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| Author | : Ineke Henze |
| Publisher | : BRILL |
| Total Pages | : 404 |
| Release | : 2021-02-22 |
| Genre | : Education |
| ISBN | : 9004450009 |
Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 400 |
| Release | : 2012-02-28 |
| Genre | : Education |
| ISBN | : 0309214459 |
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
| Author | : Jeffrey Nordine |
| Publisher | : National Science Teachers Association |
| Total Pages | : 0 |
| Release | : 2021 |
| Genre | : Science |
| ISBN | : 9781681407289 |
"If you've been trying to figure out how crosscutting concepts (CCCs) fit into three-dimensional learning, this in-depth resource will show you their usefulness across the sciences. Crosscutting Concepts: Strengthening Science and Engineering Learning is designed to help teachers at all grade levels (1) promote students' sensemaking and problem-solving abilities by integrating CCCs with science and engineering practices and disciplinary core ideas; (2) support connections across multiple disciplines and diverse contexts; and (3) use CCCs as a set of lenses through which students can learn about the world around them. The book is divided into the following four sections. Foundational issues that undergird crosscutting concepts. You'll see how CCCs can change your instruction, engage your students in science, and broaden access and inclusion for all students in the science classroom. An in-depth look at individual CCCs. You'll learn to use each CCC across disciplines, understand the challenges students face in learning CCCs, and adopt exemplary teaching strategies. Ways to use CCCs to strengthen how you teach key topics in science. These topics include the nature of matter, plant growth, and weather and climate, as well as engineering design. Ways that CCCs can enhance the work of science teaching. These topics include student assessment and teacher professional collaboration. Throughout the book, vignettes drawn from the authors' own classroom experiences will help you put theory into practice. Instructional Applications show how CCCs can strengthen your planning. Classroom Snapshots offer practical ways to use CCCs in discussions and lessons. No matter how you use this book to enrich your thinking, it will help you leverage the power of CCCs to strengthen students' science and engineering learning. As the book says, "CCCs can often provide deeper insight into phenomena and problems by providing complementary perspectives that both broaden and sharpen our view on the rapidly changing world that students will inherit.""--
| Author | : Igor Hanzel |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 250 |
| Release | : 1999-11-30 |
| Genre | : Philosophy |
| ISBN | : 9780792358527 |
"In this book Igor Hanzel reconstructs the developmental stages of scientific law, working both with the history of different conceptions of scientific explanation and also within the limitations of each, which then demand further sophistication. As one basic argument of this work, which is deeply analytic as well as dialectical, the author shows that the natural and the social sciences do not operate exclusively with one type of scientific law, nor do they explain phenomena by means of one exclusive method. Thus science is not mono-paradigmatic, but poly-paradigmatic."--Jacket.
| Author | : Elizabeth Irvine |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 187 |
| Release | : 2012-10-13 |
| Genre | : Philosophy |
| ISBN | : 9400751737 |
The source of endless speculation and public curiosity, our scientific quest for the origins of human consciousness has expanded along with the technical capabilities of science itself and remains one of the key topics able to fire public as much as academic interest. Yet many problematic issues, identified in this important new book, remain unresolved. Focusing on a series of methodological difficulties swirling around consciousness research, the contributors to this volume suggest that ‘consciousness’ is, in fact, not a wholly viable scientific concept. Supporting this ‘eliminativist‘ stance are assessments of the current theories and methods of consciousness science in their own terms, as well as applications of good scientific practice criteria from the philosophy of science. For example, the work identifies the central problem of the misuse of qualitative difference and dissociation paradigms, often deployed to identify measures of consciousness. It also examines the difficulties that attend the wide range of experimental protocols used to operationalise consciousness—and the implications this has on the findings of integrative approaches across behavioural and neurophysiological research. The work also explores the significant mismatch between the common intuitions about the content of consciousness, that motivate much of the current science, and the actual properties of the neural processes underlying sensory and cognitive phenomena. Even as it makes the negative eliminativist case, the strong empirical grounding in this volume also allows positive characterisations to be made about the products of the current science of consciousness, facilitating a re-identification of target phenomena and valid research questions for the mind sciences.
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 167 |
| Release | : 2016-11-14 |
| Genre | : Education |
| ISBN | : 0309447569 |
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
| Author | : Gregory Murphy |
| Publisher | : MIT Press |
| Total Pages | : 574 |
| Release | : 2004-01-30 |
| Genre | : Psychology |
| ISBN | : 9780262250061 |
Concepts embody our knowledge of the kinds of things there are in the world. Tying our past experiences to our present interactions with the environment, they enable us to recognize and understand new objects and events. Concepts are also relevant to understanding domains such as social situations, personality types, and even artistic styles. Yet like other phenomenologically simple cognitive processes such as walking or understanding speech, concept formation and use are maddeningly complex. Research since the 1970s and the decline of the "classical view" of concepts have greatly illuminated the psychology of concepts. But persistent theoretical disputes have sometimes obscured this progress. The Big Book of Concepts goes beyond those disputes to reveal the advances that have been made, focusing on the major empirical discoveries. By reviewing and evaluating research on diverse topics such as category learning, word meaning, conceptual development in infants and children, and the basic level of categorization, the book develops a much broader range of criteria than is usual for evaluating theories of concepts.
| Author | : Heinrich Rickert |
| Publisher | : Cambridge University Press |
| Total Pages | : 280 |
| Release | : 1986-10-31 |
| Genre | : Philosophy |
| ISBN | : 9780521251396 |
Heinrich Rickert (1863-1936) was one of the leading neo-Kantian philosophers in Germany and a crucial figure in the discussions of the foundations of the social sciences in the first quarter of the twentieth century. His views were extremely influential, most significantly on Max Weber. The Limits of Concept Formation in Natural Science is Rickert's most important work, and it is here translated into English for the first time. It presents his systematic theory of knowledge and philosophy of science, and deals particularly with historical knowledge and the problem of demarcating the natural from the human sciences. The theory Rickert develops is carefully argued and of great intrinsic interest. It departs from both positivism and neo-Hegelian idealism and is worked out by contrast to the views of others, particularly Dilthey and the early phenomenologists.
| Author | : Seizo Okamura |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 182 |
| Release | : 2012-12-06 |
| Genre | : Technology & Engineering |
| ISBN | : 3642610366 |
New macromolecular concepts and strategies are demonstrated in this unique book. It deals with the harmonization of humanity in science, technology and industry. Particular attention is given to the relationship between the sensitivity of the human mind and the functionality of polymers such as "Shingosen". Moreover, biocompatibility of functional polymers for medical applications and fabrics is discussed as one of the prime examples of human creativity. Lessons of conventional wisdom of traditional Japanese shrine carpenters, which originated 1300 years ago in Horyuji Temple in Nara Japan, can be applied to modern business management by entrepreneurs and in high-tech industries.
| Author | : William Outhwaite |
| Publisher | : Routledge |
| Total Pages | : 480 |
| Release | : 2010-10-22 |
| Genre | : Social Science |
| ISBN | : 1136830766 |
First published in 1983, this book examines the problems of concept formation in the social sciences, and in particular sociology, from the standpoint of a realistic philosophy of science. Beginning with a discussion of positivistic, hermeneutic, rationalist and realistic philosophies of science, Dr Outhwaite argues that realism is best able to furnish rational criteria for the choice and specification of social scientific concepts. A realistic philosophy of science therefore acts as his reference point for the dialectical presentation of alternative accounts.
