History Of Science And Conceptual Understanding

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History of science and conceptual understanding According to Richard K Moran, and Page K, in “ Teaching for Conceptual Understanding in Science”, Studying history of science is important because it enable students understand the development of thought, and generalization would be empty without concrete examples. In addition, One important concern for shutting history of science out of the undergraduate science curriculum was an anxiety expressed about the history of science that the history of science is 'composed of hypocrisy and skepticism “ science scoundrels”, therefore, it is condemned by the scientific community. It also indicates that although there were early scientists ‘naive thinking and ideas, such early thinking contribute to direct our present thinking and make students’ conceptual changes. It takes long time for students to make change and build their personal knowledge to become accepted. Moreover, it mentions that one important misconception about the history of science is there are no mistakes and wrong turns science has taken; the development of science is only thought is cumulative, and continuous in science from one generation to another one. Such an error is attributed to distorted histories of science; especially those found in science textbooks, and contribute to widening the gap between historian and students. Furthermore, it indicates that one important criteria of choosing between competing and alternative theories is those, which show
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