{"title":"Things you should not believe in science","authors":"K. Taber","doi":"10.17863/CAM.17825","DOIUrl":"https://doi.org/10.17863/CAM.17825","url":null,"abstract":"This article considers the relationship between belief and learning science. It is argued that belief in science (as a process) needs to be distinguished from belief in particular scientific ideas and knowledge claims. Scientific knowledge is theoretical and provisional – something to be adopted for its utility, not as articles of faith. The scientific attitude is to always be sceptical and retain a critical attitude to what we think we know. Belief in scientific knowledge is not only inappropriate in terms of scientific values, but can also be unhelpful from an educational perspective. The science teacher should actually encourage students not to believe in the various theories, models and other products of scientific work presented in class. This approach can avoid conflicts with students’ personal beliefs, support scientific literacy, and better prepare future scientists.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"39 1","pages":"54-60"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84104226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"What Is a Chemical Element","authors":"Ten Hoor, J. Marten","doi":"10.1351/goldbook.c01022","DOIUrl":"https://doi.org/10.1351/goldbook.c01022","url":null,"abstract":"Contrary to current IUPAC recommendations, the chemical element X should be \u0000defined as the nucleus of the X atom. Consequently, different isotopes with their different nuclei belong to different elements, each one with its own physical and chemical properties. This view leads to the conclusion that we no longer have a periodic table of the elements, but a periodic table of isotopes instead.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"38 1","pages":"37-40"},"PeriodicalIF":0.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79137940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Origin and Evolution of the Solar System.","authors":"M. Woolfson","doi":"10.1201/B14939-14","DOIUrl":"https://doi.org/10.1201/B14939-14","url":null,"abstract":"Part 1 The general background: The structure of the solar system. Observations and theories of star formation. What should a theory explain? Part 2 Setting the theoretical scene: Theories up to 1960. Part 3 Current theories: A brief survey of modern theories. The Sun, planets and satellites. Planetary orbits and angular momentum. A planetary collision. The Moon. Smaller planets and irregular satellites. Asteroids, meteorites and comets. Part 4 The current state of theories: Comparisons of the main theories. Appendices.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72922244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The mysterious cosmic rays","authors":"D. Falla","doi":"10.1103/physrevfocus.2.33","DOIUrl":"https://doi.org/10.1103/physrevfocus.2.33","url":null,"abstract":"Cosmic radiation is now known to consist of particles, mostly high-energy atomic nuclei. It is the primary radiation, before its nuclear interaction in the Earth's atmosphere, that is of special interest to the astrophysicist. While the Sun does make a contribution, most of the cosmic rays come from sources outside the solar system but within our own Galaxy. Pulsars, often found in the remnants of supernovae, are a possible source, but the mechanism for particle acceleration in high-energy sources is not fully understood. One further problem relates to the origin of ultrahigh-energy cosmic rays. Recent observations suggest that these might be produced in the centres of 'active galaxies' in processes associated with supermassive black holes. This article offers an overview of the origins and nature of cosmic rays and explores some of the unanswered questions.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"19 6 1","pages":"63-66"},"PeriodicalIF":0.0,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78135002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Dillon, M. Rickinson, Kelly Teamey, M. Morris, Mee-Young Choi, D. Sanders, P. Benefield
{"title":"The value of outdoor learning: evidence from research in the UK and elsewhere","authors":"J. Dillon, M. Rickinson, Kelly Teamey, M. Morris, Mee-Young Choi, D. Sanders, P. Benefield","doi":"10.4324/9781315730486-22","DOIUrl":"https://doi.org/10.4324/9781315730486-22","url":null,"abstract":"This article summarises the key findings of a review of the research into outdoor learning published between 1993 and 2003. It summarises what is known about the impacts of fieldwork and then discusses what is known about effective practice before concluding with a look at barriers to fieldwork. This article summarises the key findings of a review that critically examined 150 pieces of research on outdoor learning published between 1993 and 2003 (Rickinson et al. , 2004). The Field Studies Council and partner organisations commissioned the review in response to the growing concern that opportunities for outdoor learning by school students in England have decreased substantially in recent years (Harris, 1999; Barker, Slingsby and Tilling, 2002). We found substantial evidence to indicate that fieldwork, properly conceived, adequately planned, well taught and effectively followed up, offers learners opportunities to develop their knowledge and skills in ways that add value to their everyday experiences in the classroom. In this article we distil some of the review’s findings of particular relevance to secondary school teachers. We look first at the impacts of fieldwork and outdoor educational visits, and then discuss what is known about effective practice before concluding with a look at barriers to fieldwork. The impacts of fieldwork and outdoor educational visits","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"60 1","pages":"107-111"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79888690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Silent Spring: Science, the environment and society","authors":"J. Dillon","doi":"10.4324/9781315730486-36","DOIUrl":"https://doi.org/10.4324/9781315730486-36","url":null,"abstract":"Rachel Carson's expose of the catastrophic impact on the environment of the aerial spraying of pesticides in the United States in the 1950s celebrated its 40th birthday in September 2002. The book Silent Spring is widely credited with being a major influence on public opinion at the time and is often cited as an inspiration for environmentalists in the US and elsewhere. Unlike many who write about science's failures. Carson did not argue against the value of science as a way of knowing. This article argues that Carson's important message, about the misuse of science, sustained by individual greed and market forces, has got lost. The message of Silent Spring and its role in the history of the environment movement worldwide make it especially relevant to post-16 students studying biology, chemistry or science for public understanding.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"15 1","pages":"113-118"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90168247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The polar bond","authors":"M. T. Hoor","doi":"10.1002/0471684228.egp09754","DOIUrl":"https://doi.org/10.1002/0471684228.egp09754","url":null,"abstract":"","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"67 1","pages":"123-126"},"PeriodicalIF":0.0,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77493916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring science locally and sharing insights globally","authors":"M. Cutler","doi":"10.1515/ci.2006.28.4.8","DOIUrl":"https://doi.org/10.1515/ci.2006.28.4.8","url":null,"abstract":"Issues such as diet and health, energy and climate change affect people all over the world, but not always in the same way. It is increasingly important that young people appreciate the science behind these issues from a global perspective as well as their own local perspective if they are to participate fully in our global society. This article explores how the Science Across the World programme can help young people to gain a global perspective on contemporary science issues by communicating with other young people across the world and developing their key skills.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"4 1","pages":"33-42"},"PeriodicalIF":0.0,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85335914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Managing the curriculum","authors":"Rebecca Edwards","doi":"10.4324/9780203130155-6","DOIUrl":"https://doi.org/10.4324/9780203130155-6","url":null,"abstract":"Curriculum content is laid down in programmes of study and specifications, usually by authorities outside the school. This article provides some background information and suggests ways in which heads of department can approach the task of developing teaching schemes from the specified content.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"46 1","pages":"23-25"},"PeriodicalIF":0.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73545758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"About Argument and Discussion.","authors":"J. Solomon","doi":"10.4324/9781315169996-16","DOIUrl":"https://doi.org/10.4324/9781315169996-16","url":null,"abstract":"Strictly logical argument can be confrontational and destructive, but for the discussions needed in science classrooms each student contributes rational inputs in a collaborative manner, always trying to see what the other person means. Differences of opinion, especially when social and ethical issues are involved, can be weighed up and often resolved, if each student carefully explains the reasons for their opinion. Such discussions are very valuable to learning, and may be useful when experts give different opinions about a contentious topical matter. Examples are given from students' discussions about social issues.","PeriodicalId":83260,"journal":{"name":"The School science review","volume":"113 1","pages":"57-62"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80736079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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