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"scientific process"
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The beauty of the flower : the science and art of botanical illustration
\"In a world flooded with images designed to create memories, validate perceptions and influence others, botanical illustration is about creating technically accurate depictions of plants. Reproductions of centuries-old botanical illustrations frequently adorn greetings cards, pottery and advertising, to promote heritage or generate income, yet their art is scientific: its purpose is to record, display and transmit scientific data. The Beauty of the Flower shows us how scientific botanical illustrations are collaborations among artists, scientists and publishers. It explores the evolution and interchanges of these illustrations since the mid-fifteenth century, the ways in which they have been used to communicate scientific ideas about plants and how views of botanical imagery change. Featuring unique images rarely seen outside of specialist literature this book reveals the fascinating stories behind these remarkable illustrations.\" -- From dust jacket.
Book
Nozzle Pressure- and Screw Position-Based CAE Scientific Process Parameter Setup for Injection Molding Process
This study developed a scientific process parameter setup based on nozzle pressure and screw position, with the process parameter search sequence being injection speed, V/P switchover position, packing pressure, and packing time. Unlike previous studies, this study focuses on the scientific process parameter setup of experiments and simulations, as well as on the implementation of calibration. Experiments and simulations had the same trend of results in the scientific process parameter setup. Although the experiments and simulations had the same trend, the machine response caused parameter errors. After setting the time constant of the simulations, injection speed profiles from the experiments and simulations became closely aligned. The simulation results for the injection speed and V/P switchover position became closer to the experiment results than the results of the uncalibrated simulation. The error between the simulated and experimental injection speed was reduced from 20% to 6% after applying time constant calibration. The V/P switchover point error was also reduced from 11% to 5%, highlighting the effectiveness of the time constant to calibrate the simulation.
Journal Article
The Covid-19 catastrophe: A science communication mess?
Following the declaration, in March 2020, of the Covid-19 pandemic, there was an escalation of disinformation, involving multiple actors and reaching global dimensions. In this article, we analyze the possible causes and characteristics of the spread of disinformation on this issue. Disinformation about science can be explained by the distance that separates scientific knowledge from common knowledge and the difficult relationship between science and the media. The pandemic has multiplied the number of scientific publications and has accelerated publication rates, which has contributed to the dissemination of provisional, erroneous, or totally false information. A process of politicization has also developed, which has led to misinformation. In addition, the need to confront this health crisis has led society to demand accurate information from science, despite the fact that in many cases there is only uncertainty. The experience of this pandemic highlights the importance of providing citizens with accessible and rigorous knowledge that creates confidence in science. To achieve this, it is necessary to have specialized professionals capable of providing rigorous information, not only on the results but also on the research processes.
Journal Article
Investigating the Impact of Activities Based on Scientific Process Skills on 4th Grade Students' Problem-Solving Skills
The purpose of this research is to examine the impact of activities based on scientific process skills on problem-solving skills of 4th grade students in science lessons. In the study a non-equivalent control group pre-test and post-test design type of quasi-experimental method was used. The research study group was composed of 30 students with 15 each in the experimental study group and control group. In the experimental and control groups, for scientific process skills, the \"Scientific Process Skills Test (SPS)\",and for problem-solving skills, the \"Problem Solving Inventory for Children at Elementary Education Level (PSIC)\" were used as pre-test and post-tests. Activities including scientific process skills in the experimental group were applied for 8 weeks and 16 lesson hours, while no intervention was made to the control group. In the data analysis process, the Mann-Whitney U test and Wilcoxon Signed-Rank test were used. According to the data obtained from the research, it was observed that there was a significant difference in the post-test scores in the Scientific Process Skills Test (SPST) and the Problem-Solving Inventory for Children (PSIC) of the students in the experimental group compared to the students in the control group. According to these findings, it can be stated that activities including scientific process skills develop problem-solving skills of students in primary science education.
Journal Article
Effect of coding and robotic education on pre-school children’s skills of scientific process
This study was carried out with the aim of determining the effect of robotic coding education on pre-school children’s skills of scientific process. Study group consisted of 30 children aged five who studied in an independent kindergarten connected to Ministry of National Education in Refahiye district of Erzincan province in the first semester of 2017–2018 academic year and 15 of them were in the experiment group and other 15 of them were included in the control group. In the study, experimental design with pre-test, post-test and control groups was used. “Scale for Preschool Students’ Basic Skills” developed by Aydogdu and Karakus (Kuramsal Eğitimbilim Dergisi, 10 (1), 49-72, 2017) was applied to both experiment and control group before and after the education. After applying the pre-test to the students in the experiment group, “Coding and Robotic Education Program”, which consisted of 16 sessions, was also applied to them during eight weeks, two days a week and an hour a day. No programs were applied to the control group and they continued their education in their own programs. No programs were applied to the control group and they continued their education in their own programs. As a result of the study it was found that the post-test scores of the children in the experiment group were significantly higher than their pre-test scores. It was determined that there was no significant difference between the posttest scores and the pre-test scores of the control group. To sum up, it can be claimed that the robotic coding education, which was applied to preschool children, developed the children’s skills of scientific process.
Journal Article
Not Ready for Convergence in Data Infrastructures
Much research is dependent on Information and Communication Technologies (ICT). Researchers in different research domains have set up their own ICT systems (data labs) to support their research, from data collection (observation, experiment, simulation) through analysis (analytics, visualisation) to publication. However, too frequently the Digital Objects (DOs) upon which the research results are based are not curated and thus neither available for reproduction of the research nor utilization for other (e.g., multidisciplinary) research purposes. The key to curation is rich metadata recording not only a description of the DO and the conditions of its use but also the provenance – the trail of actions performed on the DO along the research workflow. There are increasing real-world requirements for multidisciplinary research. With DOs in domain-specific ICT systems (silos), commonly with inadequate metadata, such research is hindered. Despite wide agreement on principles for achieving FAIR (findable, accessible, interoperable, and reusable) utilization of research data, current practices fall short. FAIR DOs offer a way forward. The paradoxes, barriers and possible solutions are examined. The key is persuading the researcher to adopt best practices which implies decreasing the cost (easy to use autonomic tools) and increasing the benefit (incentives such as acknowledgement and citation) while maintaining researcher independence and flexibility.
Journal Article
Authorship: from credit to accountability. Reflections from the Editors’ Network
The Editors’ Network of the European Society of Cardiology provides a dynamic forum for editorial discussions and endorses the recommendations of the International Committee of Medical Journal Editors (ICMJE) to improve the scientific quality of biomedical journals. Authorship confers credit and important academic rewards. Recently, however, the ICMJE emphasized that authorship also requires responsibility and accountability. These issues are now covered by the new (fourth) criterion for authorship. Authors should agree to be accountable and ensure that questions regarding the accuracy and integrity of the entire work will be appropriately addressed. This review discusses the implications of this paradigm shift on authorship requirements with the aim of increasing awareness on good scientific and editorial practices.
Journal Article
Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning
This study is a quantitative research conducted to analyze the integration of project activity to increase the scientific process skill and self-efficacy. While uncovering the effect of each indicator of every predictor, a descriptive qualitative analysis has been done. Respondents in this research were biology students in teacher. The sample of 30 respondents were taken by random sampling technique. Research instruments were in the form of scientific process skill test and self-efficacy inventory. The hypothesis was tested using Analysis of Variance (ANOVA). Integration of project activity has significant effect towards scientific skill process at 0.038 with F value of 4.524 and also have a significant effect for self effication at 0.018 with F value of 0.018. Based on results analysis, it is concluded that there was an effect of project activity integration in Zoology of Vertebrate teaching and learning on pre-service teachers’ scientific process skill and self-efficacy, with significance level of 0.05.
Journal Article
PRE-SERVICE TEACHERS’ VIEWS ABOUT ECOSYSTEM-BASED FIELDWORK IN TERMS OF THE NATURE OF ENVIRONMENTAL EDUCATION, INVESTIGATIONS, SKILLS AND PROCESSES
Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers’ views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers’ responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific investigation they conducted during the freshwater study. Although there were no correlations between the investigation, science process skills and the associated scientific process, influence of the stepwise scientific process recommended in the science curriculum was evident in the teachers’ linking of form a hypothesis to observation. The findings imply that teachers face potential challenges in understanding of scientific investigations and the scientific process.
Journal Article
The Effect of Guided Inquiry-based Learning with Creative Thingking Ability towards Students’ Scientific Process Skill in Analytical Chemistry Courses
Indonesian National Qualification Framework requisite on students’ scientific process skill in analytical chemistry courses is difficult to be satisfied since the content is loaded with calculation and applicative discovery. Overcoming this challenge, investigative study of guided inquiry-based learning with creative thingking ability towards students’ scientific process skill in analytical chemistry courses was done. The implementation was done towards 56 pre-service chemistry teachers. As comparison, conventional learning model was done towards 26 pre-service chemistry teachers using th same courses. The effectivenes was measured using pre and post-test which consisted of fifteen valid and reliable essay items. For statistical analysis of variance (ANOVA) was used and resulted students’ scientific process skill which taught by using guided inquiry-based learning is better than conventional class, especially for upper group of creative thingking ability with average of postest in experimental class is 31.11 meanwhile control class is 18.08 from maximum score is 39. The interaction between learning model with creative thingking model and students’scientific process skill was significant with probability 0.04 lower than selected alpha 0.05. According to these results, innovation of guided inquiry-based learning with creative thingking ability is recommended to improve students’ scientific process skill especially for chemistry courses.
Journal Article