Misunderstanding Science?

Misunderstanding Science?
Author: Alan Irwin
Publisher:
Total Pages: 232
Release: 1996
Genre: Science
ISBN: 9780521432689

Misunderstanding Science? offers a challenging new perspective on the public understanding of science. In so doing, it challenges existing ideas of the nature of science and its relationships with society. Its analysis and case presentation are highly relevant to current concerns over the uptake, authority and effectiveness of science as expressed, for example, in areas such as education, medical/health practice, risk and the environment, and technological innovation. Based on several in-depth case studies, and informed theoretically by the sociology of scientific knowledge, the book shows how the public understanding of science raises questions about the epistemic commitments and institutional structures that constitute modern science. These key aspects are usually ignored in standard treatments of the subject. The book suggests that many of the inadequacies in the social integration and support of science might be overcome if modern scientific institutions were more reflexive and open about the implicit normative commitments embedded in scientific cultures.

Artificial Unintelligence

Artificial Unintelligence
Author: Meredith Broussard
Publisher: MIT Press
Total Pages: 247
Release: 2019-01-29
Genre: Computers
ISBN: 026253701X

A guide to understanding the inner workings and outer limits of technology and why we should never assume that computers always get it right. In Artificial Unintelligence, Meredith Broussard argues that our collective enthusiasm for applying computer technology to every aspect of life has resulted in a tremendous amount of poorly designed systems. We are so eager to do everything digitally—hiring, driving, paying bills, even choosing romantic partners—that we have stopped demanding that our technology actually work. Broussard, a software developer and journalist, reminds us that there are fundamental limits to what we can (and should) do with technology. With this book, she offers a guide to understanding the inner workings and outer limits of technology—and issues a warning that we should never assume that computers always get things right. Making a case against technochauvinism—the belief that technology is always the solution—Broussard argues that it's just not true that social problems would inevitably retreat before a digitally enabled Utopia. To prove her point, she undertakes a series of adventures in computer programming. She goes for an alarming ride in a driverless car, concluding “the cyborg future is not coming any time soon”; uses artificial intelligence to investigate why students can't pass standardized tests; deploys machine learning to predict which passengers survived the Titanic disaster; and attempts to repair the U.S. campaign finance system by building AI software. If we understand the limits of what we can do with technology, Broussard tells us, we can make better choices about what we should do with it to make the world better for everyone.

Science Teaching Reconsidered

Science Teaching Reconsidered
Author: National Research Council
Publisher: National Academies Press
Total Pages: 102
Release: 1997-03-12
Genre: Education
ISBN: 0309175445

Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.

Communicating Science Effectively

Communicating Science Effectively
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Total Pages: 153
Release: 2017-03-08
Genre: Science
ISBN: 0309451051

Science and technology are embedded in virtually every aspect of modern life. As a result, people face an increasing need to integrate information from science with their personal values and other considerations as they make important life decisions about medical care, the safety of foods, what to do about climate change, and many other issues. Communicating science effectively, however, is a complex task and an acquired skill. Moreover, the approaches to communicating science that will be most effective for specific audiences and circumstances are not obvious. Fortunately, there is an expanding science base from diverse disciplines that can support science communicators in making these determinations. Communicating Science Effectively offers a research agenda for science communicators and researchers seeking to apply this research and fill gaps in knowledge about how to communicate effectively about science, focusing in particular on issues that are contentious in the public sphere. To inform this research agenda, this publication identifies important influences â€" psychological, economic, political, social, cultural, and media-related â€" on how science related to such issues is understood, perceived, and used.

Student Misconceptions and Errors in Physics and Mathematics

Student Misconceptions and Errors in Physics and Mathematics
Author: Teresa Neidorf
Publisher: Springer Nature
Total Pages: 173
Release: 2019-10-30
Genre: Education
ISBN: 3030301885

This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015. The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.

Reconsidering Science Learning

Reconsidering Science Learning
Author: Eileen Scanlon
Publisher: Psychology Press
Total Pages: 284
Release: 2004
Genre: Science
ISBN: 9780415328319

This informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education. This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer. Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education.

50 Great Myths of Popular Psychology

50 Great Myths of Popular Psychology
Author: Scott O. Lilienfeld
Publisher: John Wiley & Sons
Total Pages: 358
Release: 2011-09-15
Genre: Psychology
ISBN: 1444360744

50 Great Myths of Popular Psychology uses popular myths as a vehicle for helping students and laypersons to distinguish science from pseudoscience. Uses common myths as a vehicle for exploring how to distinguish factual from fictional claims in popular psychology Explores topics that readers will relate to, but often misunderstand, such as 'opposites attract', 'people use only 10% of their brains', and 'handwriting reveals your personality' Provides a 'mythbusting kit' for evaluating folk psychology claims in everyday life Teaches essential critical thinking skills through detailed discussions of each myth Includes over 200 additional psychological myths for readers to explore Contains an Appendix of useful Web Sites for examining psychological myths Features a postscript of remarkable psychological findings that sound like myths but that are true Engaging and accessible writing style that appeals to students and lay readers alike

Shifting the Balance, 3-5

Shifting the Balance, 3-5
Author: Katie Cunningham
Publisher:
Total Pages: 0
Release: 2023-09-14
Genre:
ISBN: 9781625315977

In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of "misunderstandings" that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical - grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.