Titlebook: Evolving Nature of Objectivity in the History of Science and its Implications for Science Education; Mansoor Niaz Book 2018 Springer Inter

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Book 2018d 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

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Introduction: Understanding Objectivity within a Historical Perspective,imental facts. History of science, however, shows that this inductivist stance is at best a fantasy. Objectivity consists in the willingness to abandon a set of preferences when faced with contrary evidence. Although objectivity is not synonymous with truth or certainty, it is often used as a synony

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Understanding Objectivity in Research Reported in the Journal , (Springer), classified according to the following criteria: Level I, traditional understanding of objectivity as found in science textbooks and positivist philosophers of science; Level II, a simple mention of objectivity as an academic/literary objective; Level III, problematic nature of objectivity is recogn

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Understanding Objectivity in Research Reported in the , (Wiley-Blackwell), classified according to the following criteria: Levels I–V (same as presented in Chap. .). Results obtained showed the following distribution of the 110 articles evaluated: Level I = 4, Level II = 33, Level III = 68, Level IV = 5, and Level V = none. Only 5% (5 out of 110) of the articles were cons

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Science at a Crossroads: Transgression Versus Objectivity, (STM) and Atomic force microscope (AFM) for chemical research (nanotechnology) and how these are presented in general chemistry textbooks. In order to understand scientific progress, Roald Hoffmann (.), Nobel Laureate in chemistry, invokes the idea of “transgression of categorization” and Daston an

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Conclusion: Understanding the Elusive Nature of Objectivity, such as certainty, value neutral observations, facts, infallibility, and truth of scientific theories and laws. These results provide a detailed account (over a period of almost 25 years) of how the science education research community conceptualizes the difficulties involved in accepting objectivi

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