History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

According to the received tradition, the language used to to refer to natural kinds in scientific discourse remains stable even as theories about these kinds are refined. In this illuminating book, Joseph LaPorte argues that scientists do not discover that sentences about natural kinds, like 'Whales are mammals, not fish', are true rather than false. Instead, scientists find that these sentences were vague in the language of earlier speakers and they refine the meanings of the relevant natural-kind terms to make (...) the sentences true. Hence, scientists change the meaning of these terms, This conclusions prompts LaPorte to examine the consequences of this change in meaning for the issue of incommensurability and for the progress of science. This book will appeal to students and professional in the philosophy of science, the philosophy of biology and the philosophy of language. (shrink)

Newton's methodology is significantly richer than the hypothetico-deductive model. It is informed by a richer ideal of empirical success that requires not just accurate prediction but also accurate measurement of parameters by the predicted phenomena. It accepts theory-mediated measurements and theoretical propositions as guides to research. All of these enrichments are exemplified in the classical response to Mercury's perihelion problem. Contrary to Kuhn, Newton's method endorses the radical transition from his theory to Einstein's. The richer themes of Newton's method are (...) strikingly realized in a challenge to general relativity from a new problem posed by Mercury's perihelion. †To contact the author, please write to: Talbot College, University of Western Ontario, London, Ontario, Canada N6A 3K7; e-mail: [email protected]. (shrink)

How do novel scientific concepts arise? In Creating Scientific Concepts, Nancy Nersessian seeks to answer this central but virtually unasked question in the problem of conceptual change. She argues that the popular image of novel concepts and profound insight bursting forth in a blinding flash of inspiration is mistaken. Instead, novel concepts are shown to arise out of the interplay of three factors: an attempt to solve specific problems; the use of conceptual, analytical, and material resources provided by the cognitive-social-cultural (...) context of the problem; and dynamic processes of reasoning that extend ordinary cognition. Focusing on the third factor, Nersessian draws on cognitive science research and historical accounts of scientific practices to show how scientific and ordinary cognition lie on a continuum, and how problem-solving practices in one illuminate practices in the other. (shrink)

In a recent article in this journal, Brian Alters argued that, given the many ways in which the nature of science is described and poor student responses to NOS instruments such as Nature of Scientific Knowledge Scale, Nature of Science Scale, Test on Understanding Science, and others, it is time for science educators to reconsider the standard lists of tenets for the NOS. Alters suggested that philosophers of science are authorities on the NOS and that consequently, it would be wise (...) to investigate their views of current NOS tenets. To that end, he conducted a survey of members of the Philosophy of Science Association, and, via various statistical techniques, made claims about the nature and extent of variation among philosophers of science regarding basic beliefs about the NOS. As three philosophers of science, we laud Alters’ attempt to understand philosophers of science’ view on the NOS. We believe, however, that his techniques for investigating this question are inappropriate and that consequently, several of his conclusions are unwarranted. In this comment, we will substantiate these criticisms. In addition, we will address some of the important questions that motivate Alters’ research and attempt to unravel the “byzantine complexity” of philosophical views about the NOS. We begin with our concerns regarding Alters’ research. We then provide a taxonomy of philosophic issues; and finally, we suggest some roles for philosophy of science in science teaching and the education of science teachers. (shrink)

What is science? Is there a real difference between science and myth? Is science objective? Can science explain everything? This Very Short Introduction provides a concise overview of the main themes of contemporary philosophy of science. Beginning with a short history of science to set the scene, Samir Okasha goes on to investigate the nature of scientific reasoning, scientific explanation, revolutions in science, and theories such as realism and anti-realism. He also looks at philosophical issues in particular sciences, including the (...) problem of classification in biology, and the nature of space and time in physics. The final chapter touches on the conflicts between science and religion, and explores whether science is ultimately a good thing. (shrink)

Shows that many of our understandings about scientific thought can be corrected once we realise just how unnatural science is. Quoting scientists from Aristotle to Einstein, the book argues that scientific ideas are, with rare exceptions, counter-intuitive and contrary to common sense.

Science is not a great way to make money, or these days, even a job. But there are great riches in it, and in this book too. Tim Bradford, 'New Scientist'.

The author (physics, Northeastern U.) draws on history, theories of human development, and 30 years of teaching to argue that scientific thinking, which is analytic and objective, goes against the grain of traditional human thinking and arose in Greece because of unique historical factors. Having taken an active interest in middle-level science education in recent years, he concludes with recommendations for an overhaul of science teaching to steer away from the pervasive over-abstraction at inappropriate grade levels. Annotation copyright by Book (...) News, Inc., Portland, OR. (shrink)

Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition (...) are the output of dedicated input analyzers, as with perceptual representations, but these core representations differ from perceptual representations in having more abstract contents and richer functional roles. Carey argues that the key to understanding cognitive development lies in recognizing conceptual discontinuities in which new representational systems emerge that have more expressive power than core cognition and are also incommensurate with core cognition and other earlier representational systems. Finally, Carey fleshes out Quinian bootstrapping, a learning mechanism that has been repeatedly sketched in the literature on the history and philosophy of science. She demonstrates that Quinian bootstrapping is a major mechanism in the construction of new representational resources over the course of childrens cognitive development. Carey shows how developmental cognitive science resolves aspects of long-standing philosophical debates about the existence, nature, content, and format of innate knowledge. She also shows that understanding the processes of conceptual development in children illuminates the historical process by which concepts are constructed, and transforms the way we think about philosophical problems about the nature of concepts and the relations between language and thought. (shrink)