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In Laboratory Epistemologies: A Hands-On Perspective, Jenny Boulboullé examines the significance of hands-on experiences in contemporary life sciences laboratories. Addressing the relationship between contemplation and manipulation in epistemology, Boulboullé combines participant observations in molecular genetics labs and microbiological cleanrooms with a longue durée study of the history and philosophy of science. She radically rereads Descartes’s key epistemological text Meditations on First Philosophy, reframing the philosopher as a hands-on knowledge maker. With this reading, Boulboullé subverts the pervasive modern conception of the disembodied knower and puts the hands-on experimenter at the heart of life sciences research. In so doing, she contributes a theoretical model for understanding how life processes on cellular and molecular levels are manually produced in today’s techno-scientific spaces. By reassessing the Cartesian legacy and arguing that epistemology should be grounded in the standpoint of a hands-on practitioner, Boulboullé offers the philosophical and historical foundation to understand and study contemporary life sciences research as multisensory embodied practices.
Continuous professional development of chemistry teachers is essential for any effective chemistry teaching due to the evolving nature of the subject matter and its instructional techniques. Professional development aims to keep chemistry teaching up-to-date and to make it more meaningful, more educationally effective, and better aligned to current requirements. Presenting models and examples of professional development for chemistry teachers, from pre-service preparation through to continuous professional development, the authors walk the reader through theory and practice. The authors discuss factors which affect successful professional development, such as workload, availability and time constraints, and consider how we maintain the life-long learning of chemistry teachers. With a solid grounding in the literature and drawing on many examples from the authors' rich experiences, this book enables researchers and educators to better understand teachers' roles in effective chemistry education and the importance of their professional development.
Personal Epistemology and Teacher Education, edited by Joanne Brownlee, Gregg Schraw and Donna Berthelsen, provides an international perspective on teachers’ personal epistemology, or beliefs about the nature of knowledge and knowing. Research from The Netherlands, Cyprus, Australia, United States, Canada, Norway, and Taiwan is presented to provide diverse viewpoints on personal epistemology for early childhood, primary, secondary and tertiary teaching contexts. The text provides a platform for cutting-edge theory and research about how personal epistemology can be applied to the context of teacher education, thereby making explicit the connection between personal epistemology and teaching and students’ learning outcomes. Topics include: Cultural differences in teacher epistemology and the impact on students’ learning Teachers’ epistemological beliefs and inclusion Teachers’ epistemology and reading lessons, citizenship education, and teaching science Epistemology in a social context Teachers’ epistemological beliefs and student autonomy Teacher education and analysis of preservice and practicing teachers Implications of teachers’ epistemological beliefs Connections to future practice Teacher education and teacher behaviours are fore-grounded across the topics, with an emphasis on the origin and composition of teachers’ epistemological beliefs and how universities motivate change through formal teacher education. Teaching behaviours are discussed in relation to how teachers’ beliefs are related to the curricular and pedagogical choices that they make in their classrooms, assessment of learning outcomes, and classroom management practices.
Within and beyond organization studies, an epistemology of practice allows us to view the ongoing interaction between doing and knowing, the knowing subject and the known object, social and material, humans, nonhumans, more-than-humans. This book is a collection of reflections by scholars across the social sciences around epistemological practices and the epistemology of posthumanist practice theory. Practice theories and practice-based studies have developed a rich methodology for studying working practices. This book is an epistemological reflection that challenges the distinction between theory and method, questions the knowing practices that give form to the object of knowledge, how they draw boundaries between what comes to matter and what is excluded from mattering. It will be of great interest to scholars and students of organization studies and beyond, allowing social science researchers to rethink their positioning within their own research practices and leaving them open to a broader, looser and more generous understanding of qualitative methodologies.Chapters 1, 2, 5 and 6 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
This book investigates how collaborative scientific practice yields scientific knowledge. At a time when most of today’s scientific knowledge is created in research groups, the author reconsiders the social character of science to address the question of whether collaboratively created knowledge should be considered as collective achievement, and if so, in which sense. Combining philosophical analysis with qualitative empirical inquiry, this book provides a comparative case study of mono- and interdisciplinary research groups, offering insight into the day-to-day practice of scientists. The book includes field observations and interviews with scientists to present an empirically-grounded perspective on much-debated questions concerning research groups’ division of labor, relations of epistemic dependence and trust.
This book develops a framework for the analysis of scientific experimentation and applies it to the experimental field of economics looking at the epistemic role of the participation of human subjects in economics experiments.
This collection brings together essays from leading figures in a rapidly developing field of philosophy.
This volume contains contributions to the "systematic study of knowledge." They suggest both an extension and a new path for classical epistemology. The topics in the first volume are the following: concepts and forms of knowledge, epistemic perspectivism, knowledge and world-views, perceptual knowledge, scientific knowledge, models in science, distributed and integrated knowledge, interaction of forms of knowledge, and relation between forms of knowledge and forms of representation.
Much has happened in the field of contemporary epistemology since Quine’s “Epistemology Naturalized” was published in 1969. Even before Ronald Giere published his article “Philosophy of Science Naturalized,” naturalized philosophy of science had been influenced by the so-called historical approach. Kuhm, Lakatos, Feyerabend and Laudan all contributed importantly to this trend. In this light it has emerged, without a doubt, that philosophy of science is closely related to epistemology. This volume explores some of the relevant relations and will be of interest to epistemologists and philosophers of science.
The evolution of gravitational tests from an epistemological perspective framed in the concept of rational reconstruction of Imre Lakatos, based on his methodology of research programmes. Unlike other works on the same subject, the evaluated period is very extensive, starting with Newton's natural philosophy and up to the quantum gravity theories of today. In order to explain in a more rational way the complex evolution of the gravity concept of the last century, I propose a natural extension of the methodology of the research programmes of Lakatos that I then use during the paper. I believe that this approach offers a new perspective on how evolved over time the concept of gravity and the methods of testing each theory of gravity, through observations and experiments. I argue, based on the methodology of the research programmes and the studies of scientists and philosophers, that the current theories of quantum gravity are degenerative, due to the lack of experimental evidence over a long period of time and of self-immunization against the possibility of falsification. Moreover, a methodological current is being developed that assigns a secondary, unimportant role to verification through observations and/or experiments. For this reason, it will not be possible to have a complete theory of quantum gravity in its current form, which to include to the limit the general relativity, since physical theories have always been adjusted, during their evolution, based on observational or experimental tests, and verified by the predictions made. Also, contrary to a widespread opinion and current active programs regarding the unification of all the fundamental forces of physics in a single final theory, based on string theory, I argue that this unification is generally unlikely, and it is not possible anyway for a unification to be developed based on current theories of quantum gravity, including string theory. In addition, I support the views of some scientists and philosophers that currently too much resources are being consumed on the idea of developing quantum gravity theories, and in particular string theory, to include general relativity and to unify gravity with other forces, as long as science does not impose such research programs. CONTENTS: Introduction Gravity Gravitational tests Methodology of Lakatos - Scientific rationality The natural extension of the Lakatos methodology Bifurcated programs Unifying programs 1. Newtonian gravity 1.1 Heuristics of Newtonian gravity 1.2 Proliferation of post-Newtonian theories 1.3 Tests of post-Newtonian theories 1.3.1 Newton's proposed tests 1.3.2 Tests of post-Newtonian theories 1.4 Newtonian gravity anomalies 1.5 Saturation point in Newtonian gravity 2. General relativity 2.1 Heuristics of the general relativity 2.2 Proliferation of post-Einsteinian gravitational theories 2.3 Post-Newtonian parameterized formalism (PPN) 2.4 Tests of general relativity and post-Einsteinian theories 2.4.1 Tests proposed by Einstein 2.4.2 Tests of post-Einsteinian theories 2.4.3 Classic tests 2.4.3.1 Precision of Mercury's perihelion 2.4.3.2 Light deflection 2.4.3.3 Gravitational redshift 2.4.4 Modern tests 2.4.4.1 Shapiro Delay 2.4.4.2 Gravitational dilation of time 2.4.4.3 Frame dragging and geodetic effect 2.4.4.4 Testing of the principle of equivalence 2.4.4.5 Solar system tests 2.4.5 Strong field gravitational tests 2.4.5.1 Gravitational lenses 2.4.5.2 Gravitational waves 2.4.5.3 Synchronization binary pulsars 2.4.5.4 Extreme environments 2.4.6 Cosmological tests 2.4.6.1 The expanding universe 2.4.6.2 Cosmological observations 2.4.6.3 Monitoring of weak gravitational lenses 2.5 Anomalies of general relativity 2.6 The saturation point of general relativity 3. Quantum gravity 3.1 Heuristics of quantum gravity 3.2 The tests of quantum gravity 3.3 Canonical quantum gravity 3.3.1 Tests proposed for the CQG 3.3.2. Loop quantum gravity 3.4 String theory 3.4.1 Heuristics of string theory 3.4.2. Anomalies of string theory 3.5 Other theories of quantum gravity 3.6 Unification (The Final Theory) 4. Cosmology Conclusions Notes Bibliography DOI: 10.13140/RG.2.2.35350.70724