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Understanding Physics Using Mathematical Reasoning
This book speaks about physics discoveries that intertwine mathematical reasoning, modeling, and scientific inquiry. It offers ways of bringing together the structural domain of mathematics and the content of physics in one coherent inquiry. Teaching and learning physics is challenging because students lack the skills to merge these learning paradigms. The purpose of this book is not only to improve access to the understanding of natural phenomena but also to inspire new ways of delivering and understanding the complex concepts of physics. To sustain physics education in college classrooms, authentic training that would help develop high school students’ skills of transcending function mod...
Critical Appraisal of Physical Science as a Human Enterprise
It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on the scientist’s th- retical framework or presuppositions. Holton (1969a) has deplored the widely accepted myth (experimenticism) according to which progress in science is presented as the inexorable result of the pursuit of logically sound conclusions from un- biguous experimental data. Surprisingly, some of the leading scientists themselves (Millikan is a good example) have contributed to perpetuate the myth with respect to modern science being essentially empirical, that is carefully tested experim- tal facts (free of a priori conceptions), ...
Representations of Nature of Science in School Science Textbooks
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work for the field of science education.
Making 20th Century Science
Historically, the scientific method has been said to require proposing a theory, making a prediction of something not already known, testing the prediction, and giving up the theory (or substantially changing it) if it fails the test. A theory that leads to several successful predictions is more likely to be accepted than one that only explains what is already known but not understood. This process is widely treated as the conventional method of achieving scientific progress, and was used throughout the twentieth century as the standard route to discovery and experimentation. But does science really work this way? In Making 20th Century Science, Stephen G. Brush discusses this question, as i...
The Place of Law
In this stimulating volume, Larry D. Barnett locates a fundamental defect in widespread assumptions regarding the institution of law. He asserts that scholarship on law is being led astray by currently accepted beliefs about the institution, and as a result progress in understanding law as a societal institution will be impeded until a more accurate view of law is accepted. This book takes on this challenge. The Place of Law addresses two questions that are at the heart of the institution of law. Why is law an evidently universal, enduring institution in societies characterized by a relatively high level of economic development and a relatively high degree of social complexity? And why do th...
Generalizing from Educational Research
"This book frames the major challenge facing educational researchers as one of going beyond the mindless qualitative-quantitative divide and addressing the overarching/fundamental challenge of enriching and enlarging educational inquiry. It is a signature contribution to the field." - Clifton F. Conrad, University of Wisconsin-Madison, USA Tackling one of the most critical issues in education research today - how research methods are related to value and meaningfulness - this frontline volume achieves two purposes. First, it presents an integrated approach to educational inquiry that works toward a continuum instead of a dichotomy of generalizability, and looks at how this continuum might be...
History, Philosophy and Science Teaching: A Personal Story
This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ‘History, Philosophy and Science Teaching’. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends – Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education.
Newton’s Apple and Other Myths about Science
A Guardian “Favourite Reads—as Chosen by Scientists” Selection “Tackles some of science’s most enduring misconceptions.” —Discover A falling apple inspired Isaac Newton’s insight into the law of gravity—or did it really? Among the many myths debunked in this refreshingly irreverent book are the idea that alchemy was a superstitious pursuit, that Darwin put off publishing his theory of evolution for fear of public reprisal, and that Gregor Mendel was ahead of his time as a pioneer of genetics. More recent myths about particle physics and Einstein’s theory of relativity are discredited too, and a number of dubious generalizations, like the notion that science and religion a...
Critical Analysis of Science Textbooks
The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as t...
International Handbook of Research in History, Philosophy and Science Teaching
This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The...
