This document discusses the nature of science (NOS) and scientific knowledge. It defines NOS as the epistemology and sociology of science, or science as a way of knowing. Some key aspects of NOS discussed include scientific inquiry, the scientific worldview, and the scientific enterprise. The document also examines how NOS can be taught, the challenges to teaching NOS, and different tools for measuring students' understanding of NOS.
Chapter 1 section 1
1. What is science?
1.1. Identify how science is a part of your everyday life.
1.2. Describe what skills and tools are used in science.
Chapter 1 section 1
1. What is science?
1.1. Identify how science is a part of your everyday life.
1.2. Describe what skills and tools are used in science.
An overview of History and Philosophy of Science, dissecting terms such as History, Philosophy and its focal point science, correlating history of science and philosophy of science, tackeling about other essential information such as scientific method, paradigms and the role of History and Philosophy of Science in Science classroom. This is such a great help to inspire teachers and soon to be on how they can integrate their learning's in this subject to further enhance more science teaching.
1.1 Nature of Science
1.1.1 What is Science?
The word science derives from the Latin.
The Latin verb “scire” means “to know”
The Latin noun “scientia” means “knowledge”
Science is the study of the natural world through observation and experiment. A scientific explanation uses observations and measurements to explain something we see in the natural world. Scientific explanations should match the evidence and be logical, or they should at least match as much of the evidence as possible.
1.1.2 Why is science so useful?
Scientific knowledge is the most reliable knowledge we have about the natural world.
Science has enabled much of our work in space exploration, modern medicine, agriculture, and technology
1.1.3 Types of Science
Natural versus Social Sciences
Scientific fields are commonly divided into two major groups: natural sciences, which study natural phenomena (including biological life), and social sciences, which study human behavior and societies.
Basic versus Applied Sciences
Basic science is the search for new knowledge. It is curiosity driven, and does not have to have any purpose other than building the body of scientific knowledge.
Applied science is the search for solutions to practical problems using this knowledge.
1.1.4. Students who are proficient in science:
know, use, and interpret scientific explanations of the natural world;
generate and evaluate scientific evidence and explanations;
understand the nature and development of scientific knowledge
participate productively in scientific practices and discourse.
1.1.5.
The history of science is the study of the development of science and scientific knowledge, including both the natural sciences and social sciences. (The history of the arts and humanities is termed as the history of scholarship.) Science is a body of empirical, theoretical, and practical knowledge about the natural world, produced by scientists who emphasize the observation, explanation, and prediction of real world phenomena. Historiography of science, in contrast, studies the methods by which historians study the history of science.
The English word scientist is relatively recent—first coined by William Whewell in the 19th century.[1] Previously, people investigating nature called themselves "natural philosophers". While empirical investigations of the natural world have been described since classical antiquity (for example, by Thales and Aristotle), and scientific method has been employed since the Middle Ages (for example, by Ibn al-Haytham and Roger Bacon), modern science began to develop in the early modern period, and in particular in the scientific revolution of 16th- and 17th-century Europe.[2] Traditionally, historians of science have defined science sufficiently broadly to include those earlier inquiries.[3]
From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs.[4] Some more recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science
An overview of History and Philosophy of Science, dissecting terms such as History, Philosophy and its focal point science, correlating history of science and philosophy of science, tackeling about other essential information such as scientific method, paradigms and the role of History and Philosophy of Science in Science classroom. This is such a great help to inspire teachers and soon to be on how they can integrate their learning's in this subject to further enhance more science teaching.
1.1 Nature of Science
1.1.1 What is Science?
The word science derives from the Latin.
The Latin verb “scire” means “to know”
The Latin noun “scientia” means “knowledge”
Science is the study of the natural world through observation and experiment. A scientific explanation uses observations and measurements to explain something we see in the natural world. Scientific explanations should match the evidence and be logical, or they should at least match as much of the evidence as possible.
1.1.2 Why is science so useful?
Scientific knowledge is the most reliable knowledge we have about the natural world.
Science has enabled much of our work in space exploration, modern medicine, agriculture, and technology
1.1.3 Types of Science
Natural versus Social Sciences
Scientific fields are commonly divided into two major groups: natural sciences, which study natural phenomena (including biological life), and social sciences, which study human behavior and societies.
Basic versus Applied Sciences
Basic science is the search for new knowledge. It is curiosity driven, and does not have to have any purpose other than building the body of scientific knowledge.
Applied science is the search for solutions to practical problems using this knowledge.
1.1.4. Students who are proficient in science:
know, use, and interpret scientific explanations of the natural world;
generate and evaluate scientific evidence and explanations;
understand the nature and development of scientific knowledge
participate productively in scientific practices and discourse.
1.1.5.
The history of science is the study of the development of science and scientific knowledge, including both the natural sciences and social sciences. (The history of the arts and humanities is termed as the history of scholarship.) Science is a body of empirical, theoretical, and practical knowledge about the natural world, produced by scientists who emphasize the observation, explanation, and prediction of real world phenomena. Historiography of science, in contrast, studies the methods by which historians study the history of science.
The English word scientist is relatively recent—first coined by William Whewell in the 19th century.[1] Previously, people investigating nature called themselves "natural philosophers". While empirical investigations of the natural world have been described since classical antiquity (for example, by Thales and Aristotle), and scientific method has been employed since the Middle Ages (for example, by Ibn al-Haytham and Roger Bacon), modern science began to develop in the early modern period, and in particular in the scientific revolution of 16th- and 17th-century Europe.[2] Traditionally, historians of science have defined science sufficiently broadly to include those earlier inquiries.[3]
From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs.[4] Some more recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science
A bried history of the science of learning part 1.
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Knowledge has always been a prime source through which human societies have advanced materially and elevated themselves spiritually. Knowledge comprises many hundreds of fields and sub-fields, known as subjects, which are interlocking and interlinking
وسيلة تربويّة يمكن استخدامها في الصفوف الثانويّة في مواد علم الاجتماع و علم الاقتصاد و التربية المدنيّة. يتعرّف المتعلّم من خلالها على المعايير السليمة و الايجابيّة للمجتمع كما يستطيع ان يقيّم من خلال هذه المعرفة وضع بلاده .
This presentation is used to explain the Chemical Reaction Lesson for Grade Eight Students. It uncovers some of students' misconceptions in this domain.
1. D O N E B Y : J I N A N K A R A M E H
Every Known fact in natural science was divined by the
presentiment of somebody,before it was actually
verified….(Ralph Waldo Emerson)
2. Human Knowledge
Knowledge is everything acquired by the senses of
the human being and reflected by his own prior
thoughts. (Condillac, 2001)
3. Epistomology
The word is derived from the Greek words epistéme
and logos – the former term meaning “knowledge”
and that latter term meaning “study of”. Hence, the
word parsed into English implies the nature,
source, and limitations of knowledge.
4. Scientific Or Not Scientific
There are several ways of knowing things in general,
but not all ways would be considered “scientific.”
5. What is Science?
Science is a way of knowing that requires a strong
philosophical underpinning (whether consciously
sought of unconsciously learned).
6. Then the nature of science is….
NOS refers to the epistemology and sociology of
science, science as a way of
knowing, or the values and beliefs inherent to
scientific knowledge and its development
(Lederman, 1992).
7. How do we know?
Developing ideas throughout human ages were based
on observing, thinking, experimenting and
validating. These are the fundamental aspects of
science which differentiate science from other
modes of knowing.
9. Why Nature of Science?
• enhances learning of science content
• enhances understanding of science
• enhances interest in science
• enhances decision making
• enhances instructional delivery
10.
11. Elements Of NOS
• The scientific world view
• Scientific Inquiry
• The Scientific Enterprise
12. How to apply NOS?
If a teacher is to teach in a way
that is consistent with scientific
ways of knowing, then he or she
must help students to construct
knowledge and understanding
from their experiences.
15. Measuring tools for NOS
• Wisconsin Inventory Science Process (WISP)
• Nature of science test (NOST)
• VNOS (A&B)
16. Our Context
• the lack of philosophy of science content in
teacher education programs
• the failure of such programs to provide real
science research experiences
• shallow treatment of the nature of science in the
textbooks
17. References:
• Abd Alkhalick F. 2012. Teaching With and About Nature Of Science, And
Science Teacher Knowledge Domains. Springer Science and Business
Media. BV. 2012.
• Science for all Americans
http://www.project2061.org/publications/sfaa/online/chap1.htm
• Flick L.B. and Lederman N. G, (eds). 2004. Scientific Inquiry and Nature
of Science, p. 289-425
• MacComas W. F. AlMazroa H. 1998. The Nature Of Science In Science
Education; An Introduction. Science and Education. Vol 7; p. 511-532
18. References:
• Lederman N.G, Abd Elkhalick F., Bell R. L., 2002. Views of Nature of
Science Questionnaire: Toward Valid and Meaningful Assessment of
Learners’ Conceptions of Nature of Science. Journal Of Research in
Science Teaching. Vol.39, No. 6. pp 497-521
• Bell, R. (2001). Implicit instruction in technology integration and the
nature of science: There's no such thing as a free lunch. Contemporary
Issues in Technology and Teacher Education [Online serial] , 1 (4) .
Available:http://www.citejournal.org/vol1/iss4/currentissues/science/arti
cle2.htm
• De Condillac E.B, 2001, The Unnatural Nature Of Science, Cambridge
University Press, Philosophy p. 225