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008			171028s2018 sz ||| | |||1 0|eng
010			_a 2019746864
020			_a9783319677255 (hbk)
040			_aDLC _beng _epn _erda _cDLC _dBD-DhUL
082	0	4	_a507.1 _223 _bNIE
100	1		_aNiaz, Mansoor.
245	1	0	_aEvolving nature of objectivity in the history of science and its implications for science education / _cMansoor Niaz.
260			_aCham, Switzerland : _bSpringer, _c2018.
300			_axvi, 237 p. ; _c24 cm.
365			_aEuro. _b89.99.
490	0		_aContemporary trends and issues in science education ; _vvol. 46
504			_aIncludes bibliographical references and index.
520			_aThis book explores the evolving nature of objectivity in the history of science and its implications for science education. It is generally considered that objectivity, certainty, truth, universality, the scientific method and the accumulation of experimental data characterize both science and science education. Such universal values associated with science may be challenged while studying controversies in their original historical context. The scientific enterprise is not characterized by objectivity or the scientific method, but rather controversies, alternative interpretations of data, ambiguity, and uncertainty. Although objectivity is not synonymous with truth or certainty, it has eclipsed other epistemic virtues and to be objective is often used as a synonym for scientific. Recent scholarship in history and philosophy of science has shown that it is not the experimental data (Baconian orgy of quantification) but rather the diversity / plurality in a scientific discipline that contributes toward understanding objectivity. History of science shows that objectivity and subjectivity can be considered as the two poles of a continuum and this dualism leads to a conflict in understanding the evolving nature of objectivity. The history of objectivity is nothing less than the history of science itself and the evolving and varying forms of objectivity does not mean that one replaced the other in a sequence but rather each form supplements the others. This book is remarkable for its insistence that the philosophy of science, and in particular that discipline's analysis of objectivity as the supposed hallmark of the scientific method, is of direct value to teachers of science. Meticulously, yet in a most readable way, Mansoor Niaz looks at the way objectivity has been dealt with over the years in influential educational journals and in textbooks; it's fascinating how certain perspectives fade, while basic questions show no sign of going away. There are few books that take both philosophy and education seriously - this one does! Roald Hoffmann, Cornell University, chemist, writer and Nobel Laureate in Chemistry.
588			_aDescription based on publisher-supplied MARC data.
650		0	_aScience -- Study and teaching
650		0	_aScience -- Philosophy
776	0	8	_iPrint version: _tEvolving nature of objectivity in the history of science and its implications for science education _z9783319677255 _w(DLC) 2017955964
776	0	8	_iPrinted edition: _z9783319677255
776	0	8	_iPrinted edition: _z9783319677279
776	0	8	_iPrinted edition: _z9783319884769
942			_2ddc _cBK
999			_c253748 _d253748