First Steps Toward Change in Teacher Preparation for Elementary Science

Unless introductory undergraduate science classes for prospective elementary teachers actively incorporate the philosophy of inquiry-based learning called for in K-l2 science education refom little will change in elementary science education. Thus, at James Madison University, we have developed a new integrated science core curriculum called Understanding our World [1]. This course sequence was not only designed to fulfill general education science requirements. but also to focus on content areas our students will need to know as teachers. The objectives of these courses are based on the National Science Education Standards and Virginia’s Science Standards of Learning, including earth and space science, chemistry, physics, life sciences, and environmental science [2,3]. As an integrated package, this course sequence addresses basic science content, calculation skills, the philosophy and history of science, the process of how science is done, the role of science in society, and applications of computers and technology in science. Keeping in mind that students tend to teach in the same way they were taught, Understanding our World core classes embrace the concepts associated with reform in elementary math and science

A Social Process in Science and its Content in a Simulation Program

We lay open a position concerning the difference between scientific processes and processes in science. Not all processes in science are scientific. This leads into the center of social simulation. More scientific theories should be incorporated in social simulations, and this should lead to more united structural approaches.Social Simulation, Process, Science, Theory, Social Science, Philosophy of Science

RELEVANSI FILSAFAT ILMU TERHADAP PEMBENTUKAN KARAKTER

Philosophy of science is a branch of philosophy that focuses on scientific ideas and concepts. The process of developing one's attitudes and values is known as character building. The way the philosophy of science influences one's world view and perception of the nature of truth shows the relationship between philosophy of science and character building. Several characters such as openness, logic, discipline, and morality can be grown through the study of philosophy of science. Philosophy of science can also assist one in understanding the value of practicing critical and rational thinking when making judgments as well as the fact that knowledge and truth are constantly developing and increasing. As a result, having an understanding of the philosophy of science is felt to be very important in helping each individual in their life. &nbsp

How do different student constituencies (not) learn the history and philosophy of their subject? Case studies from science, technology and medicine

[FIRST PARAGRAPH] Why should H.E. teachers concern themselves with how their students do or don’t learn? Much has been said recently about the alleged merits and demerits of ‘student-centred’ learning, especially on the extent to which student autonomy in the learning process is beneficial to their long-term interests. This paper is a not a contribution to that debate. Rather it focuses on how teachers might uphold their conventional educational responsibilities but make their role more effective. Its central thesis is that this role is most effective when treated not so much as the ‘teaching’ of students as the process of helping students to learn. This particular study concerns how university students of science, technology and medicine (STM) can be helped to learn the history and philosophy of their respective subject from practitioners in the history and philosophy of science, technology and medicine. But I will not be focussing on those students (sometimes the majority) who have no trouble learning to think in historical and philosophical ways about their subject. They are not the ones who require most help from us. More importantly, I look at those students who—despite the best efforts of their teachers—find the historical or philosophical sensibility to be difficult, repellent, uninteresting, irrelevant, pointless or simply weird. In the worst case scenario such students learn nothing substantial or valuable from classes in the history and philosophy of their subject, and become bored, alienated or hostile to the whole enterprise

Concrete utopianism in integrated assessment models: Discovering the philosophy of the shared socioeconomic pathways

The Shared Socioeconomic Pathways (SSPs) are at the forefront of climate change science today. As an influential methodology and method, the SSPs guide the framing of numerous climate change research questions and how these are investigated. Although the SSPs were developed by an interdisciplinary group of scientists in a well-documented process, there is no apparent consensus in the literature that answers the question, "What is the philosophy of science behind the SSPs?" To investigate, the paper applies a systematic thematic qualitative content analysis to the dataset of published papers that establish the rules and expectations for using the SSPs. The research determines that there is no obvious and concise statement on the epistemological and ontological foundation of the SSPs. However, based on the evidence identified in the dataset, SSPs are implicitly, though not explicitly, consistent with a critical realist and concrete utopian philosophy as coined by Roy Bhaskar. This is the first paper to discuss the philosophical underpinning of the SSPs

To Teach Modal Logic: An Opinionated Survey

I aim to promote an alternative agenda for teaching modal logic chiefly inspired by the relationships between modal logic and philosophy. The guiding idea for this proposal is a reappraisal of the interest of modal logic in philosophy, which do not stem mainly from mathematical issues, but which is motivated by central problems of philosophy and language. I will point out some themes to start elaborating a guide for a more comprehensive approach to teach modal logic, and consider the contributions of dual-process theories in cognitive science, in order to explore a pedagogical framework for the proposed point of view.Comment: Proceedings of the Fourth International Conference on Tools for Teaching Logic (TTL2015), Rennes, France, June 9-12, 2015. Editors: M. Antonia Huertas, Jo\~ao Marcos, Mar\'ia Manzano, Sophie Pinchinat, Fran\c{c}ois Schwarzentrube

Filsafat Ilmu sebagai Landasan Pengembangan Ilmu Pendidikan

The philosophy of science clarify the existence of science to the other science that requires knowledge as a medium of thinking and means of scientific communication. These are language, logic, mathematics, statistics, and other data analysis techniques. Specifications and independency science faced by the increasing number problems that can not be answered by science, therefore, philosophy appears as the answer. Philosophy gives an explanation or an answer onthat problems substantial and radical, while the science continues to develop it self- in its limit , while still radically criticized, process or the interaction basically is a field of philosophy of science. Philosophy of science therefore can be put as an attempt to bridge the gap between the philosophy and science, so that science does not despise the philosophy, and the philosophy does not see science as a superficial understanding of nature . Reality is “what is naturally “ or existence , while the appearance is that “artificially real“. Also how the relationship to both with subject /human. Epistemology is considered synonymous with the theory of knowledge. At the present time theory of knowledge can not be ignored. Epistemology of education science related to know how science education obtaining gain processing, what is the procedure to get the true scientific knowledge. Axiologiy related to what is the advantages of science education, what ethical relationship with science and its application science education in daily life . Key words : the philosophy of science, education, ontology, epistemology, axiology

A more general treatment of the philosophy of physics and the existence of universes

Natural philosophy necessarily combines the process of scientific observation with an abstract (and usually symbolic) framework, which provides a logical structure to the development of a scientific theory. The metaphysical underpinning of science includes statements about the process of science itself, and the nature of both the philosophical and material objects involved in a scientific investigation. By developing a formalism for an abstract mathematical description of inherently non-mathematical, physical objects, an attempt is made to clarify the mechanisms and implications of the philosophical tool of Ansatz. Outcomes of the analysis include a possible explanation for the philosophical issue of the 'unreasonable effectiveness' of mathematics as raised by Wigner, and an investigation into formal definitions of the terms: principles, evidence, existence and universes that are consistent with the conventions used in physics. It is found that the formalism places restrictions on the mathematical properties of objects that represent the tools and terms mentioned above. This allows one to make testable predictions regarding physics itself (where the nature of the tools of investigation is now entirely abstract) just as scientific theories make predictions about the universe at hand. That is, the mathematical structure of objects defined within the new formalism has philosophical consequences (via logical arguments) that lead to profound insights into the nature of the universe, which may serve to guide the course of future investigations in science and philosophy, and precipitate inspiring new avenues of research