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Author: Arthur Newell Strahler
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 440
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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
Get Book Here
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: James Ladyman
Publisher: Routledge
ISBN: 1134597908
Category : Philosophy
Languages : en
Pages : 312
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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: Henk W. de Regt
Publisher: Oxford University Press
ISBN: 0190652918
Category : Philosophy
Languages : en
Pages : 321
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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: Peter Vickers
Publisher: Oxford University Press, USA
ISBN: 0199692025
Category : Philosophy
Languages : en
Pages : 286
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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
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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: Kevin McCain
Publisher: Cambridge University Press
ISBN: 1316518175
Category : Philosophy
Languages : en
Pages : 143
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Book Description
An accessible exploration of scientific explanation and how it leads to knowledge and understanding of the world.
Author: Henk W. de Regt
Publisher: University of Pittsburgh Pre
ISBN: 0822971240
Category : Science
Languages : en
Pages : 365
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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: Sarah Burch
Publisher: University of Toronto Press
ISBN: 1487518390
Category : Nature
Languages : en
Pages : 280
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Book Description
Conversations about climate change are filled with challenges involving complex data, deeply held values, and political issues. Understanding Climate Change examines climate change as both a scientific and a public policy issue. Sarah L. Burch and Sara E. Harris explain the basics of the climate system, climate models and prediction, and human and biophysical impacts, as well as strategies for climate change adaptation and mitigation. The second edition has been fully updated throughout, including coverage of new advances in climate modelling and of the shifting landscape of renewable energy production and distribution. A brand new chapter discusses global governance, including the United Nations Framework Convention on Climate Change and the Paris Agreement, as well as mitigation efforts at the national and subnational levels. This new chapter makes the book even more relevant to climate change courses housed in social sciences departments such as political science and geography. An effective and integrated introduction to an urgent and controversial issue, this book is well-suited to adoption in a variety of introductory climate change courses found in a number of science and social science departments. Its ultimate goal is to equip readers with the tools needed to become constructive participants in the human response to climate change.
Author: Bernard J. Nebel
Publisher:
ISBN: 9781432706104
Category : Education
Languages : en
Pages : 0
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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: Brian G. Southwell
Publisher: JHU Press
ISBN: 1421413256
Category : Social Science
Languages : en
Pages : 148
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Book Description
A data-driven analysis of how different people share information about health through social media. Using social media and peer-to-peer networks to teach people about science and health may seem like an obvious strategy. Yet recent research suggests that systematic reliance on social networks may be a recipe for inequity. People are not consistently inclined to share information with others around them, and many people are constrained by factors outside of their immediate control. Ironically, the highly social nature of humankind complicates the extent to which we can live in a society united solely by electronic media. Stretching well beyond social media, this book documents disparate tendencies in the ways people learn and share information about health and science. By reviewing a wide array of existing research—ranging from a survey of New Orleans residents in the weeks after Hurricane Katrina to analysis of Twitter posts related to H1N1 to a physician-led communication campaign explaining the benefits of vaginal birth—Brian G. Southwell explains why some types of information are more likely to be shared than others and how some people never get exposed to seemingly widely available information. This book will appeal to social science students and citizens interested in the role of social networks in information diffusion and yet it also serves as a cautionary tale for communication practitioners and policymakers interested in leveraging social ties as an inexpensive method to spread information.
