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model</title> <meta name="description" content="Search results for: scientific model"> <meta name="keywords" content="scientific model"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="scientific model"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 18468</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: scientific model</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18468</span> Exploring the Changes in the Publishing of Scientific Journals in the Age of Digital Transformation as the Main Measure for Scientific Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ar%C5%ABnas%20Gudinavi%C4%8Dius">Arūnas Gudinavičius</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The historiography of scholarly journals in Eastern Europe is fragmented, and so far, the development of scholarly journals in Eastern Europe has not been studied from a publishing point of view in the context of scientific communication. There are only a few general articles on the period before World War II; also, there is hardly any systematic and publicly available information about the Soviet period and the situation of scientific communication in Eastern Europe at the end of the XX century and the beginning of the XXI century. There is a lack of research data on scholarly journals in Lithuania. The existing researches focuses mostly on the specific needs of academic institutions. The publication of scientific journals and papers is analyzed as a part of the scientific communication circle. Formal science communication from the point of view that it is the results formed in the course of communication are examined, which are necessarily characterized by long-term access to a large circle of users. Improved model of scientific communication by supplementing the dissemination of research results with formal and informal communication channels is used, according to which the scientific communication system forms the essence of science, where the social, lasting value of science and the dissemination of scientific results to scientists and the public are the most important. The model covers the science communication process from research initiation to journal publication and citation. We are focusing on the publishing and dissemination stages of the model of scientific communication. The paper is to systematize and analyze the various types of scientific journal publishers from 1907 until 2020 as a means of formal documentary communication in the context of all scientific communication. The research analyses the case of a small European country and presents chronological and geographical characteristics of the publication of scientific periodicals, analyzes the publishers of scientific periodicals and their activities, publishing formats, and dissemination methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20communication" title="scientific communication">scientific communication</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20periodicals" title=" scientific periodicals"> scientific periodicals</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20journals" title=" scientific journals"> scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=publishing" title=" publishing"> publishing</a> </p> <a href="https://publications.waset.org/abstracts/159268/exploring-the-changes-in-the-publishing-of-scientific-journals-in-the-age-of-digital-transformation-as-the-main-measure-for-scientific-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18467</span> Analysis of Atomic Models in High School Physics Textbooks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng-Fei%20Cheng">Meng-Fei Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Fneg"> Wei Fneg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New Taiwan high school standards emphasize employing scientific models and modeling practices in physics learning. However, to our knowledge. Few studies address how scientific models and modeling are approached in current science teaching, and they do not examine the views of scientific models portrayed in the textbooks. To explore the views of scientific models and modeling in textbooks, this study investigated the atomic unit in different textbook versions as an example and provided suggestions for modeling curriculum. This study adopted a quantitative analysis of qualitative data in the atomic units of four mainstream version of Taiwan high school physics textbooks. The models were further analyzed using five dimensions of the views of scientific models (nature of models, multiple models, purpose of the models, testing models, and changing models); each dimension had three levels (low, medium, high). Descriptive statistics were employed to compare the frequency of describing the five dimensions of the views of scientific models in the atomic unit to understand the emphasis of the views and to compare the frequency of the eight scientific models’ use to investigate the atomic model that was used most often in the textbooks. Descriptive statistics were further utilized to investigate the average levels of the five dimensions of the views of scientific models to examine whether the textbooks views were close to the scientific view. The average level of the five dimensions of the eight atomic models were also compared to examine whether the views of the eight atomic models were close to the scientific views. The results revealed the following three major findings from the atomic unit. (1) Among the five dimensions of the views of scientific models, the most portrayed dimension was the 'purpose of models,' and the least portrayed dimension was 'multiple models.' The most diverse view was the 'purpose of models,' and the most sophisticated scientific view was the 'nature of models.' The least sophisticated scientific view was 'multiple models.' (2) Among the eight atomic models, the most mentioned model was the atomic nucleus model, and the least mentioned model was the three states of matter. (3) Among the correlations between the five dimensions, the dimension of 'testing models' was highly related to the dimension of 'changing models.' In short, this study examined the views of scientific models based on the atomic units of physics textbooks to identify the emphasized and disregarded views in the textbooks. The findings suggest how future textbooks and curriculum can provide a thorough view of scientific models to enhance students' model-based learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=atomic%20models" title="atomic models">atomic models</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20model" title=" scientific model"> scientific model</a> </p> <a href="https://publications.waset.org/abstracts/76561/analysis-of-atomic-models-in-high-school-physics-textbooks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18466</span> A Research on Tourism Market Forecast and Its Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Wei">Min Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional prediction methods of the forecast for tourism market are paid more attention to the accuracy of the forecasts, ignoring the results of the feasibility of forecasting and predicting operability, which had made it difficult to predict the results of scientific testing. With the application of Linear Regression Model, this paper attempts to construct a scientific evaluation system for predictive value, both to ensure the accuracy, stability of the predicted value, and to ensure the feasibility of forecasting and predicting the results of operation. The findings show is that a scientific evaluation system can implement the scientific concept of development, the harmonious development of man and nature co-ordinate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linear%20regression%20model" title="linear regression model">linear regression model</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20market" title=" tourism market"> tourism market</a>, <a href="https://publications.waset.org/abstracts/search?q=forecast" title=" forecast"> forecast</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20economics" title=" tourism economics"> tourism economics</a> </p> <a href="https://publications.waset.org/abstracts/72550/a-research-on-tourism-market-forecast-and-its-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18465</span> Gender and Geographical Disparity in Editorial Boards of Lithuanian Scientific Journals: An Overview of Different Science Disciplines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrius%20Suminas">Andrius Suminas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Editors-in-chief and members of editorial boards of scientific journals play an extremely important role in the development of science and assure research integrity, as scientific publications are the major results of research. While gender parity in tenure-track hiring decisions and promotion rates has improved, female academics remain underrepresented in senior career phases, including editors-in-chief and members of editorial boards positions of scientific journals. Journal editors and members of editorial boards exert considerable power over what is published and in certain cases the direction of an academic discipline and the career advancement of authors. For this reason it is important to minimize biases extrinsic to the merit of the work impacting publication decisions. One way to achieve this is to ensure a diverse pool of editors and members of editorial boards, ensuring the widest possible coverage of different competencies. This is in line with a diversity model of editorial appointment where editorial boards are structured to dismantle wider conditions of inequality. Another possible option, a distributive model would seek an editorial board reflective of existing proportions in the field at large. Paper presents comprehensive results of Lithuanian scientific journals study. During the research process were reviewed publicly available information from all scientific journals published in Lithuania to infer the proportions of members of editorial boards by gender and country of affiliation. The results of the study revealed differences the proportions of male and female members of editorial boards in different disciplines of science, as well as clear geographical disparity in Lithianian scientific journals editorial boards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20journals" title="scientific journals">scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=editorial%20boards%20of%20scientific%20journals" title=" editorial boards of scientific journals"> editorial boards of scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20disparity" title=" gender disparity"> gender disparity</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20disparity" title=" geographical disparity"> geographical disparity</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20communication" title=" scientific communication"> scientific communication</a> </p> <a href="https://publications.waset.org/abstracts/159332/gender-and-geographical-disparity-in-editorial-boards-of-lithuanian-scientific-journals-an-overview-of-different-science-disciplines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18464</span> Identification of Coauthors in Scientific Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thiago%20M.%20R%20Dias">Thiago M. R Dias</a>, <a href="https://publications.waset.org/abstracts/search?q=Gray%20F.%20Moita"> Gray F. Moita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analysis of scientific collaboration networks has contributed significantly to improving the understanding of how does the process of collaboration between researchers and also to understand how the evolution of scientific production of researchers or research groups occurs. However, the identification of collaborations in large scientific databases is not a trivial task given the high computational cost of the methods commonly used. This paper proposes a method for identifying collaboration in large data base of curriculum researchers. The proposed method has low computational cost with satisfactory results, proving to be an interesting alternative for the modeling and characterization of large scientific collaboration networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extraction" title="extraction">extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20integration" title=" data integration"> data integration</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title=" information retrieval"> information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20collaboration" title=" scientific collaboration"> scientific collaboration</a> </p> <a href="https://publications.waset.org/abstracts/5498/identification-of-coauthors-in-scientific-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5498.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18463</span> Evidence of Scientific-Ness of Scriptures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyam%20Sunder%20Gupta">Shyam Sunder Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Written scriptures are created out of Words of God, revealed or inspired. This process of conversion, from revealed Words to written scriptures, happens after a long gap of time and with the involvement of a large number of persons, and unintentionally, scientific and other types of errors get into scriptures; otherwise, scriptures are, in reality, truly scientific. Description of Chronology of life in the womb (Fetal Development), Rotation of Universe, spherical shape of the earth, evolution process of non-living matter and living species, classification of species by nature of birth, etc., most convincing prove that scriptures are truly scientific. In fact, there are many facts for which, to date, science has not found answers but are available in scriptures, like the creation of singularity from which the Big Bang took place and the Universe got created innumerable universes, and the most fundamental particle Param-anu. These findings demonstrate that scriptures contain scientific knowledge that predates scientific discoveries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Big%20Bang" title="Big Bang">Big Bang</a>, <a href="https://publications.waset.org/abstracts/search?q=evolution" title=" evolution"> evolution</a>, <a href="https://publications.waset.org/abstracts/search?q=Param-anu" title=" Param-anu"> Param-anu</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific"> scientific</a>, <a href="https://publications.waset.org/abstracts/search?q=scriptures" title=" scriptures"> scriptures</a>, <a href="https://publications.waset.org/abstracts/search?q=singularity" title=" singularity"> singularity</a>, <a href="https://publications.waset.org/abstracts/search?q=universe" title=" universe"> universe</a> </p> <a href="https://publications.waset.org/abstracts/175588/evidence-of-scientific-ness-of-scriptures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175588.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18462</span> Exploring Students’ Visual Conception of Matter and Its Implications to Teaching and Learning Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allen%20A.%20Espinosa">Allen A. Espinosa</a>, <a href="https://publications.waset.org/abstracts/search?q=Arlyne%20C.%20Marasigan"> Arlyne C. Marasigan</a>, <a href="https://publications.waset.org/abstracts/search?q=Janir%20T.%20Datukan"> Janir T. Datukan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study explored how students visualize the states and classifications of matter using scientific models. It also identified misconceptions of students in using scientific models. In general, high percentage of students was able to use scientific models correctly and only a little misconception was identified. From the result of the study, a teaching framework was formulated wherein scientific models should be employed in classroom instruction to visualize abstract concepts in chemistry and for better conceptual understanding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20conception" title="visual conception">visual conception</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20models" title=" scientific models"> scientific models</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20models" title=" mental models"> mental models</a>, <a href="https://publications.waset.org/abstracts/search?q=states%20of%20matter" title=" states of matter"> states of matter</a>, <a href="https://publications.waset.org/abstracts/search?q=classification%20of%20matter" title=" classification of matter"> classification of matter</a> </p> <a href="https://publications.waset.org/abstracts/17627/exploring-students-visual-conception-of-matter-and-its-implications-to-teaching-and-learning-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18461</span> 'Gender' and 'Gender Equalities': Conceptual Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moustafa%20Ali">Moustafa Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to discuss and question some of the widely accepted concepts within the conceptual framework of gender from terminological, scientific, and Muslim cultural perspectives, and to introduce a new definition and a model of gender in the Arab and Muslim societies. This paper, therefore, uses a generic methodology and document analysis and comes in three sections and a conclusion. The first section discusses some of the terminological issues in the conceptual framework of gender. The second section highlights scientific issues, introduces a definition and a model of gender, whereas the third section offers Muslim cultural perspectives on some issues related to gender in the Muslim world. The paper, then, concludes with findings and recommendations reached so far. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20definition" title="gender definition">gender definition</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equalities" title=" gender equalities"> gender equalities</a>, <a href="https://publications.waset.org/abstracts/search?q=sex-gender%20separability" title=" sex-gender separability"> sex-gender separability</a>, <a href="https://publications.waset.org/abstracts/search?q=fairness-based%20model%20of%20gender" title=" fairness-based model of gender"> fairness-based model of gender</a> </p> <a href="https://publications.waset.org/abstracts/119455/gender-and-gender-equalities-conceptual-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18460</span> Secondary Science Teachers' Views about Purposes of Practical Works in School Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kew-Cheol%20Shim">Kew-Cheol Shim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Hwan%20Moon"> Sung-Hwan Moon</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji-Hyon%20Kil"> Ji-Hyon Kil</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyoungho%20Kim"> Kyoungho Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper was to examine views of secondary school science teachers about purposes to use practical works in school science. The instrument to survey consisted eighteen items, which were categorized into four components as follows: ‘Scientific inquiry’, ‘Scientific knowledge’, ‘Science-related attitude’, and ‘STS (science-technology-society)’. Subjects were 152 secondary school science teachers (male 70 and female 82; middle school 50 and high school 102), who are teaching in 42 schools of 8 provinces. On the survey, science teachers were asked to answer on 5-point Lickert scale (from 1 to 5) how they thought of using practical works on purposes with domains of science objectives in school. They had positive views about using practical works for improving scientific inquiry process skills, science-related attitudes, and perceptions about STS literacy, and acquiring scientific knowledge. They would have the most willingness of using practical works for ‘Scientific Inquiry’ among domains of science objectives in school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teacher" title=" science teacher"> science teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20inquiry" title=" scientific inquiry"> scientific inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20knowledge" title=" scientific knowledge"> scientific knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20attitude" title=" scientific attitude"> scientific attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=STS" title=" STS"> STS</a> </p> <a href="https://publications.waset.org/abstracts/10717/secondary-science-teachers-views-about-purposes-of-practical-works-in-school-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10717.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18459</span> The Convergence between Science Practical Work and Scientific Discourse: Lessons Learnt from Using a Practical Activity to Encourage Student Discourse </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most practical-related science lessons, the focus is on completing the experimental procedure as directed by the teacher. However, the scientific discourse among learners themselves and teacher–learner discourse about scientific processes, scientific inquiry and the nature of science should play an important role in the teaching and learning of science. This means the incorporation of inquiry-based activities aimed at sparking debates about scientific concepts. This article analyses a science lesson presented by a teacher to his colleagues acting as learners. Six lessons were presented and transcribed. One of the lessons has been used for this study as the basis for the events as they unfolded during the lesson. Data was obtained through direct observations and the use of a predetermined observation schedule. Field notes were compiled during teacher preparations and the presentation of the lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific "> scientific </a> </p> <a href="https://publications.waset.org/abstracts/30521/the-convergence-between-science-practical-work-and-scientific-discourse-lessons-learnt-from-using-a-practical-activity-to-encourage-student-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">492</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18458</span> Popularization of Persian Scientific Articles in the Public Media: An Analysis Based on Experimental Meta-function View Point</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behnaz%20Zolfaghari">Behnaz Zolfaghari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In civilized societies, linguists seek to find suitable equivalents for scientific terms in the common language of their society. Many researches have conducted surveys about language of science on one hand and media discourse on the other, but the goal of this research is the comparative analysis of science discourse in Persian academic media and public discourse in the general Persian media by applying experimental meta-function as one of the four theoretical tools introduced by Holiday’s Systemic Functional Grammar .The said analysis aims to explore the processes that can convert the language in which scientific facts are published to a language well suited to the interested layman. The results of comparison show that these two discourses use differently six processes of experimental meta-function. Comparing the redundancy of different processes, the researcher tried to re-identify these differences in these two discourses and present a model for the procedures of converting science discourse to popularized discourse. This model can be useful for those journalists and textbook authors who want to restate scientific technical texts in a simple style for inexpert addresser including general people and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=systemic%20functional%20grammar" title="systemic functional grammar">systemic functional grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20language" title=" science language"> science language</a>, <a href="https://publications.waset.org/abstracts/search?q=popularization" title=" popularization"> popularization</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20discourse" title=" media discourse"> media discourse</a> </p> <a href="https://publications.waset.org/abstracts/130514/popularization-of-persian-scientific-articles-in-the-public-media-an-analysis-based-on-experimental-meta-function-view-point" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18457</span> Ontology-Based Systemizing of the Science Information Devoted to Waste Utilizing by Methanogenesis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ye.%20Shapovalov">Ye. Shapovalov</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Shapovalov"> V. Shapovalov</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Stryzhak"> O. Stryzhak</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Salyuk"> A. Salyuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past decades, amount of scientific information has been growing exponentially. It became more complicated to process and systemize this amount of data. The approach to systematization of scientific information on the production of biogas based on the ontological IT platform “T.O.D.O.S.” has been developed. It has been proposed to select semantic characteristics of each work for their further introduction into the IT platform “T.O.D.O.S.”. An ontological graph with a ranking function for previous scientific research and for a system of selection of microorganisms has been worked out. These systems provide high performance of information management of scientific information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ontology-based%20analysis" title="ontology-based analysis">ontology-based analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20scientific%20data" title=" analysis of scientific data"> analysis of scientific data</a>, <a href="https://publications.waset.org/abstracts/search?q=methanogenesis" title=" methanogenesis"> methanogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=microorganism%20hierarchy" title=" microorganism hierarchy"> microorganism hierarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=%27T.O.D.O.S.%27" title=" 'T.O.D.O.S.'"> 'T.O.D.O.S.'</a> </p> <a href="https://publications.waset.org/abstracts/100668/ontology-based-systemizing-of-the-science-information-devoted-to-waste-utilizing-by-methanogenesis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18456</span> A Cosmic Time Dilation Model for the Week of Creation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kwok%20W.%20Cheung">Kwok W. Cheung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A scientific interpretation of creation reconciling the beliefs of six literal days of creation and a 13.7-billion-year-old universe currently perceived by most modern cosmologists is proposed. We hypothesize that the reference timeframe of God’s creation is associated with some cosmic time different from the earth's time. We show that the scale factor of earth time to cosmic time can be determined by the solution of the Friedmann equations. Based on this scale factor and some basic assumptions, we derive a Cosmic Time Dilation model that harmonizes the literal meaning of creation days and scientific discoveries with remarkable accuracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cosmological%20expansion" title="cosmological expansion">cosmological expansion</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20dilation" title=" time dilation"> time dilation</a>, <a href="https://publications.waset.org/abstracts/search?q=creation" title=" creation"> creation</a>, <a href="https://publications.waset.org/abstracts/search?q=genesis" title=" genesis"> genesis</a>, <a href="https://publications.waset.org/abstracts/search?q=relativity" title=" relativity"> relativity</a>, <a href="https://publications.waset.org/abstracts/search?q=Big%20Bang" title=" Big Bang"> Big Bang</a>, <a href="https://publications.waset.org/abstracts/search?q=biblical%20hermeneutics" title=" biblical hermeneutics"> biblical hermeneutics</a> </p> <a href="https://publications.waset.org/abstracts/181901/a-cosmic-time-dilation-model-for-the-week-of-creation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18455</span> Scientific Recommender Systems Based on Neural Topic Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Smail%20Boussaadi">Smail Boussaadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassina%20Aliane"> Hassina Aliane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid growth of scientific literature, it is becoming increasingly challenging for researchers to keep up with the latest findings in their fields. Academic, professional networks play an essential role in connecting researchers and disseminating knowledge. To improve the user experience within these networks, we need effective article recommendation systems that provide personalized content.Current recommendation systems often rely on collaborative filtering or content-based techniques. However, these methods have limitations, such as the cold start problem and difficulty in capturing semantic relationships between articles. To overcome these challenges, we propose a new approach that combines BERTopic (Bidirectional Encoder Representations from Transformers), a state-of-the-art topic modeling technique, with community detection algorithms in a academic, professional network. Experiences confirm our performance expectations by showing good relevance and objectivity in the results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20articles" title="scientific articles">scientific articles</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20detection" title=" community detection"> community detection</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20social%20network" title=" academic social network"> academic social network</a>, <a href="https://publications.waset.org/abstracts/search?q=recommender%20systems" title=" recommender systems"> recommender systems</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20topic%20model" title=" neural topic model"> neural topic model</a> </p> <a href="https://publications.waset.org/abstracts/165792/scientific-recommender-systems-based-on-neural-topic-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18454</span> Evaluation Means in English and Russian Academic Discourse: Through Comparative Analysis towards Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albina%20Vodyanitskaya">Albina Vodyanitskaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the culture- and language-specific nature of evaluation, this phenomenon is widely studied around the linguistic world and may be regarded as a challenge for translators. Evaluation penetrates all the levels of a scientific text, influences its composition and the reader’s attitude towards the information presented. One of the most challenging and rarely studied phenomena is the individual style of the scientific writer, which is mostly reflected in the use of evaluative language means. The evaluative and expressive potential of a scientific text is becoming more and more welcoming area for researchers, which stems in the shift towards anthropocentric paradigm in linguistics. Other reasons include: the cognitive and psycholinguistic processes that accompany knowledge acquisition, a genre-determined nature of a scientific text, the increasing public concern about the quality of scientific papers and some such. One more important issue, is the fact that linguists all over the world still argue about the definition of evaluation and its functions in the text. The author analyzes various approaches towards the study of evaluation and scientific texts. A comparative analysis of English and Russian dissertations and other scientific papers with regard to evaluative language means reveals major differences and similarities between English and Russian scientific style. Though standardized and genre-specific, English scientific texts contain more figurative and expressive evaluative means than the Russian ones, which should be taken into account while translating scientific papers. The processes that evaluation undergoes while being expressed by means of a target language are also analyzed. The author offers a target-language-dependent strategy for the translation of evaluation in English and Russian scientific texts. The findings may contribute to the theory and practice of translation and can increase scientific writers’ awareness of inter-language and intercultural differences in evaluative language means. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20text" title=" scientific text"> scientific text</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20writing" title=" scientific writing"> scientific writing</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/42856/evaluation-means-in-english-and-russian-academic-discourse-through-comparative-analysis-towards-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18453</span> China’s Scientific Research of the Arctic (Historical Aspect)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cui%20Long%20%28Allen%29">Cui Long (Allen)</a> </p> <p class="card-text"><strong>Abstract:</strong></p> China's attention to the Arctic began in 1925, when the country joined the Svalbard Treaty. China's participation in Arctic exploration was determined by the second and third articles of the treaty, according to which the country could conduct scientific activities in the adjacent waters of Svalbard. The first studies of the New China began in the 50s of the twentieth century. The first scientific projects on Arctic exploration began in the 80s of the twentieth century. During these years, the "National Committee of the People's Republic of China for Arctic Expeditions" and the "Institute of Polar Research" in Shanghai were established. The beginning of Deng Xiaoping's policy of openness and reform has opened a new page in China's scientific research of the Arctic. Since the 90s, the first Chinese scientific programs have been developed with foreign partners. The Chinese Academy of Sciences and its subordinate scientific institutions are actively involved in scientific activities: the Institute of Aerophysics, the Institute of Geographical Sciences and Natural Resources, the Institute of Oceanology, etc. An important event for the development of scientific research in the Arctic was China's entry into the Arctic Council in 2013 as an observer. By 2018, China had conducted nine Arctic expeditions, their purpose was to study the melting of ice and its effects on the world's climate system, as well as the impact of the Arctic climate on China and the presence of plastic waste in the Arctic was monitored. At the beginning of the new millennium, China considers the Arctic as the most important region of a geopolitical and geostrategic nature, for its further logistical and economic development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arctic" title="Arctic">Arctic</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20Arctic%20research" title=" history of Arctic research"> history of Arctic research</a>, <a href="https://publications.waset.org/abstracts/search?q=arctic%20science" title=" arctic science"> arctic science</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20scientific%20research%20in%20the%20Arctic" title=" Chinese scientific research in the Arctic"> Chinese scientific research in the Arctic</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20expeditions" title=" scientific expeditions"> scientific expeditions</a> </p> <a href="https://publications.waset.org/abstracts/182520/chinas-scientific-research-of-the-arctic-historical-aspect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">51</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18452</span> Development of Instructional Material Using Scientific Approach to Make the Nature of Science (NOS) and Critical Thinking Explicit on Chemical Bonding and Intermolecular Forces Topics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Ashif%20Ardhana">Ivan Ashif Ardhana</a>, <a href="https://publications.waset.org/abstracts/search?q=Intan%20Mahanani"> Intan Mahanani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chemistry education tends to change from triplet representation among macroscopic, microscopic, and symbolic to tetrahedron shape. This change set the aspect of human element on the top of learning. Meaning that students are expected to solve the problems involving the ethic, morality, and humanity through the class. Ability to solve the problems connecting either theories or applications is called scientific literacy which have been implemented in curriculum 2013 implicitly. Scientific literacy has an aspect of nature science and critical thinking. Both can be integrated to learning using scientific approach and scientific inquiry. Unfortunately, students’ ability of scientific literacy in Indonesia is far from expectation. A survey from PISA had proven it. Scientific literacy of Indonesian students is always at bottom five position from 2002 till 2012. Improving a scientific literacy needs many efforts against them. Developing an instructional material based on scientific approach is one kind of that efforts. Instructional material contains both aspect of nature of science and critical thinking which is instructed explicitly to improve the students’ understanding about science. Developing goal is to produce a prototype and an instructional material using scientific approach whose chapter is chemical bonding and intermolecular forces for high school students grade ten. As usual, the material is subjected to get either quantitative mark or suggestion through validation process using validation sheet instrument. Development model is adapted from 4D model containing four steps. They are define, design, develop, and disseminate. Nevertheless, development of instructional material had only done until third step. The final step wasn’t done because of time, cost, and energy limitations. Developed instructional material had been validated by four validators. They are coming from chemistry lecture and high school’s teacher which two at each. The result of this development research shown the average of quantitative mark of students’ book is 92.75% with very proper in criteria. Given at same validation process, teacher’s guiding book got the average mark by 96.98%, similar criteria with students’ book. Qualitative mark including both comments and suggestions resulted from validation process were used as consideration for the revision. The result concluded us how the instructional materials using scientific approach to explicit nature of science and critical thinking on the topic of chemical bonding and intermolecular forces are very proper if they are used at learning activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20material" title=" instructional material"> instructional material</a>, <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title=" nature of science"> nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a> </p> <a href="https://publications.waset.org/abstracts/58847/development-of-instructional-material-using-scientific-approach-to-make-the-nature-of-science-nos-and-critical-thinking-explicit-on-chemical-bonding-and-intermolecular-forces-topics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18451</span> The Role of Questioning Ability as an Indicator of Scientific Thinking in Children Aged 5-9</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliya%20K.%20Salahova">Aliya K. Salahova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientific thinking is a fundamental cognitive skill that plays a crucial role in preparing young minds for an increasingly complex world. This study explores the connection between scientific thinking and the ability to ask questions in children aged 5-9. The research aims to identify and assess how questioning ability serves as an indicator of scientific thinking development in this age group. A longitudinal investigation was conducted over a span of 240 weeks, involving 72 children from diverse backgrounds. The participants were divided into an experimental group, engaging in weekly STEM activities, and a control group with no STEM involvement. The development of scientific thinking was evaluated through a comprehensive assessment of questioning skills, hypothesis formulation, logical reasoning, and problem-solving abilities. The findings reveal a significant correlation between the ability to ask questions and the level of scientific thinking in children aged 5-9. Participants in the experimental group exhibited a remarkable improvement in their questioning ability, which positively influenced their scientific thinking growth. In contrast, the control group, devoid of STEM activities, showed minimal progress in questioning skills and subsequent scientific thinking development. This study highlights the pivotal role of questioning ability as a key indicator of scientific thinking in young children. The results provide valuable insights for educators and researchers, emphasizing the importance of fostering and nurturing questioning skills to enhance scientific thinking capabilities from an early age. The implications of these findings are crucial for designing effective educational interventions to promote scientific curiosity and critical thinking in the next generation of scientific minds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20thinking" title="scientific thinking">scientific thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title="intervention">intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/170553/the-role-of-questioning-ability-as-an-indicator-of-scientific-thinking-in-children-aged-5-9" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18450</span> Publishing Formats of Scientific Journals in the XXI Century: the Case of Small Publishing Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ar%C5%ABnas%20Gudinavi%C4%8Dius">Arūnas Gudinavičius</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrius%20%C5%A0uminas"> Andrius Šuminas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analysis of scholarly journals formats is fragmented and needs to be studied from a point of view of scientific communication. While PDF is to the author’s best knowledge probably the most popular digital format of XXI century, but there are more formats available: HTML, EPUB, etc. Our aim is to analyze how these formats important to the readers and what is their contribution to scientific communication. We want to investigate how printed journals are still popular between scholars and does different formats are preferred between fields of science . In most cases, publishing of scientific journals are examined from a narrow perspective of a particular university science affair administrators or research funding institution. We believe that more data o n formats used in scholarly periodicals currently published in Lithuania as well as in Eastern Europe are needed. Science communication is often analyzed as a directed chain of information in the author-publisher-reader cycle. The paper is focusing on the publishing part of this chain. A distinction is made between formal and informal forms of scientific communication, which is relevant in today's context, when both forms of communication intertwine and complement each other. In our research, we will analyze formal documentary (formats of publication of scientific articles) communication - scientific information recorded in a certain medium and formatted in certain format (printed, PDF, HTML, EPUB, etc.). In our research, we will analyze the stage of publication of research results in scientific journals and their dissemination through specific publication formats. The paper is to systematize and analyze the various types of formats of scientific journal published in XXI century in Lithuania (small publishing market). The research analyses the case of small European country and presents publishing formats characteristics of the publication of scientific periodicals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20communication" title="scientific communication">scientific communication</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20journals" title=" scientific journals"> scientific journals</a>, <a href="https://publications.waset.org/abstracts/search?q=publishing%20formats" title=" publishing formats"> publishing formats</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a> </p> <a href="https://publications.waset.org/abstracts/159430/publishing-formats-of-scientific-journals-in-the-xxi-century-the-case-of-small-publishing-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18449</span> Bibliometric Analysis of the Impact of Funding on Scientific Development of Researchers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashkan%20Ebadi">Ashkan Ebadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Schiffauerova"> Andrea Schiffauerova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every year, a considerable amount of money is being invested on research, mainly in the form of funding allocated to universities and research institutes. To better distribute the available funds and to set the most proper R&D investment strategies for the future, evaluation of the productivity of the funded researchers and the impact of such funding is crucial. In this paper, using the data on 15 years of journal publications of the NSERC (Natural Sciences and Engineering research Council of Canada) funded researchers and by means of bibliometric analysis, the scientific development of the funded researchers and their scientific collaboration patterns will be investigated in the period of 1996-2010. According to the results it seems that there is a positive relation between the average level of funding and quantity and quality of the scientific output. In addition, whenever funding allocated to the researchers has increased, the number of co-authors per paper has also augmented. Hence, the increase in the level of funding may enable researchers to get involved in larger projects and/or scientific teams and increase their scientific output respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bibliometrics" title="bibliometrics">bibliometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=funding" title=" funding"> funding</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a> </p> <a href="https://publications.waset.org/abstracts/31326/bibliometric-analysis-of-the-impact-of-funding-on-scientific-development-of-researchers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18448</span> The Use of Layered Neural Networks for Classifying Hierarchical Scientific Fields of Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Colin%20Smith">Colin Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Linsey%20S%20Passarella"> Linsey S Passarella</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the proliferation and decentralized nature of academic publication, no widely accepted scheme exists for organizing papers by their scientific field of study (FoS) to the author’s best knowledge. While many academic journals require author provided keywords for papers, these keywords range wildly in scope and are not consistent across papers, journals, or field domains, necessitating alternative approaches to paper classification. Past attempts to perform field-of-study (FoS) classification on scientific texts have largely used a-hierarchical FoS schemas or ignored the schema’s inherently hierarchical structure, e.g. by compressing the structure into a single layer for multi-label classification. In this paper, we introduce an application of a Layered Neural Network (LNN) to the problem of performing supervised hierarchical classification of scientific fields of study (FoS) on research papers. In this approach, paper embeddings from a pretrained language model are fed into a top-down LNN. Beginning with a single neural network (NN) for the highest layer of the class hierarchy, each node uses a separate local NN to classify the subsequent subfield child node(s) for an input embedding of concatenated paper titles and abstracts. We compare our LNN-FOS method to other recent machine learning methods using the Microsoft Academic Graph (MAG) FoS hierarchy and find that the LNN-FOS offers increased classification accuracy at each FoS hierarchical level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20classification" title="hierarchical classification">hierarchical classification</a>, <a href="https://publications.waset.org/abstracts/search?q=layer%20neural%20network" title=" layer neural network"> layer neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20field%20of%20study" title=" scientific field of study"> scientific field of study</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20taxonomy" title=" scientific taxonomy"> scientific taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/151193/the-use-of-layered-neural-networks-for-classifying-hierarchical-scientific-fields-of-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151193.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18447</span> Efficiency Measurement of Turkish via the Stochastic Frontier Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeliz%20Mert%20Kantar">Yeliz Mert Kantar</a>, <a href="https://publications.waset.org/abstracts/search?q=I%CC%87smail%20Yeni%CC%87lmez"> İsmail Yeni̇lmez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Arik"> Ibrahim Arik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the efficiency measurement of the top fifty Turkish Universities has been conducted. The top fifty Turkish Universities are listed by The Scientific and Technological Research Council of Turkey (TÜBITAK) according to the Entrepreneur and Innovative University Index every year. The index is calculated based on four components since 2018. Four components are scientific and technological research competency, intellectual property pool, cooperation and interaction, and economic and social contribution. The four components consist of twenty-three sub-components. The 2021 list announced in January 2022 is discussed in this study. Efficiency analysis have been carried out using the Stochastic Frontier Model. Statistical significance of the sub-components that make up the index with certain weights has been examined in terms of the efficiency measurement calculated through the Stochastic Frontier Model. The relationship between the efficiency ranking estimated based on the Stochastic Frontier Model and the Entrepreneur and Innovative University Index ranking is discussed in detail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=efficiency" title="efficiency">efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneur%20and%20innovative%20universities" title=" entrepreneur and innovative universities"> entrepreneur and innovative universities</a>, <a href="https://publications.waset.org/abstracts/search?q=turkish%20universities" title=" turkish universities"> turkish universities</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20frontier%20model" title=" stochastic frontier model"> stochastic frontier model</a>, <a href="https://publications.waset.org/abstracts/search?q=t%C3%BCbi%CC%87tak" title=" tübi̇tak"> tübi̇tak</a> </p> <a href="https://publications.waset.org/abstracts/155490/efficiency-measurement-of-turkish-via-the-stochastic-frontier-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155490.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18446</span> Your Third Step to Understanding Research Ethics: Survey-Based Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: This research summarizes the third volume of the book entitled: “Research Ethics”. It aims at surveying KSU as a typical and practical example for scientific resources and references along with some couriers that can be used for transferring these resources from one place to another. Method: It is a survey and analytic research design wherein the researchers attempted to list, describe and analyze the resources and references, notably those relating to linguistics. The researchers have also analyzed the role of some famous couriers in sending and receiving scientific resources. Results KSU has one of the most organized systems in the field of scientific research and is a reliable provider of information references and resources. Couriers are effective means through which the researcher can get the resource s/he needs to complete his scientific project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=KSU" title="KSU">KSU</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20research" title=" scientific research"> scientific research</a>, <a href="https://publications.waset.org/abstracts/search?q=library" title=" library"> library</a>, <a href="https://publications.waset.org/abstracts/search?q=couriers" title=" couriers"> couriers</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=method" title=" method"> method</a> </p> <a href="https://publications.waset.org/abstracts/186802/your-third-step-to-understanding-research-ethics-survey-based-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18445</span> All-or-None Principle and Weakness of Hodgkin-Huxley Mathematical Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20Sadegh%20Zadeh">S. A. Sadegh Zadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Kambhampati"> C. Kambhampati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematical and computational modellings are the necessary tools for reviewing, analysing, and predicting processes and events in the wide spectrum range of scientific fields. Therefore, in a field as rapidly developing as neuroscience, the combination of these two modellings can have a significant role in helping to guide the direction the field takes. The paper combined mathematical and computational modelling to prove a weakness in a very precious model in neuroscience. This paper is intended to analyse all-or-none principle in Hodgkin-Huxley mathematical model. By implementation the computational model of Hodgkin-Huxley model and applying the concept of all-or-none principle, an investigation on this mathematical model has been performed. The results clearly showed that the mathematical model of Hodgkin-Huxley does not observe this fundamental law in neurophysiology to generating action potentials. This study shows that further mathematical studies on the Hodgkin-Huxley model are needed in order to create a model without this weakness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=all-or-none" title="all-or-none">all-or-none</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20modelling" title=" computational modelling"> computational modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20model" title=" mathematical model"> mathematical model</a>, <a href="https://publications.waset.org/abstracts/search?q=transmembrane%20voltage" title=" transmembrane voltage"> transmembrane voltage</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20potential" title=" action potential"> action potential</a> </p> <a href="https://publications.waset.org/abstracts/80739/all-or-none-principle-and-weakness-of-hodgkin-huxley-mathematical-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80739.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">617</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18444</span> Writing Hybridized Narratives to Enact Scientific Literacy and the Myth of the Scientific Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajaz%20Shaheen">Ajaz Shaheen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaid%20Ahmed%20Siddqui"> Jawaid Ahmed Siddqui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This world has purely become scientific and technological, and therefore it demands more from our young learners to be more intellectual in learning sciences. A point of concern that is dragging the attention of educationists is that young learners are gradually detaching from science and scientific theory. To deal with this matter, we must arrange such engaging activities that may improve the imaginative skills of our young learners. Our ongoing research program highlights the effects of such activities that demand the learners to interpret scientific information in the form of text they possess. These mixed stories are also known as what we call BioStories. Learners upload their narratives on different websites to let their peers go through their manuscripts. That, as a result, brings more refinement to their works. Moreover, stories allow the learners to read, understand and learn on a broader spectrum. We have conducted separate studies with learners from Grades 6, 9, and 12 that involve case studies and quasi-experimental designs. The conclusion we drew from the analysis of Grade 6 learners was that the alignment of stories helped them become more familiar with the scientific issue. Not only this but also the learners of the respective grade built up their interest in the subject and also developed a clear understanding of related subject topics. On the other hand, results from the 8th and 9th grades study support the argument that learners reflected a positive attitude toward writing scientific information. Lastly, we concluded from the 12th-grade learners that they took pride in their writing skills and built up their strength, determination, and interest. The students became self-conscious as they wrote hybridized scientific narratives in science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BioStories" title="BioStories">BioStories</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridized%20writing" title=" hybridized writing"> hybridized writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20method" title=" scientific method"> scientific method</a> </p> <a href="https://publications.waset.org/abstracts/161158/writing-hybridized-narratives-to-enact-scientific-literacy-and-the-myth-of-the-scientific-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161158.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18443</span> Publish/Subscribe Scientific Workflow Interoperability Framework (PS-SWIF) Architecture and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Alqaoud">Ahmed Alqaoud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes Publish/Subscribe Scientific Workflow Interoperability Framework (PS-SWIF) architecture and its components that collectively provide interoperability between heterogeneous scientific workflow systems. Requirements to achieve interoperability are identified. This paper also provides a detailed investigation and design of models and solutions for system requirements, and considers how workflow interoperability models provided by Workflow Management Coalition (WfMC) can be achieved using the PS-SWIF system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=publish%2Fsubscribe" title="publish/subscribe">publish/subscribe</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20workflow" title=" scientific workflow"> scientific workflow</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20services" title=" web services"> web services</a>, <a href="https://publications.waset.org/abstracts/search?q=workflow%20interoperability" title=" workflow interoperability "> workflow interoperability </a> </p> <a href="https://publications.waset.org/abstracts/11418/publishsubscribe-scientific-workflow-interoperability-framework-ps-swif-architecture-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11418.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18442</span> Psychometric Examination of the QUEST-25: An Online Assessment of Intellectual Curiosity and Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study reports an examination of the QUEST-25 (Q-Assessment of Undergraduate Epistemology and Scientific Thinking) online version for assessing the dispositional attitudes toward scientific thinking and intellectual curiosity among undergraduate students. The QUEST-25 consists of scientific thinking (SIQ-25) and intellectual curiosity (ICIQ-25), which were correlated in hypothesized directions with the Religious Commitment Inventory, Curiosity and Exploration Inventory, Belief in Science scale, and measures of academic self-efficacy. Additionally, concurrent validity was established by the resulting significant differences between those identifying the centrality of religious belief in their lives and those who do not self-identify as being guided daily by religious beliefs. This study demonstrates the utility of the QUEST-25 for research, evaluation, and theory development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guided-inquiry%20learning" title="guided-inquiry learning">guided-inquiry learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20curiosity" title=" intellectual curiosity"> intellectual curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20assessment" title=" psychometric assessment"> psychometric assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20thinking" title=" scientific thinking"> scientific thinking</a> </p> <a href="https://publications.waset.org/abstracts/94103/psychometric-examination-of-the-quest-25-an-online-assessment-of-intellectual-curiosity-and-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18441</span> SciPaaS: a Scientific Execution Platform for the Cloud</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wesley%20H.%20Brewer">Wesley H. Brewer</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20C.%20Sanford"> John C. Sanford</a> </p> <p class="card-text"><strong>Abstract:</strong></p> SciPaaS is a prototype development of an execution platform/middleware designed to make it easy for scientists to rapidly deploy their scientific applications (apps) to the cloud. It provides all the necessary infrastructure for running typical IXP (Input-eXecute-Plot) style apps, including: a web interface, post-processing and plotting capabilities, job scheduling, real-time monitoring of running jobs, and even a file/case manager. In this paper, first the system architecture is described and then is demonstrated for a two scientific applications: (1) a simple finite-difference solver of the inviscid Burger’s equation, and (2) Mendel’s Accountant—a forward-time population genetics simulation model. The implications of the prototype are discussed in terms of ease-of-use and deployment options, especially in cloud environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web-based%20simulation" title="web-based simulation">web-based simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=Platform-as-a-Service%20%28PaaS%29" title=" Platform-as-a-Service (PaaS)"> Platform-as-a-Service (PaaS)</a>, <a href="https://publications.waset.org/abstracts/search?q=rapid%20application%20development%20%28RAD%29" title=" rapid application development (RAD)"> rapid application development (RAD)</a>, <a href="https://publications.waset.org/abstracts/search?q=population%20genetics" title=" population genetics"> population genetics</a> </p> <a href="https://publications.waset.org/abstracts/20920/scipaas-a-scientific-execution-platform-for-the-cloud" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20920.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">590</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18440</span> A Development of Science Instructional Model Based on Stem Education Approach to Enhance Scientific Mind and Problem Solving Skills for Primary Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prasita%20Sooksamran">Prasita Sooksamran</a>, <a href="https://publications.waset.org/abstracts/search?q=Wareerat%20Kaewurai"> Wareerat Kaewurai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM is an integrated teaching approach promoted by the Ministry of Education in Thailand. STEM Education is an integrated approach to teaching Science, Technology, Engineering, and Mathematics. It has been questioned by Thai teachers on the grounds of how to integrate STEM into the classroom. Therefore, the main objective of this study is to develop a science instructional model based on the STEM approach to enhance scientific mind and problem-solving skills for primary students. This study is participatory action research, and follows the following steps: 1) develop a model 2) seek the advice of experts regarding the teaching model. Developing the instructional model began with the collection and synthesis of information from relevant documents, related research and other sources in order to create prototype instructional model. 2) The examination of the validity and relevance of instructional model by a panel of nine experts. The findings were as follows: 1. The developed instructional model comprised of principles, objective, content, operational procedures and learning evaluation. There were 4 principles: 1) Learning based on the natural curiosity of primary school level children leading to knowledge inquiry, understanding and knowledge construction, 2) Learning based on the interrelation between people and environment, 3) Learning that is based on concrete learning experiences, exploration and the seeking of knowledge, 4) Learning based on the self-construction of knowledge, creativity, innovation and 5) relating their findings to real life and the solving of real-life problems. The objective of this construction model is to enhance scientific mind and problem-solving skills. Children will be evaluated according to their achievements. Lesson content is based on science as a core subject which is integrated with technology and mathematics at grade 6 level according to The Basic Education Core Curriculum 2008 guidelines. The operational procedures consisted of 6 steps: 1) Curiosity 2) Collection of data 3) Collaborative planning 4) Creativity and Innovation 5) Criticism and 6) Communication and Service. The learning evaluation is an authentic assessment based on continuous evaluation of all the material taught. 2. The experts agreed that the Science Instructional Model based on the STEM Education Approach had an excellent level of validity and relevance (4.67 S.D. 0.50). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20model" title="instructional model">instructional model</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20mind" title=" scientific mind"> scientific mind</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving "> problem solving </a> </p> <a href="https://publications.waset.org/abstracts/53593/a-development-of-science-instructional-model-based-on-stem-education-approach-to-enhance-scientific-mind-and-problem-solving-skills-for-primary-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53593.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18439</span> Factors of Scientific Rise and Fall of the Islamic Empire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Seyed%20Agha%20Banihashemi">Saeed Seyed Agha Banihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of mathematics as one of the trends in the field of mathematics has special importance and in most of the important universities of the world, this trend in the field of mathematics is taught and researched. In teaching the history of mathematics and mathematics books, special attention is paid to the scientific works of the four Greek-Indian-Islamic and European civilizations, although the history of mathematics in China and East Asia is a special category due to its ancient civilization. In this article, while examining mathematics in the Islamic empire, the factors of the scientific rise and fall of the Islamic empire, which can include mathematics, have been studied. In this article, according to my own research and other sources mentioned s, It is believed the factors of scientific rise and fall in the Islamic Empire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20of%20mathematics" title="history of mathematics">history of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=alkandi" title=" alkandi"> alkandi</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptology" title=" cryptology"> cryptology</a>, <a href="https://publications.waset.org/abstracts/search?q=manuscripts" title=" manuscripts"> manuscripts</a> </p> <a href="https://publications.waset.org/abstracts/164955/factors-of-scientific-rise-and-fall-of-the-islamic-empire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 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