scholarly journals Rosalind Franklin y la Estructura Molecular del ADN: Un caso de historia de la ciencia para aprender sobre la naturaleza de la ciencia - Rosalind Franklin and the Molecular Structure of DNA: A case history of science to learn about the nature of science

2016 ◽  
Vol 2 (25) ◽  
pp. 162 ◽  
Author(s):  
José Antonio Acevedo-Díaz ◽  
Antonio García-Carmona
Keyword(s):  
Molecular Structure ◽  
History Of Science ◽  
Nature Of Science ◽  
Case History ◽  
History Of

Se presenta el caso de Rosalind Franklin sobre la elucidación de la estructura molecular del ADN como un relato de historia de la ciencia interesante para abordar algunas cuestiones de naturaleza de la ciencia (NDC), mediante un enfoque explícito y reflexivo. La propuesta se dirige a la formación inicial de profesorado en NDC y su didáctica. Se presta atención tanto a aspectos epistémicos como no-epistémicos en la narración del relato y en las cuestiones que se plantean para su reflexión. Asimismo, se proponen algunas recomendaciones metodológicas para su implementación en el aula, que se concretan en: (i) lectura de la controversia y respuesta en grupos pequeños a unas cuestiones sobre NDC; (ii) discusión conjunta en clase de las respuestas anteriores; y (iii) revisión de las respuestas iniciales a partir de la discusión en clase.

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.

scholarly journals PROBLEM MENDASAR YANG MUNCUL DARI PERKEMBANGAN ILMU DI BIDANG HUKUM

2018 ◽  
Vol 15 (2) ◽  
pp. 123-139
Author(s):  
Wawan Irawan
Keyword(s):  
History Of Science ◽  
Nature Of Science ◽  
General Problem ◽  
Continuous Process ◽  
Distinctive Character ◽  
Wide Range ◽  
New Knowledge ◽  
History Of ◽  
Science Problem ◽  
Historical Necessity

Recording the history of science can be traced back to thousands of years before Christ until now. Historical necessity gave birth to a wide range of concepts about the nature of science. Law as science has a distinctive character (suigeneris), that it is normative. Those characteristics caused some law scholars that do not understand the characteristics of jurisprudence have doubted law as a science. Doubt it caused more normative jurisprudence rather than empirical and his study object with respect to the guidance of behavior in a way that compliance is not entirely dependent on free will is concerned, but can be imposed by a public authority.Through science we generate new knowledge. Since the beginning of human civilization, Law has progressed in a continuous process. Progress toward understanding and managing the law-science problem seems to require disaggregating the questions. If we look carefully at what kind of "science" and what kind of "law," then perhaps we can get some analytic leverage. If we cut the general problem into little pieces, we can atleast ask more precisely what is problematic at which particular law-science interface.

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