Science Images and Popular Images of the Sciences

Science Images and Popular Images of the Sciences
Author: Peter Weingart
Publisher: Routledge
Total Pages: 330
Release: 2012-10-12
Genre: Social Science
ISBN: 1134175809

What is a popular image of science and where does it come from? Little is known about the formation of science images and their transformation into popular images of science. In this anthology, contributions from two areas of expertise: image theory and history and the sociology of the sciences, explore techniques of constructing science images and transforming them into highly ambivalent images that represent the sciences. The essays, most of them with illustrations, present evidence that popular images of the sciences are based upon abstract theories rather than facts, and, equally, images of scientists are stimulated by imagination rather than historical knowledge.

Image Science

Image Science
Author: W. J. T. Mitchell
Publisher: University of Chicago Press
Total Pages: 261
Release: 2018-01-30
Genre: Art
ISBN: 022656584X

Almost thirty years ago, W.J.T. Mitchell's 'Iconology' helped launch the interdisciplinary study of visual media, now a central feature of the humanities. Mitchell's now-classic work introduced such ideas as the pictorial turn, the image/picture distinction, the metapicture, and the biopicture. These key concepts imply an approach to images as true objects of investigation-an 'image science.' Continuing with this influential line of thought, 'Image Science' gathers Mitchell's most recent essays on media aesthetics, visual culture, and artistic symbolism. The chapters delve into such topics as the physics and biology of images, digital photography and realism, architecture and new media, and the occupation of space in contemporary popular uprisings.

Young People's Images of Science

Young People's Images of Science
Author: Rosalind Driver
Publisher: McGraw-Hill Education (UK)
Total Pages: 188
Release: 1996-01-16
Genre: Education
ISBN: 0335231446

* What ideas about science do school students form as a result of their experiences in and out of school? * How might science teaching in schools develop a more scientifically-literate society? * How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food? There have been calls in the UK and elsewhere for a greater public understanding of science underpinned by, amongst other things, school science education. However, the relationship between school science, scientific literacy and the public understanding of science remains controversial. In this book, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society. Results of a major study into the understanding of these issues by school students aged 9 to 16 are described. These results suggest that the success of the school science curriculum in promoting this kind of understanding is at best limited. The book concludes by discussing ways in which the school science curriculum could be adapted to better equip students as future citizens in our modern scientific and technological society. It will be particularly relevant to science teachers, advisers and inspectors, teacher educators and curriculum planners.

Image and Logic

Image and Logic
Author: Peter Galison
Publisher: University of Chicago Press
Total Pages: 1002
Release: 1997-10
Genre: History
ISBN: 9780226279176

Engages with the impact of modern technology on experimental physicists. This study reveals how the increasing scale and complexity of apparatus has distanced physicists from the very science which drew them into experimenting, and has fragmented microphysics into different technical traditions.

Open Science: the Very Idea

Open Science: the Very Idea
Author: Frank Miedema
Publisher: Springer Nature
Total Pages: 265
Release: 2021-10-29
Genre: Science
ISBN: 9402421157

This open access book provides a broad context for the understanding of current problems of science and of the different movements aiming to improve the societal impact of science and research. The author offers insights with regard to ideas, old and new, about science, and their historical origins in philosophy and sociology of science, which is of interest to a broad readership. The book shows that scientifically grounded knowledge is required and helpful in understanding intellectual and political positions in various discussions on the grand challenges of our time and how science makes impact on society. The book reveals why interventions that look good or even obvious, are often met with resistance and are hard to realize in practice. Based on a thorough analysis, as well as personal experiences in aids research, university administration and as a science observer, the author provides - while being totally open regarding science's limitations- a realistic narrative about how research is conducted, and how reliable ‘objective’ knowledge is produced. His idea of science, which draws heavily on American pragmatism, fits in with the global Open Science movement. It is argued that Open Science is a truly and historically unique movement in that it translates the analysis of the problems of science into major institutional actions of system change in order to improve academic culture and the impact of science, engaging all actors in the field of science and academia.

Images as Data for Social Science Research

Images as Data for Social Science Research
Author: Nora Webb Williams
Publisher: Cambridge University Press
Total Pages: 75
Release: 2020-08-31
Genre: Political Science
ISBN: 9781108816854

Images play a crucial role in shaping and reflecting political life. Digitization has vastly increased the presence of such images in daily life, creating valuable new research opportunities for social scientists. We show how recent innovations in computer vision methods can substantially lower the costs of using images as data. We introduce readers to the deep learning algorithms commonly used for object recognition, facial recognition, and visual sentiment analysis. We then provide guidance and specific instructions for scholars interested in using these methods in their own research.

The Sciences of the Artificial, reissue of the third edition with a new introduction by John Laird

The Sciences of the Artificial, reissue of the third edition with a new introduction by John Laird
Author: Herbert A. Simon
Publisher: MIT Press
Total Pages: 256
Release: 2019-08-13
Genre: Computers
ISBN: 0262537532

Herbert Simon's classic work on artificial intelligence in the expanded and updated third edition from 1996, with a new introduction by John E. Laird. Herbert Simon's classic and influential The Sciences of the Artificial declares definitively that there can be a science not only of natural phenomena but also of what is artificial. Exploring the commonalities of artificial systems, including economic systems, the business firm, artificial intelligence, complex engineering projects, and social plans, Simon argues that designed systems are a valid field of study, and he proposes a science of design. For this third edition, originally published in 1996, Simon added new material that takes into account advances in cognitive psychology and the science of design while confirming and extending the book's basic thesis: that a physical symbol system has the necessary and sufficient means for intelligent action. Simon won the Nobel Prize for Economics in 1978 for his research into the decision-making process within economic organizations and the Turing Award (considered by some the computer science equivalent to the Nobel) with Allen Newell in 1975 for contributions to artificial intelligence, the psychology of human cognition, and list processing. The Sciences of the Artificial distills the essence of Simon's thought accessibly and coherently. This reissue of the third edition makes a pioneering work available to a new audience.

Image and Reality

Image and Reality
Author: Alan J. Rocke
Publisher: University of Chicago Press
Total Pages: 403
Release: 2010-05-15
Genre: Science
ISBN: 0226723356

Nineteenth-century chemists were faced with a particular problem: how to depict the atoms and molecules that are beyond the direct reach of our bodily senses. In visualizing this microworld, these scientists were the first to move beyond high-level philosophical speculations regarding the unseen. In Image and Reality, Alan Rocke focuses on the community of organic chemists in Germany to provide the basis for a fuller understanding of the nature of scientific creativity. Arguing that visual mental images regularly assisted many of these scientists in thinking through old problems and new possibilities, Rocke uses a variety of sources, including private correspondence, diagrams and illustrations, scientific papers, and public statements, to investigate their ability to not only imagine the invisibly tiny atoms and molecules upon which they operated daily, but to build detailed and empirically based pictures of how all of the atoms in complicated molecules were interconnected. These portrayals of “chemical structures,” both as mental images and as paper tools, gradually became an accepted part of science during these years and are now regarded as one of the central defining features of chemistry. In telling this fascinating story in a manner accessible to the lay reader, Rocke also suggests that imagistic thinking is often at the heart of creative thinking in all fields. Image and Reality is the first book in the Synthesis series, a series in the history of chemistry, broadly construed, edited by Angela N. H. Creager, John E. Lesch, Stuart W. Leslie, Lawrence M. Principe, Alan Rocke, E.C. Spary, and Audra J. Wolfe, in partnership with the Chemical Heritage Foundation.

A Framework for K-12 Science Education

A Framework for K-12 Science Education
Author: National Research Council
Publisher: National Academies Press
Total Pages: 400
Release: 2012-02-28
Genre: Education
ISBN: 0309214459

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.