scholarly journals The effectiveness of the change in perspective of the nature of science depending on subjects of the history of science-role play -The atomic model transition and the Mendeleev’s periodic table -

2015 ◽  
Vol 39 (1) ◽  
pp. 15-27
Author(s):  
Do Wook Kim
Author(s):  
Michael D. Gordin

Dmitrii Mendeleev (1834–1907) is a name we recognize, but perhaps only as the creator of the periodic table of elements. Generally, little else has been known about him. This book is an authoritative biography of Mendeleev that draws a multifaceted portrait of his life for the first time. As the book reveals, Mendeleev was not only a luminary in the history of science, he was also an astonishingly wide-ranging political and cultural figure. From his attack on Spiritualism to his failed voyage to the Arctic and his near-mythical hot-air balloon trip, this is the story of an extraordinary maverick. The ideals that shaped his work outside science also led Mendeleev to order the elements and, eventually, to engineer one of the most fascinating scientific developments of the nineteenth century. This book is a classic work that tells the story of one of the world's most important minds.


2015 ◽  
Vol 34 (2) ◽  
pp. 310-332 ◽  
Author(s):  
Renee M. Clary ◽  
James H. Wandersee

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.


2018 ◽  
Vol 15 (2) ◽  
pp. 123-139
Author(s):  
Wawan Irawan

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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