Examining the discourse on waste in school education from the standpoint of marginalized communities in Mumbai     

Srivastava  Himanshu  Gupta  Ankush  Raveendran  Aswathy 《Cultural Studies of Science Education》2022,17(2):301-330

Cultural Studies of Science Education - The M(East) ward of Mumbai is home to one of Asia’s largest open landfill sites. Waste, therefore, is a source of livelihood for millions of people...  相似文献   

Iterated gain-based stochastic filters for dynamic system identification     

Tara Raveendran  Debasish Roy  Ram Mohan Vasu 《Journal of The Franklin Institute》2014

We propose a novel form of nonlinear stochastic filtering based on an iterative evaluation of a Kalman-like gain matrix computed within a Monte Carlo scheme as suggested by the form of the parent equation of nonlinear filtering (Kushner–Stratonovich equation) and retains the simplicity of implementation of an ensemble Kalman filter (EnKF). The numerical results, presently obtained via EnKF-like simulations with or without a reduced-rank unscented transformation, clearly indicate remarkably superior filter convergence and accuracy vis-à-vis most available filtering schemes and eminent applicability of the methods to higher dimensional dynamic system identification problems of engineering interest.  相似文献   

Building consensus views or interrogating metanarratives? Musings on teaching the nature of science     

Raveendran  Aswathy  Srivastava  Himanshu 《Cultural Studies of Science Education》2019,14(3):569-575

This article is a response to María del Mar Aragón, José Antonio Acevedo-Díaz and Antonio García-Carmona’s article, which investigated pre-service teachers’ understandings of epistemic and non-epistemic aspects of the nature of science (NOS) based on the historical case study of Ignaz Semmelweis and childbed fever. We situate the study in contemporary mainstream debates on teaching NOS and argue that science educators ought to focus on conveying specific aspects of NOS in-depth, instead of covering a general check list of NOS tenets in their classrooms. Furthermore, we argue that there are multiple ways of narrating the story of science, the protagonist of science classrooms, and that educators should also be conscious of the metanarratives regarding science that get conveyed in their narratives.

  相似文献