Recursos de colección

Hokkaido University Collection of Scholarly and Academic Papers (130.615 recursos)

HUSCAP (Hokkaido University Collection of Scholarly and Academic Papers) contains peer-reviewed journal articles, proceedings, educational resources and any kind of scholarly works of Hokkaido University.


Mostrando recursos 1 - 11 de 11

  1. 編集後記

  2. 訂正

    第9号掲載論文『iPS細胞のインパクトは社会にどのように受けとめられたか : 科学研究に対する科学者・報道機関・人々の注目の違い』(に対する訂正です。

  3. 医療的ケア問題における専門家と市民のコミュニケーション : テクノロジーの普及モデルとキャズム論の視点から

    コリー, 紀代
    Based on the technological progress of science, new medical developments have contributed to improve the QOL of ventilator-dependent people. By providing medical care, however, their family-caregivers are endangered to suffer burn-out syndrome. The enrichment of respite care facilities and medical/nursing services for the family is needed. Under the condition of the Medical Act, which restricts certain medical procedures by people except doctors, the Social Workers and Welfare Carers Act has been modified so that their range of care can improve the lack of home care services. Welfare carers are able to perform several medical procedures, e.g. suctioning and tube feeding....

  4. 科学コミュニケーションにおけるブラックボックスの分析と応用

    村岡, 恒輝; 山邉, 昭則
    A black box is defined as a theoretical device with concealed inner mechanisms, where output can be obtained simply through input. While lay people utilize the black box when they confront given scientific knowledge, experts have a more complex grasp of it; their knowledge is a clear box. This paper examines how the black box is used in the learning process of people who fall between specialists and the general public by analyzing several textbooks for science students. We categorized the practiced methods into three models and expanded the science communication by envisaging concrete examples. The first model is a...

  5. オーストラリアの科学コミュニケーション実践・研究の連携事例

    都築, 章子; 加納, 圭; 楠見, 孝; 鈴木, 真理子

  6. 出雲科学館における学校教育と社会教育の戦略的な組み合わせ : 子どもたちの意欲と能力に応じた科学才能教育として

    中山, 慎也

  7. 環境配慮行動と科学リテラシーに関する実践報告 : 「高校生と考えたキッチンエコ」プロジェクト

    岡崎, 朱実

  8. 科学者コミュニティによる双方向コミュニケーション活動 : 「ゲノムひろば」の実践から

    白井, 哲哉; 加藤, 和人

  9. 科学技術コミュニケーション実践の評価手法 : 評価の一般的定義と体系化の試み

    石村, 源生
    Definition and systematization of the concept of evaluation were tried from the viewpoint of targets of evaluation, timings of 'snapshot', evaluators, decision makers, purposes, ways of intervention, and evaluation indexes. Some practices of science communication were introduced, which evaluations were analyzed along the systematization method above. A plan to generate plural evaluation for various practices of science communication by using collective intelligence was proposed.

  10. サイエンス・カフェに「粘菌」の実物を持ち込むことから見る, 来場者の意識変化に関する考察 : 科学技術コミュニケーションにおける実体験の重要性

    児玉, 耕太; 竹本, 寛秋
    This article shows that communication in the free zone of the Science Cafe is improved if visitors are able to experience the actual research object, an abstract entity referred to as knowledge. This Science Cafe was designed to promote the use of "slime mold" in a petri dish as a communication tool. By using a survey analysis, we showed that there was a correlation between the visitors' behavior toward the petri dish and satisfaction from the cafe. Further, by using statistical methods including text mining, we analyzed the correlation among visitors' prior knowledge, the changes they experienced, and so on....

  11. 非専門家の問いの特徴は何か? それは専門家の眼にどう映るか?

    齋藤, 芳子; 戸田山, 和久
    Questions raised by lay persons in relation with the Universe were investigated to clarify what they want to know and which aspects of the questions tend to embarrass experts trying to answer them. The seventy percent of questions are about the whole Universe or celestial bodies. In terms of the whole Universe, the beginning, the end, the edge, and the difference from everyday space are the frequently asked. Throughout the raised questions, the mechanisms, origins, and futures are featured rather than definitions or status. Experts are confused when they find questions unexpected or hard to answer. The unexpected questions are...

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