The plum pudding model is one of several historical scientific models of the atom. First proposed by J. J. Thomson in 1904 soon after the discovery of the electron, but before the discovery of the atomic nucleus, the model tried to account for two properties of atoms then known: that electrons are negatively charged subatomic particles and that atoms have no net electric charge. The plum pudding model has electrons surrounded by a volume of positive charge, like negatively charged "plums" embedded in a positively charged "pudding".
Gregor Johann MendelOSA was a German-Czech biologist, meteorologist, mathematician, Augustinian friar and abbot of St. Thomas' Abbey in Brno (Brünn), Margraviate of Moravia. Mendel was born in a German-speaking family in the Silesian part of the Austrian Empire and gained posthumous recognition as the founder of the modern science of genetics. Though farmers had known for millennia that crossbreeding of animals and plants could favor certain desirable traits, Mendel's pea plant experiments conducted between 1856 and 1863 established many of the rules of heredity, now referred to as the laws of Mendelian inheritance.
Sir Isaac Newton was an English polymath active as a mathematician, physicist, astronomer, alchemist, theologian, and author who was described in his time as a natural philosopher. He was a key figure in the Scientific Revolution and the Enlightenment that followed. His pioneering book Philosophiæ Naturalis Principia Mathematica, first published in 1687, consolidated many previous results and established classical mechanics. Newton also made seminal contributions to optics, and shares credit with German mathematician Gottfried Wilhelm Leibniz for developing infinitesimal calculus, though he developed calculus years before Leibniz. He is considered one of the greatest and most influential scientists in history.
Materialism is a form of philosophical monism which holds that matter is the fundamental substance in nature, and that all things, including mental states and consciousness, are results of material interactions of material things. According to philosophical materialism, mind and consciousness are by-products or epiphenomena of material processes, without which they cannot exist. Materialism directly contrasts with idealism, according to which consciousness is the fundamental substance of nature.
Science is a rigorous, systematic endeavor that builds and organizes knowledge in the form of testable explanations and predictions about the world. Modern science is typically divided into three major branches: the natural sciences, which study the physical world; the social sciences, which study individuals and societies; and the formal sciences, which study formal systems, governed by axioms and rules. There is disagreement whether the formal sciences are science disciplines, because they do not rely on empirical evidence. Applied sciences are disciplines that use scientific knowledge for practical purposes, such as in engineering and medicine.
The scientific method is an empirical method for acquiring knowledge that has characterized the development of science since at least the 17th century.
Nothing, no-thing, or no thing, is the complete absence of anything as the opposite of something and an antithesis of everything. The concept of nothing has been a matter of philosophical debate since at least the 5th century BC. Early Greek philosophers argued that it was impossible for nothing to exist. The atomists allowed nothing but only in the spaces between the invisibly small atoms. For them, all space was filled with atoms. Aristotle took the view that there exists matter and there exists space, a receptacle into which matter objects can be placed. This became the paradigm for classical scientists of the modern age like Newton. Nevertheless, some philosophers, like Descartes, continued to argue against the existence of empty space until the scientific discovery of a physical vacuum.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
William Whewell was an English polymath, scientist, Anglican priest, philosopher, theologian, and historian of science. He was Master at Trinity College, Cambridge. In his time as a student there, he achieved distinction in both poetry and mathematics.
Scientific consensus is the generally held judgment, position, and opinion of the majority or the supermajority of scientists in a particular field of study at any particular time.
William Bateson was an English biologist who was the first person to use the term genetics to describe the study of heredity, and the chief populariser of the ideas of Gregor Mendel following their rediscovery in 1900 by Hugo de Vries and Carl Correns. His 1894 book Materials for the Study of Variation was one of the earliest formulations of the new approach to genetics.
Cosmology is a branch of physics and metaphysics dealing with the nature of the universe, the cosmos. The term cosmology was first used in English in 1656 in Thomas Blount's Glossographia, and in 1731 taken up in Latin by German philosopher Christian Wolff, in Cosmologia Generalis. Religious or mythological cosmology is a body of beliefs based on mythological, religious, and esoteric literature and traditions of creation myths and eschatology. In the science of astronomy, cosmology is concerned with the study of the chronology of the universe.
The psychology of science is a branch of the studies of social science defined most simply as the study of scientific thought or behavior. It is a collection of studies of various topics. The thought of psychology has been around since the late 19th century. Research on the psychology of science began in 1874, the field has seen a substantial expansion of activity in recent years. The specific field of psychology as a science first gained popularity mostly in the 1960s, with Abraham Maslow publishing an influential text on the subject, but this popularity faded, only re-emerging in the 1980s. Other studies of science include philosophy of science, history of science, and sociology of science or sociology of scientific knowledge.
Scientific misconceptions are commonly held beliefs about science that have no basis in actual scientific fact. Scientific misconceptions can also refer to preconceived notions based on religious and/or cultural influences. Many scientific misconceptions occur because of faulty teaching styles and the sometimes distancing nature of true scientific texts. Because students' prior knowledge and misconceptions are important factors for learning science, science teachers should be able to identify and address these conceptions.
William C. Wimsatt is professor emeritus in the Department of Philosophy, the Committee on Conceptual and Historical Studies of Science, and the Committee on Evolutionary Biology at the University of Chicago. He is currently a Winton Professor of the Liberal Arts at the University of Minnesota and Residential Fellow of the Minnesota Center for Philosophy of Science. He specializes in the philosophy of biology, where his areas of interest include reductionism, heuristics, emergence, scientific modeling, heredity, and cultural evolution.
The semantic view of theories is a position in the philosophy of science that holds that a scientific theory can be identified with a collection of models. The semantic view of theories was originally proposed by Patrick Suppes in “A Comparison of the Meaning and Uses of Models in Mathematics and the Empirical Sciences” as a reaction against the received view of theories popular among the logical positivists. Many varieties of the semantic view propose identifying theories with a class of set-theoretic models in the Tarskian sense, while others specify models in the mathematical language stipulated by the field of which the theory is a member.
The balance of nature, also known as ecological balance, is a theory that proposes that ecological systems are usually in a stable equilibrium or homeostasis, which is to say that a small change will be corrected by some negative feedback that will bring the parameter back to its original "point of balance" with the rest of the system. The balance is sometimes depicted as easily disturbed and delicate, while other times it is inversely portrayed as powerful enough to correct any imbalances by itself. The concept has been described as "normative", as well as teleological, as it makes a claim about how nature should be: nature is balanced because "it is supposed to be balanced". The theory has been employed to describe how populations depend on each other, for example in predator-prey systems, or relationships between herbivores and their food source. It is also sometimes applied to the relationship between the Earth's ecosystem, the composition of the atmosphere, and weather.
An index list of articles about the philosophy of science.
Conceptual change is the process whereby concepts and relationships between them change over the course of an individual person's lifetime or over the course of history. Research in four different fields – cognitive psychology, cognitive developmental psychology, science education, and history and philosophy of science - has sought to understand this process. Indeed, the convergence of these four fields, in their effort to understand how concepts change in content and organization, has led to the emergence of an interdisciplinary sub-field in its own right. This sub-field is referred to as "conceptual change" research.
Constructivism has been considered as a dominant paradigm, or research programme, in the field of science education since the 1980s. The term constructivism is widely used in many fields, and not always with quite the same intention. This entry offers an account of how constructivism is most commonly understood in science education.
