The New International Economic Order: A retrospect     

Hans W. Arndt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(4):431-434

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T. rex,the Crater of Doom,and the Nature of Scientific Discovery     

Lawson  Anton E 《Science & Education》2004,13(3):155-177

Working from the 1970s to the early 1990s, Walter Alvarez and his research teamsought the cause of the mass extinction that claimed the dinosaurs 65 million years ago. The present paper discusses thatresearch in terms of eight puzzling observations, eight episodes of hypothetico-predictive reasoning, enumerative induction,and Jung's interrogative theory of scientific discovery. The Alvarez case history paints scientific discovery as a process in whichcausal questions are raised and answered through the creative use of analogical reasoning followed by an equally creative process ofhypothesis testing in which predicted and observed results are compared. According to this account, puzzling observations, causalhypotheses, and imagined tests drive investigations and the search for evidence. Two implications follow. The firstconcerns the education of new scientists and science education researchers and the need to more clearlydifferentiate hypotheses from predictions in the research process. The second concerns standard science classroom instruction that shouldmore frequently engage students in open inquiries that raise causal questions and encourage the generation of alternative causalhypotheses, which can then be explicitly tested in ahypothetico-predictive fashion.  相似文献   

Is Piaget's epistemic subject dead?     

Anton E. Lawson 《科学教学研究杂志》1991,28(7):581-591

Niaz (1990) presents arguments in favor of the retention of Piaget's epistemic subject as a theoretical construct to guide research and practice in science education and psychology. The intent of this article is to point out the weaknesses of those arguments and to suggest that the weight of evidence argues against the existence of the logical thinker postulated by Piaget. Therefore, contrary to Niaz's conclusion that the acceptance of Piaget's epistemic subject will facilitate the development of cognitive theories with greater explanatory power, the conclusion is reached that Piaget's epistemic subject is dead and that continued acceptance of this aspect of Piagetian theory would be counterproductive.  相似文献   

On why falsifiability does not exist in theory testing: A reply to smith and siegel     

Anton E. Lawson 《科学教学研究杂志》1993,30(6):603-606

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The acquisition of basic quantitative reasoning skills during adolescence: Learning or development?     

Anton E. Lawson  Jonathan M. Bealer 《科学教学研究杂志》1984,21(4):417-423

Five items requiring use of proportional, probabilistic, and correlational reasoning were administered to students in grades 6, 8, 10, and 12. Proportions are taught in the school district in grades 7 and 8, probability in grade 10, and correlations are not taught. Based on the hypothesis that successful performance is due to classroom instruction, improvements on the proportions item were predicted between grades 6 and 10 and improvements on the probability items were predicted between grades 10 and 12. Actual gradewise improvements did not correspond well with predictions. Yet performance did correlate significantly with enrollment in classes such as chemistry, physics, and trigonometry. It is argued that successful qualitative reasoning arises as a consequence of the process of equilibration, and influences one's selection of course work. Specific instruction may initiate the equilibration process.  相似文献   

Comments on “the nature of advanced reasoning and science instruction”     

Morris A. Enyeart  Anton E. Lawson 《科学教学研究杂志》1984,21(8):859-861

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Sociology of Education in the Netherlands: situations,developments, debates     

Anton Wesselingh 《British Journal of Sociology of Education》1982,3(3):319-329

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Formal reasoning ability and misconceptions concerning genetics and natural selection     

Anton E. Lawson  Lois D. Thompson 《科学教学研究杂志》1988,25(9):733-746

Students often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh-grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained.  相似文献   

What is the role of induction and deduction in reasoning and scientific inquiry?     

Anton E. Lawson 《科学教学研究杂志》2005,42(6):716-740

A long‐standing and continuing controversy exists regarding the role of induction and deduction in reasoning and in scientific inquiry. Given the inherent difficulty in reconstructing reasoning patterns based on personal and historical accounts, evidence about the nature of human reasoning in scientific inquiry has been sought from a controlled experiment designed to identify the role played by enumerative induction and deduction in cognition as well as from the relatively new field of neural modeling. Both experimental results and the neurological models imply that induction across a limited set of observations plays no role in task performance and in reasoning. Therefore, support has been obtained for Popper's hypothesis that enumerative induction does not exist as a psychological process. Instead, people appear to process information in terms of increasingly abstract cycles of hypothetico‐deductive reasoning. Consequently, science instruction should provide students with opportunities to generate and test increasingly complex and abstract hypotheses and theories in a hypothetico‐deductive manner. In this way students can be expected to become increasingly conscious of their underlying hypothetico‐deductive thought processes, increasingly skilled in their application, and hence increasingly scientifically literate. © 2005 Wiley Periodicals, Inc. J Res Sci Teach  相似文献   

KDD: The challenge to individualism   总被引：1，自引：1，他引：0  

Anton Vedder 《Ethics and Information Technology》1999,1(4):275-281

KDD (Knowledge Discovery in Databases) confronts us withphenomena that can intuitively be grasped as highly problematic, but arenevertheless difficult to understand and articulate. Many of theseproblems have to do with what I call the ``deindividualization of theperson': a tendency of judging and treating persons on the basis ofgroup characteristics instead of on their own individual characteristicsand merits. This tendency will be one of the consequences of theproduction and use of group profiles with the help of KDD. Currentprivacy law and regulations, as well as current ethical theoryconcerning privacy, start from too narrow a definition of ``personaldata' to capture these problems. In this paper, I introduce the notionof ``categorical privacy' as a starting point for a possible remedy forthe failures of the current conceptions of privacy. I discuss some waysin which the problems relating to group profiles definitely cannot besolved and I suggest a possible way out of these problems. Finally, Isuggest that it may take us a step forward if we would begin to questionthe predominance of privacy norms in the social debate on informationtechnologies and if we would be prepared to introduce normativeprinciples other than privacy rules for the assessment of newinformation technologies. If we do not succeed in articulating theproblems relating to KDD clearly, one day we may find ourselves in asituation where KDD appears to have undermined the methodic andnormative individualism which pervades the mainstream of morality andmoral theory.  相似文献