BSCS Newsletter
Author : Biological Sciences Curriculum Study
Publisher :
Page : 434 pages
File Size : 18,27 MB
Release : 1973
Category :
ISBN :
Author : Biological Sciences Curriculum Study
Publisher :
Page : 434 pages
File Size : 18,27 MB
Release : 1973
Category :
ISBN :
Author : National Science Foundation (U.S.)
Publisher :
Page : 68 pages
File Size : 13,55 MB
Release : 1976
Category : Mathematics
ISBN :
Author : Vassiliki Betty Smocovitis
Publisher : Princeton University Press
Page : 360 pages
File Size : 44,44 MB
Release : 2020-11-10
Category : Science
ISBN : 0691221782
Unifying Biology offers a historical reconstruction of one of the most important yet elusive episodes in the history of modern science: the evolutionary synthesis of the 1930s and 1940s. For more than seventy years after Darwin proposed his theory of evolution, it was hotly debated by biological scientists. It was not until the 1930s that opposing theories were finally refuted and a unified Darwinian evolutionary theory came to be widely accepted by biologists. Using methods gleaned from a variety of disciplines, Vassiliki Betty Smocovitis argues that the evolutionary synthesis was part of the larger process of unifying the biological sciences. At the same time that scientists were working toward a synthesis between Darwinian selection theory and modern genetics, they were, according to the author, also working together to establish an autonomous community of evolutionists. Smocovitis suggests that the drive to unify the sciences of evolution and biology was part of a global philosophical movement toward unifying knowledge. In developing her argument, she pays close attention to the problems inherent in writing the history of evolutionary science by offering historiographical reflections on the practice of history and the practice of science. Drawing from some of the most exciting recent approaches in science studies and cultural studies, she argues that science is a culture, complete with language, rituals, texts, and practices. Unifying Biology offers not only its own new synthesis of the history of modern evolution, but also a new way of "doing history."
Author : United States. Office of Education
Publisher :
Page : 696 pages
File Size : 22,40 MB
Release : 1963
Category : Education
ISBN :
Author : Rodger W. Bybee
Publisher : NSTA Press
Page : 225 pages
File Size : 17,2 MB
Release : 2010
Category : Education
ISBN : 1936137615
What should citizens know, value, and be able to do in preparation for life and work in the 21st century? In The Teaching of Science: 21st-Century Perspectives, renowned educator Rodger Bybee provides the perfect opportunity for science teachers, administrators, curriculum developers, and science teacher educators to reflect on this question. He encourages readers to think about why they teach science and what is important to teach.
Author :
Publisher :
Page : 164 pages
File Size : 48,93 MB
Release : 1985
Category : Science
ISBN :
Author :
Publisher : Kendall Hunt
Page : 186 pages
File Size : 50,22 MB
Release : 1998-04-13
Category :
ISBN : 9780787230258
Author :
Publisher :
Page : 572 pages
File Size : 44,8 MB
Release :
Category :
ISBN :
Author : Audra J. Wolfe
Publisher : Johns Hopkins University Press
Page : 313 pages
File Size : 47,94 MB
Release : 2020-08-04
Category : Science
ISBN : 1421439085
Closing in the present day with a discussion of the 2017 March for Science and the prospects for science and science diplomacy in the Trump era, the book demonstrates the continued hold of Cold War thinking on ideas about science and politics in the United States.
Author : John L. Rudolph
Publisher : Harvard University Press
Page : 321 pages
File Size : 17,42 MB
Release : 2019-06-01
Category : Science
ISBN : 0674240383
A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack. Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method? Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science. John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.