Normal 0 21 Normal 0 21 This paper presents a discourse analysis of 30 popular science books and 40 semi-structured interviews with scientists on their views of Occam's razor and simplicity. It finds that there are many different interpretations and thoughts about the precise meaning of the principle as well as many scientists who reject it outright, or only a very limited version. In light of the variation of scientists' opinions, the paper asks what use it has as a rhetorical (...) device and how scientists' interpretation of Occam's razor impacts on the study of popular science and affects the communication between philosophy and science. (shrink)

An aim of science is to find truths about reality. These truths are collected together to form systematic knowledge structures called theories. Theories are intended to create a truthful picture of the reality behind the study. Together with all the other fields of science we get a scientific picture or a world view. This scientific world view is open in the sense that not all truths are known by scientists and not all present day theories are true. So, there is (...) no reason to assume that any field of science has been or will be completed; science is essentially progressive, or an open ended approach. Science is not the only method of picturing, but the view that science is the best human method for knowledge acquisition is well justified. Knowledge is not all we humans are looking for; we need to make our lives meaningful. The meaningfulness may be achieved through science, art, or practical activity. It is interesting to compare literature and science. Both are expressed linguistically, but the aims of literature and science seem to be very different. We are looking for the theoretical interconnection between science and literature, but the proper dialogue can be found not through science, literature or philosophy, but through pedagogy. (shrink)

This article presents and discusses an innovative pedagogical device designed for training pre-service teachers on the nature of science. We endorse an approach according to which aspects of the nature of science should be explicitly discussed in order to be understood by learners. We identified quantum physics, and more precisely the principles of uncertainty and complementarity, as a rich topic suitable for such a discussion. Our training device consists in preparing and staging a new type of theater, the “scientific experimental (...) theater,” based both on the characteristics of Brecht’s theater and Kelly’ cyclic theory of learning. This device was implemented with a group of eight pre-service teachers. According to our observations, the approach favors their involvement and provides them with a frame for expressing their doubts and confronting their points of view. By analyzing their discussion, we identified several aspects of the nature of science that the pre-service teachers raised spontaneously: subjectivity, the social and cultural embeddedness of science, the construction and status of models, and the role of questioning in the development of science. The implemented device therefore appears as an interesting means for stimulating a rich discussion on the nature of science. This study opens new avenues for teachers’ and students’ training devices aimed at developing a critical and reflective stance on science. (shrink)

This study explored changes in preservice teachers’ nature of science pedagogical views and nature of science rationales using pre- and post-course written responses as well as interview data. Through systematic analysis, themes were generated and compared to the NOS literature. Comparisons between pre- and post-course data demonstrate improved and deepened NOS views, NOSP views that are more aligned with NOS literature, and a greater number of rationales for including NOS. All participants were enrolled in the “Inquiry and Natures of Science, (...) Technology, and Engineering” course. However, six participants were enrolled in INSTE as their first course in which NOS and NOSP were addressed. The other six participants were enrolled in INSTE as their second course in which NOS and NOSP were addressed, with science methods as their first course in which NOS and NOSP were addressed. By comparing participants enrolled in INSTE as their first course to those enrolled in INSTE as their second course, we observed that NOS understanding seemed to develop in a first experience alongside some NOS rationales, but NOSP views lagged for participants in INSTE as their first course. Participants enrolled in INSTE as their second course developed more robust and literature-aligned NOSP views and more multifaceted NOS rationales. Therefore, this study bolsters arguments that teachers need to receive extended NOS and NOSP instruction. (shrink)

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This (...) approach draws on the historical tradition from Plutarch in distant past and Koyré in the recent history and philosophy of science. It gains a new support in the discipline–culture structuring of the physics curriculum, seeking cultural content knowledge of the subject matter. Here, we address two prominent individuals of Italian Renaissance, Leonardo and Galileo, in their dealing with issues relevant for introductory science courses. Although both figures addressed similar subjects of scientific content, their products were essentially different. Considering this difference is educationally valuable, illustrating the meaning of what students presently learn in the content knowledge of mechanics, optics and astronomy, as well as the nature of science and scientific knowledge. (shrink)