Showing papers on "Applied science published in 1993"

Science and Engineering Indicators

Abstract: : 1. Elementary and Secondary Science and Mathematics Education. 2. Higher Education in Science and Engineering. 3. Science and Engineering Workforce. 4. Research & Development: Financial Resources and Instituional Linkages. 5. Academic Research and Development: Financial Resources, Personnel, and Outputs. 6. Technology Development and competitiveness. 7. Science and Technology: Public Attitudes and Public Understanding.

Science, computational science, and computer science: at a crossroads

Abstract: We describe computational science as an interdisciplinary approach to doing science on computers. Our purpose is to introduce computational science as a legitimate interest of computer scientists.We present a possible foundation for computational science. These foundations show that there is a need to consider computational aspects of science at the scientific level. We next present some obstacles to computer scientists' participation in computational science. We see a cultural bias in computer science that inhibits participation. Finally, we indicate areas of mutual interests between computational science and computer science.

Basic Science and the Undergraduate Medical Curriculum

Abstract: Current commentary on medical education is full of complaints about the basic sciences. These subjects are said to include too much detail taught in a dead, rote fashion. In their present form they bear little relation to the clinical work that follows them. Teachers and students alike lack enthusiasm; students wish to get on to the clinical subjects, and teachers prefer graduate students to medical students. If the present-day medical curriculum is too reductionist, overspecialized, and fragmented, the basic sciences are said to deserve much of the blame [1-8]. Contemporary critics propose various remedies; they suggest that the scope of the basic sciences be curtailed, that they be taught in an interdisciplinary fashion, and that they be taught at the college level and so eliminated from the medical curriculum in their present form. One proposed solution is to integrate them with analogous graduate school teaching. Others have favored less attention to content and more to problem solving and the experimental method, or ending the separation between basic and clinical subjects by interweaving both approaches throughout the curriculum. Defenders of the basic sciences in their present form argue that physicians use basic science in medical practice (or at least should do so) and that, anyway, physicians must know scientific principles to avoid becoming technicians. Some even advocate aggressively expanding the

The Conductivity of Solutions.

Abstract: DR. DAVIES's book, the first edition of which was reviewed in NATURE of September 20, 1930, p. 429, under the title “Strong and Weak Electrolytes”, has been revised, and enlarged by about eighty pages, but without any corresponding increase in price. In addition to a general revision of the text, two new chapters have been added, dealing with conductivity titrations and other applications of conductivity measurements. The merits of the work are therefore fully maintained and the second edition is likely to be even more useful than the first.The Conductivity of Solutions.Dr.Cecil W.Davies.By. Second edition, revised and enlarged. Pp. x + 281. (London: Chapman and Hall, Ltd., 1933.) 15s. net.

Research methods in computer science education

Abstract: This paper examines the nature and scope of computer science education (CSE) research. We first distinguish CSE research from other forms of educational research, outlining its aims and identity as a research discipline. In examining the state of the art of CSE research, we attempt to categorise past research studies into general themes, reflecting the diverse contributions to CSE made over the years. Further, we critique each category, highlighting possible benefits and limitations. We argue that there has been a lack of reference to pedagogical theory, underlying most past research studies. This has resulted in a failure to provide teachers with "pedagogical content knowledge", critical to gaining useful insights into cognitive and educational issues surrounding learning. We conclude by providing guidelines for CSE research, stressing the need for a stronger connection to the theoretical frameworks of education-related disciplines such as pedagogy, epistemology, curriculum studies and psychology.

Science in Engineering, One Component of the Science of Engineering Design

Abstract: Human actions are driven by knowledge, methods and goals. Science is defined as systematized knowledge, and its scope and contents are discussed. Design science to underpin engineering design is introduced. Design science is based on concepts of descriptive and prescriptive knowledge related to objects and processes, which must form systems of knowledge. Some of the typical content of these knowledge types is discussed, especially from the viewpoint of applicability to engineering design for problems requiring new solutions. This knowledge must be derived from scientific and experience knowledge and adapted to suit the forms of questioning used by designers. The content of object knowledge relating to a technical system covers various ways of modelling, its properties and life cycle, and the concept of quality. Design process knowledge covers the management and design process to develop a new technical system, and the embedded strategic and tactical tools and problem-solving processes. The role of the operators of design processes is mentioned.