BOOK AND FILM REVIEWS: One-Semester Integrated Physical Science: Exploring the Physical Sciences

1974 ◽  
Vol 12 (3) ◽  
pp. 187-188
Author(s):  
Willard J. Poppy ◽  
Leland L. Wilson ◽  
Edmund C. Bray
Keyword(s):  
Physical Science ◽  
Physical Sciences ◽  
Film Reviews

scholarly journals Invited viewpoint: teaching programming to students in physical sciences and engineering

2021 ◽  
Author(s):  
Lloyd Cawthorne
Keyword(s):  
Physical Science ◽  
Computer Programming ◽  
Physical Sciences ◽  
Engineering Degree ◽  
Second Year ◽  
The University ◽  
University Of Manchester ◽  
Programming Courses

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.

BOOK AND FILM REVIEWS: Possibilities and Flaws: Physical Science for Liberal Arts Students

1973 ◽  
Vol 11 (6) ◽  
pp. 376-377
Author(s):  
Hugo N. Swenson ◽  
J. Edmund Woods ◽  
Robert Gardner
Keyword(s):  
Liberal Arts ◽  
Physical Science ◽  
Liberal Arts Students ◽  
Film Reviews

scholarly journals William E. Connolly's Politics of Complexity: A Critique

2017 ◽  
Vol 79 (1) ◽  
pp. 73-98
Author(s):  
Christopher Fear
Keyword(s):  
Political Theory ◽  
Physical Science ◽  
Scientific Evidence ◽  
Physical Sciences ◽  
Recent Philosophy ◽  
Recent Project ◽  
The Impact

AbstractIn recent years, William E. Connolly has argued that the phenomenon of complexity in the physical sciences carries radical implications for political theory: namely, that political theorists should now be revising their concepts of agency, responsibility, and freedom. This very recent project of Connolly's has not (yet) attracted much opposition. Here I offer a critique of Connolly's argument which focuses on three key areas: (1) how he interprets and deploys “evidence” from physical science; (2) his theory of “creative freedom”; and (3) the impact that his recent philosophy has on the idea of the intellect. I argue that Connolly's scientific evidence is not what he claims it is; that the theory of “creative freedom” he offers fails; and that his critique of the intellect fails in theory, and would be highly damaging in practice.

Physical science and archaeology

Antiquity ◽  
1972 ◽  
Vol 46 (182) ◽  
pp. 134-139
Author(s):  
J. A. Charles
Keyword(s):  
Physical Science ◽  
Scientific Research ◽  
Biological Science ◽  
Physical Sciences ◽  
Major Work ◽  
Research Techniques ◽  
Recent Developments ◽  
Major Review

In recent years the important role that scientific research techniques can play in archaeological investigations has become increasingly recognized. An early major review on the whole subject of both physical and biological science in archaeology by D. Brothwell and E. S. Higgs was revised in 1967 and represents the major work in this field. More recently, much of the effort in physical sciences has also been admirably reviewed by Tite (1970). This present paper also seeks to outline the ways in which physical science has contributed to archaeological discovery, with particular emphasis on recent developments known to the author.

scholarly journals Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context

2020 ◽  
Vol 10 (2) ◽  
pp. 116
Author(s):  
Cedric Bheki Mpungose
Keyword(s):  
South African ◽  
Science Teachers ◽  
Physical Science ◽  
Further Education ◽  
Policy Statement ◽  
Physical Sciences ◽  
Spider Web ◽  
Assessment Policy ◽  
Science Concepts ◽  
Conceptual Study

Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.

Sign in / Sign up

Export Citation Format

Share Document