Adapting Historical Knowledge Production to the Classroom by Michael R. Matthews (auth.), P. V. Kokkotas, K. S Malamitsa, PDF

By Michael R. Matthews (auth.), P. V. Kokkotas, K. S Malamitsa, A. A. Rizaki (eds.)

ISBN-10: 9460913490

ISBN-13: 9789460913495

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10. 11. 12. 13. 14. 15. Increase student motivation Increase admiration for scientists Help students develop better attitudes toward science Humanize the sciences Demonstrate that science has a history Assist students in understanding and appreciating the interaction between science and society Provide authentic illustrations for the way science actually functions Reveal both the link and distinction between science and technology Help to connect the science disciplines by showing the commonalities Make instruction more challenging and thus will enhance reasoning Provide opportunities for the development of higher order thinking skills Contribute to a fuller understanding of basic science content Help to reveal and dispel classic science misconceptions (this rationale is linked to what is called historical recapitulation in which some learners are seen to proceed through stages of misconceptions that are occasionally linked to incorrect ideas held by scientists in the past) Provide an interdisciplinary link between science and other school subjects with a particular emphasis on bridging the gap between the “two cultures” (humanities and sciences) Improve teacher education by helping teachers with their own science learning Readers should understand that these rationales do not pertain to the incorporation of all particular HOS approaches in science teaching only that, as a group, these justifications have been offered to support the use of the history of science in the classroom.

Laplace suggested that the quantity of caloric rays received at a surface, at a given instance, is solely a function of the temperature of the gas, and independent of the nature of surrounding bodies. Call this function Ȇ(T). The quantity of radiant caloric detached from a molecule m —due to the repulsive forces between the caloric c of the molecule m and the caloric atmospheres of neighbouring molecules— is ȡc2, that is, it is proportional to the quantity ȡc of the caloric of surrounding molecules and the quantity c of the caloric retained by molecule m.

152–153). 3. A NOTE ON AD HOCNESS Recall what Black said above: “A nice adaptation of conditions will make almost any hypothesis agree with the phenomena. This will please the imagination, but does not advance our knowledge”. This, for all practical purposes, can be taken to be what makes a theory (or a modification of a theory) ad hoc vis-à-vis a set of phenomena that theory is meant to explain. The charge of ad hocness is an epistemic charge. It is meant to illustrate a cognitive shortcoming of a theory —what Black captures by saying that an ad hoc theory “does not advance our knowledge”.

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Adapting Historical Knowledge Production to the Classroom by Michael R. Matthews (auth.), P. V. Kokkotas, K. S Malamitsa, A. A. Rizaki (eds.)

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