity of a system, system dynamics has been used to simulate nuclear fuel cycle and to support the development of nuclear policies. A number of studies have been done in this area providing comprehensive view of nuclear fuel cycle in respect to the energy scenarios, material flows, and pricing mechanism. However, the effect of other socio-economic aspects like public acceptance, proliferation risks, or the transboundary nature of the nuclear fuel cycle have not been well illustrated by those previous researches. In order to inform decision makers of the suitability and sustainability of any nuclear fuel cycle option, a modeling tool has to adequately cover such issues. A system dynamics model of nuclear fuel cycle was developed in order to examine the trans-boundary and domestic effects related to the socio-economic aspect of the fuel cycle. The significance and coefficient of the socio-economic factors were determined using statistical analysis of historical data. Preliminary results show the definitive effect of such factors on the net benefit of the nuclear fuel cycle and its expansion in relation with the nuclear cooperation between the service provider and the end-user. Thus, future models need to incorporate such features in order to provide a more comprehensive look of the fuel cycle

Modeling the Multinationality and Other Socio-Political Aspects of the Nuclear Fuel Cycle

Energy Technology Data Exchange (ETDEWEB)

Nguyen, Viet Phuong; Yim, Man Sung [KAIST, Daejeon (Korea, Republic of)

2016-05-15

Nuclear fuel cycle is a complex process with numerous steps, which are influenced by both engineering and socio-economic factors. Therefore, as an interdisciplinary tool developed to study the dynamic complexity of a system, system dynamics has been used to simulate nuclear fuel cycle and to support the development of nuclear policies. A number of studies have been done in this area providing comprehensive view of nuclear fuel cycle in respect to the energy scenarios, material flows, and pricing mechanism. However, the effect of other socio-economic aspects like public acceptance, proliferation risks, or the transboundary nature of the nuclear fuel cycle have not been well illustrated by those previous researches. In order to inform decision makers of the suitability and sustainability of any nuclear fuel cycle option, a modeling tool has to adequately cover such issues. A system dynamics model of nuclear fuel cycle was developed in order to examine the trans-boundary and domestic effects related to the socio-economic aspect of the fuel cycle. The significance and coefficient of the socio-economic factors were determined using statistical analysis of historical data. Preliminary results show the definitive effect of such factors on the net benefit of the nuclear fuel cycle and its expansion in relation with the nuclear cooperation between the service provider and the end-user. Thus, future models need to incorporate such features in order to provide a more comprehensive look of the fuel cycle.

Exploring high school students' use of theory and evidence in an everyday context: the role of scientific thinking in environmental science decision-making

Science.gov (United States)

Yang, Fang-Ying

2004-11-01

This study examined 10th-grade students' use of theory and evidence in evaluating a socio-scientific issue: the use of underground water, after students had received a Science, Technology and Society-oriented instruction. Forty-five male and 45 female students from two intact, single-sex, classes participated in this study. A flow-map method was used to assess the participants' conceptual knowledge. The reasoning mode was assessed using a questionnaire with open-ended questions. Results showed that, although some weak to moderate associations were found between conceptual organization in memory and reasoning modes, the students' ability to incorporate theory and evidence was in general inadequate. It was also found that students' reasoning modes were consistent with their epistemological perspectives. Moreover, male and female students appear to have different reasoning approaches.

"Model-Based Reasoning is Not a Simple Thing": Investigating Enactment of Modeling in Five High School Biology Classrooms

Science.gov (United States)

Gaytan, Candice Renee

Modeling is an important scientific practice through which scientists generate, evaluate, and revise scientific knowledge, and it can be translated into science classrooms as a means for engaging students in authentic scientific practice. Much of the research investigating modeling in classrooms focuses on student learning, leaving a gap in understanding how teachers enact this important practice. This dissertation draws on data collected through a model-based curricular project to uncover instructional moves teachers made to enact modeling, to describe factors influencing enactment, and to discuss a framework for designing and enacting modeling lessons. I framed my analysis and interpretation of data within the varying perceptions of modeling found in the science studies and science education literature. Largely, modeling is described to varying degrees as a means to engage students in sense-making or as a means to deliver content to students. This frame revealed how the instructional moves teachers used to enact modeling may have influenced its portrayal as a reasoning practice. I found that teachers' responses to their students' ideas or questions may have important consequences for students' engagement in modeling, and thus, sense-making. To investigate factors influencing the portrayal of modeling, I analyzed teacher interviews and writings for what they perceived affected instruction. My findings illustrate alignments and misalignments between what teachers perceive modeling to be and what they do through instruction. In particular, teachers valued providing their students with time to collaborate and to share their ideas, but when time was perceived as a constraint, instruction shifted towards delivering content. Additionally, teachers' perceptions of students' capacity to engage in modeling is also related to if and how they provided opportunities for students to make sense of phenomena. The dissertation closes with a discussion of a framework for designing

Monsters of an Awakened Reason. The influence of the Biblical account in the development of the scientific theories on the origin of man and its variations

Directory of Open Access Journals (Sweden)

Mario César Sánchez Villa

2017-05-01

Full Text Available The triumph of the reason as the only way of natural knowledge was the most remarkable result of the paradigm shift occurred during the so-called Scientific Revolution, which reaches from the Renaissance to the Enlightenment, and in which dogmatic reasoning lost progressively its role as the principal form of knowledge. Nevertheless, during the following centuries, a large part of the men of science were willing to favour the conversion of dogma into an agent of rational thought. This paper, tries to offer a point of reflection on the influence that the biblical account maintained in the construction of the modern scientific theories that, somehow, tried to explain relevant issues such as the origin of physical and moral differences between humans. The broader objective is to demonstrate that, as a form of cultural expression, the dogmatic-religious thought continued to play a transcendental role in the legitimation of a part of the modern rational scientific discourse, committed to defending the civilizing role and the physical and moral superiority of Western states, far beyond what the simple use of reason permitted.

Features structuring image of Ukraine in socio-political and socio-cultural discourse

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A. O. Pocelujko

2015-08-01

Layers of socio-political discourse under defined-State officially and historically historiographical discourses. These discourses present the image of the state in the context of national history as the source, where by means of targeted public policy is formed and implemented state identity as the language of institutional communication. Images states that officially created in-state and historically historiographic discourses as a set of ethnic myths, frames, stereotypes intended to create mechanisms of perception and interpretation of the past of the country, used in educational policy as a tool for national identity with the corresponding identity discourse. Socio-cultural discourse and the corresponding image of the state is characterized by a strong plurality, conceptuality, multyparadyhmality. In the socio-cultural discourse is conceptualization image of the state as part of the living world as opposed to social and political discourse, in which the image of the state appears more like dogmatic ideological construct, which tends to uniqueness. In the scientific discourse in constructing the image of the state is dominated intellectual and conceptual component, while in the state mediadyskurs-image formed on the basis of emotional and social representations stained. Latest distributed in makroteksts designed to create appropriate social attitudes, sensatsion, mobilizing different social groups on a variety of events and more

Socio-economic applications of finite state mean field games

KAUST Repository

Gomes, Diogo A.; Machado Velho, Roberto; Wolfram, Marie Therese

2014-01-01

In this paper, we present different applications of finite state mean field games to socio-economic sciences. Examples include paradigm shifts in the scientific community or consumer choice behaviour in the free market. The corresponding finite

Understanding Socio-Hydrology System in the Kissimmee River Basin

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Chen, X.; Wang, D.; Tian, F.; Sivapalan, M.

2014-12-01

This study is to develop a conceptual socio-hydrology model for the Kissimmee River Basin. The Kissimmee River located in Florida was channelized in mid-20 century for flood protection. However, the environmental issues caused by channelization led Floridians to conduct a restoration project recently, focusing on wetland recovery. As a complex coupled human-water system, Kissimmee River Basin shows the typical socio-hydrology interactions. Hypothetically, the major reason to drive the system from channelization to restoration is that the community sensitivity towards the environment has changed from controlling to restoring. The model developed in this study includes 5 components: water balance, flood risk, wetland area, crop land area, and community sensitivity. Furthermore, urban population and rural population in the basin have different community sensitivities towards the hydrologic system. The urban population, who live further away from the river are more sensitive to wetland restoration; while the rural population, who live closer to the river are more sensitive to flood protection. The power dynamics between the two groups and its impact on management decision making is described in the model. The model is calibrated based on the observed watershed outflow, wetland area and crop land area. The results show that the overall focus of community sensitivity has changed from flood protection to wetland restoration in the past 60 years in Kissimmee River Basin, which confirms the study hypothesis. There are two main reasons for the community sensitivity change. Firstly, people's flood memory is fading because of the effective flood protection, while the continuously shrinking wetland and the decreasing bird and fish population draw more and more attention. Secondly, in the last 60 years, the urban population in Florida drastically increased compared with a much slower increase of rural population. As a result, the community sensitivity of urban population towards

Correlation, necessity, and sufficiency: Common errors in the scientific reasoning of undergraduate students for interpreting experiments.

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Coleman, Aaron B; Lam, Diane P; Soowal, Lara N

2015-01-01

Gaining an understanding of how science works is central to an undergraduate education in biology and biochemistry. The reasoning required to design or interpret experiments that ask specific questions does not come naturally, and is an essential part of the science process skills that must be learned for an understanding of how scientists conduct research. Gaps in these reasoning skills make it difficult for students to become proficient in reading primary scientific literature. In this study, we assessed the ability of students in an upper-division biochemistry laboratory class to use the concepts of correlation, necessity, and sufficiency in interpreting experiments presented in a format and context that is similar to what they would encounter when reading a journal article. The students were assessed before and after completion of a laboratory module where necessary vs. sufficient reasoning was used to design and interpret experiments. The assessment identified two types of errors that were commonly committed by students when interpreting experimental data. When presented with an experiment that only establishes a correlation between a potential intermediate and a known effect, students frequently interpreted the intermediate as being sufficient (causative) for the effect. Also, when presented with an experiment that tests only necessity for an intermediate, they frequently made unsupported conclusions about sufficiency, and vice versa. Completion of the laboratory module and instruction in necessary vs. sufficient reasoning showed some promise for addressing these common errors. © 2015 The International Union of Biochemistry and Molecular Biology.

A socio-sports model of disordered eating among Brazilian male athletes.

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Fortes, Leonardo de Sousa; Ferreira, Maria Elisa Caputo; de Oliveira, Saulo Melo Fernandes; Cyrino, Edilson Serpeloni; Almeida, Sebastião Sousa

2015-09-01

The objective of this study was to develop a socio-sports model of disordered eating (DE) in Brazilian male athletes. Three hundred and twenty one athletes over 12 years of age from 18 different sports modalities were investigated. The Eating Attitudes Test (EAT-26) was applied to evaluate DE. The Body Shape Questionnaire (BSQ) was used to evaluate athlete dissatisfaction with body fat levels. The Muscularity Concern subscale of the Drive for Muscularity Scale (DMS) was used to evaluate athlete dissatisfaction with muscularity levels. To investigate the influence of sociocultural factors on body image, the Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) was applied. Body fat was estimated by skinfold measurement. Demographic data were collected (competitive level and training regimen). Structural equation modelling was conducted to analyse the relationships between research variables and the factors that mediate them. The results indicated that the sociocultural factors and body fat dissatisfaction adhered to socio-sports model of DE (X(2) = 18.50, p = .001, RMSEA = .069, GFI = .97, AGFI = .91, TLI = .93). The BSQ accurately predicted the relationship between SATAQ-3 and EAT-26 (R(2) = .08, p = 0.001) scores. A direct relationship between the SATAQ-3 and EAT-26 (R(2) = .07, p = 0.01) and BSQ (R(2) = .10, p = 0.001) scores was identified. No relationship was found between structural equation model and Muscularity Concern (R(2) = .02, p = 0.14), competitive level (R(2) = .01, p = 0.19), training regimen (R(2) = .03, p = 0.11) or body fat (R(2) = .02, p = 0.14). The results suggest that sociocultural factors and body fat dissatisfaction follow the socio-sports model of DE in Brazilian male athletes. Copyright © 2015 Elsevier Ltd. All rights reserved.

Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

Science.gov (United States)

Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

2018-02-01

Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson's Classroom Test of Scientific Reasoning in predicting success in a major's introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.

Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

Science.gov (United States)

Ronelus, Wednaud J.

The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

Modeling mental spatial reasoning about cardinal directions.

Science.gov (United States)

Schultheis, Holger; Bertel, Sven; Barkowsky, Thomas

2014-01-01

This article presents research into human mental spatial reasoning with orientation knowledge. In particular, we look at reasoning problems about cardinal directions that possess multiple valid solutions (i.e., are spatially underdetermined), at human preferences for some of these solutions, and at representational and procedural factors that lead to such preferences. The article presents, first, a discussion of existing, related conceptual and computational approaches; second, results of empirical research into the solution preferences that human reasoners actually have; and, third, a novel computational model that relies on a parsimonious and flexible spatio-analogical knowledge representation structure to robustly reproduce the behavior observed with human reasoners. Copyright © 2014 Cognitive Science Society, Inc.

Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment

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Anker-Hansen, Jens; Andrée, Maria

2015-01-01

This article reports from an empirical study on the affordances and constraints for using staged socio-political debates for authentic summative assessment of scientific literacy. The article focuses on conditions for student participation and what purposes emerge in student interaction in a socio-political debate. As part of the research project,…

Models of clinical reasoning with a focus on general practice: A critical review.

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Yazdani, Shahram; Hosseinzadeh, Mohammad; Hosseini, Fakhrolsadat

2017-10-01

Diagnosis lies at the heart of general practice. Every day general practitioners (GPs) visit patients with a wide variety of complaints and concerns, with often minor but sometimes serious symptoms. General practice has many features which differentiate it from specialty care setting, but during the last four decades little attention was paid to clinical reasoning in general practice. Therefore, we aimed to critically review the clinical reasoning models with a focus on the clinical reasoning in general practice or clinical reasoning of general practitioners to find out to what extent the existing models explain the clinical reasoning specially in primary care and also identity the gaps of the model for use in primary care settings. A systematic search to find models of clinical reasoning were performed. To have more precision, we excluded the studies that focused on neurobiological aspects of reasoning, reasoning in disciplines other than medicine decision making or decision analysis on treatment or management plan. All the articles and documents were first scanned to see whether they include important relevant contents or any models. The selected studies which described a model of clinical reasoning in general practitioners or with a focus on general practice were then reviewed and appraisal or critics of other authors on these models were included. The reviewed documents on the model were synthesized. Six models of clinical reasoning were identified including hypothetic-deductive model, pattern recognition, a dual process diagnostic reasoning model, pathway for clinical reasoning, an integrative model of clinical reasoning, and model of diagnostic reasoning strategies in primary care. Only one model had specifically focused on general practitioners reasoning. A Model of clinical reasoning that included specific features of general practice to better help the general practitioners with the difficulties of clinical reasoning in this setting is needed.

Models of clinical reasoning with a focus on general practice: a critical review

Directory of Open Access Journals (Sweden)

SHAHRAM YAZDANI

2017-10-01

Full Text Available Introduction: Diagnosis lies at the heart of general practice. Every day general practitioners (GPs visit patients with a wide variety of complaints and concerns, with often minor but sometimes serious symptoms. General practice has many features which differentiate it from specialty care setting, but during the last four decades little attention was paid to clinical reasoning in general practice. Therefore, we aimed to critically review the clinical reasoning models with a focus on the clinical reasoning in general practice or clinical reasoning of general practitioners to find out to what extent the existing models explain the clinical reasoning specially in primary care and also identity the gaps of the model for use in primary care settings Methods: A systematic search to find models of clinical reasoning were performed. To have more precision, we excluded the studies that focused on neurobiological aspects of reasoning, reasoning in disciplines other than medicine decision making or decision analysis on treatment or management plan. All the articles and documents were first scanned to see whether they include important relevant contents or any models. The selected studies which described a model of clinical reasoning in general practitioners or with a focus on general practice were then reviewed and appraisal or critics of other authors on these models were included. The reviewed documents on the model were synthesized Results: Six models of clinical reasoning were identified including hypothetic-deductive model, pattern recognition, a dual process diagnostic reasoning model, pathway for clinical reasoning, an integrative model of clinical reasoning, and model of diagnostic reasoning strategies in primary care. Only one model had specifically focused on general practitioners reasoning. Conclusion: A Model of clinical reasoning that included specific features of general practice to better help the general practitioners with the difficulties

Including policy and management in socio-hydrology models: initial conceptualizations

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Hermans, Leon; Korbee, Dorien

2017-04-01

Socio-hydrology studies the interactions in coupled human-water systems. So far, the use of dynamic models that capture the direct feedback between societal and hydrological systems has been dominant. What has not yet been included with any particular emphasis, is the policy or management layer, which is a central element in for instance integrated water resources management (IWRM) or adaptive delta management (ADM). Studying the direct interactions between human-water systems generates knowledges that eventually helps influence these interactions in ways that may ensure better outcomes - for society and for the health and sustainability of water systems. This influence sometimes occurs through spontaneous emergence, uncoordinated by societal agents - private sector, citizens, consumers, water users. However, the term 'management' in IWRM and ADM also implies an additional coordinated attempt through various public actors. This contribution is a call to include the policy and management dimension more prominently into the research focus of the socio-hydrology field, and offers first conceptual variables that should be considered in attempts to include this policy or management layer in socio-hydrology models. This is done by drawing on existing frameworks to study policy processes throughout both planning and implementation phases. These include frameworks such as the advocacy coalition framework, collective learning and policy arrangements, which all emphasis longer-term dynamics and feedbacks between actor coalitions in strategic planning and implementation processes. A case about longter-term dynamics in the management of the Haringvliet in the Netherlands is used to illustrate the paper.

Biomonitoring in occupational health: Scientific, socio-ethical, and regulatory issues

International Nuclear Information System (INIS)

Viau, Claude

2005-01-01

Biomonitoring is one of the best available tools for the prevention of deleterious effects resulting from occupational exposure to chemicals. The availability of analytical techniques having low detection limits allows for the measurement of numerous biomarkers. Complemented with quality control programs, our ability to collect validated information on exposure to toxicants improves. This is important as exposure doses tend to decrease in workplaces. Concurrently, there is an increasing preoccupation towards skin exposure, which cannot currently be reliably assessed through external measurements. Furthermore, as lower exposure doses are encountered, background concentrations of some biomarkers become a serious limitation to their use. This prompts researchers to seek for minor, more specific metabolites, that may however be produced through metabolic pathways that are prone to larger inter-individual variations. Assessment of exposure to complex mixtures of chemicals is another major challenge. There is a growing interest towards ethical issues in biomonitoring. The understanding of the advantages and of the limits of this preventive approach may be very different among occupational health professionals, but more importantly, between health professionals and those they are seeking to protect, i.e., the workers themselves. Many organizations have proposed guideline values for biomarker concentrations, but these seldom find their way in the various countries' bylaws. One underlying reason might be the greater complexity of the scientific aspects of biomarkers, whose understanding is required to set limit values, compared to the process of setting airborne limit concentrations. But the fact that the latter does not consider all aspects of biological complexity does not make it more reliable

Improving statistical reasoning theoretical models and practical implications

CERN Document Server

Sedlmeier, Peter

1999-01-01

This book focuses on how statistical reasoning works and on training programs that can exploit people''s natural cognitive capabilities to improve their statistical reasoning. Training programs that take into account findings from evolutionary psychology and instructional theory are shown to have substantially larger effects that are more stable over time than previous training regimens. The theoretical implications are traced in a neural network model of human performance on statistical reasoning problems. This book apppeals to judgment and decision making researchers and other cognitive scientists, as well as to teachers of statistics and probabilistic reasoning.

Developing a Construct-Based Assessment to Examine Students' Analogical Reasoning around Physical Models in Earth Science

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Rivet, Ann E.; Kastens, Kim A.

2012-01-01

In recent years, science education has placed increasing importance on learners' mastery of scientific reasoning. This growing emphasis presents a challenge for both developers and users of assessments. We report on our effort around the conceptualization, development, and testing the validity of an assessment of students' ability to reason around…

Modeling visual problem solving as analogical reasoning.

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Lovett, Andrew; Forbus, Kenneth

2017-01-01

We present a computational model of visual problem solving, designed to solve problems from the Raven's Progressive Matrices intelligence test. The model builds on the claim that analogical reasoning lies at the heart of visual problem solving, and intelligence more broadly. Images are compared via structure mapping, aligning the common relational structure in 2 images to identify commonalities and differences. These commonalities or differences can themselves be reified and used as the input for future comparisons. When images fail to align, the model dynamically rerepresents them to facilitate the comparison. In our analysis, we find that the model matches adult human performance on the Standard Progressive Matrices test, and that problems which are difficult for the model are also difficult for people. Furthermore, we show that model operations involving abstraction and rerepresentation are particularly difficult for people, suggesting that these operations may be critical for performing visual problem solving, and reasoning more generally, at the highest level. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A generative model for scientific concept hierarchies.

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Datta, Srayan; Adar, Eytan

2018-01-01

In many scientific disciplines, each new 'product' of research (method, finding, artifact, etc.) is often built upon previous findings-leading to extension and branching of scientific concepts over time. We aim to understand the evolution of scientific concepts by placing them in phylogenetic hierarchies where scientific keyphrases from a large, longitudinal academic corpora are used as a proxy of scientific concepts. These hierarchies exhibit various important properties, including power-law degree distribution, power-law component size distribution, existence of a giant component and less probability of extending an older concept. We present a generative model based on preferential attachment to simulate the graphical and temporal properties of these hierarchies which helps us understand the underlying process behind scientific concept evolution and may be useful in simulating and predicting scientific evolution.

A generative model for scientific concept hierarchies

Science.gov (United States)

Adar, Eytan

2018-01-01

In many scientific disciplines, each new ‘product’ of research (method, finding, artifact, etc.) is often built upon previous findings–leading to extension and branching of scientific concepts over time. We aim to understand the evolution of scientific concepts by placing them in phylogenetic hierarchies where scientific keyphrases from a large, longitudinal academic corpora are used as a proxy of scientific concepts. These hierarchies exhibit various important properties, including power-law degree distribution, power-law component size distribution, existence of a giant component and less probability of extending an older concept. We present a generative model based on preferential attachment to simulate the graphical and temporal properties of these hierarchies which helps us understand the underlying process behind scientific concept evolution and may be useful in simulating and predicting scientific evolution. PMID:29474409

Scientific Habits of Mind in Virtual Worlds

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Steinkuehler, Constance; Duncan, Sean

2008-12-01

In today's increasingly "flat" world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular, we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in "social knowledge construction" rather than social banter. Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument.

An extended dual search space model of scientific discovery learning

NARCIS (Netherlands)

van Joolingen, Wouter; de Jong, Anthonius J.M.

1997-01-01

This article describes a theory of scientific discovery learning which is an extension of Klahr and Dunbar''s model of Scientific Discovery as Dual Search (SDDS) model. We present a model capable of describing and understanding scientific discovery learning in complex domains in terms of the SDDS

Cognitive Trait Modelling: The Case of Inductive Reasoning Ability

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Kinshuk, Taiyu Lin; McNab, Paul

2006-01-01

Researchers have regarded inductive reasoning as one of the seven primary mental abilities that account for human intelligent behaviours. Researchers have also shown that inductive reasoning ability is one of the best predictors for academic performance. Modelling of inductive reasoning is therefore an important issue for providing adaptivity in…

Synchronous international scientific mobility in the space of affiliations: evidence from Russia.

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Markova, Yulia V; Shmatko, Natalia A; Katchanov, Yurij L

2016-01-01

The article presents a survey of Russian researchers' synchronous international scientific mobility as an element of the global system of scientific labor market. Synchronous international scientific mobility is a simultaneous holding of scientific positions in institutions located in different countries. The study explores bibliometric data from the Web of Science Core Collection and socio-economic indicators for 56 countries. In order to examine international scientific mobility, we use a method of affiliations. The paper introduces a model of synchronous international scientific mobility. It enables to specify country's involvement in the international division of scientific labor. Synchronous international scientific mobility is a modern form of the international division of labor in science. It encompasses various forms of part-time, temporary and remote employment of scientists. The analysis reveals the distribution of Russian authors in the space of affiliations, and directions of upward/downward international scientific mobility. The bibliometric characteristics of mobile authors are isomorphic to those of receiver country authors. Synchronous international scientific mobility of Russian authors is determined by differences in scientific impacts between receiver and donor countries.

Socio-economic applications of finite state mean field games.

Science.gov (United States)

Gomes, Diogo; Velho, Roberto M; Wolfram, Marie-Therese

2014-11-13

In this paper, we present different applications of finite state mean field games to socio-economic sciences. Examples include paradigm shifts in the scientific community or consumer choice behaviour in the free market. The corresponding finite state mean field game models are hyperbolic systems of partial differential equations, for which we present and validate different numerical methods. We illustrate the behaviour of solutions with various numerical experiments, which show interesting phenomena such as shock formation. Hence, we conclude with an investigation of the shock structure in the case of two-state problems. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Theoretical and practical significance of formal reasoning

Science.gov (United States)

Linn, Marcia C.

Piaget's theory has profoundly influenced science education research. Following Piaget, researchers have focused on content-free strategies, developmentally based mechanisms, and structural models of each stage of reasoning. In practice, factors besides those considered in Piaget's theory influence whether or not a theoretically available strategy is used. Piaget's focus has minimized the research attention placed on what could be called practical factors in reasoning. Practical factors are factors that influence application of a theoretically available strategy, for example, previous experience with the task content, familiarity with task instructions, or personality style of the student. Piagetian theory has minimized the importance of practical factors and discouraged investigation of (1) the role of factual knowledge in reasoning, (2) the diagnosis of specific, task-based errors in reasoning, (3) the influence of individual aptitudes on reasoning (e.g., field dependence-independence), and (4) the effect of educational interventions designed to change reasoning. This article calls for new emphasis on practical factors in reasoning and suggests why research on practical factors in reasoning will enhance our understanding of how scientific reasoning is acquired and of how science education programs can foster it.

University Students' Knowledge Structures and Informal Reasoning on the Use of Genetically Modified Foods: Multidimensional Analyses

Science.gov (United States)

Wu, Ying-Tien

2013-10-01

This study aims to provide insights into the role of learners' knowledge structures about a socio-scientific issue (SSI) in their informal reasoning on the issue. A total of 42 non-science major university students' knowledge structures and informal reasoning were assessed with multidimensional analyses. With both qualitative and quantitative analyses, this study revealed that those students with more extended and better-organized knowledge structures, as well as those who more frequently used higher-order information processing modes, were more oriented towards achieving a higher-level informal reasoning quality. The regression analyses further showed that the "richness" of the students' knowledge structures explained 25 % of the variation in their rebuttal construction, an important indicator of reasoning quality, indicating the significance of the role of students' sophisticated knowledge structure in SSI reasoning. Besides, this study also provides some initial evidence for the significant role of the "core" concept within one's knowledge structure in one's SSI reasoning. The findings in this study suggest that, in SSI-based instruction, science instructors should try to identify students' core concepts within their prior knowledge regarding the SSI, and then they should try to guide students to construct and structure relevant concepts or ideas regarding the SSI based on their core concepts. Thus, students could obtain extended and well-organized knowledge structures, which would then help them achieve better learning transfer in dealing with SSIs.

Risk analysis-based food safety policy: scientific factors versus socio-cultural factors

NARCIS (Netherlands)

Rosa, P.; Knapen, van F.; Brom, F.W.A.

2008-01-01

The purpose of this article is to illustrate the importance of socio-cultural factors in risk management and the need to incorporate these factors in a standard, internationally recognized (wto) framework. This was achieved by analysing the relevance of these factors in 3 cases
The purpose of

Shaping the future of marine socio-ecological systems research: when early-career researchers meet the seniors

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Drakou, Evangelia G.; Kermagoret, Charlène; Comte, Adrien; Trapman, Brita; Rice, Jake C.

2017-01-01

As the environmental issues facing our planet change, scientific efforts need to inform the sustainable management of marine resources by adopting a socio-ecological systems approach. Taking the symposium on “Understanding marine socio-ecological systems: including the human dimension in Integrated

Accidental naturalism: criticism of a theoretical model of socio-ecological legitimacy

Directory of Open Access Journals (Sweden)

Santiago M. Cruzada

2017-11-01

Full Text Available This article proposes the need for a theoretical review on the current epistemological assumption that establishes the dichotomy nature-society as a cornerstone of a broad worldview for western contexts. We will discuss the anthropological perspectives that assume that in these spaces, generically without nuances, social practice and ideas are not constructed in such a close relationship to the environment, falling under a belief that nature exists outside the human will. We will debate the naive ethnological essentialism that position naturalism as a central model of a socio-european worldview, characterized by dualistic patterns that have enabled monistic paradigms of socio-ecological relationships to be established at the same time, and in contrast to this, in other parts of the world.

Assessing climate change and associated socio-economic scenarios for arable farming in the Netherlands: An application of benchmarking and bio-economic farm modelling

NARCIS (Netherlands)

Kanellopoulos, A.; Reidsma, P.; Wolf, J.; Ittersum, van M.K.

2014-01-01

Future farming systems are challenged to adapt to the changing socio-economic and bio-physical environment in order to remain competitive and to meet the increasing requirements for food and fibres. The scientific challenge is to evaluate the consequences of predefined scenarios, identify current

Model-based reasoning and the control of process plants

International Nuclear Information System (INIS)

Vaelisuo, Heikki

1993-02-01

In addition to feedback control, safe and economic operation of industrial process plants requires discrete-event type logic control like for example automatic control sequences, interlocks, etc. A lot of complex routine reasoning is involved in the design and verification and validation (VandV) of such automatics. Similar reasoning tasks are encountered during plant operation in action planning and fault diagnosis. The low-level part of the required problem solving is so straightforward that it could be accomplished by a computer if only there were plant models which allow versatile mechanised reasoning. Such plant models and corresponding inference algorithms are the main subject of this report. Deep knowledge and qualitative modelling play an essential role in this work. Deep knowledge refers to mechanised reasoning based on the first principles of the phenomena in the problem domain. Qualitative modelling refers to knowledge representation formalism and related reasoning methods which allow solving problems on an abstraction level higher than for example traditional simulation and optimisation. Prolog is a commonly used platform for artificial intelligence (Al) applications. Constraint logic languages like CLP(R) and Prolog-III extend the scope of logic programming to numeric problem solving. In addition they allow a programming style which often reduces the computational complexity significantly. An approach to model-based reasoning implemented in constraint logic programming language CLP(R) is presented. The approach is based on some of the principles of QSIM, an algorithm for qualitative simulation. It is discussed how model-based reasoning can be applied in the design and VandV of plant automatics and in action planning during plant operation. A prototype tool called ISIR is discussed and some initial results obtained during the development of the tool are presented. The results presented originate from preliminary test results of the prototype obtained

Health, Supportive Environments, and the Reasonable Person Model

Science.gov (United States)

Stephen Kaplan; Rachel Kaplan

2003-01-01

The Reasonable Person Model is a conceptual framework that links environmental factors with human behavior. People are more reasonable, cooperative, helpful, and satisfied when the environment supports their basic informational needs. The same environmental supports are important factors in enhancing human health. We use this framework to identify the informational...

Eco-socio Impact of Mineral Resource Mining in the Karamoja ...

African Journals Online (AJOL)

Eco-socio Impact of Mineral Resource Mining in the Karamoja Region of ... Oftentimes, the economic aspect of mining overshadows ecological and social needs in ... For that reason, Karamoja region has experienced violent ethnic conflicts, ...

Authentic scientific data collection in support of an integrative model-based class: A framework for student engagement in the classroom

Science.gov (United States)

Sorensen, A. E.; Dauer, J. M.; Corral, L.; Fontaine, J. J.

2017-12-01

A core component of public scientific literacy, and thereby informed decision-making, is the ability of individuals to reason about complex systems. In response to students having difficulty learning about complex systems, educational research suggests that conceptual representations, or mental models, may help orient student thinking. Mental models provide a framework to support students in organizing and developing ideas. The PMC-2E model is a productive tool in teaching ideas of modeling complex systems in the classroom because the conceptual representation framework allows for self-directed learning where students can externalize systems thinking. Beyond mental models, recent work emphasizes the importance of facilitating integration of authentic science into the formal classroom. To align these ideas, a university class was developed around the theme of carnivore ecology, founded on PMC-2E framework and authentic scientific data collection. Students were asked to develop a protocol, collect, and analyze data around a scientific question in partnership with a scientist, and then use data to inform their own learning about the system through the mental model process. We identified two beneficial outcomes (1) scientific data is collected to address real scientific questions at a larger scale and (2) positive outcomes for student learning and views of science. After participating in the class, students report enjoying class structure, increased support for public understanding of science, and shifts in nature of science and interest in pursuing science metrics on post-assessments. Further work is ongoing investigating the linkages between engaging in authentic scientific practices that inform student mental models, and how it might promote students' systems-thinking skills, implications for student views of nature of science, and development of student epistemic practices.

Choices Matter, but How Do We Model Them?

Science.gov (United States)

Brelsford, C.; Dumas, M.

2017-12-01

Quantifying interactions between social systems and the physical environment we live within has long been a major scientific challenge. Humans have had such a large influence on our environment that it is no longer reasonable to consider the behavior of an ecological or hydrological system from a purely `physical' perspective: imagining a system that excludes the influence of human choices and behavior. Understanding the role that human social choices play in the energy water nexus is crucial for developing accurate models in that space. The relatively new field of socio-hydrology is making progress towards understanding the role humans play in hydrological systems. While this fact is now widely recognized across the many academic fields that study water systems, we have yet to develop a coherent set of theories for how to model the behavior of these complex and highly interdependent socio-hydrological systems. How should we conceptualize hydrological systems as socio-ecological systems (i.e. system with variables, states, parameters, actors who can control certain variables and a sense of the desirability of states) within which the rigorous study of feedbacks becomes possible? This talk reviews the state of knowledge of how social decisions around water consumption, allocation, and transport influence and are influenced by the physical hydrology that water also moves within. We cover recent papers in socio-hydrology, engineering, water law, and institutional analysis. There have been several calls within socio-hydrology to model human social behavior endogenously along with the hydrology. These improvements are needed across a range of spatial and temporal scales. We suggest two potential strategies for coupled models that allow endogenous water consumption behavior: a social first model which looks for empirical relationships between water consumption and allocation choices and the hydrological state, and a hydrology first model in which we look for regularities

Information Behavior: A Socio-Cognitive Ability

Directory of Open Access Journals (Sweden)

Amanda Spink

2007-04-01

Full Text Available How has human information behavior evolved? Our paper explores this question in the form of notions, models and theories about the relationship between information behavior and human evolution. Alexander's Ecological Dominance and Social Competition/Cooperation (EDSC model currently provides the most comprehensive overview of human traits in the development of a theory of human evolution and sociality. His model provides a basis for explaining the evolution of human socio-cognitive abilities, including ecological dominance, and social competition/cooperation. Our paper examines the human trait of information behavior as a socio-cognitive ability related to ecological dominance, and social competition/cooperation. The paper first outlines what is meant by information behavior from various interdisciplinary perspectives. We propose that information behavior is a socio-cognitive ability that is related to and enables other socio-cognitive abilities such as human ecological dominance, and social competition/cooperation. The paper reviews the current state of evolutionary approaches to information behavior and future directions for this research

Learning of science concepts within a traditional socio-cultural ...

African Journals Online (AJOL)

The learning of science concepts within a traditional socio-cultural environment were investigated by looking at: 1) the nature of \\"cognitive border crossing\\" exhibited by the students from the traditional to the scientific worldview, and 2) whether or not three learning theories / hypotheses: border crossing, collaterality, and ...

Analysis of Causality Relationship of Components of Socio-ecological and Socio-economical System for Management of the Outermost Small Islands: A Case of Lingayan Island, Central Sulawesi

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Mohammad Saleh Lubis

2014-05-01

Full Text Available Indonesia has more than 17,506 islands and 92 islands of them are outermost small islands.  Lingayan is one of them located in Northwest of Sulawesi Island and it has geostrategic role to determine the sea boundaries of Indonesian State (NKRI including the territorial seas, the exclusive economic zone and the continental shelf.  Recently, the coastal ecosystems of Lingayan has degraded and the island’s economy is weak so they cannot support the life’s survival of inhabiting people. This condition could weaken the geostrategic role in accordance with article 121 Chapter VIII of the United Nations Convention on the Law of the Sea (UNCLOS. Based on the above reasons, the study aim to examine and assess the causal relation of components in the socio-ecological and socio-economical systems as a basis for management of the Lingayan Island with target on conservation of coastal ecosystems and growth of inhabitant’ business economic.  Causalities relations within components were built using Statistic Equation Model (SEM with AMOS method and 40 constructed indicators as well as determinate the suitability program using Analytical Hierarchy Process (AHP.  The research showed that there is relationship between the components of socio-ecological systems as indicated by the fit model of causal relation path diagram that provides chi square value = 236.994, RMSEA = 0.083, GFI = 0.884.  Furthermore, there is relationship between the components of socio-economical that provides chi square value = 192.824, RMSEA = 0.081, GFI = 0.900. The most appropriate programs are seaweed cultivation (34.0% and restoration (23.4%.

Sustainable Livestock Farming for Improving Socio-Economic Condition

Directory of Open Access Journals (Sweden)

Mohammad Shamsuddoha

2013-01-01

Full Text Available Sustainability is the most effective concept to improve socio-economic condition, including environment. Constructive socio-economic changes are getting priority in recent years among academia and business sector in Bangladesh. Bangladesh poultry sub-sector has long supply chains having associated with various stakeholders. In this paper, a case poultry farm was taken to examine a production process that links with socio-economic benefits. Design science method under the quantitative paradigm was chosen to develop a model for the case industry. A Simulation model was developed using simul8 software to construct the real poultry operation. The objectives of this paper are to construct a sustainable model for a case poultry industry along with socio-economic issues. Later, simulated model output will examine it through various performance indicators (KPIs to find out the impacts on socio-economic benefits. Numbers of KPIs have been briefly discussed in light of the research problem to illustrate positive effects of sustainable production.

Modelling the impact of future socio-economic and climate change scenarios on river microbial water quality.

Science.gov (United States)

Islam, M M Majedul; Iqbal, Muhammad Shahid; Leemans, Rik; Hofstra, Nynke

2018-03-01

Microbial surface water quality is important, as it is related to health risk when the population is exposed through drinking, recreation or consumption of irrigated vegetables. The microbial surface water quality is expected to change with socio-economic development and climate change. This study explores the combined impacts of future socio-economic and climate change scenarios on microbial water quality using a coupled hydrodynamic and water quality model (MIKE21FM-ECOLab). The model was applied to simulate the baseline (2014-2015) and future (2040s and 2090s) faecal indicator bacteria (FIB: E. coli and enterococci) concentrations in the Betna river in Bangladesh. The scenarios comprise changes in socio-economic variables (e.g. population, urbanization, land use, sanitation and sewage treatment) and climate variables (temperature, precipitation and sea-level rise). Scenarios have been developed building on the most recent Shared Socio-economic Pathways: SSP1 and SSP3 and Representative Concentration Pathways: RCP4.5 and RCP8.5 in a matrix. An uncontrolled future results in a deterioration of the microbial water quality (+75% by the 2090s) due to socio-economic changes, such as higher population growth, and changes in rainfall patterns. However, microbial water quality improves under a sustainable scenario with improved sewage treatment (-98% by the 2090s). Contaminant loads were more influenced by changes in socio-economic factors than by climatic change. To our knowledge, this is the first study that combines climate change and socio-economic development scenarios to simulate the future microbial water quality of a river. This approach can also be used to assess future consequences for health risks. Copyright © 2017 The Authors. Published by Elsevier GmbH.. All rights reserved.

Varieties of clinical reasoning.

Science.gov (United States)

Bolton, Jonathan W

2015-06-01

Clinical reasoning comprises a variety of different modes of inference. The modes that are practiced will be influenced by the sociological characteristics of the clinical settings and the tasks to be performed by the clinician. This article presents C.S. Peirce's typology of modes of inference: deduction, induction and abduction. It describes their differences and their roles as stages in scientific argument. The article applies the typology to reasoning in clinical settings. The article describes their differences, and their roles as stages in scientific argument. It then applies the typology to reasoning in typical clinical settings. Abduction is less commonly taught or discussed than induction and deduction. However, it is a common mode of inference in clinical settings, especially when the clinician must try to make sense of a surprising phenomenon. Whether abduction is followed up with deductive and inductive verification is strongly influenced by situational constraints and the cognitive and psychological stamina of the clinician. Recognizing the inevitability of abduction in clinical practice and its value to discovery is important to an accurate understanding of clinical reasoning. © 2015 John Wiley & Sons, Ltd.

Socio-technical Betwixtness

DEFF Research Database (Denmark)

Bossen, Claus

2017-01-01

the intrinsically social and technical interwovenness of design, and the necessity of including affected people and stakeholders in the design process. This betwixtness of socio-technical design is demonstrated by the analysis of two IT systems for healthcare: a foundational model for electronic healthcare records......This chapter focusses on two challenges for socio-technical design: Having to choose between different rationales for design, and the adequate understanding and depiction of the work to be redesigned. These two challenges betwixt the otherwise strong tenets of socio-technical design of pointing out......, and an IT system organizing hospital porters’ work. The conceptual background for the analysis of the cases is provided by a short introduction to different rationales for organizational design, and by pointing to the differences between a linear, rationalistic versus an interactional depiction of work....

A participative model for undertaking and evaluating scientific communication in Earth Observation

Science.gov (United States)

L'Astorina, Alba; Tomasoni, Irene

2015-04-01

public administrations and citizens. This initiative aims at introducing students to the world of the research and scientific production and vice versa to connect scientists with the educational world, its language and its teaching models. The exchange Research-School is mutual and real. The goal is so twofold: introducing students to a critical/concrete vision of the scientific process and inviting scientists to reflect on PCST activities, participative models and their critical aspects Doing so, in fact, researchers have the chance to open a dialogue with the educational world - to better understand it, its lacks, needs, reasoning and, as a result, improve their own communication/involvement approaches. At the same time, schools, being co-players of a scientific research project and following side by side scientists in their procedures, can actively participate, give personal contributions and feedbacks. The initiative represents an attempt of 'participative research' in which researchers and students can freely express their expectations, acquire information, test new approaches and build together a piece of knowledge. The proposal makes use of participative methodologies and qualitative tools for evaluating the involvement of students, teachers and researchers and analyzing the communication model implied in the relation among them. In EGU presentation the first results of this evaluation process will be reported.

Modelling and Analysing Socio-Technical Systems

DEFF Research Database (Denmark)

Aslanyan, Zaruhi; Ivanova, Marieta Georgieva; Nielson, Flemming

2015-01-01

Modern organisations are complex, socio-technical systems consisting of a mixture of physical infrastructure, human actors, policies and processes. An in-creasing number of attacks on these organisations exploits vulnerabilities on all different levels, for example combining a malware attack...

Modeling and Analysing Socio-Technical Systems

NARCIS (Netherlands)

Aslanyan, Zaruhi; Ivanova, Marieta G.; Nielson, Flemming; Probst, Christian W.

2015-01-01

Modern organisations are complex, socio-technical systems consisting of a mixture of physical infrastructure, human actors, policies and processes. An in- creasing number of attacks on these organisations exploits vulnerabilities on all different levels, for example combining a malware attack with

A Model-based Avionic Prognostic Reasoner (MAPR)

Data.gov (United States)

National Aeronautics and Space Administration — The Model-based Avionic Prognostic Reasoner (MAPR) presented in this paper is an innovative solution for non-intrusively monitoring the state of health (SoH) and...

[Schizophrenia and modern culture: reasons for insanity].

Science.gov (United States)

Pérez-Álvarez, Marino

2012-02-01

After pointing out the uncertainty and confusion to which neurobiological research has led schizophrenia, as shown and acknowledged in recent reviews, we offer seven reasons for reconsidering schizophrenia a disorder of the self, rather than of the brain. The first reason starts out conceiving schizophrenia as a disorder of the self, in the perspective of current phenomenology. The second relates the fact of its recent origin (as of 1750) with the particular configuration of the modern self and with the great transformation of the community into a society of individuals (industrialization, urbanization). The third reason emphasizes the affinity between schizophrenia and adolescence, a critical age in the formation of the self, which started to be problematic at the end of the 18th century. The fourth is the better prognosis of schizophrenia in developing countries, in comparison to developed countries, which probably has to do with the process of modernization (which still maintains community structures in less developed countries). The fifth is the high incidence of schizophrenia among immigrants, as a fact to be explained in terms of a socio-evolutionary model. The sixth reason reviews the genetic legend of schizophrenia, and how epigenetics gives protagonism back to the environment. The seventh and last reason refers to the reconsideration of psychological therapy as the possible treatment of choice and not merely an adjunct to medication, as it is known that, for patients, interpersonal chemistry is more important than neurochemistry.

Structured Statistical Models of Inductive Reasoning

Science.gov (United States)

Kemp, Charles; Tenenbaum, Joshua B.

2009-01-01

Everyday inductive inferences are often guided by rich background knowledge. Formal models of induction should aim to incorporate this knowledge and should explain how different kinds of knowledge lead to the distinctive patterns of reasoning found in different inductive contexts. This article presents a Bayesian framework that attempts to meet…

A dynamic model of reasoning and memory.

Science.gov (United States)

Hawkins, Guy E; Hayes, Brett K; Heit, Evan

2016-02-01

Previous models of category-based induction have neglected how the process of induction unfolds over time. We conceive of induction as a dynamic process and provide the first fine-grained examination of the distribution of response times observed in inductive reasoning. We used these data to develop and empirically test the first major quantitative modeling scheme that simultaneously accounts for inductive decisions and their time course. The model assumes that knowledge of similarity relations among novel test probes and items stored in memory drive an accumulation-to-bound sequential sampling process: Test probes with high similarity to studied exemplars are more likely to trigger a generalization response, and more rapidly, than items with low exemplar similarity. We contrast data and model predictions for inductive decisions with a recognition memory task using a common stimulus set. Hierarchical Bayesian analyses across 2 experiments demonstrated that inductive reasoning and recognition memory primarily differ in the threshold to trigger a decision: Observers required less evidence to make a property generalization judgment (induction) than an identity statement about a previously studied item (recognition). Experiment 1 and a condition emphasizing decision speed in Experiment 2 also found evidence that inductive decisions use lower quality similarity-based information than recognition. The findings suggest that induction might represent a less cautious form of recognition. We conclude that sequential sampling models grounded in exemplar-based similarity, combined with hierarchical Bayesian analysis, provide a more fine-grained and informative analysis of the processes involved in inductive reasoning than is possible solely through examination of choice data. PsycINFO Database Record (c) 2016 APA, all rights reserved.

Germany's socio-economic model and the Euro crisis

Directory of Open Access Journals (Sweden)

Michael Dauderstädt

2013-03-01

Full Text Available Germany's socio-economic model, the "social market economy", was established in West Germany after World War II and extended to the unified Germany in 1990. During a prolonged recession after the adoption of the Euro in 1998, major reforms (Agenda 2010 were introduced which many consider as the key of Germany's recent success. The reforms had mixed results: employment increased but has consisted to a large extent of precarious low-wage jobs. Growth depended on export surpluses based on an internal real devaluation (low unit labour costs which make Germany vulnerable to global recessions as in 2009. Overall inequality increased substantially.

A quantum probability model of causal reasoning

Directory of Open Access Journals (Sweden)

Jennifer S Trueblood

2012-05-01

Full Text Available People can often outperform statistical methods and machine learning algorithms in situations that involve making inferences about the relationship between causes and effects. While people are remarkably good at causal reasoning in many situations, there are several instances where they deviate from expected responses. This paper examines three situations where judgments related to causal inference problems produce unexpected results and describes a quantum inference model based on the axiomatic principles of quantum probability theory that can explain these effects. Two of the three phenomena arise from the comparison of predictive judgments (i.e., the conditional probability of an effect given a cause with diagnostic judgments (i.e., the conditional probability of a cause given an effect. The third phenomenon is a new finding examining order effects in predictive causal judgments. The quantum inference model uses the notion of incompatibility among different causes to account for all three phenomena. Psychologically, the model assumes that individuals adopt different points of view when thinking about different causes. The model provides good fits to the data and offers a coherent account for all three causal reasoning effects thus proving to be a viable new candidate for modeling human judgment.

Using Agent-Based Models in the Analysis and Forecast of Socio-Economic Development of Territories

Directory of Open Access Journals (Sweden)

Vitalii Nikolaevich Makoveev

2016-11-01

Full Text Available The purpose of the paper is to study the essence of agent-based modeling, defining its features and prospects of usage in the modeling of socio-economic development of territories and systematization of domestic and foreign approaches to the development of prototypes for agent-based models of territories. Information basis for the research comprised the works on agent-based modeling by Russian and foreign scholars, especially articles and monographs of scientists of the Central Economics and Mathematics Institute under the Russian Academy of Sciences, papers presented in an international journal The Journal of Artificial Societies and Social Simulation and other sources available on the Internet. The article presents theoretical and methodological foundations of agent-based models of territories. The author considers the concepts of “agent-based modeling” and “agent” and defines specifics of agent-based models in comparison with other types of simulation modeling. The paper also describes major stages of building agent-based models for territories and considers qualification requirements to a modeling subject. Furthermore, it reviews Russian and foreign approaches to the development of prototypes for agent-based models of territories. It has been determined that most of them deal with the modeling of spatial, territorial and socio-economic development of regions, cities and municipal entities. Agents in such models are presented by households, residents of regions and cities, enterprises and organizations operating in their territory, and public administration authorities (their inclusion in the model makes it possible to test different options of management impacts on territories by changing the model parameters, for instance, the introduction of certain prohibitions and quotas, issuance of permits, distribution of financial resources, etc.. At the end of the paper, the author formulates major conclusions. He shows the complexity faced

Indicators that influence prospective mathematics teachers representational and reasoning abilities

Science.gov (United States)

Darta; Saputra, J.

2018-01-01

Representational and mathematical reasoning ability are very important ability as basic in mathematics learning process. The 2013 curriculum suggests that the use of a scientific approach emphasizes higher order thinking skills. Therefore, a scientific approach is required in mathematics learning to improve ability of representation and mathematical reasoning. The objectives of this research are: (1) to analyze representational and reasoning abilities, (2) to analyze indicators affecting the ability of representation and mathematical reasoning, (3) to analyze scientific approaches that can improve the ability of representation and mathematical reasoning. The subject of this research is the students of mathematics prospective teachers in the first semester at Private Higher Education of Bandung City. The research method of this research was descriptive analysis. The research data were collected using reasoning and representation tests on sixty-one students. Data processing was done by descriptive analysis specified based on the indicators of representation ability and mathematical reasoning that influenced it. The results of this first-year study showed that students still had many weaknesses in reasoning and mathematical representation that were influenced by the ability to understand the indicators of both capabilities. After observing the results of the first-year research, then in the second and third year, the development of teaching materials with a scientific approach in accordance with the needs of prospective students was planned.

Complexity-Based Modeling of Scientific Capital: An Outline of Mathematical Theory

Directory of Open Access Journals (Sweden)

Yurij L. Katchanov

2014-01-01

measuring and assessing the accumulated recognition and the specific scientific power. The concept of scientific capital developed by Bourdieu is used in international social science research to explain a set of scholarly properties and practices. Mathematical modeling is applied as a lens through which the scientific capital is addressed. The principal contribution of this paper is an axiomatic characterization of scientific capital in terms of natural axioms. The application of the axiomatic method to scientific capital reveals novel insights into problem still not covered by mathematical modeling. Proposed model embraces the interrelations between separate sociological variables, providing a unified sociological view of science. Suggested microvariational principle is based upon postulate, which affirms that (under suitable conditions the observed state of the agent in scientific field maximizes scientific capital. Its value can be roughly imagined as a volume of social differences. According to the considered macrovariational principle, the actual state of scientific field makes so-called energy functional (which is associated with the distribution of scientific capital minimal.

Science Teachers' Analogical Reasoning

Science.gov (United States)

Mozzer, Nilmara Braga; Justi, Rosária

2013-08-01

Analogies can play a relevant role in students' learning. However, for the effective use of analogies, teachers should not only have a well-prepared repertoire of validated analogies, which could serve as bridges between the students' prior knowledge and the scientific knowledge they desire them to understand, but also know how to introduce analogies in their lessons. Both aspects have been discussed in the literature in the last few decades. However, almost nothing is known about how teachers draw their own analogies for instructional purposes or, in other words, about how they reason analogically when planning and conducting teaching. This is the focus of this paper. Six secondary teachers were individually interviewed; the aim was to characterize how they perform each of the analogical reasoning subprocesses, as well as to identify their views on analogies and their use in science teaching. The results were analyzed by considering elements of both theories about analogical reasoning: the structural mapping proposed by Gentner and the analogical mechanism described by Vosniadou. A comprehensive discussion of our results makes it evident that teachers' content knowledge on scientific topics and on analogies as well as their pedagogical content knowledge on the use of analogies influence all their analogical reasoning subprocesses. Our results also point to the need for improving teachers' knowledge about analogies and their ability to perform analogical reasoning.

Partial differential equation models in the socio-economic sciences

KAUST Repository

Burger, Martin

2014-10-06

Mathematical models based on partial differential equations (PDEs) have become an integral part of quantitative analysis in most branches of science and engineering, recently expanding also towards biomedicine and socio-economic sciences. The application of PDEs in the latter is a promising field, but widely quite open and leading to a variety of novel mathematical challenges. In this introductory article of the Theme Issue, we will provide an overview of the field and its recent boosting topics. Moreover, we will put the contributions to the Theme Issue in an appropriate perspective.

CEREF: A hybrid data-driven model for forecasting annual streamflow from a socio-hydrological system

Science.gov (United States)

Zhang, Hongbo; Singh, Vijay P.; Wang, Bin; Yu, Yinghao

2016-09-01

Hydrological forecasting is complicated by flow regime alterations in a coupled socio-hydrologic system, encountering increasingly non-stationary, nonlinear and irregular changes, which make decision support difficult for future water resources management. Currently, many hybrid data-driven models, based on the decomposition-prediction-reconstruction principle, have been developed to improve the ability to make predictions of annual streamflow. However, there exist many problems that require further investigation, the chief among which is the direction of trend components decomposed from annual streamflow series and is always difficult to ascertain. In this paper, a hybrid data-driven model was proposed to capture this issue, which combined empirical mode decomposition (EMD), radial basis function neural networks (RBFNN), and external forces (EF) variable, also called the CEREF model. The hybrid model employed EMD for decomposition and RBFNN for intrinsic mode function (IMF) forecasting, and determined future trend component directions by regression with EF as basin water demand representing the social component in the socio-hydrologic system. The Wuding River basin was considered for the case study, and two standard statistical measures, root mean squared error (RMSE) and mean absolute error (MAE), were used to evaluate the performance of CEREF model and compare with other models: the autoregressive (AR), RBFNN and EMD-RBFNN. Results indicated that the CEREF model had lower RMSE and MAE statistics, 42.8% and 7.6%, respectively, than did other models, and provided a superior alternative for forecasting annual runoff in the Wuding River basin. Moreover, the CEREF model can enlarge the effective intervals of streamflow forecasting compared to the EMD-RBFNN model by introducing the water demand planned by the government department to improve long-term prediction accuracy. In addition, we considered the high-frequency component, a frequent subject of concern in EMD

A THEORETICAL MODEL OF SOCIO-PSYCHOLOGICAL SUPPORT WORK PROCESSES FOR MANAGEMENT OF PRODUCTION TEAM

Directory of Open Access Journals (Sweden)

Tatyana Gennadevna Pronyushkina

2015-10-01

Full Text Available This article discusses the management of production team, in particular the developed theoretical model of socio-psychological support work processes for management of production team. The author of the research are formulated the purpose and objectives of social-psychological work on management of the production team. Developed in the study a theoretical model aimed at determining the conditions and the identification of features of effective management of the enterprise taking into account the socio-psychological characteristics of its staff. Tasks include: definition of the main characteristics of the production team and their severity, the analysis of these characteristics and identifying opportunities for their transformation, development of recommendations for management of social-psychological work on effects on the characteristics of the collective enterprise.Practical study of the activities of a number of businesses have shown the need to improve socio-psychological support of management processes production team: introducing a social and psychological planning team and develop the practice of sociological research on the state of the team, to ensure the smoothing of relations between workers and management through periodic meetings, creations of conditions for feedback, maintaining healthy competition among team members.

Model of critical diagnostic reasoning: achieving expert clinician performance.

Science.gov (United States)

Harjai, Prashant Kumar; Tiwari, Ruby

2009-01-01

Diagnostic reasoning refers to the analytical processes used to determine patient health problems. While the education curriculum and health care system focus on training nurse clinicians to accurately recognize and rescue clinical situations, assessments of non-expert nurses have yielded less than satisfactory data on diagnostic competency. The contrast between the expert and non-expert nurse clinician raises the important question of how differences in thinking may contribute to a large divergence in accurate diagnostic reasoning. This article recognizes superior organization of one's knowledge base, using prototypes, and quick retrieval of pertinent information, using similarity recognition as two reasons for the expert's superior diagnostic performance. A model of critical diagnostic reasoning, using prototypes and similarity recognition, is proposed and elucidated using case studies. This model serves as a starting point toward bridging the gap between clinical data and accurate problem identification, verification, and management while providing a structure for a knowledge exchange between expert and non-expert clinicians.

Social justice pedagogies and scientific knowledge: Remaking citizenship in the non-science classroom

Science.gov (United States)

Lehr, Jane L.

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape educational practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of

Sampling, Probability Models and Statistical Reasoning Statistical

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 1; Issue 5. Sampling, Probability Models and Statistical Reasoning Statistical Inference. Mohan Delampady V R Padmawar. General Article Volume 1 Issue 5 May 1996 pp 49-58 ...

MTK: An AI tool for model-based reasoning

Science.gov (United States)

Erickson, William K.; Schwartz, Mary R.

1987-01-01

A 1988 goal for the Systems Autonomy Demonstration Project Office of the NASA Ames Research Center is to apply model-based representation and reasoning techniques in a knowledge-based system that will provide monitoring, fault diagnosis, control and trend analysis of the space station Thermal Management System (TMS). A number of issues raised during the development of the first prototype system inspired the design and construction of a model-based reasoning tool called MTK, which was used in the building of the second prototype. These issues are outlined, along with examples from the thermal system to highlight the motivating factors behind them. An overview of the capabilities of MTK is given.

Directed area search using socio-biological vision algorithms and cognitive Bayesian reasoning

Science.gov (United States)

Medasani, S.; Owechko, Y.; Allen, D.; Lu, T. C.; Khosla, D.

2010-04-01

Volitional search systems that assist the analyst by searching for specific targets or objects such as vehicles, factories, airports, etc in wide area overhead imagery need to overcome multiple problems present in current manual and automatic approaches. These problems include finding targets hidden in terabytes of information, relatively few pixels on targets, long intervals between interesting regions, time consuming analysis requiring many analysts, no a priori representative examples or templates of interest, detecting multiple classes of objects, and the need for very high detection rates and very low false alarm rates. This paper describes a conceptual analyst-centric framework that utilizes existing technology modules to search and locate occurrences of targets of interest (e.g., buildings, mobile targets of military significance, factories, nuclear plants, etc.), from video imagery of large areas. Our framework takes simple queries from the analyst and finds the queried targets with relatively minimum interaction from the analyst. It uses a hybrid approach that combines biologically inspired bottom up attention, socio-biologically inspired object recognition for volitionally recognizing targets, and hierarchical Bayesian networks for modeling and representing the domain knowledge. This approach has the benefits of high accuracy, low false alarm rate and can handle both low-level visual information and high-level domain knowledge in a single framework. Such a system would be of immense help for search and rescue efforts, intelligence gathering, change detection systems, and other surveillance systems.

Reasoning with probabilistic and deterministic graphical models exact algorithms

CERN Document Server

Dechter, Rina

2013-01-01

Graphical models (e.g., Bayesian and constraint networks, influence diagrams, and Markov decision processes) have become a central paradigm for knowledge representation and reasoning in both artificial intelligence and computer science in general. These models are used to perform many reasoning tasks, such as scheduling, planning and learning, diagnosis and prediction, design, hardware and software verification, and bioinformatics. These problems can be stated as the formal tasks of constraint satisfaction and satisfiability, combinatorial optimization, and probabilistic inference. It is well

Scientific evidence of dockworker illness to nursing clinical reasoning.

Science.gov (United States)

Almeida, Marlise Capa Verde de; Cezar-Vaz, Marta Regina

2016-04-01

To identify scientific evidence of occupational illness of dockworkers published in the literature. systematic review of the literature, developed according to the Cochrane method. The databases searched were: Cochrane, LILACS, MEDLINE/PubMed, CINAHL and SciELO. Studies from 1988 to 2014 were selected. The data were analyzed according to the level of evidence and Strengthening the Reporting of Observational Studies in Epidemiology. We included 14 studies, in which 11 (78.6%) were from international journals. The year of 2012 showed greater number of studies. All studies were classified as: Level of Evidence 4, highlighting lung cancer, musculoskeletal and ischemic diseases, causal link in chemical risks. The development of preventive measures should especially include chemical exposure of workers applying the clinical reasoning of nurses' environmental knowledge to care for illnesses. Identificar evidências científicas de adoecimento ocupacional do trabalhador portuário publicadas na literatura. Revisão sistemática da literatura, construída conforme o método Cochrane. As bases de dados pesquisadas foram Cochrane, LILACS, MEDLINE/PubMed, CINAHL e SciELO. Foram selecionados artigos publicados de 1988 a 2014. Os dados foram analisados conforme o Nível de Evidência e Strengthening the Reporting of Observational Studies in Epidemiology. Foram selecionadas 14 publicações, das quais 11 (78,6%) de revistas internacionais. O ano de 2012 reuniu maior número de publicações no período de estudo. Todas as publicações pertenciam ao Nível de Evidência 4, destacando o câncer pulmonar, doenças osteomusculares e isquêmicas, com nexo causal nos riscos químicos. A elaboração de medidas preventivas deve prever especialmente a exposição química do trabalhador, aplicando ao raciocínio clínico do enfermeiro um conhecimento ambiental para a assistência aos adoecimentos.

Using Learning Analytics to Understand Scientific Modeling in the Classroom

Directory of Open Access Journals (Sweden)

David Quigley

2017-11-01

Full Text Available Scientific models represent ideas, processes, and phenomena by describing important components, characteristics, and interactions. Models are constructed across various scientific disciplines, such as the food web in biology, the water cycle in Earth science, or the structure of the solar system in astronomy. Models are central for scientists to understand phenomena, construct explanations, and communicate theories. Constructing and using models to explain scientific phenomena is also an essential practice in contemporary science classrooms. Our research explores new techniques for understanding scientific modeling and engagement with modeling practices. We work with students in secondary biology classrooms as they use a web-based software tool—EcoSurvey—to characterize organisms and their interrelationships found in their local ecosystem. We use learning analytics and machine learning techniques to answer the following questions: (1 How can we automatically measure the extent to which students’ scientific models support complete explanations of phenomena? (2 How does the design of student modeling tools influence the complexity and completeness of students’ models? (3 How do clickstreams reflect and differentiate student engagement with modeling practices? We analyzed EcoSurvey usage data collected from two different deployments with over 1,000 secondary students across a large urban school district. We observe large variations in the completeness and complexity of student models, and large variations in their iterative refinement processes. These differences reveal that certain key model features are highly predictive of other aspects of the model. We also observe large differences in student modeling practices across different classrooms and teachers. We can predict a student’s teacher based on the observed modeling practices with a high degree of accuracy without significant tuning of the predictive model. These results highlight

THE EVOLUTIONARY PERSPECTIVE ON KNOWLEDGE DEVELOPMENT: EMOTION AND REASON FROM ARISTOTELE TO DAMASIO

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Maria Annarumma

2016-12-01

Full Text Available The analysis of the reason-emotion dynamics intersects several disciplinary fields, such as psychology, medicine, informatics, linguistics, neuroscience, with a specific relevance for Education Sciences, as it offers interesting perspectives over its influence on the learning process. Such issues are rooted in philosophical reflections by Plato, Aristotle and later by Descartes, Vico and Kant. These dualistic perspectives will be definitively abandoned in favour of a globalist vision of the mind-body relationship, during the first half of the XX century, particularly thanks to Dewey (1933 who, inspired by Darwin’s theories, was the first to support this unity by recognizing an intersection among physical, mental and environmental processes. Over the last decades, an imperatively anti-dualistic analysis has been developing in the field of neurosciences and cognitive linguistics: on the one hand, cognitivism, considering the mind in its function of symbolic manipulation; on the other hand, connectionism, studying neural networks. Furthermore, recent scientific research has allowed mapping in a detailed - albeit admittedly incomplete manner - the complex activity of the brain and highlighting analogies between elementary connections and complex interactions. The systemic perspective is hence considering “mind and body”, “reason and emotion” as two interconnected and essential aspects of human complexity. In this regard, Damasio’s research shows how participation of the organism to conscious experience returns to the consciousness itself those biological requirements which are essential to legitimate it as an object of scientific study. Knowledge is generated by socio-experiential relationships that play a crucial role within knowledge representation. The mind takes therefore an active role in shaping the representation of the world: understanding does not just consist in a mere reproduction of the external world in our mind; instead, it

From actors to agents in socio-ecological systems models.

Science.gov (United States)

Rounsevell, M D A; Robinson, D T; Murray-Rust, D

2012-01-19

The ecosystem service concept has emphasized the role of people within socio-ecological systems (SESs). In this paper, we review and discuss alternative ways of representing people, their behaviour and decision-making processes in SES models using an agent-based modelling (ABM) approach. We also explore how ABM can be empirically grounded using information from social survey. The capacity for ABM to be generalized beyond case studies represents a crucial next step in modelling SESs, although this comes with considerable intellectual challenges. We propose the notion of human functional types, as an analogy of plant functional types, to support the expansion (scaling) of ABM to larger areas. The expansion of scope also implies the need to represent institutional agents in SES models in order to account for alternative governance structures and policy feedbacks. Further development in the coupling of human-environment systems would contribute considerably to better application and use of the ecosystem service concept.

A Novel Interdisciplinary Approach to Socio-Technical Complexity

Science.gov (United States)

Bassetti, Chiara

The chapter presents a novel interdisciplinary approach that integrates micro-sociological analysis into computer-vision and pattern-recognition modeling and algorithms, the purpose being to tackle socio-technical complexity at a systemic yet micro-grounded level. The approach is empirically-grounded and both theoretically- and analytically-driven, yet systemic and multidimensional, semi-supervised and computable, and oriented towards large scale applications. The chapter describes the proposed approach especially as for its sociological foundations, and as applied to the analysis of a particular setting --i.e. sport-spectator crowds. Crowds, better defined as large gatherings, are almost ever-present in our societies, and capturing their dynamics is crucial. From social sciences to public safety management and emergency response, modeling and predicting large gatherings' presence and dynamics, thus possibly preventing critical situations and being able to properly react to them, is fundamental. This is where semi/automated technologies can make the difference. The work presented in this chapter is intended as a scientific step towards such an objective.

THEORETICAL AND PRACTICAL ASPECTS OF MONITORING OF REGION’S SOCIO-ECONOMIC DEVELOPMENT PROCESSES:

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Valentyna Yakubiv

2017-03-01

Full Text Available The article defines the nature of socio-economic development processes monitoring in a region on the basis of systematization of scientific works on economics. The terms of monitoring introduction into the processes of socio-economic development of a region are defined. The difference between monitoring and standard statistic technology is explained. The fact that socio-economic processes monitoring is primarily directed at collection, examination and preparation of information for making and analyzing of economic decisions at different management levels is proved. The indicators by the direction “renewable energy and energy efficiency”, which are evaluated in the process of monitoring, are outlined. Major tasks of monitoring are defined and principles of its information basis forming are determined. Key words: decentralization, information basis, renewable energy, monitoring, region, development, socio-economic processes.

Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

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Park, Do-Yong; Park, Mira

2013-01-01

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

[Intelligence and the explanation for socio-economic inequalities in health].

Science.gov (United States)

Huisman, M; Mackenbach, J P

2007-05-12

Attention is increasingly being paid to the role of cognitive ability to explain socio-economic inequalities in health. The universal socio-economic gradient in health, where each rung lower on the socio-economic ladder implies worse health, has still not been satisfactorily explained scientifically. Because cognitive ability is related to a multitude of social outcomes in a similarly graded manner, hypothesising that cognitive ability plays a major role in health inequalities by socio-economic status is appealing. Recent empirical studies have shown that at least part of socio-economic health inequalities can indeed be explained by differences in cognitive ability. However, this does not imply that we should be pessimistic about future attempts to break the chain that links socio-economic status and cognitive ability with health. During some life stages, environmental factors may be able to influence cognitive ability. Interventions may therefore be targeted in order to optimize these effects. In addition, there is evidence that cognitive ability is correlated with health-related behaviours such as smoking, excessive alcohol consumption and obesity. Therefore, another opportunity for reducing health inequalities related to cognitive ability and socio-economic status would be to develop tailored interventions to improve health-related behaviours in disadvantaged groups. However, the first priority is to further investigate the role of cognitive ability in health inequalities by examining various health outcomes, different age groups and variations across the life course.

Clinical reasoning and critical thinking.

Science.gov (United States)

da Silva Bastos Cerullo, Josinete Aparecida; de Almeida Lopes Monteiro da Cruz, Diná

2010-01-01

This study identifies and analyzes nursing literature on clinical reasoning and critical thinking. A bibliographical search was performed in LILACS, SCIELO, PUBMED and CINAHL databases, followed by selection of abstracts and the reading of full texts. Through the review we verified that clinical reasoning develops from scientific and professional knowledge, is permeated by ethical decisions and nurses values and also that there are different personal and institutional strategies that might improve the critical thinking and clinical reasoning of nurses. Further research and evaluation of educational programs on clinical reasoning that integrate psychosocial responses to physiological responses of people cared by nurses is needed.

Evaluation of a Socio-Hydrologic Model for the Rebuilding of Biloxi, Mississippi

Science.gov (United States)

Calhoun, J. L.; O'Donnell, F. C.; Burton, C. G.

2017-12-01

In August 2005, Hurricane Katrina ripped through the Gulf Coast of the United States causing billions in damage. The storm cost the City of Biloxi, Mississippi $355 million in infrastructure repair, which is being constructed with funding from the Federal Emergency Management Agency (FEMA). Approximately 30% of the city's storm systems including storm drains, bridges and culverts are being replaced and updated utilizing FEMA Hazard Mitigation funding to lessen the impact of future natural disasters. The infrastructure is being upgraded from conveying a 4% annual chance storm event to a 1% annual chance storm event. An extensive socio-economic data set of the impacts of Hurricane Katrina along the Mississippi Gulf Coast was used to analyze recovery in the area. The recovery data set assessed the area directly after the storm in 2005 thru 2010 with an analysis of recovery five years after the storm. This study uses a dynamic socio-hydrologic model with modifications to relate the change in flow capacity of engineered structures and socio-economic processes. The results will be used to assess the hypothesis that raising flood protection increases the base flood elevation levels and therefore requires a higher level of flood protection. The increase in flood protect eases the fears of the community leading them to not require additional flood protection when developing in flood prone areas and strengthening the socio-hydrologic association. The results will also be evaluated to create a tool for the City of Biloxi to improve their resilience from future hurricanes and storm surge events.

A public health decision support system model using reasoning methods.

Science.gov (United States)

Mera, Maritza; González, Carolina; Blobel, Bernd

2015-01-01

Public health programs must be based on the real health needs of the population. However, the design of efficient and effective public health programs is subject to availability of information that can allow users to identify, at the right time, the health issues that require special attention. The objective of this paper is to propose a case-based reasoning model for the support of decision-making in public health. The model integrates a decision-making process and case-based reasoning, reusing past experiences for promptly identifying new population health priorities. A prototype implementation of the model was performed, deploying the case-based reasoning framework jColibri. The proposed model contributes to solve problems found today when designing public health programs in Colombia. Current programs are developed under uncertain environments, as the underlying analyses are carried out on the basis of outdated and unreliable data.

DataBank. Towards a new scientific management methodology

International Nuclear Information System (INIS)

Mahmoud, N.S.; Lashin, R.M.A.; Abdul-Aziz, L.Kh.

2017-01-01

The main task of the presented management system plan is to control and organize the successful organisation. The achievement of the project shall consider objectives of the organization, strategy, workers and benefits. Various management systems have appeared during the last century; the scientific management approach, administrative theory, systems approach, socio-technical approach, contingency or situational approach, and others. The selection of the management methodology for a scientific organizations in the nuclear sector shall be, in particular, a precise process. That is due to the different objectives of scientific activities performed.

DataBank. Towards a new scientific management methodology

Energy Technology Data Exchange (ETDEWEB)

Mahmoud, N.S.; Lashin, R.M.A.; Abdul-Aziz, L.Kh. [Egyptian Nuclear and Radiological Regulatory Authority (ENNRA), Cairo (Egypt). Nuclear Installations Safety Div.

2017-12-15

The main task of the presented management system plan is to control and organize the successful organisation. The achievement of the project shall consider objectives of the organization, strategy, workers and benefits. Various management systems have appeared during the last century; the scientific management approach, administrative theory, systems approach, socio-technical approach, contingency or situational approach, and others. The selection of the management methodology for a scientific organizations in the nuclear sector shall be, in particular, a precise process. That is due to the different objectives of scientific activities performed.

Students' understandings of nature of science and their arguments in the context of four socio-scientific issues

Science.gov (United States)

Khishfe, Rola; Alshaya, Fahad S.; BouJaoude, Saouma; Mansour, Nasser; Alrudiyan, Khalid I.

2017-02-01

The purpose of this study was to examine students understandings about nature of science (NOS) and their arguments in context of controversial socio-scientific issue (SSI). A total of 74 11th graders in six schools in Saudi Arabia participated in the study. The instrument used was a questionnaire consisting of four scenarios addressing SSI about global warming, genetically modified food, acid rain, and human cloning. The scenarios were followed by questions relating to argumentation and NOS. Quantitative and qualitative measures were employed to analyze the data related to participants understandings of three NOS aspects (subjective, tentative, and empirical) and their arguments components (argument, counterargument, and rebuttal). Results showed no significant correlations between argument components and the NOS aspects. On the other hand, qualitative data showed that participants who generated well-developed arguments across the four SSI also exhibited more informed understandings of the NOS aspects, especially for female participants. Further, the chi-square analyses did not show significant differences in participants arguments and NOS understandings across the four scenarios. Again, the qualitative data from questionnaires showed differences in participants responses to the different scenarios. The results were interpreted along contextual factors, emotional factors, and cultural factors. Implications for the teaching of NOS and arguments were discussed.

[Conceptual and methodological issues involved in the research field of diagnostic reasoning].

Science.gov (United States)

Di Persia, Francisco N

2016-05-01

The psychopathological field is crossed by dilemmas that put in question its methodological, conceptual and philosophical filiations. Since the early works of Ey and Jaspers until recent work of Berrios it has been in question the position psychopathology has in the field of medicine in general, and in the field of psychiatry in particular, especially if it should follow the principles of natural science or if it has an autonomous position between them. This debate has led to two opposing positions facing two different models of psychopathology: the biomedical model and the socio-constructionist model. In this work it is proposed to review the scope and difficulties involved in each model following two central axes: diagnostic reasoning and mental illness conceptual problem. Later, as a synthesis of the analysis proposed they are identified central concepts of each model that could allow the development of a hybrid model in psychopathology; in between them the comprehensive framework employed in symptoms recognition and the social component that characterizes it are highlighted. As a conclusion, these concepts are proposed as central aspects for conceptual and methodological clarification of the research field of diagnostic reasoning in psychopathology.

What Does Galileo's Discovery of Jupiter's Moons Tell Us About the Process of Scientific Discovery?

Science.gov (United States)

Lawson, Anton E.

In 1610, Galileo Galilei discovered Jupiter''smoons with the aid of a new morepowerful telescope of his invention. Analysisof his report reveals that his discoveryinvolved the use of at least three cycles ofhypothetico-deductive reasoning. Galileofirst used hypothetico-deductive reasoning to generateand reject a fixed star hypothesis.He then generated and rejected an ad hocastronomers-made-a-mistake hypothesis.Finally, he generated, tested, and accepted a moonhypothesis. Galileo''s reasoningis modeled in terms of Piaget''s equilibration theory,Grossberg''s theory of neurologicalactivity, a neural network model proposed by Levine &Prueitt, and another proposedby Kosslyn & Koenig. Given that hypothetico-deductivereasoning has played a rolein other important scientific discoveries, thequestion is asked whether it plays a rolein all important scientific discoveries. In otherwords, is hypothetico-deductive reasoningthe essence of the scientific method? Possiblealternative scientific methods, such asBaconian induction and combinatorial analysis,are explored and rejected as viablealternatives. Educational implications of thishypothetico-deductive view of scienceare discussed.

Climate change and socio-economic scenarios, land use modelling implications on water resources in an inner alpine area, Switzerland

Science.gov (United States)

Rey, Emmanuel; Schneider, Flurina; Liniger, Hanspeter; Weingartner, Rolf; Herweg, Karl

2014-05-01

The MontanAqua project aims to study the water resources management in the region Sierre-Montana (Valais, Switzerland). Land use is known to have an influence on the water resources (soil moisture dynamic, soil sealing, surface runoff and deep percolation). Thus land use modelling is of importance for the water resources management. An actual land use map was produced using infrared imagery (Niklaus 2012, Fig.1). Land use changes are known to be mainly drived by socio-economic factors as well as climatic factors (Dolman et al. 2003). Potential future Land uses was separatly predicted according to 1-. socio-economic and 2-. climatic/abiotic drivers : 1. 4 socio-economic scenarios were developped with stakeholders (Schneider et al. 2013) between 2010 and 2012. We modeled those socio-economic scenarios into a GIS application using Python programming (ModelBuilder in ArcGIS 10) to get a cartographic transcription of the wishes of the stakeholders for their region in 2050. 2. Uncorrelated climatic and abiotic drivers were used in a BIOMOD2 (Georges et al. 2013) framework. 4 models were used: Maximum Entropy (MAXENT), Multiple Adaptive Regression Splines (MARS), Classification Tree Analysis (CTA) and the Flexible Discriminant Analysis (FDA) to predict grassland, alpine pasture, vineyards and forest in our study region. Climatic scenarios were then introduced into the models to predict potential land use in 2050 driven only by climatic and abiotic factors The comparison of all the outputs demonstrates that the socio-economic drivers will have a more important impact in the region than the climatic drivers (e.g. -70% grassland surface for the worst socio-economic scenario vs. -40% of grassland surface for the worst climatic models). Further analysis also brings out the sensitivity of the grassland/alpine pasture system to the climate change and to socio-economic changes. Future work will be to cross the different land use maps obtained by the two model types and to use

Modelling molecular mechanisms: a framework of scientific reasoning to construct molecular-level explanations for cellular behaviour

NARCIS (Netherlands)

van Mil, M.H.W.; Boerwinkel, D.J.; Waarlo, A.J.

2013-01-01

Although molecular-level details are part of the upper-secondary biology curriculum in most countries, many studies report that students fail to connect molecular knowledge to phenomena at the level of cells, organs and organisms. Recent studies suggest that students lack a framework to reason about

Modelling the impact of mining on socio-economic infrastructure development: a system dynamics approach

Directory of Open Access Journals (Sweden)

Maluleke, George

2016-12-01

Full Text Available The contribution of mining activities to social infrastructure and human development is a complex socio-economic development issue in South Africa. Complexity theory has introduced a new approach to solving problems in social systems, recognising them as complex systems. The socio-economic development system in South Africa falls into this category of complex systems. Analysing such a system requires that a number of feedback loops and details about the issues be analysed simultaneously. This level of complexity is above a human’s ability to comprehend without the aid of tools such as systems thinking and system dynamics. The causality between investment in infrastructure capacity and socio-economic development is dynamic. The relationship is influenced by exogenous feedback that, if not managed, is likely to reverse itself. This paper presents the results of a system dynamics modelling of the relationship, based on the principle of relative attractiveness developed in previous system dynamics research. A Monte Carlo analysis is used to determine the sensitivity of the system to changes in feedback. The paper concludes that the limits to growth in a socio-economic environment are determined by more factors than the availability of capital, and also include land capacity constraints and skills shortage.

Modeling the Travel Behavior Impacts of Micro-Scale Land Use and Socio-Economic Factors

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Houshmand Ebrahimpour Masoumi

2013-06-01

Full Text Available The effects of neighborhood-level land use characteristics on urban travel behavior of Iranian cities are under-researched. The present paper examines such influences in a microscopic scale. In this study the role of socio-economic factors is also studies and compared to that of urban form. Two case-study neighborhoods in west of Tehran are selected and considered, first of which is a centralized and compact neighborhood and the other is a sprawled and centerless one. A Multinomial Logit Regression model is developed to consider the effects of socio-economic and land use factors on urban travel pattern. In addition, to consider the effective factors, cross-sectional comparison between the influences of local accessibility and attractiveness of the neighborhood centers of the two case-study areas are undertaken. Also the causality relationships are considered according to the findings of the survey. The findings indicate significant effects of age and household income as socio-economic factors on transportation mode choice in neighborhoods with central structure. One the other hand, no meaningful association between socio-economic or land use variables are resulted by the model for the sprawled case. The most effective land use concept in micro-scale is considered to be satisfaction of entertainment facilities of the neighborhood. Also the descriptive findings show that the centralized neighborhood that gives more local accessibility to shops and retail generates less shopping trips. In considering the causal relations, the study shows that providing neighborhood infrastructures that increase or ease the accessibility to neighborhood amenities can lead to higher shares of sustainable transportation modes like walking, biking, or public transportation use.

An evidence-based patient-centered method makes the biopsychosocial model scientific.

Science.gov (United States)

Smith, Robert C; Fortin, Auguste H; Dwamena, Francesca; Frankel, Richard M

2013-06-01

To review the scientific status of the biopsychosocial (BPS) model and to propose a way to improve it. Engel's BPS model added patients' psychological and social health concerns to the highly successful biomedical model. He proposed that the BPS model could make medicine more scientific, but its use in education, clinical care, and, especially, research remains minimal. Many aver correctly that the present model cannot be defined in a consistent way for the individual patient, making it untestable and non-scientific. This stems from not obtaining relevant BPS data systematically, where one interviewer obtains the same information another would. Recent research by two of the authors has produced similar patient-centered interviewing methods that are repeatable and elicit just the relevant patient information needed to define the model at each visit. We propose that the field adopt these evidence-based methods as the standard for identifying the BPS model. Identifying a scientific BPS model in each patient with an agreed-upon, evidence-based patient-centered interviewing method can produce a quantum leap ahead in both research and teaching. A scientific BPS model can give us more confidence in being humanistic. In research, we can conduct more rigorous studies to inform better practices. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Monsters of an Awakened Reason. The influence of the Biblical account in the development of the scientific theories on the origin of man and its variations

OpenAIRE

Mario César Sánchez Villa

2017-01-01

The triumph of the reason as the only way of natural knowledge was the most remarkable result of the paradigm shift occurred during the so-called Scientific Revolution, which reaches from the Renaissance to the Enlightenment, and in which dogmatic reasoning lost progressively its role as the principal form of knowledge. Nevertheless, during the following centuries, a large part of the men of science were willing to favour the conversion of dogma into an agent of rational thought. This paper, ...

Causal reasoning and models of cognitive tasks for naval nuclear power plant operators

International Nuclear Information System (INIS)

Salazar-Ferrer, P.

1995-06-01

In complex industrial process control, causal reasoning appears as a major component in operators' cognitive tasks. It is tightly linked to diagnosis, prediction of normal and failure states, and explanation. This work provides a detailed review of literature in causal reasoning. A synthesis is proposed as a model of causal reasoning in process control. This model integrates distinct approaches in Cognitive Science: especially qualitative physics, Bayesian networks, knowledge-based systems, and cognitive psychology. Our model defines a framework for the analysis of causal human errors in simulated naval nuclear power plant fault management. Through the methodological framework of critical incident analysis we define a classification of errors and difficulties linked to causal reasoning. This classification is based on shallow characteristics of causal reasoning. As an origin of these errors, more elementary component activities in causal reasoning are identified. The applications cover the field of functional specification for man-machine interfaces, operators support systems design as well as nuclear safety. In addition of this study, we integrate the model of causal reasoning in a model of cognitive task in process control. (authors). 106 refs., 49 figs., 8 tabs

A Simple Exercise Reveals the Way Students Think about Scientific Modeling

Science.gov (United States)

Ruebush, Laura; Sulikowski, Michelle; North, Simon

2009-01-01

Scientific modeling is an integral part of contemporary science, yet many students have little understanding of how models are developed, validated, and used to predict and explain phenomena. A simple modeling exercise led to significant gains in understanding key attributes of scientific modeling while revealing some stubborn misconceptions.…

A Sense of Place: Integrating Environmental Psychology into Marine Socio-Ecological Models

Science.gov (United States)

van Putten, I. E.; Fleming, A.; Fulton, E.; Plaganyi-Lloyd, E.

2016-02-01

Sense of place is a concept that is increasingly applied in different social research contexts where it can act as a bridge between disciplines that might otherwise work in parallel. A sense of place is a well established and flexible concept that has been empirically measured using different survey methods. The psychological principals and theories that underpin sense of place have been inextricably linked to the quality of ecological systems and the impact on development of the system, and vice versa. Ecological models and scenario analyses play an important role in characterising, assessing and predicting the potential impacts of alternative developments and other changes affecting ecological systems. To improve the predictive accuracy of ecological models, human drivers, interactions, and uses have been dynamically incorporated, for instance, through management strategy evaluation applied to marine ecosystem models. However, to date no socio-ecological models (whether terrestrial or marine) have been developed that incorporate a dynamic feedback between ecosystem characteristics and peoples' sense of place. These models thus essentially ignore the influence of environmental psychology on the way people use and interact with ecosystems. We develop a proof of concept and provide a mathematical basis for a Sense of Place Index (SoPI) that allows the quantitative integration of environmental psychology into socio-ecological models. Incorporating dynamic feedback between the SoPI for different resource user groups and the ecological system improves the accuracy and precision of predictions regarding future resource use as well as, ultimately, the potential state of the resource to be developed.

Possible reasons why female physicians publish fewer scientific articles than male physicians - a cross-sectional study.

Science.gov (United States)

Fridner, Ann; Norell, Alexandra; Åkesson, Gertrud; Gustafsson Sendén, Marie; Tevik Løvseth, Lise; Schenck-Gustafsson, Karin

2015-04-02

The proportion of women in medicine is approaching that of men, but female physicians are still in the minority as regards positions of power. Female physicians are struggling to reach the highest positions in academic medicine. One reason for the disparities between the genders in academic medicine is the fact that female physicians, in comparison to their male colleagues, have a lower rate of scientific publishing, which is an important factor affecting promotion in academic medicine. Clinical physicians work in a stressful environment, and the extent to which they can control their work conditions varies. The aim of this paper was to examine potential impeding and supportive work factors affecting the frequency with which clinical physicians publish scientific papers on academic medicine. Cross-sectional multivariate analysis was performed among 198 female and 305 male Swedish MD/PhD graduates. The main outcome variable was the number of published scientific articles. Male physicians published significantly more articles than female physicians p articles, as was collaborating with a former PhD advisor for both female physicians (OR = 2.97; 95% CI 1.22-7.20) and male physicians (OR = 2.10; 95% CI 1.08-4.10). Control at work was significantly associated with a higher number of published articles for male physicians only (OR = 1.50; 95% CI 1.08-2.09). Exhaustion had a significant negative impact on number of published articles among female physicians (OR = 0.29; 95% CI 0.12-0.70) whilst the publishing rate among male physicians was not affected by exhaustion. Women physicians represent an expanding sector of the physician work force; it is essential that they are represented in future fields of research, and in academic publications. This is necessary from a gender perspective, and to ensure that physicians are among the research staff in biomedical research in the future.

Who theorizes age? The "socio-demographic variables" device and age-period-cohort analysis in the rhetoric of survey research.

Science.gov (United States)

Rughiniș, Cosima; Humă, Bogdana

2015-12-01

In this paper we argue that quantitative survey-based social research essentializes age, through specific rhetorical tools. We outline the device of 'socio-demographic variables' and we discuss its argumentative functions, looking at scientific survey-based analyses of adult scientific literacy, in the Public Understanding of Science research field. 'Socio-demographics' are virtually omnipresent in survey literature: they are, as a rule, used and discussed as bundles of independent variables, requiring little, if any, theoretical and measurement attention. 'Socio-demographics' are rhetorically effective through their common-sense richness of meaning and inferential power. We identify their main argumentation functions as 'structure building', 'pacification', and 'purification'. Socio-demographics are used to uphold causal vocabularies, supporting the transmutation of the descriptive statistical jargon of 'effects' and 'explained variance' into 'explanatory factors'. Age can also be studied statistically as a main variable of interest, through the age-period-cohort (APC) disambiguation technique. While this approach has generated interesting findings, it did not mitigate the reductionism that appears when treating age as a socio-demographic variable. By working with age as a 'socio-demographic variable', quantitative researchers convert it (inadvertently) into a quasi-biological feature, symmetrical, as regards analytical treatment, with pathogens in epidemiological research. Copyright © 2015 Elsevier Inc. All rights reserved.

The logical foundations of scientific theories languages, structures, and models

CERN Document Server

Krause, Decio

2016-01-01

This book addresses the logical aspects of the foundations of scientific theories. Even though the relevance of formal methods in the study of scientific theories is now widely recognized and regaining prominence, the issues covered here are still not generally discussed in philosophy of science. The authors focus mainly on the role played by the underlying formal apparatuses employed in the construction of the models of scientific theories, relating the discussion with the so-called semantic approach to scientific theories. The book describes the role played by this metamathematical framework in three main aspects: considerations of formal languages employed to axiomatize scientific theories, the role of the axiomatic method itself, and the way set-theoretical structures, which play the role of the models of theories, are developed. The authors also discuss the differences and philosophical relevance of the two basic ways of aximoatizing a scientific theory, namely Patrick Suppes’ set theoretical predicate...

Partial differential equation models in the socio-economic sciences.

Science.gov (United States)

Burger, Martin; Caffarelli, Luis; Markowich, Peter A

2014-11-13

Mathematical models based on partial differential equations (PDEs) have become an integral part of quantitative analysis in most branches of science and engineering, recently expanding also towards biomedicine and socio-economic sciences. The application of PDEs in the latter is a promising field, but widely quite open and leading to a variety of novel mathematical challenges. In this introductory article of the Theme Issue, we will provide an overview of the field and its recent boosting topics. Moreover, we will put the contributions to the Theme Issue in an appropriate perspective. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Effect of an intervention based on socio-ecological model in promoting physical activity of female employees

Directory of Open Access Journals (Sweden)

Amineh Sahranavard Gargari

2018-03-01

Full Text Available Although active life style is one of the main determining factors of health, the level of regular physical activities in women is less than in men and even this level decreases with aging. The aim of this study was to determine the effect of an intervention based on the social ecological model on promotion of physical activity among female employees. In this study, 160 women employed at Shabestar universities were selected, and randomly divided into two groups of control (n=80 and intervention (n=80. The intervention group received an instructional program according to the model, including one session for general instruction and four sessions for group discussion along with daily walking for 30 minutes within 8 weeks. In order to objectively measure the physical activity, the pedometer was used and to measure the perceived physical activity, the long form of International Physical Activity Questionnaire (IPAQ was applied. The variables related to the components of socio-ecological model were measured using the socio-ecological model questionnaire. A significant difference was found between two groups after the intervention in terms of That is, the average number of steps in walking in the intervention group increased significantly (from 4204 to 7882 steps per day, while it did not significantly increase in the control group. Thus, it can be argued that designing and implementing the interventional programs based on the socio-ecological model can promote physical activity behavior among employed women

Are daughters' childbearing intentions related to their mothers' socio-economic status?

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Maria Rita Testa

2016-09-01

Full Text Available Background: Unlike actual fertility, fertility intentions are often found to be positively correlated with education. The literature explaining this paradox is scarce. Objective: We aim to fill the gap in the existing scientific literature by searching for the main factors that influence highly educated women to plan a larger family size. Methods: Using the first wave of the Generations and Gender Survey for four countries (Austria, Bulgaria, Italy, and Norway, we analyse the relationship between mother's socio-economic status and daughter's fertility intentions, controlling for daughter's socio-economic status and sibship size. Zero-inflated Poisson regression models are employed to estimate the predictors of women's additionally intended number of children. Results: We find that the effect of family of origin is exerted mainly through sibship size among childless daughters: Daughters with more siblings intend to have more children. After the transition to parenthood, the effect of family of origin is exerted mainly through the mother's level of education: Daughters with highly educated mothers intend to have more children. Conclusions: The empirical results suggest that the positive link between births intentions and level of education might not merely be an artefact generated by the design of cross-sectional surveys but the outcome of a better socio-economic status that allows forming positive reproductive plans. Contribution: The positive role of mother's socio-economic status on daughter's fertility decision-making offers a valuable interpretation of the positive link between education and fertility intentions which goes beyond the alternative explanations referring to self-selection, partner effect, or time squeeze, and needs to be confirmed by further research.

An AHP decision making model for optimal allocation of energy subsidy among socio-economic subsectors in Iran

International Nuclear Information System (INIS)

Sadeghi, Mehdi; Ameli, Ahmad

2012-01-01

This paper presents an analytical hierarchy process (AHP) decision model for sectoral allocation of energy subsidy based on several criteria. With determination of priorities for these criteria through questionnaire and AHP method, the overall rank of these criteria that have the most influence on distribution of energy subsidy among socio-economic sub-sectors, are as the following: inflation, economic growth, labor intensity, distribution of energy subsidy among socio-economic levels, energy intensity and social cost of air pollution. According to the model, the first priority for allocation of energy subsidy is commercial sector and the last priority is related to transportation sector. Investigating the impact of changing priority of the criteria on overall results indicates that the socio-economic sub sectors’ ranking in receiving subsidy have little sensitivity for changing priority of the subsidy criteria. - Highlights: ► Commerce subsector is the best sub sector with an overall priority score of 0.331. ► The first priority for allocation of energy subsidy is commercial sector. ► When we increase the priority of each criterion first time, then overall rank of the outcome has little changing. ► The socio-economic sub sectors' ranking in receiving subsidy have little sensitivity for changing priority of the subsidy criteria.

Life course socio-economic position and quality of life in adulthood: a systematic review of life course models

Science.gov (United States)

2012-01-01

Background A relationship between current socio-economic position and subjective quality of life has been demonstrated, using wellbeing, life and needs satisfaction approaches. Less is known regarding the influence of different life course socio-economic trajectories on later quality of life. Several conceptual models have been proposed to help explain potential life course effects on health, including accumulation, latent, pathway and social mobility models. This systematic review aimed to assess whether evidence supported an overall relationship between life course socio-economic position and quality of life during adulthood and if so, whether there was support for one or more life course models. Methods A review protocol was developed detailing explicit inclusion and exclusion criteria, search terms, data extraction items and quality appraisal procedures. Literature searches were performed in 12 electronic databases during January 2012 and the references and citations of included articles were checked for additional relevant articles. Narrative synthesis was used to analyze extracted data and studies were categorized based on the life course model analyzed. Results Twelve studies met the eligibility criteria and used data from 10 datasets and five countries. Study quality varied and heterogeneity between studies was high. Seven studies assessed social mobility models, five assessed the latent model, two assessed the pathway model and three tested the accumulation model. Evidence indicated an overall relationship, but mixed results were found for each life course model. Some evidence was found to support the latent model among women, but not men. Social mobility models were supported in some studies, but overall evidence suggested little to no effect. Few studies addressed accumulation and pathway effects and study heterogeneity limited synthesis. Conclusions To improve potential for synthesis in this area, future research should aim to increase study

Modelling Molecular Mechanisms: A Framework of Scientific Reasoning to Construct Molecular-Level Explanations for Cellular Behaviour

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van Mil, Marc H. W.; Boerwinkel, Dirk Jan; Waarlo, Arend Jan

2013-01-01

Although molecular-level details are part of the upper-secondary biology curriculum in most countries, many studies report that students fail to connect molecular knowledge to phenomena at the level of cells, organs and organisms. Recent studies suggest that students lack a framework to reason about complex systems to make this connection. In this…

Rational speech act models of pragmatic reasoning in reference games

OpenAIRE

Frank, Michael

2016-01-01

Human communication is almost always ambiguous, but it typically takes place in a context where this ambiguity can be resolved. A key part of this process of disambiguation comes from pragmatic reasoning about alternative messages that a speaker could have said in that context. Following previous work, we describe pragmatic inference as recursive reasoning – in which listeners reason about speakers and vice versa – using a “rational speech act” (RSA) model. We then systematically test the par...

OGC Geographic Information Service Deductive Semantic Reasoning Based on Description Vocabularies Reduction

Directory of Open Access Journals (Sweden)

MIAO Lizhi

2015-09-01

Full Text Available As geographic information interoperability and sharing developing, more and more interoperable OGC (open geospatial consortium Web services (OWS are generated and published through the internet. These services can facilitate the integration of different scientific applications by searching, finding, and utilizing the large number of scientific data and Web services. However, these services are widely dispersed and hard to be found and utilized with executive semantic retrieval. This is especially true when considering the weak semantic description of geographic information service data. Focusing on semantic retrieval and reasoning of the distributed OWS resources, a deductive and semantic reasoning method is proposed to describe and search relevant OWS resources. Specifically, ①description words are extracted from OWS metadata file to generate GISe ontology-database and instance-database based on geographic ontology according to basic geographic elements category, ②a description words reduction model is put forward to implement knowledge reduction on GISe instance-database based on rough set theory and generate optimized instances database, ③utilizing GISe ontology-database and optimized instance-database to implement semantic inference and reasoning of geographic searching objects is used as an example to demonstrate the efficiency, feasibility and recall ration of the proposed description-word-based reduction model.

African Scientific Network: A model to enhance scientific research in developing countries

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Kebede, Abebe

2002-03-01

Africa has over 350 higher education institutions with a variety of experiences and priorities. The primary objectives of these institutions are to produce white-collar workers, teachers, and the work force for mining, textiles, and agricultural industries. The state of higher education and scientific research in Africa have been discussed in several conferences. The proposals that are generated by these conferences advocate structural changes in higher education, North-South institutional linkages, mobilization of the African Diaspora and funding. We propose a model African Scientific Network that would facilitate and enhance international scientific partnerships between African scientists and their counterparts elsewhere. A recent article by James Lamout (Financial Times, August 2, 2001) indicates that emigration from South Africa alone costs $8.9 billion in lost human resources. The article also stated that every year 23,000 graduates leave Africa for opportunities overseas, mainly in Europe, leaving only 20,000 scientists and engineers serving over 600 million people. The International Organization for Migration states that the brain drain of highly skilled professionals from Africa is making economic growth and poverty alleviation impossible across the continent. In our model we will focus on a possible networking mechanism where the African Diaspora will play a major role in addressing the financial and human resources needs of higher education in Africa

SOCIO-ECONOMIC BACKGROUND BELT THE ORGANIZATION OF COTTON PRODUCTION-RAW

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M. Juraev

2016-01-01

Full Text Available An important requirement imposed; to the strategy of creating a new cotton complex of Tajikistan is its scientific basis in regional – territorial aspect, reflecting the diversity of natural, socio - economic, demographic, geographic and other conditions of the country. If you save the backlog of the industry that is currently taking place, the formation of the basic foundations of the national economy which includes the "Cotton Complex", will be less effective and risky in the socio-economic terms, and would not be achievable conditions for solving a class of useful employment of the rural population. Building a cotton complex objective requires historical – economic approach, ie methodological basis of the values of the industry and its place in the structure of the national economy, which is based on the following scientific – practical approaches: the use of storage still scientific and – technical knowledge; restoring the level of mechanization of agriculture – economic activities; recovery of hydraulic structures; evidence – based delivery of balanced fertilizer elemental based standards; functioning of agrochemical service; the Organization of the introduction of high-yielding seed varieties of cotton resistant to disease; meet the needs of manufacturers of bank loans; the creation of agricultural service workers, taking into account the world practice; create a system of state support for rural enterprise including a system of benefi ts and privileges.

Educational and Scientific Applications of Climate Model Diagnostic Analyzer

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Lee, S.; Pan, L.; Zhai, C.; Tang, B.; Kubar, T. L.; Zhang, J.; Bao, Q.

2016-12-01

Climate Model Diagnostic Analyzer (CMDA) is a web-based information system designed for the climate modeling and model analysis community to analyze climate data from models and observations. CMDA provides tools to diagnostically analyze climate data for model validation and improvement, and to systematically manage analysis provenance for sharing results with other investigators. CMDA utilizes cloud computing resources, multi-threading computing, machine-learning algorithms, web service technologies, and provenance-supporting technologies to address technical challenges that the Earth science modeling and model analysis community faces in evaluating and diagnosing climate models. As CMDA infrastructure and technology have matured, we have developed the educational and scientific applications of CMDA. Educationally, CMDA supported the summer school of the JPL Center for Climate Sciences for three years since 2014. In the summer school, the students work on group research projects where CMDA provide datasets and analysis tools. Each student is assigned to a virtual machine with CMDA installed in Amazon Web Services. A provenance management system for CMDA is developed to keep track of students' usages of CMDA, and to recommend datasets and analysis tools for their research topic. The provenance system also allows students to revisit their analysis results and share them with their group. Scientifically, we have developed several science use cases of CMDA covering various topics, datasets, and analysis types. Each use case developed is described and listed in terms of a scientific goal, datasets used, the analysis tools used, scientific results discovered from the use case, an analysis result such as output plots and data files, and a link to the exact analysis service call with all the input arguments filled. For example, one science use case is the evaluation of NCAR CAM5 model with MODIS total cloud fraction. The analysis service used is Difference Plot Service of

Science Thought and Practices: A Professional Development Workshop on Teaching Scientific Reasoning, Mathematical Modeling and Data Analysis

Science.gov (United States)

Robbins, Dennis; Ford, K. E. Saavik

2018-01-01

The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York and the American Museum of Natural History (AMNH), has developed and offers hands-on workshops to undergraduate faculty on teaching science thought and practices. These professional development workshops emphasize a curriculum and pedagogical strategies that uses computers and other digital devices in a laboratory environment to teach students fundamental topics, including: proportional reasoning, control of variables thinking, experimental design, hypothesis testing, reasoning with data, and drawing conclusions from graphical displays. Topics addressed here are rarely taught in-depth during the formal undergraduate years and are frequently learned only after several apprenticeship research experiences. The goal of these workshops is to provide working and future faculty with an interactive experience in science learning and teaching using modern technological tools.

Situating cognitive/socio-cognitive approaches to student learning in genetics

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Kindfield, Ann C. H.

2009-03-01

In this volume, Furberg and Arnseth report on a study of genetics learning from a socio-cultural perspective, focusing on students' meaning making as they engage in collaborative problem solving. Throughout the paper, they criticize research on student understanding and conceptual change conducted from a cognitive/socio-cognitive perspective on several reasonable grounds. However, their characterization of work undertaken from this perspective sometimes borders on caricature, failing to acknowledge the complexities of the research and the contexts within which it has been carried out. In this commentary, I expand their characterization of the cognitive/socio-cognitive perspective in general and situate my own work on genetics learning so as to provide a richer view of the enterprise. From this richer, more situated view, I conclude that research from both perspectives and collaboration between those looking at learning from different perspectives will ultimately provide a more complete picture of science learning.

Moral Reasoning among Nigerian Northern Irish Children: A Cross ...

African Journals Online (AJOL)

The moral reasoning of 10-11 year old Nigerian children (n=37) was compared to children of the same age (n=48) from Northern Ireland. The research employed the Socio moral Reflection Measure-Short Form (SRM-SF; Gibbs, Basinger & Fuller, 1992) and assessed the measure's usefulness for cross-cultural research.

Popularity and Relevance of Science Education and Scientific Literacy

DEFF Research Database (Denmark)

Graeber, Wolfgang; Blonder, Ron; Bolte, Claus

2008-01-01

A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students...... of a range of personal and social skills (including cognitive skills associated with investigatory scientific problem solving and socio-scientific decision making) and clarify the relevancy of science education for the 21st century. This symposium will introduce and discuss the project PARSEL ideas within...

When stereotypes become 'scientific' statements: dealing with gender issues.

Science.gov (United States)

Madureira, Ana Flávia do Amaral

2009-06-01

The theoretical analysis by Watzlawik (Integrative Psychological & Behavioral Science 2009) demonstrates the scientific fragility of the constructs of masculinity and femininity based on the oversimplification and overlapping between three levels of analysis: group differences, inter-individual differences and intra-individual differences. Watzlawik presents fresh and relevant contributions in terms of methodological issues, especially about the construction of scientific generalizations. Here I focus on issues related to the transformation of stereotypes in statements about gender differences that claim to be 'scientific'--outlining the socio-political agendas of such statements.

Quantitative and qualitative synthesis of socio-hydrological research

Science.gov (United States)

Xu, L.; Gober, P.; Wheater, H. S.; Kajikawa, Y.

2017-12-01

The challenge of climate change adaptation has raised awareness of the feedbacks and interconnections in complex human-natural coupled water systems. This has reinforced the call for a socio-hydrological approach to better understand, and represent in models, the associated system dynamics. Such models can potentially provide the tools to link knowledge about complex water systems to decision-making and policy frameworks. Socio-hydrology, as the subfield of human-natural coupled systems analysis, has been dramatically developed in the past few years. The purpose of this study is to empirically examine work that has been framed under the umbrella of socio-hydrology, to provide insights into the participants and their disciplinary perspectives, and to draw conclusions about where the field is headed. In doing so, we used a combined quantitative and qualitative approach to synthesise current knowledge of socio-hydrology and to propose some promising future directions in this subfield of water sciences. The general statistics of the existing literature showed that socio-hydrological research has become an emerging topic and is drawing more concern and engagement of hydrologists. However, the participation of social scientists is inadequate and greater cross-disciplinary integration is desirable. Current concerns in this subfield of water research centre on two basic challenges: (1) the need to embrace the social dimensions of water-related risks, and (2) the importance of interactions and feedbacks in dynamic socio-hydrological systems. A third challenge identified here relates to the large-scale implications of 1) and 2) above, i.e. virtual water flows as a mechanism to track the human use of water at the global scale. Accordingly, we propose five potential directions with regard to socio-hydrological models, interdisciplinary collaboration and transdisciplinary studies, the science-policy interface, resilience in socio-hydrological systems, and data sharing for human

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

Science.gov (United States)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

Speed of reasoning and its relation to reasoning ability

NARCIS (Netherlands)

Goldhammer, F.; Klein Entink, R.H.

2011-01-01

The study investigates empirical properties of reasoning speed which is conceived as the fluency of solving reasoning problems. Responses and response times in reasoning tasks are modeled jointly to clarify the covariance structure of reasoning speed and reasoning ability. To determine underlying

Scientific Progress in Strategic Management

DEFF Research Database (Denmark)

Foss, Nicolai Juul

Does the RBV represent a case of scientific progress? And has it emerged as the dominant approach to the analysis of competitive advantage for this reason? Conventional criteria for scientific progress, notably those of the growth of knowledge literature, are not particularly helpful for understa...

Midwives׳ clinical reasoning during second stage labour: Report on an interpretive study.

Science.gov (United States)

Jefford, Elaine; Fahy, Kathleen

2015-05-01

clinical reasoning was once thought to be the exclusive domain of medicine - setting it apart from 'non-scientific' occupations like midwifery. Poor assessment, clinical reasoning and decision-making skills are well known contributors to adverse outcomes in maternity care. Midwifery decision-making models share a common deficit: they are insufficiently detailed to guide reasoning processes for midwives in practice. For these reasons we wanted to explore if midwives actively engaged in clinical reasoning processes within their clinical practice and if so to what extent. The study was conducted using post structural, feminist methodology. to what extent do midwives engage in clinical reasoning processes when making decisions in the second stage labour? twenty-six practising midwives were interviewed. Feminist interpretive analysis was conducted by two researchers guided by the steps of a model of clinical reasoning process. Six narratives were excluded from analysis because they did not sufficiently address the research question. The midwives narratives were prepared via data reduction. A theoretically informed analysis and interpretation was conducted. using a feminist, interpretive approach we created a model of midwifery clinical reasoning grounded in the literature and consistent with the data. Thirteen of the 20 participant narratives demonstrate analytical clinical reasoning abilities but only nine completed the process and implemented the decision. Seven midwives used non-analytical decision-making without adequately checking against assessment data. over half of the participants demonstrated the ability to use clinical reasoning skills. Less than half of the midwives demonstrated clinical reasoning as their way of making decisions. The new model of Midwifery Clinical Reasoning includes 'intuition' as a valued way of knowing. Using intuition, however, should not replace clinical reasoning which promotes through decision-making can be made transparent and be

An integrated model of clinical reasoning: dual-process theory of cognition and metacognition.

Science.gov (United States)

Marcum, James A

2012-10-01

Clinical reasoning is an important component for providing quality medical care. The aim of the present paper is to develop a model of clinical reasoning that integrates both the non-analytic and analytic processes of cognition, along with metacognition. The dual-process theory of cognition (system 1 non-analytic and system 2 analytic processes) and the metacognition theory are used to develop an integrated model of clinical reasoning. In the proposed model, clinical reasoning begins with system 1 processes in which the clinician assesses a patient's presenting symptoms, as well as other clinical evidence, to arrive at a differential diagnosis. Additional clinical evidence, if necessary, is acquired and analysed utilizing system 2 processes to assess the differential diagnosis, until a clinical decision is made diagnosing the patient's illness and then how best to proceed therapeutically. Importantly, the outcome of these processes feeds back, in terms of metacognition's monitoring function, either to reinforce or to alter cognitive processes, which, in turn, enhances synergistically the clinician's ability to reason quickly and accurately in future consultations. The proposed integrated model has distinct advantages over other models proposed in the literature for explicating clinical reasoning. Moreover, it has important implications for addressing the paradoxical relationship between experience and expertise, as well as for designing a curriculum to teach clinical reasoning skills. © 2012 Blackwell Publishing Ltd.

Collaboration in scientific practice

DEFF Research Database (Denmark)

Wagenknecht, Susann

2014-01-01

This monograph investigates the collaborative creation of scientific knowledge in research groups. To do so, I combine philosophical analysis with a first-hand comparative case study of two research groups in experimental science. Qualitative data are gained through observation and interviews......, and I combine empirical insights with existing approaches to knowledge creation in philosophy of science and social epistemology. On the basis of my empirically-grounded analysis I make several conceptual contributions. I study scientific collaboration as the interaction of scientists within research...... to their publication. Specifically, I suggest epistemic difference and the porosity of social structure as two conceptual leitmotifs in the study of group collaboration. With epistemic difference, I emphasize the value of socio-cognitive heterogeneity in group collaboration. With porosity, I underline the fact...

Report for the Office of Scientific and Technical Information: Population Modeling of the Emergence and Development of Scientific Fields

Energy Technology Data Exchange (ETDEWEB)

Bettencourt, L. M. A. (LANL); Castillo-Chavez, C. (Arizona State University); Kaiser, D. (MIT); Wojick, D. E. (IIA)

2006-10-04

coarse-grained approach to modeling the time-evolution of scientific fields mathematically, through adaptive models of contagion. That is, our models are inspired by epidemic contact processes, but take into account the social interactions and processes whereby scientific ideas spread - social interactions gleaned from close empirical study of historical cases. Variations in model parameters can increase or hamper the speed at which a field develops. In this way, models for the spread of 'infectious' ideas can be used to identify pressure points in the process of innovation that may allow for the evaluation of possible interventions by those responsible for promoting innovation, such as funding agencies. This report is organized as follows: Section 2 introduces and discusses the population model used here to describe the dynamics behind the establishment of scientific fields. The approach is based on a succinct (coarse) description of contact processes between scientists, and is a simplified version of a general class of models developed in the course of this work. We selected this model based primarily on its ability to treat a wide range of data patterns efficiently, across several different scientific fields. We also describe our methods for estimating parameter values, our optimization techniques used to match the model to data, and our method of generating error estimates. Section 3 presents brief accounts of six case studies of scientific evolution, measured by the growth in number of active authors over time, and shows the results of fitting our model to these data, including extrapolations to the near future. Section 4 discusses these results and provides some perspectives on the values and limitations of the models used. We also discuss topics for further research which should improve our ability to predict (and perhaps influence) the course of future scientific research. Section 5 provides more detail on the broad class of epidemic models developed as

Science teacher candidates' perceptions about roles and nature of scientific models

Science.gov (United States)

Yenilmez Turkoglu, Ayse; Oztekin, Ceren

2016-05-01

Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of scientific studies. In science education, on the other hand, they are accessible representations of abstract concepts, and are also organizational frameworks to teach and learn inaccessible facts. As being indispensable parts of learning and doing science, use of scientific models in science classes should be reinforced. At this point, uncovering pre-service science teachers' (PSTs) understandings of scientific models are of great importance since they will design and conduct teaching situations for their students. Purpose: The study aimed to provide an answer to the research question: What understandings do PSTs possess about scientific models? Sample: The sample of the study consisted of 14 PSTs enrolled in an Elementary Science Education program in a public university in Ankara, Turkey. Design and methods: Data were collected by using an open-item instrument and semi-structured interviews, and were analyzed by using qualitative data analysis methods. Results: Findings showed that PSTs held fragmented views of models by having informed views in some aspects while having naïve views on others. That is, although they displayed a constructivist orientation by acknowledging the presence of multiple models for the same phenomenon depending on scientists' perspectives or creativity involved in the production of scientific knowledge, PSTs also expressed logical positivist views by believing that models should be close to the real phenomena that they represent. Findings further revealed that PSTs generally conceptualized models' materialistic uses, yet they did not think much about their theoretical and conceptual uses. It was observed that roles like reifying and visualizing were overestimated and models were dominantly characterized as three-dimensional representations

Towards a new paradigm of Socio-Hydrology; insights from the Saskatchewan River Basin

Science.gov (United States)

Wheater, H. S.; Gober, P.

2011-12-01

Effects of human-induced change on the land surface and the functioning of water systems are ubiquitous. There is a basic need to understand these human processes and to represent them appropriately in hydrological models. Some land use effects, such as urbanisation, are well understood, but not readily quantifiable at catchment scale. Agricultural intensification, on the other hand, is poorly understood, and tools for quantification often lack scientific basis. And while land surface change affects runoff and recharge, in most major river systems flows are also modified by storage, withdrawals and returns; groundwater is also often heavily influenced by management. Quantification of these effects remains a major and neglected challenge - much large-scale hydrological modelling is concerned with hypothetical 'natural' systems. At a deeper level, in an era of rapid change and profound uncertainties about both human and physical systems, water management requires an understanding of the drivers of, and responses to change. Socio-hydrology has two very specific social components: 1. Integrating humans and their activities into water science. 2. Ensuring that water decision-making incorporates a range of values and perspectives about the meaning, value and use of water. Socio-hydrology recognizes that many of the current stresses on water systems stem from social factors such as demography, the global economy, changing societal values and norms, technological innovation, laws and customs, and financial markets. It also acknowledges that the inability of many water systems to adjust to change is because of outdated governance, institutional rigidity, failure to adequately perceive threats to water security, ill-functioning markets, and undue focus on physical at the expense of social change. Increasingly, it is recognized that some of the most critical vulnerabilities in contemporary water systems lie at the intersection between human activities and physical systems

Biomedical ontologies: toward scientific debate.

Science.gov (United States)

Maojo, V; Crespo, J; García-Remesal, M; de la Iglesia, D; Perez-Rey, D; Kulikowski, C

2011-01-01

Biomedical ontologies have been very successful in structuring knowledge for many different applications, receiving widespread praise for their utility and potential. Yet, the role of computational ontologies in scientific research, as opposed to knowledge management applications, has not been extensively discussed. We aim to stimulate further discussion on the advantages and challenges presented by biomedical ontologies from a scientific perspective. We review various aspects of biomedical ontologies going beyond their practical successes, and focus on some key scientific questions in two ways. First, we analyze and discuss current approaches to improve biomedical ontologies that are based largely on classical, Aristotelian ontological models of reality. Second, we raise various open questions about biomedical ontologies that require further research, analyzing in more detail those related to visual reasoning and spatial ontologies. We outline significant scientific issues that biomedical ontologies should consider, beyond current efforts of building practical consensus between them. For spatial ontologies, we suggest an approach for building "morphospatial" taxonomies, as an example that could stimulate research on fundamental open issues for biomedical ontologies. Analysis of a large number of problems with biomedical ontologies suggests that the field is very much open to alternative interpretations of current work, and in need of scientific debate and discussion that can lead to new ideas and research directions.

A "Semantic" View of Scientific Models for Science Education

Science.gov (United States)

Adúriz-Bravo, Agustín

2013-01-01

In this paper I inspect a "semantic" view of scientific models taken from contemporary philosophy of science-I draw upon the so-called "semanticist family", which frontally challenges the received, syntactic conception of scientific theories. I argue that a semantic view may be of use both for science education in the…

Scientific data interpolation with low dimensional manifold model

Science.gov (United States)

Zhu, Wei; Wang, Bao; Barnard, Richard; Hauck, Cory D.; Jenko, Frank; Osher, Stanley

2018-01-01

We propose to apply a low dimensional manifold model to scientific data interpolation from regular and irregular samplings with a significant amount of missing information. The low dimensionality of the patch manifold for general scientific data sets has been used as a regularizer in a variational formulation. The problem is solved via alternating minimization with respect to the manifold and the data set, and the Laplace-Beltrami operator in the Euler-Lagrange equation is discretized using the weighted graph Laplacian. Various scientific data sets from different fields of study are used to illustrate the performance of the proposed algorithm on data compression and interpolation from both regular and irregular samplings.

Scientific data interpolation with low dimensional manifold model

International Nuclear Information System (INIS)

Zhu, Wei; Wang, Bao; Barnard, Richard C.; Hauck, Cory D.

2017-01-01

Here, we propose to apply a low dimensional manifold model to scientific data interpolation from regular and irregular samplings with a significant amount of missing information. The low dimensionality of the patch manifold for general scientific data sets has been used as a regularizer in a variational formulation. The problem is solved via alternating minimization with respect to the manifold and the data set, and the Laplace–Beltrami operator in the Euler–Lagrange equation is discretized using the weighted graph Laplacian. Various scientific data sets from different fields of study are used to illustrate the performance of the proposed algorithm on data compression and interpolation from both regular and irregular samplings.

A Route to Well-being: Intelligence vs. Wise Reasoning

Science.gov (United States)

Grossmann, Igor; Na, Jinkyung; Varnum, Michael E.W.; Kitayama, Shinobu; Nisbett, Richard E.

2012-01-01

Laypeople and many social scientists assume that superior reasoning abilities lead to greater well-being. However, previous research has been inconclusive. This may be because prior investigators used operationalizations of reasoning that favored analytic as opposed to wise thinking. We assessed wisdom in terms of the degree to which people use various pragmatic schemas to deal with social conflicts. With a random sample of Americans we found that wise reasoning is associated with greater life satisfaction, less negative affect, better social relationships, less depressive rumination, more positive vs. negative words used in speech, and greater longevity. The relationship between wise reasoning and well-being held even when controlling for socio-economic factors, verbal abilities, and several personality traits. As in prior work there was no association between intelligence and well-being. Further, wise reasoning mediated age-related differences in well-being, particularly among the middle-aged and older adults. Implications for research on reasoning, well-being and aging are discussed. PMID:22866683

An Investigation into the Relationship among Psychiatric, Demographic and Socio-Economic Variables with Bayesian Network Modeling

Directory of Open Access Journals (Sweden)

Gunal Bilek

2018-03-01

Full Text Available The aim of this paper is to investigate the factors influencing the Beck Depression Inventory score, the Beck Hopelessness Scale score and the Rosenberg Self-Esteem score and the relationships among the psychiatric, demographic and socio-economic variables with Bayesian network modeling. The data of 823 university students consist of 21 continuous and discrete relevant psychiatric, demographic and socio-economic variables. After the discretization of the continuous variables by two approaches, two Bayesian networks models are constructed using the b n l e a r n package in R, and the results are presented via figures and probabilities. One of the most significant results is that in the first Bayesian network model, the gender of the students influences the level of depression, with female students being more depressive. In the second model, social activity directly influences the level of depression. In each model, depression influences both the level of hopelessness and self-esteem in students; additionally, as the level of depression increases, the level of hopelessness increases, but the level of self-esteem drops.

Enhancing forest carbon sequestration in China: toward an integration of scientific and socio-economic perspectives.

Science.gov (United States)

Chen, J M; Thomas, S C; Yin, Y; Maclaren, V; Liu, J; Pan, J; Liu, G; Tian, Q; Zhu, Q; Pan, J-J; Shi, X; Xue, J; Kang, E

2007-11-01

This article serves as an introduction to this special issue, "China's Forest Carbon Sequestration", representing major results of a project sponsored by the Canadian International Development Agency and the Chinese Academy of Sciences. China occupies a pivotal position globally as a principle emitter of carbon dioxide, as host to some of the world's largest reforestation efforts, and as a key player in international negotiations aimed at reducing global greenhouse gas emission. The goals of this project are to develop remote sensing approaches for quantifying forest carbon balance in China in a transparent manner, and information and tools to support land-use decisions for enhanced carbon sequestration (CS) that are science based and economically and socially viable. The project consists of three components: (i) remote sensing and carbon modeling, (ii) forest and soil assessment, and (iii) integrated assessment of the socio-economic implications of CS via forest management. Articles included in this special issue are highlights of the results of each of these components.

Strengthening Communication and Scientific Reasoning Skills of Graduate Students Through the INSPIRE Program

Science.gov (United States)

Pierce, Donna M.; McNeal, K. S.; Radencic, S. P.; Schmitz, D. W.; Cartwright, J.; Hare, D.; Bruce, L. M.

2012-10-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three nearby school districts. The primary goal of the program is to strengthen the communication and scientific reasoning skills of graduate students in geosciences, physics, chemistry, and engineering by placing them in area middle school and high school science and mathematics classrooms for ten hours a week for an entire academic year as they continue to conduct their thesis or dissertation research. Additional impacts include increased content knowledge for our partner teachers and improvement in the quality of classroom instruction using hands-on inquiry-based activities that incorporate ideas used in the research conducted by the graduate students. Current technologies, such as Google Earth, GIS, Celestia, benchtop SEM and GCMS, are incorporated into many of the lessons. Now in the third year of our program, we will present the results of our program to date, including an overview of documented graduate student, teacher, and secondary student achievements, the kinds of activities the graduate students and participating teachers have developed for classroom instruction, and the accomplishments resulting from our four international partnerships. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program (Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

Scepticism and doubt in science and science education: the complexity of global warming as a socio-scientific issue

Science.gov (United States)

Bryce, Tom G. K.; Day, Stephen P.

2014-09-01

This article looks critically at the complexity of the debate among climate scientists; the controversies in the science of global temperature measurement; and at the role played by consensus. It highlights the conflicting perspectives figuring in the mass media concerned with climate change, arguing that science teachers should be familiar with them, particularly given the sharply contested views likely to be brought into classroom discussion and the importance of developing intellectual scepticism and robust scientific literacy in students. We distinguish between rational scepticism and the pejorative meaning of the expression associated with attitudinal opposition to global warming—similar to the way in which Bauer (2006) contrasts micro- scepticism and macro- scepticism in reasoning generally. And we look closely and critically at the approaches which teachers might adopt in practice to teach about global warming at this difficult time.

Peningkatan Keterlibatan Dalam Perkuliahan Scientific Writing Menggunakan Model Pengajaran Social Inquiry

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Suwartono Suwartono

2016-02-01

Full Text Available This research aimed to solve student low involvement in Scientific Writing classes.The method used in this research was Classroom Action Research (CAR. The planned action was Social Inquiry teaching model, i.e. an autonomous instruction in which students do inquiries for facts (new knowledge on scientific writings along with the linguistic aspects of writings and exercises in communicating the inquiry results within the classroom society are prioritized. The CAR employed Lewin's cyclic model. The model procedures are: (1 identification, evaluation and formulation of the problem; (2 fact finding; (3 review of literature; (4 information gathering to test hypothesis; (5 selection of the planned action procedures; (6 implementation; and (7 interpretation of the data and overall evaluation. The CAR's result has shown that teaching Scientific Writing using Social Inquiry can promote student involvement in scientific writing class activities.

Do sedentary behaviors mediate associations between socio-demographic characteristics and BMI in women living in socio-economically disadvantaged neighborhoods?

Science.gov (United States)

Compernolle, Sofie; De Cocker, Katrien; Abbott, Gavin; Verloigne, Maïté; Cardon, Greet; De Bourdeaudhuij, Ilse; Ball, Kylie

2015-04-09

Women living in deprived neighborhoods are a risk group for overweight and obesity, particularly during the childbearing years. Several socio-demographic characteristics may compound this risk, but little is known about why this might be the case. Sedentary behaviors are emerging as a socio-demographically patterned risk factor for obesity. The purpose of the present study was to assess socio-demographic differences in sedentary behaviors, and to examine whether these behaviors could explain the relation between socio-demographic variables and BMI (BMI) in this risk group. Women aged 18-46 years were recruited from 40 urban and 40 rural deprived neighborhoods in Victoria, Australia. In total, 3879 women reported socio-demographic variables (age, educational level, employment status, marital status, number of children, residential location and country of birth), sedentary behaviors (television time, computer time, total screen time and total sedentary time), physical activity, and height and weight, which were used to calculate BMI. For each socio-demographic variable, four single mediation models were conducted using two-level mixed-models regression analyses. Mediating effects were examined using the MacKinnon product-of-coefficients procedure and the Sobel test. All socio-demographic variables were significantly associated with sedentary behaviors. Single mediation analyses revealed that television time (αβ = 0.017, 95% CI = 0.000, 0.030) and total screen time (αβ = 0.006, 95% CI = 0.000, 0.012) mediated 14.1% and 4.9% of the relationship between educational level and BMI, respectively. Total screen time mediated 45.1% of the relationship between employment status and BMI (αβ = -0.020, 95% CI = -0.033, -0.006), and television time mediated 8.2% of the relationship between country of birth and BMI (αβ = -0.008, 95% CI = -0.016, -0.001). Sedentary behaviors differed depending on socio-demographic characteristics, and partly

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

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Lin Ding

2014-07-01

Full Text Available This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre- and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and pre- and postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre- and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.

Modelling Mathematical Reasoning in Physics Education

Science.gov (United States)

Uhden, Olaf; Karam, Ricardo; Pietrocola, Maurício; Pospiech, Gesche

2012-04-01

Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

Probabilistic reasoning for assembly-based 3D modeling

KAUST Repository

Chaudhuri, Siddhartha

2011-01-01

Assembly-based modeling is a promising approach to broadening the accessibility of 3D modeling. In assembly-based modeling, new models are assembled from shape components extracted from a database. A key challenge in assembly-based modeling is the identification of relevant components to be presented to the user. In this paper, we introduce a probabilistic reasoning approach to this problem. Given a repository of shapes, our approach learns a probabilistic graphical model that encodes semantic and geometric relationships among shape components. The probabilistic model is used to present components that are semantically and stylistically compatible with the 3D model that is being assembled. Our experiments indicate that the probabilistic model increases the relevance of presented components. © 2011 ACM.

Modelling regional cropping patterns under scenarios of climate and socio-economic change in Hungary.

Science.gov (United States)

Li, Sen; Juhász-Horváth, Linda; Pintér, László; Rounsevell, Mark D A; Harrison, Paula A

2018-05-01

Impacts of socio-economic, political and climatic change on agricultural land systems are inherently uncertain. The role of regional and local-level actors is critical in developing effective policy responses that accommodate such uncertainty in a flexible and informed way across governance levels. This study identified potential regional challenges in arable land use systems, which may arise from climate and socio-economic change for two counties in western Hungary: Veszprém and Tolna. An empirically-grounded, agent-based model was developed from an extensive farmer household survey about local land use practices. The model was used to project future patterns of arable land use under four localised, stakeholder-driven scenarios of plausible future socio-economic and climate change. The results show strong differences in farmers' behaviour and current agricultural land use patterns between the two regions, highlighting the need to implement focused policy at the regional level. For instance, policy that encourages local food security may need to support improvements in the capacity of farmers to adapt to physical constraints in Veszprém and farmer access to social capital and environmental awareness in Tolna. It is further suggested that the two regions will experience different challenges to adaptation under possible future conditions (up to 2100). For example, Veszprém was projected to have increased fallow land under a scenario with high inequality, ineffective institutions and higher-end climate change, implying risks of land abandonment. By contrast, Tolna was projected to have a considerable decline in major cereals under a scenario assuming a de-globalising future with moderate climate change, inferring challenges to local food self-sufficiency. The study provides insight into how socio-economic and physical factors influence the selection of crop rotation plans by farmers in western Hungary and how farmer behaviour may affect future risks to agricultural

Birth tourism: socio-demographic and statistical aspects

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Anatoly V. Korotkov

2016-01-01

Full Text Available The purpose of the study is to research birth tourism issue. The article gives the socio-demographic and statistical aspects of research problems of birth inbound tourism in the Russian Federation. Following the literature analysis, the degree of study for birth tourism lags behind its actual size. Currently, the media has accumulated a significant amount of information on birth tourism in Russia, that requires processing, systematization and understanding that can and should become an independent area of study of sociologists and demographers to develop recommendations for the management of socio-demographic processes in birth tourism in our country. It is necessary to identify the problems that will inevitably arise. At present, this process is almost not regulated.These problems are complex, it requires the joint efforts of sociologists and demographers. However, it is impossible to obtain reliable results and to develop management decisions without attention to the statistical aspect of this problem. It is necessary to create methodological support for collecting and information processing and model development of the birth tourism. At the initial stage it is necessary to identify the direction and objectives of the analysis to determine the factors in the development of this process, to develop a hierarchical system of statistical indicators, to receive the information, needed for calculating of specific indicators.The complex research of the birth tourism issues should be based on the methodology of sociology, demography and statistics, including statistical observation, interviews with residents, structure analysis and birth tourism concentration in the country, the analysis of the dynamics, classification of factors and reasons, the grouping of regions for the development of the studied processes and, of course, the development of economic-statistical indicators.The article reveals the problem of the significant influence of the

Towards socio-hydroinformatics: optimal design and integration of citizen-based information in water-system models

Science.gov (United States)

Solomatine, Dimitri; Mazzoleni, Maurizio; Alfonso, Leonardo; Chacon Hurtado, Juan Carlos

2017-04-01

Traditionally, static physical sensors are used to calibrate, validate or update water-system models by water authorities to reduce predictive uncertainty. However, the main problem is scarcity of data in both spatial and temporal domains due to costly maintenance and personnel. On the other hand, the use of low-cost sensor to measure hydrological variables in a more distributed and crowdsourced way is currently expanding and creating a fertile ground to the spread of citizen observatories activities and citizen science projects. Among different citizen sciences projects, the EU-funded projects WeSenseIt (www.wesenseit.eu) and GroundTruth (www.gt20.eu) aim at developing technologies and tools supporting creation of citizen observatories. A drawback of using crowdsourced observations is related to their intrinsic uncertainty and variable life span. Current flood forecasting applications limit the use of crowdsourced observations. Although some efforts to validate model results against these observations have been made, these are mainly done in a post-event analysis. Socio-hydroinformatics aims to integrate hydroinformatics tools and citizen observatories to achieve a dynamic and bidirectional feedbacks between coupled human-water systems. On the one hand, the main technical motivation of socio-hydroinformatics is to fill the gap in hydrological applications regarding the optimal use of crowdsourced observations not only in post-event analyses but in also in real time by their optimal assimilation. On the other hand, the social motivation is to bring citizens closer to decision-making processes and to understand how their participation in the model development process could improve models. In this study, different methods were developed and implemented to optimally design networks of dynamic sensors and assimilate crowdsourced observations, with varying spatial and temporal coverage, into hydrological and hydraulic models. This very first study of socio

SOCIO-ECOLOGICAL THEORIES AND EMPIRICAL RESEARCH. COMPARING SOCIAL-ECOLOGICAL SCHOOLS OF THOUGHTS IN ACTION

OpenAIRE

Bousquet, F.; Anderies, M.; Antona, M.; Bassett, T.; Benjaminsen, T.; Bonato, O.; Castro, M.; Gautier, D.; Gunderson, L.; Janssen, M.; Kinzig, A.; Lecoq, M.; Lynam, T.; Mathevet, R.; Perrings, C.

2015-01-01

Environmental problems, at local scale as well as global scale, are now considered as key issues and scientists are encouraged to be part of the process to address these issues. For the last decades, scholars have been focusing on the study of interactions between social dynamics and ecological processes and produced a set of concepts and scientific discourses aiming at framing the analysis of socio-ecological dynamics and eventually at orienting interventions. Scientific discourses are produ...

Scientific Playworlds: a Model of Teaching Science in Play-Based Settings

Science.gov (United States)

Fleer, Marilyn

2017-09-01

Eminent scientists, like Einstein, worked with theoretical contradiction, thought experiments, mental models and visualisation—all characteristics of children's play. Supporting children's play is a strength of early childhood teachers. Promising research shows a link between imagination in science and imagination in play. A case study of 3 preschool teachers and 26 children (3.6-5.9 years; mean age of 4.6 years) over 6 weeks was undertaken, generating 59.6 h of digital observations and 788 photographs of play practices. The research sought to understand (1) how imaginative play promotes scientific learning and (2) examined how teachers engaged children in scientific play. Although play pedagogy is a strength of early childhood teachers, it was found that transforming imaginary situations into scientific narratives requires different pedagogical characteristics. The study found that the building of collective scientific narratives alongside of discourses of wondering were key determinants of science learning in play-based settings. Specifically, the pedagogical principles of using a cultural device that mirrors the science experiences, creating imaginary scientific situations, collectively building scientific problem situations, and imagining the relations between observable contexts and non-observable concepts, changed everyday practices into a scientific narrative and engagement. It is argued that these unique pedagogical characteristics promote scientific narratives in play-based settings. An approach, named as Scientific Playworlds, is presented as a possible model for teaching science in play-based settings.

Architectural design thinking as a form of model-based reasoning

NARCIS (Netherlands)

Pauwels, P.; Bod, R.

2014-01-01

Model-based reasoning can be considered central in very diverse domains of practice. Recently considered domains of practice are political discourse, social intercourse, language learning, archaeology, collaboration and conversation, and so forth. In this paper, we explore features of model-based

Agriscience Student Engagement in Scientific Inquiry: Representations of Scientific Processes and Nature of Science.

Science.gov (United States)

Grady, Julie R; Dolan, Erin L; Glasson, George E

2010-01-01

Students' experiences with science integrated into agriscience courses contribute to their developing epistemologies of science. The purpose of this case study was to gain insight into the implementation of scientific inquiry in an agriscience classroom. Also of interest was how the tenets of the nature of science were reflected in the students' experiments. Participants included an agriscience teacher and her fifteen students who were conducting plant experiments to gain insight into the role of a gene disabled by scientists. Data sources included classroom observations, conversations with students, face-to-face interviews with the teacher, and students' work. Analysis of the data indicated that the teacher viewed scientific inquiry as a mechanical process with little emphasis on the reasoning that typifies scientific inquiry. Students' participation in their experiments also centered on the procedural aspects of inquiry with little attention to scientific reasoning. There was no explicit attention to the nature of science during the experiments, but the practice implied correct, incorrect, and underdeveloped conceptions of the nature of science. Evidence from the study suggests a need for collaboration between agriscience and science teacher educators to design and conduct professional development focused on scientific inquiry and nature of science for preservice and practicing teachers.

An API for Integrating Spatial Context Models with Spatial Reasoning Algorithms

DEFF Research Database (Denmark)

Kjærgaard, Mikkel Baun

2006-01-01

The integration of context-aware applications with spatial context models is often done using a common query language. However, algorithms that estimate and reason about spatial context information can benefit from a tighter integration. An object-oriented API makes such integration possible...... and can help reduce the complexity of algorithms making them easier to maintain and develop. This paper propose an object-oriented API for context models of the physical environment and extensions to a location modeling approach called geometric space trees for it to provide adequate support for location...... modeling. The utility of the API is evaluated in several real-world cases from an indoor location system, and spans several types of spatial reasoning algorithms....

Modeling Instruction of David Hestenes: a proposal of thematic modeling cycle and discussion of scientific literacy

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Ednilson Sergio Ramalho de Souza

2016-07-01

Full Text Available The pedagogical work with mathematical modeling assumes investigate situations of reality. However, mental models formed from the contact with the experiential world are generally incompatible with the conceptual models. So David Hestenes supports the view that one of the biggest challenges of teaching and learning in science and mathematics is to coordinate conceptual models with mental models, which led to the elaboration of a didactic in mathematical modeling: Modeling Instruction. Our goal is to present a proposal for thematic modeling cycle drawn up in hestenesianos assumptions and discuss possibilities for scientific literacy. The main question was to know how to emerge indicators for scientific literacy for the proposed cycle. This is a bibliographic research in order to identify the available literature contributions on the subject and raise the possibility and challenges for the brazilian teaching science and mathematics. Preliminary results indicate that the proposed modeling cycle can develop indicators for scientific literacy of different natures.

Formal Modelling and Analysis of Socio-Technical Systems

NARCIS (Netherlands)

Probst, Christian W.; Kammüller, Florian; Rydhof Hansen, René; Probst, Christian W.; Hankin, Chris; Rydhof Hansen, René

2015-01-01

Attacks on systems and organisations increasingly exploit human actors, for example through social engineering. This non-technical aspect of attacks complicates their formal treatment and automatic identification. Formalisation of human behaviour is difficult at best, and attacks on socio-technical

Factors associated with parental reasons for "no-intent" to vaccinate female adolescents with human papillomavirus vaccine: National Immunization Survey - Teen 2008-2012.

Science.gov (United States)

Cheruvu, Vinay K; Bhatta, Madhav P; Drinkard, Lauren N

2017-02-13

1) To identify socio-demographic factors associated with parental "no-intent" for their 13-17 year old unvaccinated daughter to receive the human papillomavirus (HPV) vaccine series within the next twelve months, 2) to describe patterns in "no-intent" by socio-demographic factors, and 3) to identify socio-demographic factors associated with parental reasons for "no-intent". Data from 2008-2012 National Immunization Survey - Teen (NIS - Teen) were examined in this study. Parents with "no-intent" to vaccinate their daughters were asked to identify reasons for their decision. All responses were categorized into five domains identified as barriers to receive the HPV vaccine series: 1) Safety and Effectiveness Concerns; 2) Systemic Barriers; 3) Vaccine Misinformation; 4) Lack of Knowledge about the Vaccine; and 5) Socio-cultural Barriers. Multivariable logistic regression models were performed to address the study objectives. Number of people in the household, household income, mother's age, education, health insurance, recommendation of a health care provider, and the survey year were significantly associated with parental "no-intent". Race/ethnicity, mother's education, marital status, recommendation of a health care provider, household income, age of the unvaccinated daughter, and the survey year, were significantly associated with one or more domains identified as barriers to receive the HPV vaccine. This study identified sub-groups of parents across different socio-demographic factors with "no-intent" for their adolescent daughters to receive the HPV vaccine. Developing strategies that target educational tools towards the identified sub-groups of parents about the purpose, safety, and efficacy of the HPV vaccine, and HPV infection, may help increase HPV vaccine acceptance, initiation and completion rates.

La práctica dicente-investigativa desdela tecnología educativa y el socio- constructivismo

Directory of Open Access Journals (Sweden)

Robles-Altamirano, Adriana

2016-04-01

Full Text Available A time of changes is experienced related to the current techno-scientific paradigm and education is no an exception. From the socio-constructivist theory of learning and the use of the information and communication technology (ICT in education, a more meaningful and autonomous learning is justified which is based on researching of learners. The socio-constructivism proposes the participation of students within a group learning project, which will enhance their ability to solve contextualized problems, allowing them to develop a social construction process of knowledge, supported by technological tools at their fingertips. This work aims to demonstrate that autonomous learning with the use of research is possible if a socio-constructivist approach to learning with the support of educational technology is applied.

Discovering Socio-cultural Aspects of Science Through Artworks

Science.gov (United States)

Güney, Burcu Gülay; Şeker, Hayati

2017-11-01

Scientific literacy is one of the primary purposes of science education which briefly focuses on using and interpreting scientific explanations, understanding science within its culture. However, science curricula emphasize science with its cognitive aspects and underestimate affective and aesthetic aspects of science. Science education needs to cover beauty of science for students to cross borders between their own culture and culture of science and to achieve the aim of scientific literacy. Relating aesthetic aspects of science with content of science and paving the way for aesthetic experiences through artworks may enrich science education. The purposes of this study are to discuss the need of integrating aesthetic aspects of science in science instruction and to propose examples and pedagogical suggestions to promote aesthetic experiences into the science education. Artworks are selected to present socio-cultural aspects of science to demonstrate the culture of science, their stories are explained, and pedagogical suggestions are proposed. Advantages and difficulties of using artworks in science instruction are discussed as a result of the study.

The Modeling of the Processes of Assessment and Analysis of the Level of Socio-Ecological-Economic Development of a Region

Directory of Open Access Journals (Sweden)

Pilko Andriy D.

2017-06-01

Full Text Available There presented results of the research of existing scientific and methodological, and theoretical approaches to management of the socio-ecological-economic development of a region with subsequent definition of priorities of the regional policy taking into account the concepts of security and development. Based on the study of literature sources and the analysis of the available statistical base, the problem of assessing the level of social, economic, ecological development, the level of sustainable development and the degree of harmonization of sustainable development of territorial systems of a region is formulated, and a possible method of its solution is suggested. The direction and nature of the cause-effect relationships between social tension and the levels of economic, environmental, social development and the level of sustainable development of a region are determined. There proposed a scheme to build models for assessing the effectiveness of levers for managing social, economic and environmental processes at the level of territorial systems in a region, taking into account the level of social tension and indicators of the investment component of development.

Socio-philosophical preconditions of formation of the concept of security in protosociology

Directory of Open Access Journals (Sweden)

L. V. Kalashnikova

2016-08-01

The development of the theory of security is impossible without taking into account the foundations of social and philosophical heritage in this area, which is often out of sight of researchers. Socio-philosophical prerequisites of security concept creates the necessary conditions for the formation of general ideas about it as an objective reality, the study of which with the use of scientific and special methods of knowledge allows us to formulate the basic laws, scientific system of safety management principles that will ensure the safe existence of the person, the effective functioning of society and the state.

Microdevelopment of peer interactions and scientific reasoning in young children

NARCIS (Netherlands)

Guevara, Marlenny; van Dijk, Marijn; van Geert, Paul

2016-01-01

Traditional analyses of reasoning and interactions often describe the building of knowledge by comparing general outcomes of group data (e.g., averages, frequencies and percentages) and as a result, often neglect the underlying individual processes. In this paper, we present a case study of two

Socioscientific issues: topics and importance to the scientific education

Directory of Open Access Journals (Sweden)

Díaz Moreno, Naira;

2012-01-01

Full Text Available Socioscientific debates arise and become widespread concerning the most popular and innovative issues in our society: transgenics, homeopathy, the impact of mobile phone network and so on. For this reason we believe it is important to analyse the meaning of these debates and the relationship between information processing in newspapers and teaching literature and to determine their possible use in a school context. The common image of scientific news that tends to appear in the media hampers its use in the classroom. On analysing didactic literature, we have selected activities that can be used as a model to plan debates in the science classroom with the objective of developing a series of capacities in students related to scientific literacy, critical thinking and the promotion of a scientific culture.

CAD Parts-Based Assembly Modeling by Probabilistic Reasoning

KAUST Repository

Zhang, Kai-Ke

2016-04-11

Nowadays, increasing amount of parts and sub-assemblies are publicly available, which can be used directly for product development instead of creating from scratch. In this paper, we propose an interactive design framework for efficient and smart assembly modeling, in order to improve the design efficiency. Our approach is based on a probabilistic reasoning. Given a collection of industrial assemblies, we learn a probabilistic graphical model from the relationships between the parts of assemblies. Then in the modeling stage, this probabilistic model is used to suggest the most likely used parts compatible with the current assembly. Finally, the parts are assembled under certain geometric constraints. We demonstrate the effectiveness of our framework through a variety of assembly models produced by our prototype system. © 2015 IEEE.

CAD Parts-Based Assembly Modeling by Probabilistic Reasoning

KAUST Repository

Zhang, Kai-Ke; Hu, Kai-Mo; Yin, Li-Cheng; Yan, Dongming; Wang, Bin

2016-01-01

Nowadays, increasing amount of parts and sub-assemblies are publicly available, which can be used directly for product development instead of creating from scratch. In this paper, we propose an interactive design framework for efficient and smart assembly modeling, in order to improve the design efficiency. Our approach is based on a probabilistic reasoning. Given a collection of industrial assemblies, we learn a probabilistic graphical model from the relationships between the parts of assemblies. Then in the modeling stage, this probabilistic model is used to suggest the most likely used parts compatible with the current assembly. Finally, the parts are assembled under certain geometric constraints. We demonstrate the effectiveness of our framework through a variety of assembly models produced by our prototype system. © 2015 IEEE.

Application of Logic Models in a Large Scientific Research Program

Science.gov (United States)

O'Keefe, Christine M.; Head, Richard J.

2011-01-01

It is the purpose of this article to discuss the development and application of a logic model in the context of a large scientific research program within the Commonwealth Scientific and Industrial Research Organisation (CSIRO). CSIRO is Australia's national science agency and is a publicly funded part of Australia's innovation system. It conducts…

Student use of model-based reasoning when troubleshooting an electronic circuit

Science.gov (United States)

Lewandowski, Heather; Stetzer, Mackenzie; van de Bogart, Kevin; Dounas-Frazer, Dimitri

2016-03-01

Troubleshooting systems is an integral part of experimental physics in both research and educational settings. Accordingly, ability to troubleshoot is an important learning goal for undergraduate physics lab courses. We investigate students' model-based reasoning on a troubleshooting task using data collected in think-aloud interviews during which pairs of students from two institutions attempted to diagnose and repair a malfunctioning circuit. Our analysis scheme was informed by the Experimental Modeling Framework, which describes physicists' use of mathematical and conceptual models when reasoning about experimental systems. We show that system and subsystem models were crucial for the evaluation of repairs to the circuit and played an important role in some troubleshooting strategies. Finally, drawing on data from interviews with electronics instructors from a broad range of institution types, we outline recommendations for model-based approaches to teaching and learning troubleshooting skills.

Student use of model-based reasoning when troubleshooting an electric circuit

Science.gov (United States)

Dounas-Frazer, Dimitri

2016-05-01

Troubleshooting systems is an integral part of experimental physics in both research and educational settings. Accordingly, ability to troubleshoot is an important learning goal for undergraduate physics lab courses. We investigate students' model-based reasoning on a troubleshooting task using data collected in think-aloud interviews during which pairs of students from two institutions attempted to diagnose and repair a malfunctioning circuit. Our analysis scheme was informed by the Experimental Modeling Framework, which describes physicists' use of mathematical and conceptual models when reasoning about experimental systems. We show that system and subsystem models were crucial for the evaluation of repairs to the circuit and played an important role in some troubleshooting strategies. Finally, drawing on data from interviews with electronics instructors from a broad range of institution types, we outline recommendations for model-based approaches to teaching and learning troubleshooting skills.

Modelling transport energy demand: A socio-technical approach

International Nuclear Information System (INIS)

Anable, Jillian; Brand, Christian; Tran, Martino; Eyre, Nick

2012-01-01

Despite an emerging consensus that societal energy consumption and related emissions are not only influenced by technical efficiency but also by lifestyles and socio-cultural factors, few attempts have been made to operationalise these insights in models of energy demand. This paper addresses that gap by presenting a scenario exercise using an integrated suite of sectoral and whole systems models to explore potential energy pathways in the UK transport sector. Techno-economic driven scenarios are contrasted with one in which social change is strongly influenced by concerns about energy use, the environment and well-being. The ‘what if’ Lifestyle scenario reveals a future in which distance travelled by car is reduced by 74% by 2050 and final energy demand from transport is halved compared to the reference case. Despite the more rapid uptake of electric vehicles and the larger share of electricity in final energy demand, it shows a future where electricity decarbonisation could be delayed. The paper illustrates the key trade-off between the more aggressive pursuit of purely technological fixes and demand reduction in the transport sector and concludes there are strong arguments for pursuing both demand and supply side solutions in the pursuit of emissions reduction and energy security.

Socio-functional dynamics of the mathematical contents

Directory of Open Access Journals (Sweden)

Isabel Alonso-Berenguer

2018-01-01

Full Text Available The article presents a model of the socio-functional dynamics of the mathematical contents that offers a novel theoretical-methodological basement for the development of the process of teaching-learning of the mathematical one. The investigation, of theoretical character, used the methods of analysis-synthesis, inductive-deductive and historical-logical to elaborate the one mentioned model that leaves of considering that the future professors have appropriated previously of the mathematical contents, foreseen in the curriculum, and they are, therefore, under conditions of understanding the potentialities of the same ones to facilitate the formation of socio-functional values.   

Analogical reasoning and the nature of context: a research note.

Science.gov (United States)

Richardson, K; Webster, D S

1996-03-01

Recent theorising about children's reasoning has tended to move towards a 'contextualist' view of cognition and away from the idea of an overall, context-free, mechanism, varying in efficiency, which is the presupposition underlying traditional standardised reasoning tests. An earlier study suggesting improved reasoning performance among children on socio-cognitively meaningful versions of Raven's Matrices tended to support this shift. The main purpose of the study reported here was to observe whether a similar improvement would be found with contextually-based analogical reasoning problems as well. Ten analogy items from a standardised test were administered to 11-year-olds together with 10 structurally-equivalent knowledge-based items. The results reflected improved performance on the latter, overall, and additional analyses led to further suggestions about the nature of the 'contextual advantage' and the origins of item difficulty.

META-ANALYSIS OF THE SCIENTIFIC CONTENTS OF MATERIA SOCIO-MEDICA JOURNAL IN THE PERIOD 2009-2015.

Science.gov (United States)

Masic, Izet; Begic, Edin; Zunic, Lejla; Donev, Doncho

2016-02-01

Materia Socio Medica Journal has a long history. It was founded in 1978. To evaluate journal articles in 2015 and compare findings to previous years. The study has retrospective and descriptive character, and included the period 2009-2015. A total of 99 articles were published in Materia Socio Medica during 2015 and it shows an upward trend during the period 2009-2015. Original articles are present in majority during the last seven years (69,2%). Analyzing the last seven years, 44,1% of articles were from the field of clinical medicine. Articles from the fields of public health show an upward trend during the last four years. Collaboration rate in 2015 was 0,95. Authors of the articles are from ten countries (four continents). H index of journal is 8 and g index is 12 (Publish or Perish software). According to GoogleScholar, h5 index for Materia Socio Medica is 8 and h5 median is 9. The objectives of the journal in the next year are: to become a part of the Scopus and Web of Science databases, further internationalization and promotion of the journal in the country and the region, revision and broadening of the Editorial Board, trying to follow trend in reducing the number of days required for a decision on acceptance or revision of article and involvement of the younger generation of professionals and scientists into the journal work and publishing scope, which will lead to emergence of new enthusiasm and ideas (Journal intends to follow the trends of modern biomedical publishing worldwide).

A conceptual socio-hydrological model of the co-evolution of humans and water: case study of the Tarim River basin, western China

Science.gov (United States)

Liu, D.; Tian, F.; Lin, M.; Sivapalan, M.

2015-02-01

The complex interactions and feedbacks between humans and water are critically important issues but remain poorly understood in the newly proposed discipline of socio-hydrology (Sivapalan et al., 2012). An exploratory model with the appropriate level of simplification can be valuable for improving our understanding of the co-evolution and self-organization of socio-hydrological systems driven by interactions and feedbacks operating at different scales. In this study, a simplified conceptual socio-hydrological model based on logistic growth curves is developed for the Tarim River basin in western China and is used to illustrate the explanatory power of such a co-evolutionary model. The study area is the main stream of the Tarim River, which is divided into two modeling units. The socio-hydrological system is composed of four sub-systems, i.e., the hydrological, ecological, economic, and social sub-systems. In each modeling unit, the hydrological equation focusing on water balance is coupled to the other three evolutionary equations to represent the dynamics of the social sub-system (denoted by population), the economic sub-system (denoted by irrigated crop area ratio), and the ecological sub-system (denoted by natural vegetation cover), each of which is expressed in terms of a logistic growth curve. Four feedback loops are identified to represent the complex interactions among different sub-systems and different spatial units, of which two are inner loops occurring within each separate unit and the other two are outer loops linking the two modeling units. The feedback mechanisms are incorporated into the constitutive relations for model parameters, i.e., the colonization and mortality rates in the logistic growth curves that are jointly determined by the state variables of all sub-systems. The co-evolution of the Tarim socio-hydrological system is then analyzed with this conceptual model to gain insights into the overall system dynamics and its sensitivity to the

All Roads Lead to Fault Diagnosis : Model-Based Reasoning with LYDIA

NARCIS (Netherlands)

Feldman, A.B.; Pietersma, J.; Van Gemund, A.J.C.

2006-01-01

Model-Based Reasoning (MBR) over qualitative models of complex, real-world systems has proven succesful for automated fault diagnosis, control, and repair. Expressing a system under diagnosis in a formal model and infering a diagnosis given observations are both challenging problems. In this paper

The epistemic representation: visual production and communication of scientific knowledge.

Directory of Open Access Journals (Sweden)

Francisco López Cantos

2015-03-01

Full Text Available Despite its great influence on the History of Science, visual representations have attracted marginal interest until very recently and have often been regarded as a simple aid for mere illustration or scientific demonstration. However, it has been shown that visualization is an integral element of reasoning and a highly effective and common heuristic strategy in the scientific community and that the study of the conditions of visual production and communication are essential in the development of scientific knowledge. In this paper we deal with the nature of the various forms of visual representation of knowledge that have been happening throughout the history of science, taking as its starting point the illustrated monumental works and three-dimensional models that begin to develop within the scientific community around the fifteenth century. The main thesis of this paper is that any scientific visual representations have common elements that allow us to approach them from epistemic nature, heuristic and communicative dimension.

Development of a socio-ecological environmental justice model for watershed-based management

Science.gov (United States)

Sanchez, Georgina M.; Nejadhashemi, A. Pouyan; Zhang, Zhen; Woznicki, Sean A.; Habron, Geoffrey; Marquart-Pyatt, Sandra; Shortridge, Ashton

2014-10-01

The dynamics and relationships between society and nature are complex and difficult to predict. Anthropogenic activities affect the ecological integrity of our natural resources, specifically our streams. Further, it is well-established that the costs of these activities are born unequally by different human communities. This study considered the utility of integrating stream health metrics, based on stream health indicators, with socio-economic measures of communities, to better characterize these effects. This study used a spatial multi-factor model and bivariate mapping to produce a novel assessment for watershed management, identification of vulnerable areas, and allocation of resources. The study area is the Saginaw River watershed located in Michigan. In-stream hydrological and water quality data were used to predict fish and macroinvertebrate measures of stream health. These measures include the Index of Biological Integrity (IBI), Hilsenhoff Biotic Index (HBI), Family IBI, and total number of Ephemeroptera, Plecoptera, and Trichoptera (EPT) taxa. Stream health indicators were then compared to spatially coincident socio-economic data, obtained from the United States Census Bureau (2010), including race, income, education, housing, and population size. Statistical analysis including spatial regression and cluster analysis were used to examine the correlation between vulnerable human populations and environmental conditions. Overall, limited correlation was observed between the socio-economic data and ecological measures of stream health, with the highest being a negative correlation of 0.18 between HBI and the social parameter household size. Clustering was observed in the datasets with urban areas representing a second order clustering effect over the watershed. Regions with the worst stream health and most vulnerable social populations were most commonly located nearby or down-stream to highly populated areas and agricultural lands.

[The fate of scientific articles when errors and scientific misconduct are detected].

Science.gov (United States)

Vinther, Siri; Rosenberg, Jacob

2014-01-20

When a minor error is noted in a scientific article, the publishing journal should issue a correction. Issuing an expression of concern is relevant when scientific misconduct is suspected. If the suspicion proves to be well founded, the journal should retract the article. The number of retractions is increasing, and this emphasizes the need for unequivocal concepts and guidelines. The reason a given article is corrected or retracted should be unambiguous and articles as well as notices should be indexed properly.

Causal reasoning in physics

CERN Document Server

Frisch, Mathias

2014-01-01

Much has been written on the role of causal notions and causal reasoning in the so-called 'special sciences' and in common sense. But does causal reasoning also play a role in physics? Mathias Frisch argues that, contrary to what influential philosophical arguments purport to show, the answer is yes. Time-asymmetric causal structures are as integral a part of the representational toolkit of physics as a theory's dynamical equations. Frisch develops his argument partly through a critique of anti-causal arguments and partly through a detailed examination of actual examples of causal notions in physics, including causal principles invoked in linear response theory and in representations of radiation phenomena. Offering a new perspective on the nature of scientific theories and causal reasoning, this book will be of interest to professional philosophers, graduate students, and anyone interested in the role of causal thinking in science.

Developmental Local Government as a Model for Grassroots Socio ...

African Journals Online (AJOL)

In the past five decades of political independence in Nigeria, local ... governments places a strong limitation on local autonomy and governance at the local level. ... negatively affecting grassroots socio-economic development in the Country.

Designing for knowledge: bridging socio-hydrological monitoring and beyond

Science.gov (United States)

Mao, F.; Clark, J.; Buytaert, W.; Ochoa-Tocachi, B. F.; Hannah, D. M.

2016-12-01

Many methods and applications have been developed to research socio-hydrological systems, such as participatory monitoring, environmental big data processing and sensor network data transmission. However, these data-centred activities are insufficient to guarantee successful knowledge co-generation, decision making or governance. This research suggests a shift of attentions in designing socio-hydrological monitoring tools, from designing for data to designing for knowledge (DfK). Compared to the former strategy, DfK has at least three features as follows. (1) Why monitor? DfK demands the data produced by the newly introduced monitoring application to have potentials to generate socio-hydrological knowledge that supports decision making or management. It means that when designing a monitoring tool, we should not only answer how to collect data, but also questions such as how to best use the collected data in the form of knowledge. (2) What is the role of monitoring? DfK admits that the socio-hydrological data and knowledge generated by monitoring is just one of many kinds to support decision making and management. It means that the importance of monitoring and scientific evidence should not be overestimated, and knowledge cogeneration and synthesis should be considered in advance in the monitoring design process. (3) Who participate? DfK implies a wider engagement of stakeholders, which is not restricted between volunteers as data collectors and providers, and scientist and researcher communities as main data users. It requires a broader consideration of users, including not only data collectors, processors and interpreters, but also local and indigenous knowledge providers, and decision makers who use the knowledge and data. In summary, this research proposes a knowledge-centred strategy in designing participatory socio-hydrological monitoring tools, in order to make monitoring more useful and effective.

Using the Scientific Method to Engage Mathematical Modeling: An Investigation of pi

Science.gov (United States)

Archer, Lester A. C.; Ng, Karen E.

2016-01-01

The purpose of this paper is to explain how to use the scientific method as the framework to introduce mathematical model. Two interdisciplinary activities, targeted for students in grade 6 or grade 7, are explained to show the application of the scientific method while building a mathematical model to investigate the relationship between the…

Developing Computer Model-Based Assessment of Chemical Reasoning: A Feasibility Study

Science.gov (United States)

Liu, Xiufeng; Waight, Noemi; Gregorius, Roberto; Smith, Erica; Park, Mihwa

2012-01-01

This paper reports a feasibility study on developing computer model-based assessments of chemical reasoning at the high school level. Computer models are flash and NetLogo environments to make simultaneously available three domains in chemistry: macroscopic, submicroscopic, and symbolic. Students interact with computer models to answer assessment…

An assessment of long term ecosystem research activities across European socio-ecological gradients.

Science.gov (United States)

Metzger, M J; Bunce, R G H; van Eupen, M; Mirtl, M

2010-06-01

Integration of European long term ecosystem research (LTER) would provide important support for the management of the pan-European environment and ecosystems, as well as international policy commitments. This does require appropriate coverage of Europe and standardised frameworks and research methods between countries. Emerging interest in socio-ecological systems prompted the present assessment of the distribution of LTER activities across European socio-ecological gradients. This paper presents a European stratification with a 1 km(2) resolution, delineating 48 broad socio-ecological regions. The dataset is based on an existing biogeophysical stratification constructed using multivariate clustering of mainly climatic variables and a newly developed socio-economic stratification based on an economic density indicator. The coverage of European LTER facilities across the socio-ecological gradients is tested using this dataset. The analysis shows two strong biases in the present LTER effort. Firstly, urban and disturbed regions are consistently under-represented, illustrating a bias for traditional ecological research away from human activity. Secondly, the Mediterranean, for which some of the most extreme global change impacts are projected, is receiving comparatively little attention. Both findings can help guide future investment in the European LTER network - and especially in a Long Term Socio-Ecological Research (LTSER) component- to provide a more balanced coverage. This will provide better scientific understanding of pan-European environmental concerns and support the management of natural resources and international policy commitments in the European Union. (c) 2010 Elsevier Ltd. All rights reserved.

Implementation science: a role for parallel dual processing models of reasoning?

Science.gov (United States)

Sladek, Ruth M; Phillips, Paddy A; Bond, Malcolm J

2006-05-25

A better theoretical base for understanding professional behaviour change is needed to support evidence-based changes in medical practice. Traditionally strategies to encourage changes in clinical practices have been guided empirically, without explicit consideration of underlying theoretical rationales for such strategies. This paper considers a theoretical framework for reasoning from within psychology for identifying individual differences in cognitive processing between doctors that could moderate the decision to incorporate new evidence into their clinical decision-making. Parallel dual processing models of reasoning posit two cognitive modes of information processing that are in constant operation as humans reason. One mode has been described as experiential, fast and heuristic; the other as rational, conscious and rule based. Within such models, the uptake of new research evidence can be represented by the latter mode; it is reflective, explicit and intentional. On the other hand, well practiced clinical judgments can be positioned in the experiential mode, being automatic, reflexive and swift. Research suggests that individual differences between people in both cognitive capacity (e.g., intelligence) and cognitive processing (e.g., thinking styles) influence how both reasoning modes interact. This being so, it is proposed that these same differences between doctors may moderate the uptake of new research evidence. Such dispositional characteristics have largely been ignored in research investigating effective strategies in implementing research evidence. Whilst medical decision-making occurs in a complex social environment with multiple influences and decision makers, it remains true that an individual doctor's judgment still retains a key position in terms of diagnostic and treatment decisions for individual patients. This paper argues therefore, that individual differences between doctors in terms of reasoning are important considerations in any

Do Different Mental Models Influence Cybersecurity Behavior? Evaluations via Statistical Reasoning Performance.

Science.gov (United States)

Brase, Gary L; Vasserman, Eugene Y; Hsu, William

2017-01-01

Cybersecurity research often describes people as understanding internet security in terms of metaphorical mental models (e.g., disease risk, physical security risk, or criminal behavior risk). However, little research has directly evaluated if this is an accurate or productive framework. To assess this question, two experiments asked participants to respond to a statistical reasoning task framed in one of four different contexts (cybersecurity, plus the above alternative models). Each context was also presented using either percentages or natural frequencies, and these tasks were followed by a behavioral likelihood rating. As in previous research, consistent use of natural frequencies promoted correct Bayesian reasoning. There was little indication, however, that any of the alternative mental models generated consistently better understanding or reasoning over the actual cybersecurity context. There was some evidence that different models had some effects on patterns of responses, including the behavioral likelihood ratings, but these effects were small, as compared to the effect of the numerical format manipulation. This points to a need to improve the content of actual internet security warnings, rather than working to change the models users have of warnings.

Do Different Mental Models Influence Cybersecurity Behavior? Evaluations via Statistical Reasoning Performance

Directory of Open Access Journals (Sweden)

Gary L. Brase

2017-11-01

Full Text Available Cybersecurity research often describes people as understanding internet security in terms of metaphorical mental models (e.g., disease risk, physical security risk, or criminal behavior risk. However, little research has directly evaluated if this is an accurate or productive framework. To assess this question, two experiments asked participants to respond to a statistical reasoning task framed in one of four different contexts (cybersecurity, plus the above alternative models. Each context was also presented using either percentages or natural frequencies, and these tasks were followed by a behavioral likelihood rating. As in previous research, consistent use of natural frequencies promoted correct Bayesian reasoning. There was little indication, however, that any of the alternative mental models generated consistently better understanding or reasoning over the actual cybersecurity context. There was some evidence that different models had some effects on patterns of responses, including the behavioral likelihood ratings, but these effects were small, as compared to the effect of the numerical format manipulation. This points to a need to improve the content of actual internet security warnings, rather than working to change the models users have of warnings.

Modeling Acequia Irrigation Systems Using System Dynamics: Model Development, Evaluation, and Sensitivity Analyses to Investigate Effects of Socio-Economic and Biophysical Feedbacks

Directory of Open Access Journals (Sweden)

Benjamin L. Turner

2016-10-01

Full Text Available Agriculture-based irrigation communities of northern New Mexico have survived for centuries despite the arid environment in which they reside. These irrigation communities are threatened by regional population growth, urbanization, a changing demographic profile, economic development, climate change, and other factors. Within this context, we investigated the extent to which community resource management practices centering on shared resources (e.g., water for agricultural in the floodplains and grazing resources in the uplands and mutualism (i.e., shared responsibility of local residents to maintaining traditional irrigation policies and upholding cultural and spiritual observances embedded within the community structure influence acequia function. We used a system dynamics modeling approach as an interdisciplinary platform to integrate these systems, specifically the relationship between community structure and resource management. In this paper we describe the background and context of acequia communities in northern New Mexico and the challenges they face. We formulate a Dynamic Hypothesis capturing the endogenous feedbacks driving acequia community vitality. Development of the model centered on major stock-and-flow components, including linkages for hydrology, ecology, community, and economics. Calibration metrics were used for model evaluation, including statistical correlation of observed and predicted values and Theil inequality statistics. Results indicated that the model reproduced trends exhibited by the observed system. Sensitivity analyses of socio-cultural processes identified absentee decisions, cumulative income effect on time in agriculture, and land use preference due to time allocation, community demographic effect, effect of employment on participation, and farm size effect as key determinants of system behavior and response. Sensitivity analyses of biophysical parameters revealed that several key parameters (e.g., acres per

Development of Students’ Informal Reasoning across School Level