Subject 1999 - 2010 : History and philosophy of science
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Title | Author | Volume | Page # |
Perceptions of the Nature of Science by Geoscience Students Experiencing Two Different Courses of Study | Nadelson, L.S. & Viskupic, K. | 58 | 275-285 |
The [geo]scientific method: Hypothesis testing and proposal writing for students | Markley, M.J. | 58 | 198-202 |
Strategies and rubrics for teaching chaos and complex systems theories as elaborating, self-organizing, and fractionating evolutionary systems | Fichter, L.S., & others | 58 | 68-85 |
Expanding evolutionary theory beyond Darwinism with elaborating, self-organizing, and fractionating complex evolutionary systems | Fichter, L.S., & others | 58 | 58-64 |
Editorial - Uncertainty is part of inquiry | St. John, Kristin | 58 | 51 |
Six syllabi from the early years of American geological education, 1817-1838 | Stearns, R.G. & Corgan, J.X. | 58 | 21-31 |
Evaluating and communicating geologic reasoning with semiotics and certainty estimation | Parcell, W.C. & Parcell, L.M. | 57 | 379-389 |
A cognitive framework for reasoning with scientific models | Sibley, D.F. | 57 | 255-263 |
Using a historical controversy to teach critical thinking: The meaning of "theory", and the status of scientific knowledge | Montgomery, K. | 57 | 214-221 |
Science as storytelling for teaching the nature of science and the science-religion interface | Bickmore, B.R. & others | 57 | 178-190 |
Commentary: On teaching the nature of science and the science-religion interface | Bickmore, B.R. & others | 57 | 168-177 |
Commentary: Darwin at 200 | Brandt, D. | 57 | 94-95 |
Rise and fall of geology in 19th century American secondary schools: History and textbook reviews | Corgan, J.X. and Stearns, R.G. | 56 | 33-53 |
Causality in complex dynamic systems: A challenge to Earth Systems science education | Raia, F. | 56 | 81-94 |
Computational geology 30: Archimedes' bath - A better story | Vacher, H.L | 53 | 334-338 |
Siccar Point and teaching the history of geology | Montgomery, K | 51 | 500-505 |
Sir William Dawson: Early contributions to carbonate petrology | Middleton, G.V | 51 | 322-324 |
Project Atlantis - An exercise in the application of earth science to a critical examination of a psuedoscience hypothesis | Earle, S | 51 | 290-293 |
Revising geology labs to explicitly use the scientific method | Hannula, K.A | 51 | 194-200 |
Iceland spar: The Helgustadir calcite locality and its influence on the development of science | Kristjansson, L | 50 | 419-427 |
Research methodologies in science educastion: Students' ideas about the nature of science | Kurdziel, J.P. and Libarkin, J.C | 50 | 322-329 |
Food for thought | Pace, N.R | 50 | 144 |
Religion as belief versus religion as fact | Dutch, S.I | 50 | 137-144 |
Intelligent design and the future of science education (editorial) | Drummond, C.N | 50 | 134 |
Food for thought | Wilson, E.O | 50 | 118 |
Journey to Davos and John Muir's last journey | Picard, M.D | 50 | 102-110 |
Food for thought | Gilbert, G.K | 50 | 101 |
Have you read?: Defining science through evolution and the fossil record | Chamot, J | 50 | 100-101 |
Food for thought | Anonymou | 50 | 77 |
Food for thought | Chamberlin, T.C | 50 | 71 |
Active inquiry, web-based oceanography exercises | Martin, E.E. and Howell, P.D | 49 | 158-165 |
Active-learning methods to improve student performance and scientific interest in a large introductory oceanography course | Yuretich, R.F., Khan, S.A., Leckie, R.M., and Clement, J.J. | 49 | 111-119 |
Report of a workshop sponsored by NSF | McManus, D.A. and Walker, S.H. | 49 | 217 |
Food for thought | Gee, H | 48 | 650 |
Food for thought | Weinberg, S | 48 | 630 |
Food for thought | Rowan-Robinson, M | 48 | 557 |
Food for thought | Lindley, D | 48 | 486 |
Food for thought | Shamos, M.H | 48 | 468 |
Food for thought | Gee, H | 48 | 446 |
The continuing growth of irrationalism (Editorial) | Shea, J.H | 48 | 406 |
Have you Read? Science and religion wars | Shea, J.H | 48 | 389 |
Computational geology 11 | Vacher, H.L. | 48 | 373-380 |