Characteristics of the nature of science

When trying to explain the nature of science, it is useful to think of science as a culture, just as thinking about the cultural world of art and music. When we enter these worlds, we need to understand and talk about art and music. Again, we need to be able to understand and talk about science

Derek Hodson, a science educator and researcher, compared science teaching and how anthropologists teach different cultures. Both can be regarded as involving people with specific knowledge, specific language, customs, customs, traditions, attitudes, values.

When we explain the nature of science, we are considering the special characteristics, values ​​and assumptions on which scientific knowledge is based, and how scientific knowledge develops.

Science education defines the principle (trait) of the essence of science understood by students and important to all citizens. William McComas and Joanne Olson analyzed the papers of the latest science education courses around the world and identified 14 statements on the nature of science common to most courses.

Scientific knowledge relies heavily on observation, experimental evidence, rational discussion and skepticism, but it is not completely dependent

Law and theory play different roles in science. Therefore, be aware that even if there is additional evidence the theory does not become a law.

This is probably the most widely recognized list of scientifically fundamental principles. These principles are considered suitable for elementary and junior high school because they do not need to provide a more accurate view of scientific career and to effectively understand scientific expertise. Each principle is explained in principle of the essence of science

These principles can be used to make each subset of the scientific nature of the New Zealand curriculum document easier to understand and to teach. They are particularly useful for opening up an alternative to "knowing science".

Abd-El-Khalick, F., Bell, R. L. & Ledermann, N. (1998). The essence of science and educational practice: to make nature unnatural. Science education, 82 (4), 417-436

Hodson, D. (2009). Education and learning about science: language, theory, method, history, tradition, and values. Sense Publisher: Rotterdam

McComas, W. F. & Olson, J. K. (1998). Scientific nature of the International Science Education Standards McComas (Ed.), Scientific Essence of Science Education: Reason and Strategy (pp. 41-52). Kluwer Academic Press: Netherlands

Correction: These functions are usually listed in the list (for example, in scientific checklists or in the scientific nature of Lederman and Lederman 7), in order to make it easier to memorize important aspects of scientific nature and processes, See one side). Understanding the nature and process of science is not just about selecting items in the list. Teachers should not expect students to remember the list of topics on science nature and processes so that teachers do not want students to remember the list of cell structures to represent cellular knowledge. These lists remind you of a more complex series of concepts, including many meanings, nuances, and interrelationships.

Science education defines the principle (trait) of the essence of science understood by students and important to all citizens. William McComas and Joanne Olson analyzed the world's most advanced science education curriculum documents and identified 14 statements on the nature of science common to most courses. This is probably the most widely recognized principle of scientific essence. These principles are considered suitable for elementary and junior high school because they do not need to provide a more accurate view of scientific career and to effectively understand scientific expertise. Each principle is explained in principle of the essence of science

In a completely technical world, we naturally base knowledge on science. Science is mathematics and depends heavily on statistical analysis of the testable features of our universe. These are the foundation of our existence and are therefore important truths that are the basis of our social structure, power and possibilities. This gives us the basic physical truth. Of course, this brings us to the world of information processing, now machine learning or artificial intelligence in media learning. ML collects the data used to build the model. This is a statistical process that depends on several important factors. The most fundamental is the validity of the statistical conclusion used to build the model and then manipulate the model via the control system.