scholarly journals SOME QUERIES ON MATHEMATICS & STATISTICS: Research Methodology

2021 ◽  
Author(s):  
JAYDIP DATTA
Keyword(s):  
Data Structure ◽  
Social Science ◽  
Covariance Matrix ◽  
Teaching Methods ◽  
Research Methodology ◽  
Physical Science ◽  
Biological Science ◽  
Education Philosophy ◽  
Course Work ◽  
Computational Validation

In this impression we will re-analyse the three Queries as Follows : Keywords: Mathematics & Chemistry, Statistics Teaching, Covariance Matrix .In this impression we will re-analyse the three Queries as Follows : The main objective of these mathematical & statistical teaching methods is now a compulsion course work on Physical Science , Biological Science , Social Science and even in Some subjects of humanities like Education , Philosophy & Logic . To analyse CAUSE & EFFECT logic flow C data structure is an important factor known as Computational Validation .

scholarly journals SOME QUERIES ON MATHEMATICS & STATISTICS: Research Methodology

2020 ◽  
Author(s):  
JAYDIP DATTA
Keyword(s):  
Data Structure ◽  
Social Science ◽  
Teaching Methods ◽  
Research Methodology ◽  
Physical Science ◽  
Biological Science ◽  
Education Philosophy ◽  
Course Work ◽  
Computational Validation

In this impression we will re-analyse the three Queries as Follows : The main objective of these mathematical & statistical teaching methods is now a compulsion course work on Physical Science , Biological Science , Social Science and even in Some subjects of humanities like Education , Philosophy & Logic . To analyse CAUSE & EFFECT logic flow C data structure is an important factor known as Computational Validation .

scholarly journals Constructivism in the training of students of pedagogical specialties

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 57-67
Author(s):  
Liliya Manchulenko ◽  
Nataliia Nosovets ◽  
Hanna Chorna ◽  
Olena Fonariuk ◽  
Tetiana Turbar
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Research Methodology ◽  
Educational Process ◽  
Student Surveys ◽  
Constructivist Pedagogy ◽  
Level Of Activity ◽  
Scientific Value ◽  
Experimental Group

The purpose of this article is to evaluate the effectiveness of models of training students in pedagogical specialties based on the theory of constructivism. The research methodology is based on a survey of students on the acquisition of knowledge in the learning process on the example of universities in Ukraine and Poland. The results of the study demonstrate the formation of students' knowledge in the process of organizing learning based on the methods of pedagogical constructivism. Students of the experimental group demonstrate a higher level of activity if the teacher uses communication and trust-oriented teaching methods. The scientific value of this research lies in the possibility of using the results of student surveys by teachers of pedagogical universities to understand which elements of constructivist pedagogy should be used to increase the efficiency of the educational process.

Big Data Sharing Among Academics

2013 ◽  
pp. 177-194 ◽  
Author(s):  
Jeonghyun Kim
Keyword(s):  
Big Data ◽  
Social Science ◽  
Case Studies ◽  
Data Sharing ◽  
Physical Science ◽  
Life Science ◽  
Social Research ◽  
Data Repositories ◽  
Current Technology ◽  
Oceanographic Data

The goal of this chapter is to explore the practice of big data sharing among academics and issues related to this sharing. The first part of the chapter reviews literature on big data sharing practices using current technology. The second part presents case studies on disciplinary data repositories in terms of their requirements and policies. It describes and compares such requirements and policies at disciplinary repositories in three areas: Dryad for life science, Interuniversity Consortium for Political and Social Research (ICPSR) for social science, and the National Oceanographic Data Center (NODC) for physical science.

Social science, methodology of

2018 ◽  
Author(s):  
Alex Rosenberg
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Philosophy Of Science ◽  
Research Design ◽  
Natural Science ◽  
Physical Science ◽  
Natural Sciences ◽  
Special Importance ◽  
The Social

Each of the sciences, the physical, biological, social and behavioural, have emerged from philosophy in a process that began in the time of Euclid and Plato. These sciences have left a legacy to philosophy of problems that they have been unable to deal with, either as nascent or as mature disciplines. Some of these problems are common to all sciences, some restricted to one of the four general divisions mentioned above, and some of these philosophical problems bear on only one or another of the special sciences. If the natural sciences have been of concern to philosophers longer than the social sciences, this is simply because the former are older disciplines. It is only in the last century that the social sciences have emerged as distinct subjects in their currently recognizable state. Some of the problems in the philosophy of social science are older than these disciplines, in part because these problems have their origins in nineteenth-century philosophy of history. Of course the full flowering of the philosophy of science dates from the emergence of the logical positivists in the 1920s. Although the logical positivists’ philosophy of science has often been accused of being satisfied with a one-sided diet of physics, in fact their interest in the social sciences was at least as great as their interest in physical science. Indeed, as the pre-eminent arena for the application of prescriptions drawn from the study of physics, social science always held a place of special importance for philosophers of science. Even those who reject the role of prescription from the philosophy of physics, cannot deny the relevance of epistemology and metaphysics for the social sciences. Scientific change may be the result of many factors, only some of them cognitive. However, scientific advance is driven by the interaction of data and theory. Data controls the theories we adopt and the direction in which we refine them. Theory directs and constrains both the sort of experiments that are done to collect data and the apparatus with which they are undertaken: research design is driven by theory, and so is methodological prescription. But what drives research design in disciplines that are only in their infancy, or in which for some other reason, there is a theoretical vacuum? In the absence of theory how does the scientist decide on what the discipline is trying to explain, what its standards of explanatory adequacy are, and what counts as the data that will help decide between theories? In such cases there are only two things scientists have to go on: successful theories and methods in other disciplines which are thought to be relevant to the nascent discipline, and the epistemology and metaphysics which underwrites the relevance of these theories and methods. This makes philosophy of special importance to the social sciences. The role of philosophy in guiding research in a theoretical vacuum makes the most fundamental question of the philosophy of science whether the social sciences can, do, or should employ to a greater or lesser degree the same methods as those of the natural sciences? Note that this question presupposes that we have already accurately identified the methods of natural science. If we have not yet done so, the question becomes largely academic. For many philosophers of social science the question of what the methods of natural science are was long answered by the logical positivist philosophy of physical science. And the increasing adoption of such methods by empirical, mathematical, and experimental social scientists raised a second central question for philosophers: why had these methods so apparently successful in natural science been apparently far less successful when self-consciously adapted to the research agendas of the several social sciences? One traditional answer begins with the assumption that human behaviour or action and its consequences are simply not amenable to scientific study, because they are the results of free will, or less radically, because the significant kinds or categories into which social events must be classed are unique in a way that makes non-trivial general theories about them impossible. These answers immediately raise some of the most difficult problems of metaphysics and epistemology: the nature of the mind, the thesis of determinism, and the analysis of causation. Even less radical explanations for the differences between social and natural sciences raise these fundamental questions of philosophy. Once the consensus on the adequacy of a positivist philosophy of natural science gave way in the late 1960s, these central questions of the philosophy of social science became far more difficult ones to answer. Not only was the benchmark of what counts as science lost, but the measure of progress became so obscure that it was no longer uncontroversial to claim that the social sciences’ rate of progress was any different from that of natural science.

scholarly journals Post Qualitative Inquiry in an Ontology of Immanence

2018 ◽  
Vol 25 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Elizabeth A. St. Pierre
Keyword(s):  
Social Science ◽  
Research Methods ◽  
History Of Science ◽  
Research Methodology ◽  
Social Science Research ◽  
Science Research ◽  
Qualitative Inquiry ◽  
Research Practices ◽  
Social Theories ◽  
History Of

Because post qualitative inquiry uses an ontology of immanence from poststructuralism as well as transcendental empiricism, it cannot be a social science research methodology with preexisting research methods and research practices a researcher can apply. In fact, it is methodology-free and so refuses the demands of “application.” Recommendations for those interested in post qualitative inquiry include putting methodology aside and, instead, reading widely across philosophy, social theories, and the history of science and social science to find concepts that reorient thinking. Post qualitative inquiry encourages concrete, practical experimentation and the creation of the not yet instead of the repetition of what is.

scholarly journals Furrows in the field, or down in the jungle: re-membering domestic literacy in the early years

2012 ◽  
Vol 14 (3) ◽  
pp. 1
Author(s):  
Joan Barbara Travers simon
Keyword(s):  
Social Science ◽  
Qualitative Methods ◽  
Cross Section ◽  
Research Methodology ◽  
Family Literacy ◽  
Early Years ◽  
Domestic Literacy ◽  
Academic Discourses ◽  
Early Family

Embracing qualitative methods in an approach situated at the interface between education, social science and philosophy, the author offers a phenomenologically-oriented account of early family literacy, as experienced by a five year-old girl in Alsace, France. The paper seeks to enliven a fresh look at what we believe we see/understand and how we choose to disseminate this, thus it interrogates orthodoxies with regard to academic discourses and research methodology. The author proposes that to learn is to be in media res in the interminable flux of possibility. It is a never-ending story, which can only be told at a particular cross-section of time and place. Much follows from this insight, foremost among which is to accept that to attempt to understand and learn from learning, and to write academic ‘readings’ of learning, entails abandoning measurables and product-driven orientations in favour of processual ones.    

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