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ERIC Number: EJ924535
Record Type: Journal
Publication Date: 2007-Oct
Pages: 38
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-0926-7220
Discovery in Science and in Teaching Science
Kipnis, Nahum
Science & Education, v16 n9-10 p883-920 Oct 2007
A proper presentation of scientific discoveries may allow science teachers to eliminate certain myths about the nature of science, which originate from an uncertainty among scholars about what constitutes a discovery. It is shown that a disagreement on this matter originates from a confusion of the act of discovery with response to it. It is suggested to separate these two concepts and also to distinguish the "scientific" response from the "social" one. The analysis is based on historical examples, primarily from the history of optics.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A