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Based on the popular Harvard University and edX course, Science and Cooking explores the scientific basis of why recipes work. The spectacular culinary creations of modern cuisine are the stuff of countless articles and social media feeds. But to a scientist they are also perfect pedagogical explorations into the basic scientific principles of cooking. In Science and Cooking, Harvard professors Michael Brenner, Pia Sörensen, and David Weitz bring the classroom to your kitchen to teach the physics and chemistry underlying every recipe. Why do we knead bread? What determines the temperature at which we cook a steak, or the amount of time our chocolate chip cookies spend in the oven? Science and Cooking answers these questions and more through hands-on experiments and recipes from renowned chefs such as Christina Tosi, Joanne Chang, and Wylie Dufresne, all beautifully illustrated in full color. With engaging introductions from revolutionary chefs and collaborators Ferran Adria and José Andrés, Science and Cooking will change the way you approach both subjects—in your kitchen and beyond.
Many young Christians interested in the sciences have felt torn between two options: remaining faithful to Christ or studying science. In this concise introduction, Josh Reeves and Steve Donaldson provide both advice and encouragement for Christians in the sciences to bridge the gap between science and Christian belief and practice.
Science: A Four Thousand Year History rewrites science's past. Instead of focussing on difficult experiments and abstract theories, Patricia Fara shows how science has always belonged to the practical world of war, politics, and business. Rather than glorifying scientists as idealized heroes, she tells true stories about real people - men (and some women) who needed to earn their living, who made mistakes, and who trampled down their rivals in their quest for success. Fara sweeps through the centuries, from ancient Babylon right up to the latest hi-tech experiments in genetics and particle physics, illuminating the financial interests, imperial ambitions, and publishing enterprises that have made science the powerful global phenomenon that it is today. She also ranges internationally, illustrating the importance of scientific projects based around the world, from China to the Islamic empire, as well as the more familiar tale of science in Europe, from Copernicus to Charles Darwin and beyond. Above all, this four thousand year history challenges scientific supremacy, arguing controversially that science is successful not because it is always right - but because people have said that it is right.
In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from—inquiry, laboratory, project-based learning, discovery learning—which is most effective for student success? In Visible Learning for Science, the authors reveal that it’s not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. Synthesizing state-of-the-art science instruction and assessment with over fifteen years of John Hattie’s cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences. Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle: Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry. Deep learning: when students engage with data and evidence to uncover relationships between concepts—students think metacognitively, and use knowledge to plan, investigate, and articulate generalizations about scientific connections. Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems. Visible Learning for Science opens the door to maximum-impact science teaching, so that students demonstrate more than a year’s worth of learning for a year spent in school.
This edited volume of 13 new essays aims to turn past discussions of natural kinds on their head. Instead of presenting a metaphysical view of kinds based largely on an unempirical vantage point, it pursues questions of kindedness which take the use of kinds and activities of kinding in practice as significant in the articulation of them as kinds. The book brings philosophical study of current and historical episodes and case studies from various scientific disciplines to bear on natural kinds as traditionally conceived of within metaphysics. Focusing on these practices reveals the different knowledge-producing activities of kinding and processes involved in natural kind use, generation, and discovery. Specialists in their field, the esteemed group of contributors use diverse empirically responsive approaches to explore the nature of kindhood. This groundbreaking volume presents detailed case studies that exemplify kinding in use. Newly written for this volume, each chapter engages with the activities of kinding across a variety of disciplines. Chapter topics include the nature of kinds, kindhood, kinding, and kind-making in linguistics, chemical classification, neuroscience, gene and protein classification, colour theory in applied mathematics, homology in comparative biology, sex and gender identity theory, memory research, race, extended cognition, symbolic algebra, cartography, and geographic information science. The volume seeks to open up an as-yet unexplored area within the emerging field of philosophy of science in practice, and constitutes a valuable addition to the disciplines of philosophy and history of science, technology, engineering, and mathematics.
If you like the popular?Teaching Science Through Trade Books? columns in NSTA?s journal Science and Children, or if you?ve become enamored of the award-winning Picture-Perfect Science Lessons series, you?ll love this new collection. It?s based on the same time-saving concept: By using children?s books to pique students? interest, you can combine science teaching with reading instruction in an engaging and effective way.
This is the first comprehensive overview of the exciting field of the 'science of science'. With anecdotes and detailed, easy-to-follow explanations of the research, this book is accessible to all scientists, policy makers, and administrators with an interest in the wider scientific enterprise.