LEADER 04352nam 22005895 450 001 9910522559003321 005 20230810173350.0 010 $a9783030802011$b(electronic bk.) 010 $z9783030802004 024 7 $a10.1007/978-3-030-80201-1 035 $a(MiAaPQ)EBC6882446 035 $a(Au-PeEL)EBL6882446 035 $a(CKB)21069302700041 035 $a(DE-He213)978-3-030-80201-1 035 $a(EXLCZ)9921069302700041 100 $a20220201d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aScientific Knowledge as a Culture $eThe Pleasure of Understanding /$fby Igal Galili 205 $a1st ed. 2021. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2021. 215 $a1 online resource (487 pages) 225 1 $aScience: Philosophy, History and Education,$x2520-8608 311 08$aPrint version: Galili, Igal Scientific Knowledge As a Culture Cham : Springer International Publishing AG,c2022 9783030802004 320 $aIncludes bibliographical references and index. 327 $aPart I. Conceptual Excursus -- 1 Understanding Classical Mechanics: A Dialogue with the Cartesian Theory of Motion -- 2 De Motu ?The History of the Understanding of Motion, from Aristotle to Newton -- 3 Optical Image and Vision: From Pythagoras to Kepler -- 4 Inertial Force ? The Unifying Concept -- 5 Weight Concept: From Aristotle to Newton and then to Einstein -- Part II Perspectives -- 6 Scientific Knowledge as a Culture ? a Paradigm of Knowledge Representation for the Meaningful Teaching and Learning Science -- 7 Teaching Optics: A Historico-Philosophical Perspective -- 8 From Comparison between Scientists to Gaining Cultural Scientific Knowledge - Leonardo and Galileo -- 9 A Refined Account of Nature of Science -- 10 On the Power of Fine Arts Pictorial Imagery in Science Education -- 11 Epilogue ? Discipline-Culture for the Pleasure of Understanding. 330 $aThis book, in its first part, contains units of conceptual history of several topics of physics based on the research in physics education and research based articles with regard to several topics involved in teaching science in general and physics in particular. The second part of the book includes the framework used, the approach considering science knowledge as a special type of culture ? discipline-culture. Within this approach, scientific knowledge is considered as comprised of a few inclusive fundamental theories each hierarchically structured in a triadic pattern: nucleus-body-periphery. While nucleus incorporates the basic principles and body comprises their implementations in the variety of laws, models, and experiments, periphery includes concepts at odds to the nucleus. This structure introduces knowledge in its conceptual variation thus converting disciplinary knowledge to cultural-disciplinary one. The approach draws on history and philosophy of science (HPS) necessary for meaningful learning of science. It is exemplified in several aspects regarding teaching physics, presenting history in classes, considering the special nature of science, and using artistic images in regular teaching. The revealed conceptual debate around the chosen topics clarifies the subject matter for school students and teachers encouraging construction of Cultural Content Knowledge. Often missed in teachers' preparation and common curriculum it helps genuine understanding of science thus providing remedy of students' misconceptions reported in educational research. 410 0$aScience: Philosophy, History and Education,$x2520-8608 606 $aScience$xStudy and teaching 606 $aEducation 606 $aScience$xHistory 606 $aScience Education 606 $aEducation 606 $aHistory of Science 615 0$aScience$xStudy and teaching. 615 0$aEducation. 615 0$aScience$xHistory. 615 14$aScience Education. 615 24$aEducation. 615 24$aHistory of Science. 676 $a507.1 676 $a507.1 700 $aGalili$b Igal$01082117 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910522559003321 996 $aScientific Knowledge As a Culture$92597029 997 $aUNINA