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1.
The acceptance of new chemical ideas, before the Chemical Revolution of Lavoisier, in Greek-speaking communities in the 17th
and 18th centuries did not create a discourse of chemical philosophy, as it did in Europe, but rather a “philosophy” of chemistry
as it was formed through the evolution of didactic traditions of Chemistry. This “philosophical” chemistry was not based on
the existence of any academic institutions, it was focused on the ontology of principles and forces governing the analysis/synthesis
of matter and formulated two didactic traditions. The one, named “the system of chymists”, close to the Boylean/Cartesian
tradition, accepted, contrary to Aristotelianism, the five “chymical” principles and also the analytical ideal, but the “chymical”
principles were not under a conceptual and experimental investigation, as they were in Europe. Also, a crucial issue for this
tradition remained the “mechanical” principles which were under the influence of the metaphysical nature of the Aristotelian
principles. The other, close to the Boylean/Newtonian tradition, was the integrated presentation of the Newtonian “dream”,
which maintained a discursive attitude with reference to the “chemical attractions”–“chemical affinities” and actualised the
mathematical atomism of Boscovich, according to which the elementary texture of matter could be causally explained within
this complex architecture of mathematical “punkta”. In this tradition also coexisted, in a discursive synthesis, the “chemical element” of Lavoisier and the arguments of the
new theory and its opposition to the phlogiston theory, but the “chemical affinities” were under the realm of the “physical
element” as “metaphysical point”. 相似文献
2.
Kevin de Berg 《Science & Education》2014,23(10):2045-2068
Both Lavoisier and Priestley were committed to the role of experiment and observation in their chemistry practice. According to Lavoisier the physical sciences embody three important ingredients; facts, ideas, and language, and Priestley would not have disagreed with this. Ideas had to be consistent with the facts generated from experiment and observation and language needed to be precise and reflect the known chemistry of substances. While Priestley was comfortable with a moderate amount of hypothesis making, Lavoisier had no time for what he termed theoretical speculation about the fundamental nature of matter and avoided the use of the atomic hypothesis and Aristotle’s elements in his Elements of Chemistry. In the preface to this famous work he claims he has good educational reasons for this position. While Priestley and Lavoisier used similar kinds of apparatus in their chemistry practice, they came to their task with completely different worldviews as regards the nature of chemical reactivity. This paper examines these worldviews as practiced in the famous experiment on the composition of air and the implications of this for chemistry education are considered. 相似文献
3.
兰宗荣 《乐山师范学院学报》2013,(4):86-89,113
南宋金丹派南宗第五代祖师白玉蟾终生云游。避世隐逸,志在林泉,得道成仙的理想和寻师访道、交友论道、授徒传道的人生目标构成他云游的主要动机。他由此踏上了求道和文化传播的云游之旅,其足迹几乎遍及南宋辖区。云游促使他形成了恬淡诡异的隐仙人格,身通三教、学贯九流的思想人格和为文制艺无所不能的艺术人格。 相似文献
4.
Sunil Mukhi 《Resonance》2005,10(12):193-202
Conclusions Dirac’s philosophy of mathematical elegance led to his pioneering work on magnetic monopoles and inspired a large number of
subsequent developments. It remains true that magnetic monopoles have never been detected, despite numerous attempts, but
after all it was Dirac who once remarked, “It is more important to have beauty in one’s equations than to have them fit experiment”.
One might therefore assume that he was more than satisfied with the impact of this work.
This is not quite the case. Towards the end of his life, the complete lack of experimental evidence for magnetic monopoles
began to weigh on him. In 1981, a year short of his 80th birthday, he was invited to Trieste for a conference to commemorate
the 50th anniversary of his monopole paper. He declined the invitation due to the strain of travelling, but sent a letter
of thanks to Abdus Salam, the Nobel Laureate and Director of the Centre at Trieste. In this letter, Dirac wrote: “I am inclined
now to believe that monopoles do not exist. So many years have gone by without any encouragement from the experimental side.”
Dirac passed away nearly two decades ago, but it remains to be determined who was right about monopoles: Dirac in 1931, or
Dirac in 1981. 相似文献
5.
白玉蟾是宋代内丹南宗第五代祖师。嘉定（1208—1224年）间,他居武夷山时曾与自号“懒翁”的武夷山冲佑观主管苏森情趣相投。在武夷山或浙江金华山,他们相互唱酬,品藻风月,诗酒往来。两人彼此了解,结下深厚情谊,并且相互影响。 相似文献
6.
Gopalpur Nagendrappa 《Resonance》2011,16(11):1007-1018
Rutherford was the greatest experimental physicist since Faraday. He had the most astonishing insight into physical processes,
and in a few remarks he would illuminate a whole subject. He liked his physics and his experiments simple and described his
work in simple and concise language. Rutherford’s discovery of the atomic nucleus had solved the mystery of the matter which
had troubled the world’s great philosophers for centuries. He is to the atom what Darwin is to evolution, Newton to mechanics,
Faraday to electricity and Einstein to relativity. These are a few remarks made about Rutherford by his students and colleagues. 相似文献
7.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
8.
Ananth Ramaswamy 《Resonance》2009,14(9):840-848
Eiffel is best remembered for engineering the tower that is a Paris landmark and bears his name. However, Eiffel has many
other firsts to his credit. He was one of the first to experimentally obtain material properties of wrought iron that permitted
him to proportion structural members in bridges and buildings that he built to sustain the service loads experienced by them.
Having struggled to get a good estimate of wind forces on the many tall structures that he designed and constructed during
his career, Eiffel was among the first to experimentally obtain data on fluid flow around an object and establish accurately
the drag on a body dropped in air in his later years. He developed one of the earliest versions of the ‘wind tunnel’ that
today plays a pivotal role in aerodynamic studies. This article traces the evolution of Alexandre Gustave Eiffel as an engineer
and scientist. 相似文献
9.
The experiment in which a candle is burned inside an inverted vessel partially immersed in water has a history of more than
2,200 years, but even nowadays it is common that students and teachers relate the change in volume of the enclosed air to
its oxygen content. Contrary to what many people think, Lavoisier concluded that any change in volume in this experiment is
negligible; moreover, the explanation relating oxygen consumption in the air with its change in volume is known to be wrong.
In this work we briefly review the history behind the candle experiment and its relationship with some typical erroneous explanations.
One of the key factors behind Lavoisier’s success was the use of experiments carefully designed to test different hypotheses.
Following these steps, we performed several closed volume experiments where the candle wick was replaced by a capillary stainless
steel cylinder supported and heated by a nichrome filament connected to an external power supply. Our recorded experiments
are displayed as web pages, designed with the purpose that the reader can easily visualize and analyze modern versions of
Lavoisier’s experiments. These experiments clearly show an initial phase of complete combustion, followed by a phase of incomplete
combustion with elemental carbon or soot rising to the top of the vessel, and a final phase where the hot artificial wick
only evaporates a white steam of wax that cannot ignite because no oxygen is left in the closed atmosphere. After either a
complete or incomplete combustion of the oxygen, our experiments show that the final gas volume is nearly equal to the initial
air volume. 相似文献
10.
金成花 《通化师范学院学报》2014,(9):77-80
德富苏峰一生多次周游中国,发表过很多关于中国的言论。他对我国东北地区也非常重视,其东北认识在其中国观中占有举足轻重的地位。《中国漫游记》体现了德富苏峰具体、直接、真实的东北认识：视东北为实现其“大日本膨胀”梦想的重要之地、日本享有特殊权益之地、日本统治成绩卓著之地。归纳总结德富苏峰的东北认识,即他认为日本侵略我国东北是必要、必然,而且是正当合理的。研究德富苏峰的东北认识不仅有利于我们正确认识其中国观,而且有利于我们深入挖掘日本军国主义的思想根源。 相似文献
11.
Conclusion Finn’s 1953 assessment added up, in his opinion, “to the simply stated fact that the audiovisual field is not yet a profession”
(p. 16).
The current assessment can be concluded differently. In the past 25 years, educational technology has grown into a profession,
but it is not a fully grown and developed profession. Educational technology has accomplished a great deal in relation to
each of the criteria for a profession; this accomplishment is spelled out in AECT’sEducational Technology: Definition and Glossary of Terms. In addition, it has written about its ideals related to each of the criteria, but has not yet reached those goals. Finally,
educational technology is a profession with problems related to each of the criteria—problems discussed in this paper.
I have suggested directions educational technology needs to take to overcome its problems. Others will certainly think of
alternative directions.
If it makes no effort to overcome its problems, the profession will remain only partially developed or, perhaps, regress to
a less fully developed stage. But if its leaders, its professional association, and all its members work to overcome those
problems, the profession of educational technology can fulfill Finn’s (1964) prophecy that “the educational future will belong
to those who can grasp the significance of [educational and] instructional technology” (p. 26). 相似文献
12.
Glenna Sloan 《Children‘s Literature in Education》2009,40(2):120-135
Northrop Frye (1912–1991) was one of the leading literary theorists of his day, and this article shows the ways in which his
theories continue to be relevant for both the field of literary criticism and elementary classroom education today. The author,
an eminent scholar in the field of children’s literature in her own right and a student of Northrop Frye, presents her interpretation
of his major theories as they relate to reading and writing pedagogy in the elementary school classroom. This article articulates
some of the key issues developed in the author's book, The Child As Critic, which has undergone a number of printings and editions, and which may well be as close as we get to a handbook for teaching
the art of literature, as Northrop Frye might have written it. 相似文献
13.
Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social
sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein’s
theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and
international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted.
Our analysis highlights significant and—given the broader emphasis in comparative education on questions of education and
development—surprising absences in the application of this approach. We conclude by arguing for the use and development of
three critical features of his analysis in comparative work, as relevant and timely interventions in the field. 相似文献
14.
The purpose of the paper is twofold: (1) To contrast the longstanding tradition of private and public courses of chemistry with the public demonstrations of physics. Whether taught in public institutions such as the Jardin du Roi or by apothecaries in their officines chemistry demonstrations were not for the entertainment of their audiences. Rather, they were intended to train people in pharmacy and natural philosophy. (2) By the end of the eighteenth-century, however, pneumatic chemistry prompted a new style of presentation and experimentation more similar to experimental physics, as shown by the famous experiment of water decomposition and recomposition performed by Lavoisier in 1785. 相似文献
15.
《The Journal of educational research》2012,105(4):173-174
AbstractAs experimental studies to compare a control group with an experimental group in new mathematics programs were introduced, experimenters became aware that many variables which could have an observable effect on test scores were not being measured. Among these was the student-subject's attiude toward his preparation for the course work under comparison. In order to ascertain a subject's attitude toward his mathematical preparation for college Calculus an attitude scale of the Thurstone type was developed. Students at two institutions in Oklahoma were used to obtain statements regarding their attitude toward their mathematical preparation, and to scale these statements. Two final scales were developed, one with a high face validity, and one with an abstract, research oriented base. 相似文献
16.
T. Padmanabhan 《Resonance》2012,17(6):532-537
With the works of Cavendish, Priestley and Lavoisier, chemistry emerged as an exact science. 相似文献
17.
You-shi Liu You-hong Fang Ling-xiang Ruan You-ming Li Lin Li Ling-ling Jiang 《Journal of Zhejiang University. Science. B》2009,10(8):631-634
Takayasu’s arteritis (TA), also known as the “pulseless disease,” is a chronic vasculitis of the aorta and aortic branches.
TA with Crohn’s disease is rare and has not been documented in China before. In this paper we report on a case of Takayasu’s
arteritis associated with concurrent Crohn’s disease. A 17-year-old Chinese male developed upper limb sourness and a sensation
of fatigue, and his upper limb pulses were absent. He was diagnosed with TA and underwent an axillary artery bypass with autologous
great saphenous vein on the left subclavian artery. After the surgery, he regained the normal blood pressure. This patient
also had years of diarrhea and developed an anal canal ulcer, and was diagnosed with inflammatory bowel disease and ulcerative
colitis before. Five months after the TA surgery, he was hospitalized for severe stomachache and diarrhea and was finally
diagnosed with Crohn’s disease. The possible pathophysiological mechanisms responsible for concurrent existence of TA and
Crohn’s disease may be associated with immune disorders, especially autoimmunity.
相似文献
18.
Anne K. Morris 《Journal of Mathematics Teacher Education》2006,9(5):471-505
This study investigated the learning-from-practice skills that pre-service teachers possess when they enter teacher preparation programs in the United States. Two subskills were hypothesized to represent, at least in part, what is required to learn from practice: (1) the ability to collect evidence about students’ learning in order to analyze the effects of instruction, and (2) the ability to use the analysis to revise the instruction. Because it seems likely that different teaching situations and contexts reveal these learning-from-practice skills in different ways and to different degrees, this study examined the skills that pre-service teachers exhibited under two experimental conditions. Thirty pre-service teachers were asked to analyze the effects of a videotaped mathematics lesson on student learning, to support their analysis with evidence, and to use their analysis to revise the lesson. Based on the results, it appears that many entry level pre-service teachers can carry out a cause-effect type of analysis of the relationships between specific instructional strategies and students’ learning, and can use this analysis to make productive revisions to the instruction. However, prospective teachers’ ability to collect evidence that supports their analysis appears to be less developed. In addition, the type of analysis that prospective teachers carried out about the effects of instruction on students’ learning differed dramatically across the two experimental task conditions.Preparation of this article was supported by the National Science Foundation (Grant #0083429 to the Mid-Atlantic Center for Teaching and Learning Mathematics). The opinions expressed in the article are those of the author and not necessarily those of the Foundation. Thanks to James Hiebert for his comments on earlier drafts of the paper. 相似文献
19.
Conclusion Krishnaswami Venkataraman’s contribution to the chemistry of flavones and other natural products, and his work on dyes is
not limited to the examples very briefly recorded here. His work covered also the dyes developed for colouring cements, dyemetal
complexes, health concerns in case of food colourants, and many other aspects. He put his heart, soul and brainpower for the
growth and promotion of his chosen field of research, a good part of which is important even today. 相似文献
20.
Katherine Richardson Bruna 《Cultural Studies of Science Education》2010,5(2):383-422
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning
US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science
education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class,
ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community
in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in
his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class.
Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s
instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation.
My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to
science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice
informed by transnational social capital, like Augusto’s. 相似文献