Sample Article Review

In the two essays being discussed we learn that science has a vast range of definitions. Science is the effort to understand (or to understand better), the history of the natural world and how the natural world works with observable physical evidence as the base of understanding. Science is about how the hypothesis is developed and how well it is defended.

This critique will outline the following, but not limited to: a brief summary of the article itself, a detailed review and assessment of the writing, and a choosing of agreement or disagreement.

When teaching natural sciences and technology, teachers need to promote an understanding of seeing these subjects as activities to promote curiosity and enjoyment about the world and that what we encounter around us. The history of science and technology should also be integrated with other subjects. Science and technology should be seen as a contribution to social justice and societal development (Motshekga, 2011). A growing need of discovery in science and technology needs to be promoted in order to form interest in ourselves, society and

The author of “Be Sure You're Right, Then Go Ahead”: The Davy Crockett Gun Craze is by Sarah Nilsen. The purpose of the article is to give detail of how Davy Crockett became the emblem that was known for guns and coon skin hats. The author does not specifically identify the purpose of the article. The purpose is well stated in the detail given about how the legend became a legend and what part Walt Disney played in it. The war, families, television shows, toy makers, and any other company that could profit from Davy Crockett and The Wild Frontier played a major role in making Davy such a legend.

Utilize the Synthesis Table, Table of Evidence and EBA Project Evaluation Tool to complete your CLC assignment. Submit these documents for this weeks CLC assignment.

The abstract provides a nice summary of the article including the purpose, method, results and conclusion of the study. There is no real sense of urgency portrayed in the abstract because the authors fail to explain what the problem is that the study is aimed at researching. The authors do include the applicability of their

Wheelers said that when kids are little they love science and find all aspects of it extremely fascinating, however, when many students get to middle school and high school, then the science information gets drilled out in lectures and tests all while students are competing against one another to get the best grade.

This framework builds on previous high quality works in science education: Science for All Americans (1989), Benchmarks for Science Literacy (1993), and NSES (1996). Unlike these previous standards, the importance of having the scientific and educational research communities was taken into the process for developing the framework. Thus, the most current research on science and science learning was grounded when identifying the science that all K-12 students should know, which increased its scientific validity and accuracy. The second step was facilitated by Achieve, Inc. with the recognition of the importance of state and educator leadership in the development of the actual standards. Thus, state policy leaders, higher education, K–12 teachers, and the science and business community were involved when developing Next Generation of Science Standards

What is Science? When it comes to the word ‘science’ most of the people have some kind of knowledge about science or when they think of it there is some kind of image related to it, a theory, scientific words or scientific research (Beyond Conservation, n.d.). Many different sorts of ideas float into an individual’s mind. Every individual has a different perception about science and how he/she perceives it. It illustrates that each person can identify science in some form. It indicates that the ‘science’ plays a vital role in our everyday lives (Lederman & Tobin, 2002). It seems that everyone can identify science but cannot differentiate it correctly from pseudo-science and non-science (Park, 1986). This essay will address the difference between science, non-science and pseudo-science. Then it will discuss possible responses to the question that what should we do when there is a clash between scientific explanation and non-scientific explanation. Then it will present a brief examination about the correct non-scientific explanation.

The general definition of science is the systematic study of the physical and natural world through observation and experiments. On the contrary, it is much more than that. Much like art, it holds a sense of subjectivity. It is an abstract paradigm that requires the input of one’s personal beliefs and values to help it progress. It is much more than just facts and theories of how the world works, but also a prime representation of the ethics and beliefs of the scientists that help mold it today. Science is a database for factual knowledge on the natural world, furthermore, it also incorporates the environment it has created. The environment consists of the particular people, behaviors, and struggles of the scientific community. Even though science incorporates many thoughts and ideas, it does not contain other ideas. Science does not hold a moral category. It does not define what is considered right and what is considered wrong. It merely provides information on certain ideas for further understanding. Any theories and applications of it can lead to other subjects. This idea also applies to what the acquired scientific knowledge is used for. Even though the ideas of complexity and subjectivity are present in both science and art, the concept of aesthetic should only be important for art. Despite requiring organization and general cleanliness, science does not need to pass the eye test. Science should be represented through proper data and its analysis and the non factual features need to have a rational reasoning. To judge or base an idea on its appeal does not equal to

In the challenge of presenting science, in its journey, not only its conclusion, Gould performs excellently, broadening the scope of what the public sees as science. This is vital, as the work of scientists becomes more complicated, and the fate of the world and of our future becomes more bound to the productivity of science and the willingness of the public to accept good science, it it the role of scientists and educators to bridge the gap between the public and science, informing people not just on ideas and conclusions, but on inquiry and reason as

The National Curriculum for Science (2013), anticipates to advance all pupils’ scientific knowledge and conceptualise understanding through the segmented scientific approaches; biology, chemistry and physics. In addition, pupils should have an awareness of the nature, processes and approaches used within science, through the various scientific enquires that enable pupils to answer questions related to the world and life. Finally, the aims of the science curriculum also consider that children must have the resources to fund the knowledge that is necessary to use science in the, present and future tense states the Department of Education (2013).

As people, we come with earlier knowledge and understandings on subjects and topics of study, “Science” being one of them. We make presumptions, based on either reasonable evidence or that our thoughts and ideas are known as true by others. Through this we have come to understand and define science as its aims, leaving its definition, whether consciously or unconsciously, unchallenged. We have taken advantage of the label that we have set for science, as well as its goals, and failed to look at them further.

This book, ‘What is this Thing called Science?’ is assigned to write a review on the third edition which was published in the year 1999, 1st February by University of Queensland Press. This book is reflects up to date with day today’s contemporary trend and gives a basic introduction on the philosophy of science. This is a very comprehensive book explaining the nature of science and its historical development. It is very informative and a necessary reference when attempting to understand the how science has evolved throughout time. The book is also well organized, and each chapter is concluded with suggestions for further reading. This book is actually a review on the philosophy of science.

The nature and process of science are a collection of things, ideas, and guidelines. “The purpose of science is to learn about and understand our universe more completely” (Science works in specific ways, 3). Science works with evidence from our world. If it doesn’t come from the natural world, it isn’t science. You need to be creative and have flexible thoughts and ideas if you want to be a scientist. Science always brings up new ideas and theories and if you aren’t flexible to those ideas you can’t be a scientist. Science has been in our world for a long time. It is deep into our history and our cultures. The principals of science; are all about understanding our world using the evidence we collect. If we can’t collect evidence on something we simply cannot understand it. If we don’t understanding something about our world, science says that we can learn about it by collecting evidence (Science has principals, 4). Science is a process; it takes time. You don’t immediately come to a conclusion for your hypothesis a few minutes