5.7 Summary

This section of the unit has made you aware that:

  • science is formed by a community of practice, creating knowledge and requiring a special language for its communication;

  • there is a difference between objective scientific methods and subjective ways of knowing;

  • political power influences scientific discoveries, and scientific knowledge is always socially embedded;

  • public understanding and perception of scien
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5.5 How society constructs scientific thinking

To understand science, it is important that we appreciate the contexts in which discoveries are made or suppressed. We can see from the account on the previous page that human understanding of the universe has changed significantly over time. The social and political climate in which scientists work has always had a profound influence on what can and cannot be said, done, published or even postulated as worthy of further investigation. (You could undertake a similar study of the debates on hu
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5.2 Scientists as a community of practice

Science has been described as involving observation, description, categorisation, investigation, experimentation and formation of theoretical explanations for naturally occurring phenomena – activities performed by scientists using scientific methods.

Jacob Bronowski (1973) said, ‘That is the essence of science: ask an impertinent question, and you are on the way to a pertinent answer’ – an apt way to put it, as with science, we set off from a starting point of curiosity an
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Sergei Gukov, Quantization and Categorification, Lecture 2
Both "quantization" and "categorification" have influenced many recent developments in pure mathematics and modern mathematical physics, ranging from applications in knot theory to geometric representation theory. Yet, these deep and fundamental concepts can be explained in simple and concrete examples, which will be one of the main goals in my lectures. I will follow a "hands-on" approach, aimed at understanding explicit calculations in addition to learning the general theory. For example, we
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2012 African Health OER Network Impact Study

The current impact study follows on from two earlier evaluations of the project.

A formative evaluation of the Design Phase completed at the end of 2009 focused mainly on OER ‘take-up’ and production in the partner institutions (OER Africa 2009). This evaluation concluded that expectations and contractual targets had been met, or exceed
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Las selvas tropicales de Costa Rica - los perezosos, los colibríes (parte 2 de 4)
Aquí las relaciones entre plantas y animales son muy intensas. Se cree que sólo en torno a una simple flor pueden vivir cerca de 20 especies de animales distintos. 4:33

Fragmento de un documental de la serie Mundos de agua de TVE.

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Strawkets and Thrust
In this activity, students investigate the effect that thrust has on rocket flight. Students will make two paper rockets that they can launch themselves by blowing through a straw. These "strawkets" will differ in diameter, such that students will understand that a rocket with a smaller exit nozzle will provide a larger thrust. Students have the opportunity to compare the distances traveled by their two strawkets after predicting where they will land. Since each student will have a slightly diff
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DFT as a Matrix Operation
This module introduces linear algebra, DFT, FFT, matrix and vector.
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The Writing Process
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Session 5: Carry on learning - resources for online educators

Purpose/Aim of this Session

Learning and teaching is a dynamic process. Just like its face-to-face counterpart, online education is not a static. New approaches, strategies and methodologies to facilitating, advancing and supporting online education are regularly developed and shared amongst practitioners. Aspects of delivering learning online might appear challenging to those new to the field. Its dynamism makes it exciting and inspiring. 

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A Curious Cash Crop: Butterflies
This BioBulletin Web site takes an in-depth look at butterfly farms. The site includes text, videos, photographs, and interviews with key scientists.
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Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of primary schools ensure that appropriate targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions.
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The purpose of this activity is to observe the type and cover of clouds including contrails. Students observe which of ten types of clouds and how many of three types of contrails are visible and how much of the sky is covered by clouds (other than contrails) and how much is covered by contrails. Intended outcomes are that students learn how to make estimates from observations and how to categorize specific clouds following general descriptions for the categories. They will learn the meteorologi
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