It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on the scientist’s th- retical framework or presuppositions. Holton (1969a) has deplored the widely accepted myth (experimenticism) according to which progress in science is presented as the inexorable result of the pursuit of logically sound conclusions from un- biguous experimental data. Surprisingly, some of the leading scientists themselves (Millikan is a good example) have contributed to perpetuate the myth with respect to modern science being essentially empirical, that is carefully tested experim- tal facts (free of a priori conceptions), leading to inductive generalizations. Based on the existing knowledge in a field of research a scientist formulates the guiding assumptions (Laudan et al. , 1988), presuppositions (Holton, 1978, 1998) and “hard core” (Lakatos, 1970) of the research program that constitutes the imperative of presuppositions, which is not abandoned in the face of anomalous data. Laudan and his group consider the following paraphrase of Kant by Lakatos as an important guideline: philosophy of science without history of science is empty. Starting in the 1960s, this “historical school” has attempted to redraw and replace the positivist or logical empiricist image of science that dominated for the first half of the twentieth century. Among other aspects, one that looms large in these studies is that of “guiding assumptions” and has considerable implications for the main thesis of this monograph (Chapter 2).
The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done.
Teaching general chemistry: A materials science companion. Washington, D.C.: American Chemical ... General, organic and biological chemistry: An integrated approach. ... Introductory chemistry: A guided inquiry. Hoboken, NJ: Wiley.
... science in science education: Development and validation of a checklist for analyzing the historical content of ... Physical Review, 7, 355–388. Niaz, M. (1998). From cathode rays to alpha particles to quantum of action: A rational ...
... Physical Review, 2, 109–143. Niaz, M. (2005). An appraisal of the controversial nature of the oil drop experiment: Is closure possible? British Journal for the Philosophy of Science, 56, 681–702. Niaz, M. (2009). Critical appraisal of ...
An Overview for Science Educators Mansoor Niaz. Understanding the Nature of Science (Participants' Responses to Item 1a) Item 1a asked participants to consider and reflect on the following: What do you understand by the nature of science ...
Gatekeeper of Science (1997); William Crookes and the Commercialization of Science (2008); and The Case of the Poisonous Socks. Tales from Chemistry (2011). Edgar W. Jenkins is emeritus professor of science education policy 2381 73 ...
A History and Philosophy of Science Perspective Mansoor Niaz. Science Education, 23, 623–641. Niaz, M. (2001c). How ... Critical appraisal of physical science as a human enterprise: Dynamics of scientific progress. Dordrecht: Springer ...
This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education.
Rivière, Paris Corbin A (2014) La douceur de l'ombre. Flammarion, Paris Corsi P (2005) Décrire ou classer? Taxinomies au XVIII siècle Le renouveau de la pensée linnéenne en France au XIX siècle. In: Hoquet T (ed) et al.
Research in science education has recognized the importance of history and philosophy of science (HPS).