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For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States. While more than 50% of the children between the ages of three and five are enrolled in preschool and kindergarten programs in the United States, no state, federal, or national standards exist for science or technology education in preschool or kindergarten programs. Knowledge about science and technology is an important requirement for all in contemporary society. An increasing number of professions require the use of scientific concepts and technological skills and society as a whole depends on scientific knowledge. Scientific and technological knowledge should be a part of every individual’s education. There are many ways to enhance young children’s scientific thinking and problem-solving skills as well as their technological abilities. The purpose of this volume is to present a critical analysis of reviews of research on science and technology education in early childhood education. The first part of the volume includes contributions by leading scholars in science, while the second part includes contributions by leading scholars in technology.
Edited by Kris Rutten, Stefaan Blancke, and Ronald Soetaert, Perspectives on Science and Culture explores the intersection between scientific understanding and cultural representation from an interdisciplinary perspective. Contributors to the volume analyze representations of science and scientific discourse from the perspectives of rhetorical criticism, comparative cultural studies, narratology, educational studies, discourse analysis, naturalized epistemology, and the cognitive sciences. The main objective of the volume is to explore how particular cognitive predispositions and cultural representations both shape and distort the public debate about scientific controversies, the teaching and learning of science, and the development of science itself. The theoretical background of the articles in the volume integrates C. P. Snow's concept of the two cultures (science and the humanities) and Jerome Bruner's confrontation between narrative and logico-scientific modes of thinking (i.e., the cognitive and the evolutionary approaches to human cognition).
Gathering thinkers from ten countries and various scientific and spiritual backgrounds, Global Perspectives on Science and Spirituality leads readers on a fascinating tour of distinctly non-Western approaches to topics in these two fields. These voices add fresh and invigorating input to a dialogue that has thus far been predominantly guided by scholars from the United States or Western Europe. The award-winning researchers in this volume were selected from a pool of over one hundred and fifty applications. They offer the very best scholarship from underrepresented regions around the globe. The essays cover a broad spectrum of scientific fields, spanning mathematical physics, robotics, biosemiotics and other new schools of theoretical biology, embryonic stem cells, cognitive science, and the concept of opening the human mind to broader ideas of reality. Hailing from some of the top research institutions in India, Japan, Russia, Korea, China, and a variety of Eastern European nations, contributors offer unique insights into their cultures' spiritual and philosophical traditions. At the same time, they deftly engage concepts from the ongoing Western dialogue in its terms, delving deeply, at times, into schools of thought like phenomenology or process thought. Scholars, students, researchers, and anyone seeking new ways of understanding the interplay of spirituality and science will discover a multitude of windows into previously underexplored research areas in these truly interdisciplinary essays. Indeed, any of these pieces could serve as the basis for entirely new long-term study programs.
What should citizens know, value, and be able to do in preparation for life and work in the 21st century? In The Teaching of Science: 21st-Century Perspectives, renowned educator Rodger Bybee provides the perfect opportunity for science teachers, administrators, curriculum developers, and science teacher educators to reflect on this question. He encourages readers to think about why they teach science and what is important to teach.
This collection examines science discourse from a number of perspectives, drawing on new rhetoric, functional linguistics and critical theory. The renowned contributors include M.A.K. Halliday, Charles Bazerman and Jay Lemke.
These original essays explore the philosophical implications of Newton's work. They address a wide range of topics including Newton's influence on his contemporaries and successors such as Locke and Kant, and his views on the methodology of science, on absolute space and time, and on the Deity.Howard Stein compares Newton's refusal to lock natural philosophy into a preexisting system with the more rigid philosophical predilections of his near-contemporaries Christian Huygens and John Locke. Richard Arthur's commentary provides a useful gloss on Stein's essay. Lawrence Sklar puzzles over Newton's attempts to provide a unified treatment of the various "real quantities": absolute space, time, and motion. According to Phillip Bricker's responding essay, however, the distinctions Sklar draws do not go to the heart of the debate between realists and representationalists.J. E. McGuire and John Carriero debate Newtons views of the relationship between the Deity and the nature of time and space. Peter Achinstein looks at the tension between Newton's methodological views and his advocacy of a corpuscular theory of light; he suggests that Newton could justify the latter by a "weak" inductive inference, but R.I.G. Hughes believes that this inference involves an induction Newton would be unwilling to make. Immanuel Kant's critique of Newton's view of gravity is discussed and amplified by Michael Friedman In response, Robert DiSalle raises a number of problems for Friedman's analysis. Errol Harris and Philip Grier extend the discussion to the present day and look at the ethical implications of Newton's work.Phillip Bricker is Associate Professor of Philosophy at the University of Massachusetts at Amherst. R.I.G. Hughes is Associate Professor of Philosophy at the University of South Carolina. Philosophical Perspectives on Newtonian Science is included in the Johns Hopkins Series on the History and Philosophy of Science.
This edited volume explores the interplay between philosophies in a wide-ranging analysis of how technological applications in science inform our systems of thought. Beginning with a historical background, the volume moves on to explore a host of topics, such as the uses of technology in scientific observations and experiments, the salient relationship between technology and mechanistic notions in science and the ways in which today’s vast and increasing computing power helps scientists achieve results that were previously unattainable. Technology allows today’s researchers to gather, in a matter of hours, data that would previously have taken weeks or months to assemble. It also acts as a kind of metaphor bank, providing biologists in particular with analogies (the heart as a ‘pump’, the nervous system as a ‘computer network’) that have become common linguistic currency. This book also examines the fundamental epistemological distinctions between technology and science and assesses their continued relevance. Given the increasing amalgamation of the philosophies of science and technology, this fresh addition to the literature features pioneering work in a promising new field that will appeal both to philosophers and scientific historiographers.
This book provides science and technology ethos to a literate person. It starts with a rather detailed treatment of basic concepts in human values, educational status and domains of education, development of science and technology and their contributions to the welfare of society. It describes ways and means of scientific progresses and technological advancements with their historical perspectives including scientific viewpoints of contributing scientists and technologists. The technical, social, and cultural dimensions are surveyed in relation to acquisition and application of science, and advantages and hindrances of technological developments. Science and Technology is currently taught as a college course in many universities with the intention to introduce topics from a global historical perspective so that the reader shall stretch his/her vision by mapping the past to the future. The book can also serve as a primary reference for such courses.
Perspectives on Data Science for Software Engineering presents the best practices of seasoned data miners in software engineering. The idea for this book was created during the 2014 conference at Dagstuhl, an invitation-only gathering of leading computer scientists who meet to identify and discuss cutting-edge informatics topics. At the 2014 conference, the concept of how to transfer the knowledge of experts from seasoned software engineers and data scientists to newcomers in the field highlighted many discussions. While there are many books covering data mining and software engineering basics, they present only the fundamentals and lack the perspective that comes from real-world experience. This book offers unique insights into the wisdom of the community's leaders gathered to share hard-won lessons from the trenches. Ideas are presented in digestible chapters designed to be applicable across many domains. Topics included cover data collection, data sharing, data mining, and how to utilize these techniques in successful software projects. Newcomers to software engineering data science will learn the tips and tricks of the trade, while more experienced data scientists will benefit from war stories that show what traps to avoid. - Presents the wisdom of community experts, derived from a summit on software analytics - Provides contributed chapters that share discrete ideas and technique from the trenches - Covers top areas of concern, including mining security and social data, data visualization, and cloud-based data - Presented in clear chapters designed to be applicable across many domains