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The problem of 'applicability' of mathematics to modern physical sciences has been labeled as an 'unreasonably effective' and unexplainable 'miracle' by prominent physicists such as Eugene Wigner and Paul Dirac. Philosophers of science from contending traditions have also contributed to the debates at large. While some have tried to trivialize the problem, others, in particular those with a phenomenological orientation, have attempted to eliminate this riddle, claiming that the two domains are 'identical'. This paper, while challenging some of these interpretations, proposes a solution from a dialectical materialist position. Drawing on Evald Ilyenkov's concept of the 'ideal' as the objectivized form of human activity in social nature, it is suggested that the two realms are necessarily interconnected as schemata of human activity which aim for a highly quantified conceptualization of reality. [ABSTRACT FROM AUTHOR]

This paper presents a critical analysis of data analysis requirements in physics tertiary entrance examinations. The setting is Western Australia. Common aspects of the questions asked over 14 years and changes in the questions since a major syllabus reform are identified. Similar changes in other jurisdictions are referenced. The data analysis questions reflect minimally the changes in emphasis in the reform syllabus. They imply science is unassailable laws and not science is inquiry. [ABSTRACT FROM AUTHOR]

It has long been established that marking accuracy in public examinations varies considerably among subjects and markers. This is unsurprising, given the diverse cognitive strategies that the marking process can entail, but what makes some questions harder to mark accurately than others? Are there distinct but subtle features of questions and their mark schemes that can affect accuracy? Such features could potentially contribute to a broad rationale for designating questions to markers according to personal expertise. The aim of this study was to identify question features that can distinguish those questions that are marked highly accurately from those that are marked less accurately. The study comprised an exploration of maths and physics questions from past GCSE examinations, which were marked in an experimental setting by groups of markers and yielded differing marking accuracies. The questions also varied in their difficulty for GCSE candidates, and in the cognitive strategies needed to mark them. Kelly's Repertory Grid technique and semi-structured interview schedules were used in meetings with highly experienced principal examiners, who had led the experimental marking of the questions. The data generated comprised ratings for each question on a number of question features (constructs). The ratings were analysed together with the marking accuracy data, enabling an investigation of possible relationships between each question feature and (i) marking accuracy, (ii) question difficulty for the candidate, and (iii) apparent cognitive marking strategy usage. For both subjects, marking accuracy was found to be related to various subject-specific question features, some of which were also related to question difficulty (for the candidate) and/or apparent marking strategy complexity. For both maths and physics, several other subject-specific question features were found to be unrelated to accuracy. Overall, the findings have potential implications for the management of markers and for question design. [ABSTRACT FROM AUTHOR]

The field of informatics challenges our ability to classify and describe ourselves. It is both complex and ever changing. In recent years distinct sub areas have identified themselves and begun to specify their place independent of other areas. There are both advantages and disadvantages to this trend. This paper presents the rationale for an effort to keep a comprehensive view of the entirety of informatics, even while the various components continue to develop. [ABSTRACT FROM AUTHOR]

Today, much of psychoanalysis has moved beyond Freud, both methodologically and theoretically. I understand Freud to have been always either explicitly or implicitly committed to the view that psychoanalysis is a science, if only at times as an aspirational goal. The question I intend to raise in this article is not whether psychoanalysis is scientific, but rather whether it should still consider itself so in the light of contemporary theoretical physics' ever greater dependence on mathematical assertions that have not to date been validated by experimental conformation. Bestowing the appellation of science to superstring theory, “the theory of everything,” is at present a self-crowing by its adherents taken as a hereditary birthright. I view the relation between psychoanalytic theory and contemporary theoretical physics as a parallelism – a parallelism between approaches to conceptualisation rather than a reduction of disciplines. [ABSTRACT FROM AUTHOR]

Young people's participation in science, technology, engineering and mathematics (STEM) is a matter of international concern. Studies and careers that require physical sciences and advanced mathematics are most affected by the problem and women in particular are under-represented in many STEM fields. This article views international research about young people's relationships to, and participation in, STEM subjects and careers through the lens of an expectancy-value model of achievement-related choices. In addition it draws on sociological theories of late-modernity and identity, which situate decision-making in a cultural context. The article examines how these frameworks are useful in explaining the decisions of young people - and young women in particular - about participating in STEM and proposes possible strategies for removing barriers to participation. [ABSTRACT FROM AUTHOR]

This article describes an active learning method for the teaching of physical sciences and mathematics to engineers. After defining the challenges involved in the training of engineers, we shall describe the answers provided by our method, 'learning by doing' (named 'Apprentissage Par l'Action' in French), by introducing four key points: real-life simulation, the management of non-success, the result requirement and the different roles of the teachers. An assessment of this experience is carried out which emphasizes the factors paramount in the success of this pedagogical innovation. Similarities between our experience and other well-known methods such as problem-based learning, problem solving and, more generally, the concept of learning by doing coined by John Dewey in his philosophy of education, are mentioned. [ABSTRACT FROM AUTHOR]

Focuses on the condition of the private schools in Australia. Increase in the enrollments of private schools; Success of state teacher unions and parents' committees with enrollment impact assessments in preventing funding of new schools or classes; Interpretation of the patterns of specialization in the humanities, the physical sciences and mathematics.