A2 Thomas Kuhn & Scientific Paradigms

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Overview of Kuhn's Major Contributions ,[object Object],[object Object],[object Object]

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1. TEN MYTHS OF SCIENCE: REEXAMINING WHAT WE THINK WE KNOW... W. McComas 1996 This article addresses and attempts to refute several of the most widespread and enduring misconceptions held by students regarding the enterprise of science. The ten myths discussed include the common notions that theories become laws, that hypotheses are best characterized as educated guesses, and that there is a commonly-applied scientific method. In addition, the article includes discussion of other incorrect ideas such as the view that evidence leads to sure knowledge, that science and its methods provide absolute proof, and that science is not a creative endeavor. Finally, the myths that scientists are objective, that experiments are the sole route to scientific knowledge and that scientific conclusions are continually reviewed conclude this presentation. The paper ends with a plea that instruction in and opportunities to experience the nature of science are vital in preservice and inservice teacher education programs to help unseat the myths of science. Myths are typically defined as traditional views, fables, legends or stories. As such, myths can be entertaining and even educational since they help people make sense of the world. In fact, the explanatory role of myths most likely accounts for their development, spread and persistence. However, when fact and fiction blur, myths lose their entertainment value and serve only to block full understanding. Such is the case with the myths of science. Scholar Joseph Campbell (1968) has proposed that the similarity among many folk myths worldwide is due to a subconscious link between all peoples, but no such link can explain the myths of science. Misconceptions about science are most likely due to the lack of philosophy of science content in teacher education programs, the failure of such programs to provide and require authentic science experiences for preservice teachers and the generally shallow treatment of the nature of science in the precollege textbooks to which teachers might turn for guidance. As Steven Jay Gould points out in The Case of the Creeping Fox Terrier Clone (1988), science textbook writers are among the most egregious purveyors of myth and inaccuracy. The fox terrier mentioned in the title refers to the classic comparison used to express the size of the dawn horse, the tiny precursor to the modem horse. This comparison is unfortunate for two reasons. Not only was this horse ancestor much bigger than a fox terrier, but the fox terrier breed of dog is virtually unknown to American students. The major criticism leveled by Gould is that once this comparison took hold, no one bothered to check its validity or utility. Through time, one author after another simply repeated the inept comparison and continued a tradition that has made many science texts virtual clones of each other on this and countless other points. In an attempt to provide a more realistic view of science and point out issues o.

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No matter how careful you are in your research, you will eventually discover some data that does not fit your understanding of the situation. What do you do with it? Thomas Kuhn tells the story of some great leaps in science that were made when some researchers were convinced that certain data errors were not errors after all. Upon successful completion of the course material, you will be able to: Evaluate the historical knowledge creation process as it regards to the scientific revolution. Background Information The claim that the science on a particular topic is settled has been made many times in the past; scientists trained in a particular paradigm look at data and see one picture. Data that does not fit that picture must, therefore, be data errors. Thomas Kuhn presents a very interesting explanation of why some of the greatest leaps in science come from young scientists who see these “data errors” as the results of flaws in our theories. The Microbe nature of disease, Theory of Relativity, and semiconductors all resulted from rejecting what science had settled and seeking answers to all the data, not just the data that fit into conventional wisdom. As you begin to conduct your own research, Kuhn’s work can be helpful in keeping you from writing off data as erroneous and perhaps coming to new understandings of the world in which we live. Prepare a discussion posting of at least 500 words that answers the following questions: Evaluate Kuhn's perspective on scientific revolutions in terms of how it connects with Arbnor and Bjerke's delineation of the research models. Are the paradigms identified by Arbnor and Bjerke consistent with Kuhn's discussion of paradigmatic advancement of knowledge? Are there any issues with Kuhn's key points in how knowledge advances? What are the advantages of a "paradigmatic approach?" What are the disadvantages? Thomas Kuhn: The Structure of Scientific Revolutions, 4th edition (2012) .

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