1. Schientific method
The scientific method is a body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous
knowledge.[1]
To be termed scientific, a method of inquiry must be based on empirical and measurable evidence subject to specific principles of
reasoning.[2]
The Oxford English Dictionary defines the scientific method as: "a method or procedure that has characterized natural science since the
17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses."[3]
The chief characteristic which distinguishes the scientific method from other methods of acquiring knowledge is that scientists seek to let reality
speak for itself,[discuss]
supporting a theory when a theory's predictions are confirmed and challenging a theory when its predictions prove false.
Although procedures vary from one field of inquiry to another, identifiable features distinguish scientific inquiry from other methods of obtaining
knowledge. Scientific researchers propose hypotheses as explanations of phenomena, and design experimental studies to test these hypotheses via
predictions which can be derived from them. These steps must be repeatable, to guard against mistake or confusion in any particular experimenter.
Theories that encompass wider domains of inquiry may bind many independently derived hypotheses together in a coherent, supportive structure.
Theories, in turn, may help form new hypotheses or place groups of hypotheses into context.
Scientific inquiry is generally intended to be as objective as possible in order to reduce biased interpretations of results. Another basic expectation is
to document, archive and share all data and methodology so they are available for careful scrutiny by other scientists, giving them the opportunity to
verify results by attempting to reproduce them. This practice, called full disclosure, also allows statistical measures of the reliability of these data to
be established (when data is sampled or compared to chance).
Ang pamamaraang makaagham o pamamaraang siyentipiko (Ingles: scientific method) ay kalaguman ng mga tekniks sa pagsusuri ng mga
balagha, ang paglikom ng bagong kaalaman, ang pagtutuwid at pagsasakatuparan ng mga nakalipas ng kaalaman. Batay ito sa mga ebidensyang
namamatyagan, empirikal, nasusukat at sumasailalim sa mga matuwid na prinsipyo.
Kahit na ang mga paraan sa larangan ng pag-usisa ay may pagkakaiba, may mga angkin itong katangian na masusumpungan lamang sa makaagham
na pag-usisa kaysa sa ibang paraan ng pagpapaunlad ng karunungan. Ang mga mananaliksik sa agham ay nagmumungkahi ng tiyak na huna-huna
(hipotesis) bilang paliwanag sa isang likas ng balagha at gumagawa sila ng mga eksperimento upang subukan kung talagang tama ang kanilang hula.
Inuulit ang mga hakbanging ito upang mapataas ang pag-asang mahulaan ng mabuti ang mga resulta sa hinaharap. Ang mga hinua na lumalagom sa
mas malawak na pag-usisa ay gumaganap na bigkis sa mga mas makitid na huna-huna upang makabuo ng malinaw ng balangkas. Ito rin ay
tumutulong sa pagbuo ng mga bagong huna-huna gayundin sa paglalagay sa mga espesipikong huna-huna sa isang mas malawak na pag-unawa.
Karaniwan sa maraming larangan sa pag-usisa ay ang mithiing maging tapat sa sa mga proseso nito upang walang kinikilingan ang isang
imbestigador sa pagpapaliwanag sa mga resulta o pagbabago ng resulta. Ang isa pang inaasahan dito ay ang ma-itala ng lubos ang mga
impormasyon at pamamaraan upang maingat na masuri ng ibang siyentipiko at mananaliksik at sa gayon mabigyan ng pagkakataong makumpirma
ang mga resulta sa pamamagitan ng pag-ulit nito. Nagtatatag din ito upang sukatin ang estadistikang reliabilidad ng resulta. Maaring kasamarin sa
makaagham na paraan ang sumubok, kung maaari at kinakailangan, upang makamtan na supilin ang mga bagay na nakapaloob sa larangang inuusisa
na maaring mamanipula upang subukin ang bagong huna-huna upang mapalawig angkaalaman.
The scientific method is a method for conducting an objective investigation. The scientific method involves making observations and conducting an
experiment to test a hypothesis. The number of steps of the scientific method isn't standard. Some texts and instructors break up the scientific
method into more or fewer steps. Some people start listing steps with the hypothesis, but since a hypothesis is based on observations (even if they
aren't formal), the hypothesis usually is considered to be the second step. Here are the usual steps of the scientific method.
scientific method, mathematical and experimental techniques employed in the natural sciences; more specifically, techniques used in the
construction and testing of scientific hypotheses. Many empirical sciences, especially the social sciences, use mathematical tools borrowed from
probability theory and statistics, together with such outgrowths of these as decision theory, game theory, utility theory, and operations research.
Philosophers of science have addressed general methodological problems, such as the nature of scientific explanation and the justification of
induction.
Who discovered scientific method
One of the pioneers in the discovery of the scientific method was a Muslim scientist named Abu Ali al-Hasan. His main work was his Book of
Optics and Doubts Concerning Ptolemy.
Quistions:
1. Who Discovered the ScientificMethod?
In general, the scientific method is an orderly way of studying a phenomenon and generating information. Basic to the scientific method are the steps
of observation, generation of a hypothesis and testing the hypothesis. These steps have been used since ancient times. One of the first people to
document a formal scientific method was Sir Isaac Newton.
2. Why is the ScientificMethod Important?
The Scientific method is important because it is the basis of all scientific experiments. It helps to keep human bias out of the experiment.

2. Developmental psychology is the scientific study of changes that occur in human beings over the course of their life span. Originally
concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire life span.
This field examines change across a broad range of topics including motor skills and other psycho-physiological processes; cognitive
development involving areas such as problem solving, moral understanding, and conceptual understanding; language acquisition; social,
personality, and emotional development; and self-concept and identity formation.
Developmental psychology includes issues such as the extent to which development occurs through the gradual accumulation of
knowledge versus stage-like development, or the extent to which children are born with innate mental structures, versus learning through
experience. Many researchers are interested in the interaction between personal characteristics, the individual's behavior, and
environmental factors including social context, and their impact on development; others take a more narrowly-focused approach.
Human development is a concept within the scope of the study of the human condition, specifically international development, relating
to international and economic development. This concept of a broader human development was first laid out by Amartya Sen, a 1998
Nobel laureate, and expanded upon by Martha Nussbaum, Sabina Alkire, Ingrid Robeyns, and others.[1]
Human development
encompasses more than just the rise or fall of national incomes. Development is thus about expanding the choices people have, to lead
lives that they value, and improving the human condition so that people have the chance to lead full lives.[2]
Thus, human development is
about much more than economic growth, which is only a means of enlarging people’s choices.[1]
Fundamental to enlarging these choices is building human capabilities —the range of things that people can do or be in life. Capabilities
are "the substantive freedoms [a person] enjoys to lead the kind of life [they have] reason to value."[3]
Human development disperses the
concentration of the distribution of goods and services that underprivileged people need and center its ideas on human decisions.[4]
By
investing in people, we enable growth and empower people to pursue many different life paths, thus developing human capabilities.[5]
The most basic capabilities for human development are: to lead long and healthy lives, to be knowledgeable (e.g., to be educated), to have
access to the resources and social services needed for a decent standard of living, and to be able to participate in the life of the
community. Without these, many choices are simply not available, and many opportunities in life remain inaccessible.[1]
One measure of human development is the Human Development Index (HDI), formulated by the United Nations Development
Programme.[1]
The index encompasses statistics such as life expectancy at birth, an education index (calculated using mean years of
schooling and expected years of schooling), and gross national income per capita. Though this index does not capture every aspect that
contributes to human capability, it is a standardized way of quantifying human capability across nations and communities. Aspects that
could be left out of the calculations include incomes that are unable to be quantified, such as staying home to raise children or bartering
goods/services, as well as individuals' perceptions of their own well being. Other measures of human development include the Human
Poverty Index (HPI) and the Global Empowerment Measure.
HPI) and the Global Empowerment Measure.
An abstract illustration of human capability is a bicycle. A bicycle itself is a resource- a mode of transportation. If the person who owns
the bicycle is unable to ride it (due to a lack of balance or knowledge), the bicycle is useless to that person as transportation and loses its
functioning. If, however, a person both owns a bicycle and has the ability to ride a bicycle, they now have the capability of riding to a
friend's house, a local store, or a great number of other places. This capability would (presumably) increase their value of life and expand
their choices. A person, therefore, needs both the resources and the ability to use them in order to pursue their capabilities. This is one
example of how different resources and/or skills can contribute to human capability.
There are six basic pillars of human development: equity, sustainability, productivity, empowerment, cooperation and security. [1]
Equity is the idea of fairness for every person, between men and women; we each have the right to an education and health
care.
Sustainability is the view that we all have the right to earn a living that can sustain our lives and have access to a more even
distribution of goods.
Productivity states the full participation of people in the process of income generation. This also means that the government
needs more efficient social programs for its people.
Empowerment is the freedom of the people to influence development and decisions that affect their lives.
Cooperation stipulates participation and belonging to communities and groups as a means of mutual enrichment and a source of
social meaning.
Security offers people development opportunities freely and safely with confidence that they will not disappear suddenly in the
future.[1]
This way of looking at development, often forgotten in the immediate concern with accumulating commodities and financial wealth, is
not new. Philosophers, economists and political leaders have long emphasized human well being as the purpose, or the end, of
development. As Aristotle said in ancient Greece, "Wealth is evidently not the good we are seeking, for it is merely useful for the sake of
something else."[1]example:
Health care, food consumption, safe drinking water, illiteracy rate and higher education can all be found in a Human
Development Index along with other qualities of a country.