LA BIBLIOTECA DI PIETRO OMODEO

Nuncius ◽  
2004 ◽  
pp. 357-373
Author(s):  
STEFANO CASATI

Abstracttitle SUMMARY /title The library of the Institute and Museum of the History of Science has recently acquired the library of Pietro Omodeo, an important collection composed of approximately three thousand works, largely devoted to the natural sciences. The collection enriches the library's book holding, traditionally oriented towards the disciplines of experimental physics.

2001 ◽  
Vol 14 (s1) ◽  
pp. 371-373
Author(s):  
hans-werner schütt

galileo galilei is one of the few figures in the history of science who has attracted the imagination even of laymen to the natural sciences. the battle of this great physicist against the domination of his church, a battle which he ultimately lost, manifests fundamental human interest that extends beyond the individual. galileo pits the right of the thinking individual against the right of an institution that defends its claim to set norms for individual thinking because it posseses superhuman truths.


2007 ◽  
Vol 13 (2) ◽  
pp. 189-201 ◽  
Author(s):  
Stefan Helmreich

This review essay surveys recent literature in the history of science, literary theory, anthropology, and art criticism dedicated to exploring how the artificial life enterprise has been inflected by—and might also reshape—existing social, historical, cognitive, and cultural frames of thought and action. The piece works through various possible interpretations of Kevin Kelly's phrase “life is a verb,” in order to track recent shifts in cultural studies of artificial life from an aesthetic of critique to an aesthetic of conversation, discerning in the process different styles of translating between the concerns of the humanities, social sciences, natural sciences, and sciences of the artificial.


1964 ◽  
Vol 14 (54) ◽  
pp. 99-118 ◽  
Author(s):  
K. Theodore Hoppen

The study of the history of science has only within the last few decades attained the rank of an important field of enquiry for both scientist and historian. It was thus almost inevitable that, at first, attention should have been focused on the great and original thinkers like Boyle, Newton, Descartes, and Leibniz. But this type of approach frequently results in the presentation of a distorted picture, for few men are geniuses, and these are not truly representative of their age. The Irish scientists of the late seventeenth Century, who ranged from the very able to the pedantically dull, are far more typical examples of contemporary natural philosophers than are Newton or Boyle.In 1680, science in Ireland was still a rare and infrequent study, and it must be admitted that the country had fallen behind the rest of Europe not only in the natural sciences but also in almost all other intellectual disciplines.


2018 ◽  
Vol 17 ◽  
pp. 275-340
Author(s):  
Jerzy Sawicki

On October 11, 1745, a German scientist Ewald Georg (Jürgen) Kleist in Cammin in Pommern (today Kamień Pomorski) discovered both the phenomenon of storing electricity in a glass vessel with water, and a new device – an electric capacitor. Kleist quickly and correctly announced his discovery to the scientific community. The greatest help in confirming the discovery and its publication was received by Kleist from Daniel Gralath who was active in the first Polish Society for Experimental Physics Societas Physicae Experimentalis in Gdańsk. At the beginning of 1746, in the Dutch Leiden, in the workshop of the famous professor Pieter Musschenbroek, an experiment was conducted similar to the one in Cammin. The information about the Leiden experiment quickly reached Paris, the centre of European science of that time, and which lead to a proclamation of a new, very important physical discovery. The experiment gained wide publicity in Europe thanks to numerous public repetitions. The French promoter of the Leiden experiment was physicist Jean-Antoine Nollet. The discoverer’s fame was unjustly attributed to Musschenbroek and Leiden, although Daniel Gralath reported Nollet’s letter about Kleist’s priority. From the moment of discovery to modern times, scientific publications in the field of physics and history of science often misrepresent the person of the discoverer, the place of discovery and its name. The aim of the article is to present a broad overview of the reports, descriptions and opinions contained in scientific publications about the discovery. In the review presented in the article, 117 books are divided by country of issue, language and time of publication. The most frequent errors were classified and assigned to the analyzed publications. The result turned out to be surprising, as only 6 items were free of errors, and in the remaining, 254 errors were found. Unfortunately, in both former and contemporary publications, Kleist is sometimes ignored, and even if noticed, his discovery is usually depreciated in various ways. It may come as a surprise that the first two works on the history of electrical research written in the eighteenth century by Daniel Gralath and Joseph Priestley correctly and profoundly convey the course of events and the priority of Kleist’s discovery. It turns out that the French untrue version of the history of this finding is still alive, especially in European countries, so that pupils, students and physics enthusiasts receive a false message about this important discovery. In the circle of reliable researchers in the history of science, the priority of Kleist’s discovery is widely recognized, but even they have a problem with naming the electric capacitor discovered by the Cammin physicist differently than the Leiden jar. One of the reasons for the poor knowledge of Kleist and his experiment is scant scientific literature on the subject and the ignorance of the source texts written by the Cammin explorer. This gap is bridged by a scientific monograph written by the author of the present article. The text of this paper complements the information presented in the author’s book entitled Ewald Georg Kleist – Wielki odkrywca z małego miasta (A great discoverer from a small town): Kamień Pomorski 1745 (Warszawa: Instytut Historii Nauki PAN, Stowarzyszenie Elektryków Polskich, Zachodniopomorski Uniwersytet Technologiczny w Szczecinie, 2018).


Author(s):  
Cassia De paula Freitas da Silva ◽  
Maria Dulcimar De Brito Silva ◽  
André Silva Dos Reis

ResumoA química ensinada na sala de aula é considerada por muitos alunos desestimulante, tendo como principal fator a metodologia utilizada pelo professor. Nesse contexto, a História da Ciência é uma interface capaz de auxiliar o professor a desenvolver uma aula que estimule e desafie o aluno. O presente trabalho teve como objetivo demostrar a contribuição do ensino de química atribuído a Princesa Isabel por meio do conteúdo de estequiometria para melhoria no aprendizado da disciplina. O desenvolvimento do trabalho se deu por meio de um minicurso de formação de professor, que contou com a participação de graduandos do curso de Licenciatura Plena em Ciências Naturais com Habilitação em Química da Universidade do Estado do Pará (UEPA). Para coleta de dados foram aplicados dois questionários, o primeiro versando sobre o conhecimento prévio dos graduandos acerca da História da Ciência no ensino e o segundo sobre as contribuições do uso das aulas de química atribuídas à Princesa Isabel no conteúdo de estequiometria. Para o tratamento de dados utilizou-se análise textual discursiva (ATD) o qual a partir das respostas dos graduandos tiveram-se cinco categorias de análise. Constatou-se que os graduandos conhecem superficialmente acerca da História da Ciência no ensino e que após a realização do minicurso houve um maior interesse pela História da Ciência além da constatação que a mesma contribuiu na construção do pensamento crítico, na contextualização e na interdisciplinaridade, tornando o conteúdo de estequiometria mais prazeroso e significativo.Palavras-chave: História da Ciência; Aprendizado; Estequiometria.AbstractChemistry taught in the classroom is considered by many students discouraging, having as main factor the methodology used by the teacher. In this context, the History of Science is an interface capable of helping the teacher to develop a class that stimulates and challenges the student. The present work had as objective to demonstrate how the history of Princess Isabel and its relation with the chemistry, more specifically the content of stoichiometry, contributed for improvement in the learning of the chemical discipline. The development of the work took place through a mini-course of Teacher Training, which counted on the participation of undergraduates of the course of Full Degree in Natural Sciences with Qualification in Chemistry of the University of the State of Pará (UEPA). For data collection, two questionnaires were applied, the first one dealing with the students' previous knowledge about the History of Science in education and the second on the contributions of the use of chemistry classes attributed to Princess Isabel in the content of stoichiometry. For the data treatment, a discursive textual analysis (DTA) was used, which from the students' answers had five categories of analysis. It was observed that undergraduates know superficially about the History of Science in teaching and that after the realization of the mini-course there was a greater interest in the History of Science beyond the finding that it contributed in the construction of critical thinking, contextualization and interdisciplinarity, making the content of stoichiometry more pleasurable and meaningful.Keywords: History of Science; Learning; Stoichiometry.


Author(s):  
Suelen Aparecida Felicetti ◽  
Ana Lúcia Crisostimo ◽  
Sandro Aparecido Dos Santos

ResumoEste artigo apresenta os resultados de uma pesquisa realizada junto a pós-graduandos de um programa de mestrado profissional na área de Ensino de Ciências Naturais e Matemática de uma instituição pública do Estado de Paraná. O objetivo foi analisar como os pós-graduandos relacionavam cada período histórico da humanidade à evolução da ciência, desde sua gênese até a modernidade. Como metodologia foi proposta a realização de uma sistematização a respeito da ciência na história, embasada nos conhecimentos assimilados durante uma disciplina de História da Ciência, que foi componente curricular do referido mestrado. Percebeu-se principalmente que os pós-graduandos sistematizaram suas ideias em concordância com os acontecimentos principais característicos de cada período histórico, o que mostra que assimilaram conhecimentos durante a disciplina cursada. A importância dessas percepções se refere a disseminação da ciência como uma construção humana de evolução constante, portanto, passível de refutações e acréscimos. Palavras-chave: História da ciência; Avaliação; Formação de professores; Pós-graduação.AbstractThis article presents the results of a research implemented with postgraduates students of a professional master's course in the area of Natural Sciences and Mathematics Teaching, in a public institution of the Paraná state. The objective of the research, was to analyze how the post-graduates students related each historical period of humanity with the evolution of science, from its genesis until the modernity. The methodology used was a textual systematization made by the postgraduates, about the science in history, based on the knowledges assimilated during a course of history of science, which was a curricular component of the mentioned master's course. It was mainly noticed, that the postgraduates students systematized their ideas in agreement with the main scientifically events accepted as characteristics of each historical period, which shows that they assimilated the knowledges during the discipline studied. The importance of these perceptions refers to the dissemination of science as a human construction, in constant evolution, therefore, subject to refutations and additions.Keywords: History of science; Evaluation; Teacher training; Postgraduate.


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