Bøger af Mansoor Niaz

This book argues that the traditional image of Feyerabend is erroneous and that, contrary to common belief, he was a great admirer of science.

This book discusses how to improve high school students'understanding of research methodology based on alternative interpretations of data, role of controversies, creativity andthe scientific method, in the context of the oil drop experiment.

This book is about how students are taught the periodic table.

Research in science education has recognized the importance of history and philosophy of science (HPS). The role played by textbooks in developing students' informed conceptions of NOS has been a source of considerable interest for science educators.

This book develops a theoretical framework for introducing students to "science in the making" - scientific practice imbued with arguments, controversies, and competition among rival theories and explanations - and moving from there to understanding to the Nature of Science.

It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on the scientist's th- retical framework or presuppositions.

How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science.

It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on the scientist's th- retical framework or presuppositions.

Presents a framework based on HPS (history and philosophy of science) for analysing introductory freshman level general chemistry and physics textbooks published in the USA. This book shows that textbooks do not present progress in science as it is actually practised by scientists.

A monograph that intends to incorporate history and philosophy of science in the chemistry curriculum in order to provide students an overview of the dynamics of scientific research, which involves controversies, conflicts and rivalries among scientists, that is the humanising aspects of science.

It goes without saying that atomic structure, including its dual wave-particle nature, cannot be demonstrated in the classroom. The authors analyze more than 120 general chemistry textbooks published in the USA, based on criteria derived from a historical reconstruction of wave-particle duality.