Department of plant sciences
The Harvard Museum of Natural History is a natural history museum housed in the University Museum Building, located on the campus of Harvard University in Cambridge, Massachusetts.
The museum is physically connected to the Peabody Museum of Archaeology and Ethnology at 26 Oxford Street. One ticket grants visitors access to both museums. In December 2012, Harvard announced a new consortium, the Harvard Museums of Science and Culture, whose members are the Harvard Museum of Natural History, the Semitic Museum, the Peabody Museum, and the Historic Scientific Instrument Collection.
The museum is membership-based, with over 3200 current members, primarily from the greater Boston area. While the museum is affiliated with the Harvard Faculty of Arts and Sciences and receives significant support from the University, it derives most of its operating income from admissions, membership, gifts, and programmatic income.
Historia y filosofía de la ciencia ucl
El lunes 19 de septiembre permaneceremos cerrados por el funeral de Estado de Su Majestad la Reina Isabel II. Puede que notes algo de ruido y trabajo adicional en el sitio de Downing durante el verano, pero estamos abiertos como de costumbre, así que por favor entra.
John KellyFeb – Julio 2022Esta exposición está en el Museo y en líneaEsta exposición presenta las exploraciones de campo del artista John Kelly en dos islas muy contrastadas, comenzando en los jóvenes campos de lava de Surtsey, Islandia, y terminando entre las rocas desgastadas por el tiempo y las superficies erosionadas de Barra en las Hébridas Exteriores, Escocia.
14 de febrero – otoño de 2022Venga a ver el fósil recién descubierto de Arthropleura, el artrópodo más grande que ha existido. Se expondrán los restos parciales de este animal de 2,6 m de largo junto con la nueva información que hemos aprendido del descubrimiento.
Estudiar Ciencias de la Tierra en la Universidad de CambridgeDescubra más sobre el estudio de las Ciencias de la Tierra en la Universidad de Cambridge en este vídeo en el que aparecen la conservadora de mineralogía y petrología del museo, la profesora Marian Holness, y Sir David Attenborough.
Licenciatura en ciencias de las plantas en el Reino Unido
Bisard, W., Aron, R., Francek, M., & Nelson, B. (1994). Assessing selected physical science and Earth science misconceptions of middle school through university pre-service teachers. Journal of College Science Teaching, 24, 38-42.
Black, P. y Harrison, C. (2000). Formative assessment. En Monk, M. & Osborne, J. (Eds.) Good Practice in Science Teaching: What research has to say (pp 25-40). Buckingham, Inglaterra: Open University Press.
Harlen, W. y Holroyd, C. (1995). Primary teachers’ understanding of soncepts in science and technology. Interchange 34. Edimburgo, Escocia: Research and Intelligence Unit, Scottish Council for Research in Education.
Jones, C. (2000). The role of language in the learning and teaching of science. En Monk, M. & Osborne, J. (Eds.) Good Practice in Science Teaching: What research has to say (pp 88-103). Buckingham, Inglaterra: Open University Press.
Julyan, C. y Duckworth, E. (1996). A constructivist perspective on teaching and learning in science. En Fosnot, C.T. (Ed.) Constructivism: Theory, perspective and practice (pp 55-72). New York: Teachers’ College Press.
History and philosophy of science cambridge
Born in Surrey, England, Hesse studied at Imperial College London, where she obtained her PhD in 1948. She later obtained her postgraduate degree in science in 1949 from University College London.
Hesse’s work focuses on the philosophical interpretation of scientific logic and methods, as well as the principles of the natural and social sciences. Hesse put forward a scientific methodology based on an analogical modeling perspective. He distinguishes between formal and material models, as well as between positive, negative and neutral analogical properties.
His Models and Analogies in Science is a widely cited and accessible introduction to the subject. Hesse argues, contra Duhem, that models and analogies are essential for understanding scientific practice in general and scientific advances in particular, especially for understanding how the scope of a scientific theory is extended and how theories generate genuine predictions.[5] As an example, he highlights the famous billiard ball model of gas dynamic theory and models of light based on analogies of sound and water waves.
