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Author: Arthur Newell Strahler Publisher: ISBN: Category : Science Languages : en Pages : 440
Book Description
Strahler does a good job of discussing the foundations of science--what it is, and the concepts and issues at its core--as well as science as it interacts with and is distinguished from other knowledge fields. He writes for both science and non-science students, as well as the general population, and he does a service by sticking to the mission of informing, rather than entertaining. Annotation copyright by Book News, Inc., Portland, OR
Author: Arthur Newell Strahler Publisher: ISBN: Category : Science Languages : en Pages : 440
Book Description
Strahler does a good job of discussing the foundations of science--what it is, and the concepts and issues at its core--as well as science as it interacts with and is distinguished from other knowledge fields. He writes for both science and non-science students, as well as the general population, and he does a service by sticking to the mission of informing, rather than entertaining. Annotation copyright by Book News, Inc., Portland, OR
Author: Henk W. de Regt Publisher: Oxford University Press ISBN: 0190652918 Category : Philosophy Languages : en Pages : 321
Book Description
Putting scientific understanding center-stage within the study of scientific explanations, Understanding Scientific Understanding develops and defends a philosophical theory of scientific understanding that can describe and explain the historical variation of criteria for understanding actually employed by scientists. Book jacket.
Author: James Ladyman Publisher: Routledge ISBN: 1134597908 Category : Philosophy Languages : en Pages : 312
Book Description
Few can imagine a world without telephones or televisions; many depend on computers and the Internet as part of daily life. Without scientific theory, these developments would not have been possible. In this exceptionally clear and engaging introduction to philosophy of science, James Ladyman explores the philosophical questions that arise when we reflect on the nature of the scientific method and the knowledge it produces. He discusses whether fundamental philosophical questions about knowledge and reality might be answered by science, and considers in detail the debate between realists and antirealists about the extent of scientific knowledge. Along the way, central topics in philosophy of science, such as the demarcation of science from non-science, induction, confirmation and falsification, the relationship between theory and observation and relativism are all addressed. Important and complex current debates over underdetermination, inference to the best explaination and the implications of radical theory change are clarified and clearly explained for those new to the subject.
Author: Bernard J. Nebel Publisher: ISBN: 9781432706104 Category : Education Languages : en Pages : 0
Book Description
This is The most comprehensive science curriculum for beginning learners that you will find anywhere * Here are 41 lesson plans that cover all major areas of science. * Lessons are laid out as stepping stones that build knowledge and understanding logically and systematically. * Child-centered, hands-on activities at the core of all lessons bring children to observe, think, and reason. * Interest is maintained and learning is solidified by constantly connecting lessons with children's real-world experience * Skills of inquiry become habits of mind as they are used throughout. * Lessons integrate reading, writing, geography, and other subjects. * Standards, including developing a broader, supportive community of science learners come about as natural by-products of learning science in an organized way. Particular background or experience is not required. Instructions include guiding students to question, observe, think, interpret, and draw rational conclusions in addition to performing the activity. Teachers can learn along with their students and be exceptional role models in doing so. Need for special materials is minimized. Personal, on line, support is available free of charge (see front matter).
Author: Peter Vickers Publisher: Oxford University Press, USA ISBN: 0199692025 Category : Philosophy Languages : en Pages : 286
Book Description
Peter Vickers examines 'inconsistent theories' in the history of science—theories which, though contradictory, are held to be extremely useful. He argues that these 'theories' are actually significantly different entities, and warns that the traditional goal of philosophy to make substantial, general claims about how science works is misguided.
Author: Richard Konicek-Moran Publisher: Corwin ISBN: 9781938946103 Category : Science Languages : en Pages : 0
Book Description
What do you get when you bring together two of NSTA’s bestselling authors to ponder ways to deepen students’ conceptual understanding of science? A fascinating combination of deep thinking about science teaching, field-tested strategies you can use in your classroom immediately, and personal vignettes all educators can relate to and apply themselves. Teaching for Conceptual Understanding in Science is by Richard Konicek-Moran, a researcher and professor who wrote the Everyday Science Mysteries series, and Page Keeley, a practitioner and teacher educator who writes the Uncovering Student Ideas in Science series. Written in an appealing, conversational style, this new book explores where science education has been and where it’s going; emphasizes how knowing the history and nature of science can help you engage in teaching for conceptual understanding and conceptual change; stresses the importance of formative assessment as a pathway to conceptual change; and provides a bridge between research and practice. This is the kind of thought-provoking book that can truly change the way you teach. Whether you read each chapter in sequence or start by browsing the topics in the vignettes, Konicek-Moran and Keeley will make you think—really think—about the major goal of science education in the 21st century: to help students understand science at the conceptual level so they can see its connections to other fields, other concepts, and their own lives.
Author: Henk W. de Regt Publisher: University of Pittsburgh Pre ISBN: 0822971240 Category : Science Languages : en Pages : 365
Book Description
To most scientists, and to those interested in the sciences, understanding is the ultimate aim of scientific endeavor. In spite of this, understanding, and how it is achieved, has received little attention in recent philosophy of science. Scientific Understanding seeks to reverse this trend by providing original and in-depth accounts of the concept of understanding and its essential role in the scientific process. To this end, the chapters in this volume explore and develop three key topics: understanding and explanation, understanding and models, and understanding in scientific practice. Earlier philosophers, such as Carl Hempel, dismissed understanding as subjective and pragmatic. They believed that the essence of science was to be found in scientific theories and explanations. In Scientific Understanding, the contributors maintain that we must also consider the relation between explanations and the scientists who construct and use them. They focus on understanding as the cognitive state that is a goal of explanation and on the understanding of theories and models as a means to this end. The chapters in this book highlight the multifaceted nature of the process of scientific research. The contributors examine current uses of theory, models, simulations, and experiments to evaluate the degree to which these elements contribute to understanding. Their analyses pay due attention to the roles of intelligibility, tacit knowledge, and feelings of understanding. Furthermore, they investigate how understanding is obtained within diverse scientific disciplines and examine how the acquisition of understanding depends on specific contexts, the objects of study, and the stated aims of research.
Author: Arthur Newell Strahler
Author: Arthur Newell Strahler
Author: Henk W. de Regt
Author: James Ladyman
Author: Bernard J. Nebel
Author: Peter Vickers
Author: Richard Konicek-Moran
Author: Kevin McCain
Author: Henk W. de Regt
Author: Steven Yearley
Author: Peter M. Clutterbuck