Nature of Science

Pomeroy, D. (1993). Implication of teacher beliefs about the nature of science Comparisons of the beliefs of scientists, secondary teachers, and elementary teachers. Science Education, 77, 261-278. 

Students can learn about the nature of science as a social constraction and activity,... 

Abad, 2006 Craft Miller, 2007). Nevertheless, there is a great lack of tested and evaluated material and teaching experience, especially concerning conceptual change and the debates about the nature of science (NOS) in science education where little attention had been paid to the development and evaluation of sophisticated teaching... 

Lederman, N. (2004). Syntax of nature of science within inquiry and science instruction. In L. Flick N. Lederman (Eds.), Scientific inquiry and nature of science (pp. 301-317). Dordrecht Kluwer Academic Publisher. 

Knight, David M. The nature of science the history of science in western culture since 1600., 1976. 

The indicated dates are derived from a figure in Teaching Evolution and the Nature of Science, National Academy Press, Washington DC, 1998. 

Excerpt 12D illustrates a slight variation of move L Rather than state project goals and objectives explicitly, the author frames them as research questions, again in list form. (Such an approach underscores the inquisitive nature of science.)... 

Though Priestley often expressed the idea that his discoveries were the result more of chance than design, his rationalization of that position led him to a very positive view of the nature of science. Here he further justifies it by connecting it with Gods design.Perhaps it all comes the other way, that is from his theological view that God is infinite and inexhaustible ... 

Wolpert, L. (1992). The Unnatural Nature of Science . Faber and Faber, London. 

Midgley, M. (1991). Wisdom, Information and Wonder. p. 53. Routledge, London. Wolpert, L. (1993). The Unnatural Nature of Science. p. 17. Faber and Faber, London. 

Dalton s Atomic Theory was an important milestone in the development of chemistry, but modern chemistry students will correctly note that it was incomplete, and in some cases, just plain wrong. For example, not all atoms of a given element are identical, because Dalton did not know about the existence of isotopes. Likewise, we now know that atoms are comprised of still smaller particles and that nuclear processes convert atoms of one element into atoms of other elements. By the very nature of science, when a hypothesis, law or model—no matter how dearly held—fails to make correct predictions, it must be discarded or modified. So, significant portions of Dalton s original theory have been modified. However, the importance of Dalton s theory can hardly be understated and should not be assessed by whether or not it was correct in the finest details, but in how it provided a working foundation that guided current and future scientists in their quest to understand the physical world. 

Rasmussen, S. C., C. Giunta, and M. R. Tomchuk (2008) Content standards for the history and nature of science. In Chemistry and the National Science Education Standards, 2nd ed., ed. S. L. Bretz. Washington, DC American Chemical Society. 

While concepts in scientific measurements and properties of matter were being addressed in their general chemistry course, students participated in a 2-week activity in the WDKA Space Science course where they designed and built a model of the International Space Station (ISS) adapted from an activity developed by the National Aeronautics and Space Administration (NASA).14 They researched the history, design, and facilities of the ISS as well as the nature of science missions on the ISS. They were then provided with a variety of... 

This student s realization about the true nature of science practice helped her to become more excited about research. In this way, the student came to understand not only what research was but that she could also do research herself. 

Abstract In this chapter relatively recent European Commission risk assessment reports for three potential PBT/vPvB chemicals are used as examples to illustrate scientific uncertainty in the risk assessment process, and how science and policy interact when such uncertainty is handled. The studied risk assessment reports are for pentabromodiphenylether (Penta), octabromodiphenylether (Octa), and decabromodiphenylether (Deca) and the analyses focus on the scientific basis for assessing the risk of potential PBT and vPvB properties as described in these documents. The purpose of this effort is to contribute to a discussion aiming at clarifying the nature of science-policy interactions, and improving the transparency of the risk assessment process. 

In order to reinforce the global nature of science in general and clinical chemistry in particular, two prominent Associate Regional Editors have accepted our invitation to join the Board. Their talents and perspectives will provide critical expertise in our efforts to provide the highest quality of publication possible. 

Thank yous. First, we owe an intellectual debt to the masters of both cluster and solid-state chemistries from whom the models presented arose. Some are acknowledged by name in the text where appropriate. Many others, unacknowledged, created and described the magnificent bodies of chemistry, experimental and theoretical, which constitute the foundations of this work. That is the nature of science - most of us are ants piling our grains of chemistry so that those with longer sight can see even farther. 

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