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科学家国际化识别研究 总被引:1,自引:0,他引:1
[目的/意义] 面向国内科学家国际化学术交流需求的步步逼近,研究建立中国科学家国际化识别的解决方案。[方法/过程] 分析人名唯一标识符的发展特征和研究者识别国际规范的发展趋势,基于ORCID研究提出中国科学家的国际化标识服务方案。[结果/结论] 创建中国科学家在线--iAuthor,提供中国科学家"全球学术身份证"标识服务,并嵌入科研工作流的投稿、文章发布、存储等环节。iAuthor目前注册用户已超过15 000人。大数据时代下不同系统的信息精确识别和互操作,将依赖于更多重要中间组件,例如国际唯一标识符。iAuthor建立的中国科学家国际标识符服务,将可能支持更多来源的信息资源在研究型图书馆实现融汇和互操作。 相似文献
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管理学部青年科学基金项目后评估的分析与研究 总被引:1,自引:0,他引:1
根据国家自然科学基金委管理科学部1998-2003年获批青年科学了统计分析.根据分析结论与存在的问题,有针对性地提出相应的政策建议,以更好地发挥青年科学基金项目后评估的导向作用,进一步优化青年科学基金的资助格局. 相似文献
3.
从女性科技人才在不同学科领域分布差异、性别歧视和传统文化等三个方面研究对女性科技人才发展的影响,通过数据分析、调查问卷和博弈分析等方法和手段,发现女性在数学能力的天然劣势和传统文化对女性角色定位等影响女性科技人才的发展。 相似文献
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Nasser Mansour 《International Journal of Science Education》2013,35(11):1767-1794
Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students’ learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students’ inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists’ practices is very much needed. Within this context there is a need to re-examine the science teachers’ views of scientists and the cultural factors that might have an impact on teachers’ views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative–qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers’ cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists. 相似文献
6.
龚道贵 《临沧师范高等专科学校学报》2008,17(4)
科学家高尚的情操、科学精神、坚强的意志和科学的方法是人类宝贵的精神财富,也是极重要的教育资源。学科教学结合具体内容,渗透科学家教育,能产生特别的教育效果。 相似文献
7.
Using data on the ‘career’ paths of one thousand ‘leading scientists’ from 1450 to 1900, what is conventionally called the
‘rise of modern science’ is mapped as a changing geography of scientific practice in urban networks. Four distinctive networks
of scientific practice are identified. A primate network centred on Padua and central and northern Italy in the sixteenth
century expands across the Alps to become a polycentric network in the seventeenth century, which in turn dissipates into
a weak polycentric network in the eighteenth century. The nineteenth century marks a huge change of scale as a primate network
centred on Berlin and dominated by German-speaking universities. These geographies are interpreted as core-producing processes
in Wallerstein’s modern world-system; the rise of modern scientific practice is central to the development of structures of
knowledge that relate to, but do not mirror, material changes in the system.
相似文献
David M. EvansEmail: |
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Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis
of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting
aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field
of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum,
including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches
adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics,
social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the
school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense
competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual
honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of
mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge
itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether
the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in
the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on
SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly
teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
Siu Ling WongEmail: |
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
10.
杜玉杰 《首都师范大学学报(社会科学版)》2009,(Z1)
新航路开辟后,美洲丰富的自然资源吸引了大量欧洲人来到新大陆,移民们开始了开发、利用自然的历程。但是人们在征服自然过程中却带来了资源、环境的巨大破坏。面对如此情况,人们的环保行为在殖民地时期开始出现。19世纪中后期自然资源破坏加速,一些自然主义者和科学家们深入自然调查,他们从思想上和实践上引导人们关注自然资源保护。此时,美国政府和人民也开始积极参与环保活动,美国人民的环境保护意识产生。 相似文献