Twenty-Five Years of Sex Research. History of the National Research Council Committee for Research in Problems of Sex 1922-1947.Sophie D. Aberle , George W. Corner

1954 ◽  
Vol 29 (4) ◽  
pp. 349-349
Author(s):  
Howard W. Jones,
Keyword(s):  
Research Council ◽  
National Research Council ◽  
Sex Research ◽  
Research History ◽  
History Of ◽  
National Research Council Committee

The National Research Council Committee on Mathematical Tables and Aids to Computation

Science ◽  
1940 ◽  
Vol 92 (2380) ◽  
pp. 129-131
Author(s):  
Raymond Clare Archibald
Keyword(s):  
Research Council ◽  
National Research Council ◽  
National Research Council Committee

The National Research Council Committee on Human Factors

1989 ◽  
Vol 33 (10) ◽  
pp. 568-570
Author(s):  
Harold P. Van Cott
Keyword(s):  
Human Factors ◽  
Research Council ◽  
National Research Council ◽  
National Academy Of Sciences ◽  
Standing Committee ◽  
Technical Systems ◽  
Academy Of Sciences ◽  
National Research Council Committee

The Committee on Human Factors, a standing committee of the National Academy of Sciences/National Research Council (NAS/NRC), advises its sustaining sponsors and other requesting organizations on issues involved in the design of socio-technical systems and on the research and methods needed to help enhance their operability and safety. This paper describes the origins, purposes, operations and program of the committee and emphasizes the special attributes of this and other NAS/NRC commtittees.

The history of science in the science classroom: The past is the key to the future in science education

2015 ◽  
Vol 34 (2) ◽  
pp. 310-332 ◽  
Author(s):  
Renee M. Clary ◽  
James H. Wandersee
Keyword(s):  
United States ◽  
Science Education ◽  
History Of Science ◽  
Nature Of Science ◽  
Research Council ◽  
National Research Council ◽  
The United States ◽  
Student Understanding ◽  
Science Classrooms ◽  
History Of

In many science classes, students encounter ‘final form’ science (Duschl 1990, 1994) in which scientific knowledge is presented as a rhetoric of conclusions (Schwab 1962). Incorporation of the history of science in modern science classrooms combats this false image of linear science progression. History of science can facilitate student understanding of the nature of science, pique student interest, and expose the cultural and societal constraints in which a science developed, revealing science's ‘human side’ (Matthews 1994). Carefully selected and researched episodes from the history of science illustrate that scientists sometimes chose incorrect hypotheses, misinterpreted data, and argued about data analysis. Our research documented that historical vignettes can hook students' attention, and past controversies can be used to develop students' analysis and argumentation skills before turning class attention to modern controversial issues. Historical graphics also have educational potential, as they reveal the progression of a science and offer alternative vehicles for data interpretation. In the United States, the National Science Education Standards (United States National Research Council 1996) acknowledged the importance of the History and Nature of Science by designating it as one of eight science content strands. However, the new United States Next Generation Science Standards (Achieve 2013) no longer include this strand, although the importance of the nature of science is still emphasized in the science framework (United States National Research Council 2012). Therefore, it is crucial that science education researchers continue to research and implement the history of science via interdisciplinary approaches to ensure its inclusion in United States science classrooms for better student understanding of the nature of science.

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