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| Author | : John V. Pickstone |
| Publisher | : Manchester University Press |
| Total Pages | : 288 |
| Release | : 2000 |
| Genre | : History |
| ISBN | : 9780719059940 |
This classic MUP text discusses the historical development of science, technology and medicine in Western Europe and North America from the Renaissance to the present. Combining theoretical discussion and empirical illustration, it redefines the geography of science, technology and medicine.
| Author | : John Hatton |
| Publisher | : Addison-Wesley |
| Total Pages | : 168 |
| Release | : 1997 |
| Genre | : Psychology |
| ISBN | : |
This broad collection of accessible essays helps readers develop a fuller appreciation of the nature of science and scientific knowledge in general. The focus throughout is on the relationships in science between fact and theory, about the nature of scientific theory, and about the kinds of claims on truth that science makes. Arranges essays according to three essential aspects of scientific practice: Method, theory, and discovery. For scientists looking to broaden their general knowledge of basic scientific theory.
| Author | : Glen S. Aikenhead |
| Publisher | : Teachers College Press |
| Total Pages | : 194 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 9780807746349 |
This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.
| Author | : Elizabeth Lloyd Mayer |
| Publisher | : Bantam |
| Total Pages | : 322 |
| Release | : 2008-02-26 |
| Genre | : Body, Mind & Spirit |
| ISBN | : 0553382233 |
In 1991, when her daughter’s rare, hand-carved harp was stolen, Lisby Mayer’s familiar world of science and rational thinking turned upside down. After the police failed to turn up any leads, a friend suggested she call a dowser—a man who specialized in finding lost objects. With nothing to lose—and almost as a joke—Dr. Mayer agreed. Within two days, and without leaving his Arkansas home, the dowser located the exact California street coordinates where the harp was found. Deeply shaken, yet driven to understand what had happened, Mayer began the fourteen-year journey of discovery that she recounts in this mind-opening, brilliantly readable book. Her first surprise: the dozens of colleagues who’d been keeping similar experiences secret for years, fearful of being labeled credulous or crazy. Extraordinary Knowing is an attempt to break through the silence imposed by fear and to explore what science has to say about these and countless other “inexplicable” phenomena. From Sigmund Freud’s writings on telepathy to secret CIA experiments on remote viewing, from leading-edge neuroscience to the strange world of quantum physics, Dr. Mayer reveals a wealth of credible and fascinating research into the realm where the mind seems to trump the laws of nature. She does not ask us to believe. Rather she brings us a book of profound intrigue and optimism, with far-reaching implications not just for scientific inquiry but also for the ways we go about living in the world.
| Author | : Chris Clarke |
| Publisher | : Andrews UK Limited |
| Total Pages | : 335 |
| Release | : 2013-09-18 |
| Genre | : Religion |
| ISBN | : 1845406842 |
The world faces a crisis of meaning. The old stories - whether the exclusive claims of rival religions or the grand schemes of perennial philosophy - seem bankrupt to many. The editorial stance of this book is that mysticism and science offer a way forward here, but only if they abandon the idol of a single logical synthesis and acknowledge the diversity of different ways of knowing. The contributors, from disciplines as diverse as music, psychology, mathematics and religion, build a vision that honours diversity while pointing to an implicit unity.
| Author | : John Alexander Moore |
| Publisher | : Harvard University Press |
| Total Pages | : 548 |
| Release | : 1993 |
| Genre | : Science |
| ISBN | : 9780674794825 |
This book makes Moore's wisdom available to students in a lively, richly illustrated account of the history and workings of life. Employing rhetoric strategies including case histories, hypotheses and deductions, and chronological narrative, it provides both a cultural history of biology and an introduction to the procedures and values of science.
| Author | : Jerry Johnson |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 185 |
| Release | : 2010-06-16 |
| Genre | : Nature |
| ISBN | : 1589795229 |
Visitors to Yellowstone National Park are drawn to the spectacular scenery, unique thermal features, and the large numbers of wild animals easily observed in their natural habitat. The thoughtful visitor to the park cannot help but be captivated by the unparalleled breadth of scientific knowledge needed to understand the intricate interrelationships that make up the yellowstone landscape. Knowing Yellowstone explores how scientists discover what they know about America's first national park and the surrounding lands. The chapter authors are scientists who represent the best of their fields of study. The science they describe is leading the way to our understanding of complex ecosystems worldwide.
| Author | : Alexander Bird |
| Publisher | : Oxford University Press |
| Total Pages | : 297 |
| Release | : 2022-09-08 |
| Genre | : Philosophy |
| ISBN | : 0192606824 |
In Knowing Science, Alexander Bird presents an epistemology of science that rejects empiricism and gives a central place to the concept of knowledge. Science aims at knowledge and progresses when it adds to the stock of knowledge. That knowledge is social knowing—it is known by the scientific community as a whole. Evidence is that from which knowledge can be obtained by inference. From this, it follows that evidence is knowledge, and is not limited to perception, nor to observation. Observation supplies evidence that is basic relative to a field of enquiry and can be highly non-perceptual. Theoretical knowledge is typically gained by inference to the only explanation, in which competing plausible hypotheses are falsified by the evidence. In cases where not all competing hypotheses are refuted, scientific hypotheses are not known but instead possess varying degrees of plausibility. Plausibilities in the light of the evidence are probabilities and link eliminative explanationism to Bayesian conditionalization. Bird argues that scientific realism and anti-realism as global metascientific claims should be rejected-the track record gives us only local metascientific claims.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 383 |
| Release | : 2001-10-27 |
| Genre | : Education |
| ISBN | : 0309293227 |
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
| Author | : Wolff-Michael Roth |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 286 |
| Release | : 2012-12-06 |
| Genre | : Science |
| ISBN | : 9401104956 |
According to John Dewey, Seymour Papert, Donald Schon, and Allan Collins, school activities, to be authentic, need to share key features with those worlds about which they teach. This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science. As such, it contributes to the emerging literature in this field. Secondly, it exemplifies research methods for studying such complex learning environments. The reader is thus encouraged not only to take the research findings as such, but to reflect on the process of arriving at these findings. Finally, the book is also an example of knowledge constructed by a teacher-researcher, and thus a model for teacher-researcher activity.
