Models in Science
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Philósophos N. 2 V. 9
DOSSIÊS MODELS AND THE DYNAMICS OF THEORIES Paulo Abrantes Universidade de Brasília [email protected] Abstract: This paper gives a historical overview of the ways various trends in the philosophy of science dealt with models and their relationship with the topics of heuristics and theoretical dynamics. First of all, N. Campbell’s account of analogies as components of scientific theories is presented. Next, the notion of ‘model’ in the reconstruction of the structure of scientific theories proposed by logical empiricists is examined. This overview finishes with M. Hesse’s attempts to develop Campbell’s early ideas in terms of an analogical inference. The final part of the paper points to contemporary developments on these issues which adopt a cognitivist perspective. It is indicated how discussions in the cognitive sciences might help to flesh out some of the insights philosophers of science had concerning the role models and analogies play in actual scientific theorizing. Key words: models, analogical reasoning, metaphors in science, the structure of scientific theories, theoretical dynamics, heuristics, scientific discovery. Hesse (1976) suggests that different philosophical explications of the roles models play in science correspond to different models of science. As a matter of fact, the explication of scientific modeling became a central issue in the criticism and revision of logical empiricism in the 50’s and the 60’s. The critics of the logical empiricist explication of models pointed out that it doesn’t capture one of the roles models play in science: that of providing guidelines for the development of theories.1 PHILÓSOPHOS 9 (2) : 225-269, jul./dez. -
* Supplied by EMS Are the Best That Can Be Made from the Original
DOCUMENT RESUME ED 115 128 FL 007 330 AUTHOR Thogmartin, Clyde TITLE A Bibliography of Empirical Investigations of Certain Aspects of Foreign Language Teaching and Learning, 1925-1975. PUB DATE 75 NOTE 67p. EDRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Academic Achievement; *Bibliographies; Bilingual Education; Bilingualism; Educational Equipment; *Educational Research; Error Patterns; Fles; Individual Differences; Instructional Materials; Instructional Media; Interference (Language Learning); *Language Instruction; Language Proficiency; *Language Research; Language Skills; Language Tests; Psycholinguistics; *Second Language Learning; Student Attitudes; Teaching Methods; Transfer of Training; Vocabulary Development ABSTRACT This 647-item bibliography is limited to reports on empirical research and discussions of research reports on various aspects of foreign language learning, mostly drawn from American and British journals and Ph.D. dissertations since 1925 and from ERIC documents. Principal topics include content of teaching materials, cognitive effects of bilingualism, measurement of bilingual proficiency, psychological studies of bilinguals, relationships between various language skills, the psycholinguistics of second language learning, transfer and interference, error analysis, vocabulary learning, bilingual education, foreign languages in the elementary schools, individual differences in language learning success, prognosis, teaching methods, equipment, media, testing, language difficulty, and effects of language learning -
For Mechanics of Materials Subject (Mms)
Emirates Journal for Engineering Research, 13 (2), 73-78 (2008) (Regular Paper) ANALOGY BASED LEARNING (ABL) FOR MECHANICS OF MATERIALS SUBJECT (MMS) M. Isreb School of Applied Sciences and Engineering, Monash University Gippsland Campus Northways Road, Churchill, Victoria 3842, Australia Email: [email protected] (Received May 2008 and accepted August 2008) ﻻ يوجد دليل في المراجع واﻷبحاث المنشورة على استخدام التعليم بواسطة النمذجة للعنصر الرياضي في مادة الھندسة الميكانيكية للمواد المتشكلة (والمعروفة أيضاً في أوساط معملي الھندسة باسم ميكانيكا المواد (MMS)). ويھدف تطبيق التعليم بواسطة النمذجة المقدم في ھذه الورقة إلى محاولة تسھيل استيعاب الطﻻب لتلك المادة الصعبة. وقد تم استخدام الطريقة القياسية لنمذجة العزوم باسلوب مبتكر. وقد اختبر الباحث ھذه الطريقة لمدة عشرين عاماً في جامعة موناش باستراليا. وأثبتت الطريقة نجاحھا بغض النظر عن طريقة الطﻻب وقدرتھم على التحصيل طبقاً ﻻمكانياتھم العقلية. وتميزت الطريقة بقابلية التطوير والمرونة. There is no evidence in the literature of using Analogy based-learning (ABL) education for the mathematics components of Engineering Mechanics of Deformable Bodies subject (also known widely amongst engineering educators by the name Mechanics of Materials subject, abbreviated as MMS). The motive of using the ABL for MMS in the present paper is to attempt to make, such already difficult subject, easy one to get across to students. The method used in the paper is based on standard ABL methodology of coupling, in an innovative way, each ABL source with an ABL target of the MMS. The author has tested the new approach for two decades at Monash University, Australia. The approach has proved to bring the students potentials to its fullest regardless of their style of learning, within the eight brain sectors. -
Analogies in Physics Analysis of an Unplanned Epistemic Strategy
. Analogies in Physics Analysis of an Unplanned Epistemic Strategy Von der Philosophischen Fakultät der Gottfried Wilhelm Leibniz Universität Hannover zur Erlangung des Grades Doktors der Philosophie Dr. phil. Genehmigte Dissertation von Ing. grad. MA Gunnar Kreisel Erscheinungs- bzw. Druckjahr 2021 Referent: Prof. Dr. Mathias Frisch Korreferent: Prof. Dr. Torsten Wilholt Tag der Promotion: 26.10.2020 2 To my early died sister Uta 3 Acknowledgements I could quote only very few by name who have contributed to my work on this thesis, for discussing some of the developed ideas with me or comments on parts of my manuscript. These are in the first place my advisor Mathias Frisch and further Torsten Wilholt, who read critically individual chapters. Much more have contributed by some remarks or ideas mentioned in passing which I cannot assign to someone explicitly and therefore must be left unnamed. Also, other people not named here have supported my work in the one or other way. I think they know who were meant if they read this. A lot of thanks are due to Zoe Vercelli from the International Writing centre at Leibniz University Hannover improving my English at nearly the whole manuscript (some parts are leaved to me because of organisational changes at the writing centre). So, where the English is less correct Zoe could not have had a look on it. Of course, all errors and imprecisions remain in solely my responsibility. 4 Abstract This thesis investigates what tools are appropriate for answering the question how it is possible to develop such a complex theory in physics as the standard model of particle physics with only an access via electromagnetic interaction of otherwise unobservable objects and their interactions it was investigated what the tools are to do this. -
Psychology of School Learning: Views of the Learner
DOCUMENT RESUME ED 104 859 SP 009 097 AUTHOR Bart, William M., Ed.; Wong, Martin R., Ed. TITLE Psychology of School Learning: Views of the Learner. Volume I: Environmentalism. INSTITUTION MSS Information Ccrp., New York, N.Y. PUB DATE 74 'NOTE 249p. AVAILABLE FROM MSS Information 'orporation, 655 Madison Avenue, New York, New York 10021 ($6.25 paper, $12.00 cloth, 20 percent discount on orders of $200.00 or more) EDRS PRICE MF-$0.76 HC-$12.05 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Computer Assisted Instruction; Educational Philosophy; *Educational Psychology; *Environmental Influences; Higher Education; *Learning; *Learning Specialists; Reinforcement; Teacher Education ABSTRACT This document is the first of three volumes presenting essays from three schools of thought regarding learning. Volume one consists of readings from psychologists, philosophers, and learning theorists concerning the view that the learner isa product primarily of environmental factors. The list of essays includes the following:(a) "Ideas and Their Origin," (b) "The Free and Happy Student," (c) "The Technology of Teaching," (d) "Treatment of Nonreading in a Culturally Deprived Juvenile Delinquent: An Application of Reinforcement Principles," (e) "Production and Elimination of Disruptive Classroom Behavior by Systematically Varying Teacher's Behavior," (f) "Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques," (g) "A Token Reinforcement Program in a Public School: A Replication and Systematic Analysis," (h) "Educational -
Commemorative Meeting for Alfred Tarski Stanford University-November 7, 1983
Patrick Suppes received his Ph.D. in Philosophy in 1950 at Columbia Univer sity, where he worked with Ernest Nagel. He has been at Stanford since 1950 and is now Professor ofPhilosophy and Statistics. Suppes' main research inter ests include the philosophy of science, theory of measurement, decision theory and probability, and computer-assisted education. He is a member of the Na tional Academy of Sciences. Jon Barwise received his Ph.D. in Mathematics in 1967 at Stanford University, where he .worked with Solomon Feferman. After teaching at U.C.L.A., Yale, and Wisconsin, he returned to Stanford as Professor of Philosophy in 1983. Barwise's main research interests include mathematical logic, especially model theory, set theory, and generalized re cursion theory; and applications of logic to the semantics of natural language. At Stanford, Barwise has been Director of the Center for Study of Language and Information, and is currently chairman of the Program in Symbolic Sys tems. Solomon Feferman received his Ph.D. in Mathematics in 1957 at the University of California, Berkeley, where he studied with Alfred Tarski. He has been at Stanford since 1956, where he is Professor of Mathematics and Phi losophy. His research interests are in mathematical logic and the foundations of mathematics, especially proof theory and constructive and semiconstructive mathematics, as well as in the history of modern logic. Feferman is Editor-in Chief of the Collected Works of Kurt Godel; he is currently Chairman of the Department of Mathematics. Commemorative Meeting for Alfred Tarski Stanford University-November 7, 1983 PATRICK SUPPES, JON BARWISE, AND SOLOMON FEFERMAN, SPEAKERS INTRODUCTION The meeting was held in memory of Professor Alfred Tarski, who died at the age of 82 on October 28, 1983. -
Homogenization of Processes in Nonlinear Visco-Elastic Composites
Ann. Scuola Norm. Sup. Pisa Cl. Sci. (5) Vol. X (2011), 611-644 Homogenization of processes in nonlinear visco-elastic composites AUGUSTO VISINTIN Abstract. The constitutive behaviour of a multiaxial visco-elastic material is here represented by the nonlinear relation t ε A(x) σ(x, τ) dτ α(σ, x), − : ∈ !0 which generalizes the classical Maxwell model of visco-elasticity of fluid type. Here α( , x) is a (possibly multivalued) maximal monotone mapping, σ is the stress te·nsor, ε is the linearized strain tensor, and A(x) is a positive-definite fourth-order tensor. The above inclusion is here coupled with the quasi-static σ force-balance law, div f#. Existence and uniqueness of the weak solution are proved for a bou−ndary-v=alue problem. Convergence to a two-scale problem is then derived for a composite ma- terial, in which the functions α and A periodically oscillate in space on a short length-scale. It is proved that the coarse-scale averages of stress and strain solve a single-scale homogenized problem, and that conversely any solution of this prob- lem can be represented in that way. The homogenized constitutive relation is represented by the minimization of a time-integrated functional, and is rather dif- ferent from the above constitutive law. These results are also retrieved via De Giorgi’s notion of %-convergence. These conclusions are at variance with the outcome of so-called analogical models, that rest on an (apparently unjustified) mean-field-type hypothesis. Mathematics Subject Classification (2010): 35B27 (primary); 49J40, 73E50, 74Q (secondary). -
Characterizing Ecohydrological and Biogeochemical Connectivity Across Multiple Scales: a New Conceptual Framework
ECOHYDROLOGY Ecohydrol. (2010) Published online in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/eco.187 Characterizing ecohydrological and biogeochemical connectivity across multiple scales: a new conceptual framework Lixin Wang,1*ChrisZou,2 Frances O’Donnell,1 Stephen Good,1 Trenton Franz,1 Gretchen R. Miller,3 Kelly K. Caylor,1 Jessica M. Cable4 and Barbara Bond5 1 Department of Civil and Environmental Engineering, Princeton University, Princeton, NJ 08544, USA 2 Department of Natural Resource Ecology and Management, Oklahoma State University, Stillwater, OK, USA 3 Department of Civil Engineering, Texas A&M University, College Station, TX, USA 4 International Arctic Research Center, University of Alaska, Fairbanks, AK, USA 5 Department of Forest Ecosystems and Society, Oregon State University, Corvallis, OR 97331, USA ABSTRACT The connectivity of ecohydrological and biogeochemical processes across time and space is a critical determinant of ecosystem structure and function. However, characterizing cross-scale connectivity is a challenge due to the lack of theories and modelling approaches that are applicable at multiple scales and due to our rudimentary understanding of the magnitude and dynamics of such connectivity. In this article, we present a conceptual framework for upscaling quantitative models of ecohydrological and biogeochemical processes using electrical circuit analogies and the Thevenin’s´ theorem. Any process with a feasible linear electrical circuit analogy can be represented in larger scale models as a simplified Thevenin´ equivalent. The Thevenin´ equivalent behaves identically to the original circuit, so the mechanistic features of the model are maintained at larger scales. We present three case applications: water transport, carbon transport, and nitrogen transport. -
A Break-Down Model for Cost Estimation of Composites a Thesis
A Break-Down Model for Cost Estimation of Composites A thesis presented to the faculty of the Russ College of Engineering and Technology of Ohio University In partial fulfillment of the requirements for the degree Master of Science Aniruddha V. Joshi August 2018 © 2018 Aniruddha V. Joshi. All Rights Reserved. 2 This thesis titled A Break-Down Model for Cost Estimation of Composites by ANIRUDDHA V. JOSHI has been approved for the Department of Industrial and Systems Engineering and the Russ College of Engineering and Technology by Dale Masel Associate Professor of Industrial and Systems Engineering Dennis Irwin Dean, Russ College of Engineering and Technology 3 ABSTRACT JOSHI, ANIRUDDHA V., M.S., August 2018, Industrial and Systems Engineering A Break-Down Model for Cost Estimation of Composites Director of Thesis: Dale Masel With the development of cheaper composite materials and more efficient manufacturing processes, there has been a steady growth in the applications as well as the interest of small and medium scale enterprises to manufacture composite parts. Current methods for cost estimation of composites require many inputs and CAD models. The methodology developed in this thesis will enable manufacturers and designers to obtain a preliminary cost estimate for composite parts based on minimum information during the early design stages. The total cost estimate calculated in this thesis follows the break-down approach where the total cost is broken down into its primary and secondary cost components. The break-down model follows a hierarchical structure of calculating the usage of materials and time, which are at a lower level, based on the user inputs and then using these lower level costs to calculate the upper level cost estimates. -
14 Patrick Suppes
14 Patrick Suppes Lucie Stern Professor of Philosophy, Emeritus Stanford University, USA 1. Why were you initially drawn to computational or in formational issues? I begin with some history. I am not sure just when I first thought about the use of computers for computation, but I do remember the late 1950s when Dick Atkinson and I were writing a book on applications of learning models and stimulus-response reinforce ment concepts to simple game situations. The book is full of ex tended computations supported by use of the I.B.M. 650 Com puter at Stanford, which was one of the very earliest made avail able to academic communities to have the possibility of going be yond the old days of computing with hand calculators. We say this in the preface of Suppes and Atkinson (1960): "Evan Linick has been indispensable in programming many problems for the I.B.M. 650 Computer at Stanford; we are also indebted to Richard Hill of the Western Data Processing Center for his cooperation." This brief acknowledgement is all we had to say about what was really a first, big-time, move into computing from my own standpoint. At that time, the only task was facilitating the many statistical estimates of parameters and the like for the models introduced in the book. It is important to realize how fundamental the change was in feasible applications of statistics with the introduction of digital computers in the 1950s. Even very simple formulations of linear-programming or linear-regression problems, that were prac tically unsolvable, could now be used to address all kinds of inter esting questions in theories of behavior and social interaction. -
Resources for Research on Analogy: a Multi- Disciplinary Guide Marcello Guarini University of Windsor
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship at UWindsor University of Windsor Scholarship at UWindsor Philosophy Publications Department of Philosophy 2009 Resources for Research on Analogy: A Multi- disciplinary Guide Marcello Guarini University of Windsor Amy Butchart Paul Smith Andrei Moldovan Follow this and additional works at: http://scholar.uwindsor.ca/philosophypub Part of the Philosophy Commons Recommended Citation Guarini, Marcello; Butchart, Amy; Smith, Paul; and Moldovan, Andrei. (2009). Resources for Research on Analogy: A Multi- disciplinary Guide. Informal Logic, 29 (2), 84-197. http://scholar.uwindsor.ca/philosophypub/18 This Article is brought to you for free and open access by the Department of Philosophy at Scholarship at UWindsor. It has been accepted for inclusion in Philosophy Publications by an authorized administrator of Scholarship at UWindsor. For more information, please contact [email protected]. Resources for Research on Analogy: A Multi-disciplinary Guide MARCELLO GUARINI* Department of Philosophy University of Windsor Windsor, ON Canada [email protected] AMY BUTCHART Department of Philosophy Guelph University Gulph, ON Canada [email protected] PAUL SIMARD SMITH Department of Philosophy University of Waterloo Waterloo, ON Canada [email protected] ANDREI MOLDOVAN Faculty of Philosophy Department of Logic, History and Philosophy of Science University of Barcelona Barcelona, Spain [email protected] * The first author wishes to thank the Social Sciences and Humanities Research Council of Canada for financial support over the four years during which this project was completed. ©Marcello Guarini, Amy Butchart, Paul Simard Smith, Andrei Moldovan. Informal Logic, Vol. 29, No.2, pp. -
The Effectiveness of Model-Based Instruction on Student Achievement and Student Metacognition in Advanced Chemistry Classes" (2017)
Kennesaw State University DigitalCommons@Kennesaw State University Doctor of Education in Secondary Education Department of Secondary and Middle Grades Dissertations Education Fall 10-25-2017 The ffecE tiveness of Model-Based Instruction on Student Achievement and Student Metacognition in Advanced Chemistry Classes Amanda Edwards Follow this and additional works at: http://digitalcommons.kennesaw.edu/seceddoc_etd Part of the Science and Mathematics Education Commons Recommended Citation Edwards, Amanda, "The Effectiveness of Model-Based Instruction on Student Achievement and Student Metacognition in Advanced Chemistry Classes" (2017). Doctor of Education in Secondary Education Dissertations. 11. http://digitalcommons.kennesaw.edu/seceddoc_etd/11 This Dissertation is brought to you for free and open access by the Department of Secondary and Middle Grades Education at DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Doctor of Education in Secondary Education Dissertations by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. The Effectiveness of Model-Based Instruction on Student Achievement and Student Metacognition in Advanced Chemistry Classes by Amanda D. Edwards Doctoral Candidate A Dissertation Presented to the Faculty of the Graduate School October 25, 2017 Dr. Michelle Head, chairperson Dr. Kimberly Cortes Dr. Nita Paris Kennesaw State University i ACKNOWLEDGEMENTS This journey to completing this degree would not have been possible without my dissertation committee. My sincerest thanks are given to my dissertation chair, Dr. Michelle Head for her ability to always find the positive and to guide me, encourage me, and drag me (when necessary) toward all that was needed to finish this work. I would like to express my appreciation to Dr.