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1.
Abhijeet S. Bardapurkar 《Resonance》2013,18(5):475-482
To understand Darwin’s concept of natural selection, we have to contrast it with his characterization of artificial selection, and then ask: what is natural in natural selection? While we do this, we develop two distinctions: one between ‘change by transformative action’ and ‘change by selection’, and another between ‘artificial selection’ and ‘natural selection’. The first distinction helps us understand evolution by selection and the second natural selection. 相似文献
2.
Michael Ruse 《Science & Education》2013,22(9):2295-2316
David Reznick is one of the world’s leading evolutionary biologists. His book on Charles Darwin’s Origin of Species is given here in a précis, in order to show the underlying approach that he takes towards a work that is a classic in his field. It is shown that Reznick’s interests are less in Darwin for his own sake and more in the importance of Darwin’s ideas for science today. 相似文献
3.
John Hedley Brooke 《Science & Education》2010,19(4-5):391-405
Much has been written on the subject of Darwinism and religion, but rather less on the development of Darwin’s own thinking on religious matters and how it changed over time. What were his religious, or anti-religious, beliefs? Did he believe that his theory of evolution by natural selection was incompatible with belief in a Creator? Was it his revolutionary science that turned him into an agnostic? If not, what other considerations affected his judgment? The aim of this paper is to illuminate these questions and, in so doing, to correct some popular caricatures that frequently appear when the two words ‘science’ and ‘religion’ are juxtaposed. Darwin himself reflected deeply on the theological problem of suffering and justified his naturalism on the ground that it made the deity less directly responsible for the more repulsive features of creation. The deism that he espoused at the time of writing his Origin of Species also left its mark in his conviction that it would be demeaning to the deity to suggest that its purposes could not be achieved through natural causes. The diversity of the religious responses also corrects a common misperception that there was almost unanimous hostility from religious interests. 相似文献
4.
Hayo Siemsen 《Science & Education》2013,22(5):951-1000
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology of Mach. Sarton in turn inspired many others in several generations (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions, which Charles Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton proposed “genesis and development” as the major goal of his journal Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1911 (Hiebert in Knowledge and error. Reidel, Dordrecht, 1976; de Mey in George Sarton centennial. Communication & Cognition, Ghent, pp. 3–6, 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal process. It was a very fruitful basis, but a specific part of it Sarton did not elaborate further, namely the erkenntnis-theory and psychology of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
5.
Although historical changes in scientific ideas sometimes display striking similarities with students’ conceptual progressions, some scholars have cautioned that such similarities lack meaningful commonalities. In the history of evolution, while Darwin and his contemporaries often used natural selection to explain evolutionary trait gain or increase, they struggled to use it to convincingly account for cases of trait loss or decrease. This study examines Darwin’s evolutionary writings about trait gain and loss in the Origin of Species (On the origin of species by means of natural selection, or the preservation of favoured races in the struggle for life. D. Appleton, New York, 1859) and compares them to written evolutionary explanations for trait gain and loss in a large (n > 500), cross-cultural and cross-sectional sample (novices and experts from the USA and Korea). Findings indicate that significantly more students and experts applied natural selection to cases of trait gain, but like Darwin and his contemporaries, they more often applied ‘use and disuse’ and ‘inheritance of acquired characteristics’ to episodes of trait loss. Although the parallelism between Darwin’s difficulties and students’ struggles with trait loss are striking, significant differences also characterize explanatory model structure. Overall, however, students and scientists struggles to explain trait loss—which is a very common phenomenon in the history of life—appear to transcend time, place, and level of biological expertise. The significance of these findings for evolution education are discussed; in particular, the situated nature of biological reasoning, and the important role that the history of science can play in understanding cognitive constraints on science learning. 相似文献
6.
本文简要地介绍了M玻恩的成才之路,在科学上的卓越贡献,精湛的实验科学观,执著于教坛的风采,反对战争、热爱和平、为人类谋幸福的精神风范,及其丰富而深邃的科学哲学思想等。籍以启发和教育后人,效法先师,奋力去求真、务实、拼搏进取,造福于人类。 相似文献
7.
《Educational Philosophy and Theory》2013,45(5):606-620
Freud saw the dream as occupying a very important position in his theoretical model. If there were to be problems with his theoretical account of the dream then this would impinge upon proposed therapy and, of course, education as the right balance between the instincts and the institution of culture. Wittgenstein, whilst stating that Freud was interesting and important, raised several issues in relation to psychology/psychoanalysis, and to Freud in particular. Why would Wittgenstein have seen Freud as having some important things to say, even though he was sharply critical of Freud's claims to be scientific? The major issues to be considered in this paper are, in Section 1, the scientific status of Freud's work—was it science or was it more like philosophy than science; the analysis of dreams; rationality, and dreams and madness. Section 2 considers Freud and education, including the indignity of Freud's notion of ‘the talking cure.’ Section 3 considers psychoanalytic explanations not as theory but as a manner of speaking: ‘une façon de parler.’ 相似文献
8.
Robert Nola 《Science & Education》2013,22(2):149-171
In many places in The Origin of Species, Darwin compares his own theory of Natural Selection favourably with Special Creationism which comes off as a bad second best. He does this using some version of the argument form known as ‘Inference to the Best Explanation’. The first part of this paper is methodological. It considers Whewell’s notion of consilience, that is, the way in which theories can get additional confirmation through unifying otherwise disparate and independent facts. Then it considers various forms of inference to the best explanation. The second part of the paper applies these methodological considerations to an analysis of some of the many passages in Origin where Darwin presents his case in favour of Natural Selection. This gives a far superior explanation of biological facts compared with Special Creationism which provides either an inferior explanation or no explanation at all. Contrary to the view that Creationism should not be taught, the passages from Darwin show at least that it should be understood if only to show that it offers no explanation of a wide range of obvious biological facts. As such the passages in Origin in which Darwin presents his case against Creationism can serve as a series of excellent exercises in getting students to think about Natural Selection as opposed to Creationism. For this reason alone they ought to be better known. In addition, Darwin’s point in these passages can only be understood using principles of scientific method, such as inference to the best explanation, which are essential in showing that Natural Selection is to be preferred to Creationism. 相似文献
9.
Michael Ruse 《Science & Education》2013,22(9):2255-2265
Many (including the author) argue that reading the classics in the field should be part of a scientist’s education. However, how you read the classics can be very different depending on whether you read them as a historian or as a practicing scientist. This point will be made by comparing two readings of Charles Darwin’s Origin of Species, and by looking at the use that Stephen Jay Gould made of the history of science in his quest to promote his scientific ideas. 相似文献
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Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this article, we suggest a contextualized, explicit approach addressing one core NOS aspect: the human aspects of science that include the domains of creativity, social influences and subjectivity. To illustrate these ideas, we have focused on Charles Darwin, a scientist whose life, work and thought processes were particularly well recorded at the time and analyzed by scholars in the succeeding years. Historical facts are discussed and linked to core NOS ideas. Creativity is illustrated through the analogies between the struggle for existence in human societies and in nature, between artificial and natural selection, and between the division of labor in human societies and in nature. Social influences are represented by Darwin’s aversion of criticism of various kinds and by his response to the methodological requirements of the science of that time. Finally, subjectivity is discussed through Darwin’s development of a unique but incorrect source for the origin of variations within species. 相似文献
12.
Tonie L. Stolberg 《Science & Education》2010,19(6-8):679-692
This article examines what science education might be able to learn from phenomenological religious education’s attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of ‘learning from religion’ as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin’s responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin’s evolutionary approach. 相似文献
13.
Tzveta Sofronieva 《Science & Education》2014,23(3):655-672
Many of the major figures in the history of science have produced literary works, but the relationship between their poetic texts and their scientific work is often underestimated. This paper illuminates the poetry of Erwin Schrödinger—one of the premier figures in twentieth-century science, and an accomplished poet in both English and his native German. It discusses existing perceptions of his poetry and challenges the assumptions that his poetic work was a mere hobby unrelated to his other achievements by focusing on the interplay between poetic images and scientific ideas in his German-language poems. It emphasizes that more research is needed on the understated role of bilingualism and of—often marginalized—writing in an adopted language in science and in poetry, with the premise that this feature of Schrödinger’s life deserves more study. It argues that Schrödinger’s literary imagination and his bilingualism are an integral part of his approach to reality and considers Schrödinger’s literary work to be an important aspect of his intellectual heritage. 相似文献
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15.
Jill Robbins 《Research in Science Education》2005,35(2-3):151-172
How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” (Sound of Music): fluid, complex, rich.?.?.? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article. 相似文献
16.
Stefaan Blancke Tammy Schellens Ronald Soetaert Hilde Van Keer Johan Braeckman 《Science & Education》2014,23(4):793-808
Natural selection is one of the most famous metaphors in the history of science. Charles Darwin used the metaphor and the underlying analogy to frame his ideas about evolution and its main driving mechanism into a full-fledged theory. Because the metaphor turned out to be such a powerful epistemic tool, Darwin naturally assumed that he could also employ it as an educational tool to inform his contemporaries about his findings. Moreover, by using the metaphor Darwin was able to bring his theory in accordance with both the dominant philosophy of science in his time and the respected tradition of natural theology. However, as he introduced his theory of evolution by natural selection in On the origin of species in 1859, the metaphor also turned out to have a serious downside. Because of its intentional overtones, his contemporaries systematically misunderstood his metaphor not as a natural mechanism causing evolution to occur but as an agent who works towards particular ends. The difference in success between natural selection as an epistemic tool and its failure as an educational tool is labelled as a paradox. We explain the paradox from a cognitive perspective and discuss the implications for teaching evolution. 相似文献
17.
William W. Cobern 《科学教学研究杂志》1989,26(6):533-541
In this study American preservice science TEACHERS' responses on Kimball's Nature of Science Survey (NOSS) were used as a basis for analyzing the sense of the nature of science held by a group of Nigerian preservice science teachers. From an item-by-item comparison two salient differences were noted. These differences are quite interesting and important, and one would expect to see replication attempts in the near future. The primary difference was that the Nigerian students were much more inclined to see science as a way of producing useful technology. Given the national interests of a developing nation this is an understandable perception and one common among government policy makers. Nevertheless, it is a view with potential long-range dangers if this view of science is effectively transferred from teacher to student. For example, such a view is likely to raise false expectations in the general population, which when not achieved could result in widespread rejection of science. The second distinctive of the Nigerian students' sense of the nature of science had to do with the openness of science. These students perceived scientists as nationalistic and secretive about their work. This finding is troubling and indicates an important line of investigation: What image of science, especially Western science, is carried in the international media? How is that image understood in non-Western nations? What are the implications for international scientific cooperation? 相似文献
18.
波普尔对科学分界问题做出了与传统理论截然不同的回答，即以可证伪性作为科学与非科学的分界标准，不落传统巢臼，富有启发意义：打破了科学无误论的神话；为我们如何解决从易错的科学理论趋近真理，如何解决假真、错对的过渡问题提供了新的视角。同时，这一分界标准也有很多偏颇之处：他把科学理论的可证伪性推向了极端；证伪标准具有明显的经验主义倾向；他的证伪标准不仅无法对科学理论进行定论性的证伪，而且还有可能会扼杀许多真正的科学理论。 相似文献
19.
Abdelkrim Hasni Fatima Bousadra Vincent Belletête Ahmed Benabdallah Marie-Claude Nicole Nancy Dumais 《Studies in Science Education》2016,52(2):199-231
Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&;T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&;T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings. 相似文献
20.
Linda G. Lambert 《Journal of Educational Change》2007,8(4):311-322
After decades of meager results in school improvement efforts that work and that last, it may seem irrational to hope that this time it could be different—that we could learn and apply approaches to lasting school improvement. Obama (2006, The audacity of hope. New York: Crown publications) might refer to such hope as audacious. What gives us the impulse for hope in the face of continued disappointment? This is not to suggest that all of our efforts have come to naught. Having witnessed and participated in hopeful approaches for more than 40 years, I’ve seen noteworthy programs and heard exceptionally wise ideas. Islands of hope existed in each decade, yet even these remarkable islands drop below sea level when founders, principals or key teachers leave. As long as any one individual is indispensable, sustainability is a distant dream. As I’ve talked with educators, parents, students and community members over these years, I’ve been bombarded with questions. The question I find most compelling is: “We can now understand our schools as they exist. And, we have an improving image of what sustainable schools look like, but how do we get there from here? How do we find our way to the sustainability we yearn for? 相似文献