8/2/2005 Copyrights DRJJ, UiTM 2004 1

Transcription

8/2/2005
Content:
Philosophy of Science: The Quest For
Knowledge
Ø Malaysia’s Aspiration: Vision 2020:
Motivation
Assoc. Prof. Dr. Jaafar Jantan aka DR. JJ
Applied Science Education Research
Applied Science, UiTM, Shah Alam
Ø What is Science & the Scientific Method?
Ø Philosophy of Science? Why Me?
Ø Knowledge
ØWhat is it?
Picture of Deep Impact Mission
ØPiaget’s Model
Flyby camera capturing the image when
impactor spacecraft collides with Tempel 1
on July 3rd.
ØMore on Constructivism
Voice: 019019-455
455--1621 email: [email protected]
[email protected];; [email protected]
Website: http://www3.uitm.edu.my/staff/drjj/drjj1.html
Copyright DRJJ, ASERG, FSG, UiTM, 2004
2
“Universities
Universities are full of knowledge,
the freshmen bring
a little in and the
seniors take
none away,
away, and
knowledge
accumulates..”
accumulates
Abbott Lowell
3
Copyright DRJJ, ASERG, FSG,
UiTM, 2004
4
VISION 2020
There are 9 strategic challenges,
which includes
Malaysia’s intention is to be:
Create a progressive and scientific
society,, highly forward looking and
society
not just as a technology user , but
also as a contributor of scientific
and technology civilization in
future.
Cemerlang,, Gemilang
Cemerlang
Gemilang,, Terbilang
Excellent, Magnificient
Magnificient,, Distinctive
People, Workforce, Country
Datuk Seri Abdullah Badawi Prime Minister of Malaysia.
Announcing the Malaysian Govt manifesto, April 2004
Copyright DRJJ, ASERG, FSG,
UiTM, 2004
Copyrights DRJJ, UiTM 2004
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8/2/2005
Learning
Science Teaching
Objectives/Intended Learning Outcome:
Research findings:
At the end of this session, participants should be able to:
§ Researchers observed that students at
all levels hold views about science that
are at odds with the views that they are
expected to develop in science courses.
§ students views may negatively affect
achievements in these science courses,
and minimize their strength in becoming
reliable science analysts.
1. State and associate vision 2020 to science literacy.
2. Discuss the meaning of science, philosophy of
science and explain the scientific methods.
3. Describe knowledge and discuss the significance of
knowledge as being Justified True Belief.
4. State Piagetian intellectual level in human and its
association to knowledge.
5. Discuss the concept of constructivism and its
relation to scientific discovery.
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Physics Learning
Velocity is bla bla …. F =
ma
v2 = u2 +2as
Physics Learning
Chemistry Learning
Isotope is bla bla ….
Kingda Ka Rocket Coaster, Six Flags Great adventure, New
Jersey. Hydraulic Launch aka rocket coaster. 128mph (204
kmh) in 3.5 s. Rise 90 deg. 426 ft, drop 90 deg 418 ft,
10
PV
=N
RT
−
2O
HNO3 ( Aq) H

→ H + ( Aq) + NO 3 ( Aq)
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What is
Science?
What is Science??
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KBSM
Objectives of
Physics/Chemistry KBSM
At the end of form 5, students should be able to:
1. Obtain knowledge on physics/chemistry
concepts, principles, theories, and laws and
able to use them in understanding the physical
phenomena .
2. Comprehend the application of
physics/chemistry in their daily life and
technological know-how.
3. Master the scientific and thinking skills.
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What is Science?
Physical universe
Biotechnology Hypothetico
human activity
Scientific method
method
Organized common-sense Regularities
Nanotehnology
practical knowledge
Nature
develop
Empirical Observations
physical world Laws
Hypothesis
Exploration
theory
Experiments
Patterns
Pollution
Graphing
Weather
Chemistry
Predict
Insights
Physics
Wisdom
Control
Biology
Order
Build
Mathematics
white coats, nerds, weather, natural disaster, air
conditioner, hand-phones, ambulance, magnetic resonance
imaging, x-rays, laser, remote control, ……
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What is
Science?
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8/2/2005
Science
Science
Uses scientific method to conclusively confirm
and conclusively falsify theories
Relies heavily on:
Theory
Phenomenological
empirical generalizations of data
Data – collection of information about physical
processes
Theory (Phenomenological & Explanatory)
Describe recurring processes of nature
Don’t refer to cause or mechanisms
Natural laws, scientific laws, physical laws
Phenomenological
empirical generalizations of data
Newton’s laws, Ohm’s laws, Beer’s Law,
Boyle’s Law, Faraday’s laws…
Describe recurring processes of nature
Don’t refer to cause or mechanisms
Science
Philosophy of Science: Science Method
Theory
Explanatory
Explain observations and not generalize
them
Conceptual construction to explain why
data exist.
Important when entities cant be directly
measured
Relativity, quantum, atomic theory,
Brownian motion…
Philosophy of science seeks to understand the
nature and justification of scientific knowledge
(structure, components, techniques, assumptions,
limitations) and its ethical implications How??
What is a scientific method?
Is there only 1 method?
How to decide on what method?
Aristotle, Bacon,
Poincare , Kuhn,
Popper
Inductive reasoning??
Hypothetico-deductive
reasoning??
Science is both a systematic process of gaining
knowledge, and the organized body of knowledge
gained by this process
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Quote
“When
When I really understand something,
it is as if I had discovered it myself
Richard Feynman, Physicist & Nobel laureate
in 1965 (Quantum Electrodynamics)
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8/2/2005
Research on Knowledge
Knowledge:
Knowledge: Plato’s conviction
Ø Webster’s Definition: “Fact or condition of
knowing something with familiarity gained
through experience or association”
Ø Knowledge ? Sense Perception
Ø If I know something then it is something that
I believe
Ø Something that is believed, true & reliable
Ø What I know I must believe, & must be true
Ø Information = data arranged in meaningful
pattern
Ø Knowledge = True Belief
Ø Justified True Belief (JTB)
Ø Is Knowledge = Information??
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Knowledge = Justified True Belief
Ø Do you have the knowledge
Ø Justified True Belief (JTB)
Example: What is velocity??
1. P is true
2. S believes that p
Response: Position and or direction
change in 1 second
3. S is justified in believing P
1. Know: Response is right coz he is right on this
and many other questions
2. Belief: Not sure of whether he answered
correctly
Response: Position and or direction
change in 1 second
3. Correct answer due to luck.
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FCI
Instrument: FCI - Q1
Ø Do you have the knowledge
1. Dua biji bola A dan B mempunyai saiz yang sama
tetapi bola A beratnya dua kali ganda berat B. Bolabola tersebut dijatuhkan serentak daripada bumbung
sebuah bangunan dua tingkat. Masa yang diambil
untuk bola-bola tersebut sampai ke tanah ialah:
1. Know: Response is right coz he is right on this
and many other questions
2. Belief: Not sure of whether he answered
correctly
3. Correct answer due to luck.
Ø Justification: Must provide reason for given answer.
Ø Provide mental process in answering
FCI-Q1
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FCI
Comparing Pre (N=1358)& Posttest (N=1145) FCI change in scores for
question 1. Answer is C.
60%
Pre A
Post A
Pre B
Post B
50%
Percentage
(A) bola A mengambil masa separuh sahaja masa yang
diambil oleh bola B.
(B) bola B mengambil masa separuh sahaja masa yang
diambil oleh bola A.
(C) lebih kurang sama.
(D) bola A lebih cepat sampai tetapi tak semestinya separuh
masa yang diambil oleh bola B.
(E) bola B lebih cepat sampai tetapi tak semestinya separuh
masa yang diambil oleh bola A.
40%
Pre C
Post C
Pre D
Post D
30%
20%
Pre E
Post E
10%
0%
Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E
Answer Options for Pre & Post Test
FCI-Q1
FCI-Q1
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Sebuah lori mengalami kerosakan dan menerima
tolakan dari belakang oleh sebuah kereta kecil untuk
menghantarnya ke bandar seperti yang digambarkan
di bawah.
15.Sewaktu kereta kecil tersebut menolak lori
dan memecut untuk mencapai kelajuan
seragam;
FCI-Q15
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(A) daya tolakan yang dikenakan oleh kereta
terhadap lori adalah sama dengan daya lori
menolak kereta
(B) daya tolakan yang dikenakan oleh kereta
terhadap lori adalah lebih kecil berbanding
dengan daya lori menolak kereta
(C) daya tolakan yang dikenakan oleh kereta
terhadap lori adalah lebih besar berbanding
dengan daya lori menolak kereta
FCI-Q15
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Knowledge
Comparing Pre (N=1354) & Posttest (N=1145) FCI change in scores for
question 15 . Answer is A.
80%
PreA
Post A
PreB
Post B
70%
60%
50%
40%
30%
20%
10%
0%
Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E
Ø Explicit – can be articulated by language math,
transmitted, stored in databases
Ø Tacit
PreC
Post C
PreD
Post D
Ø personal knowledge embedded in individual
experience
PreE
Post E
Ø Hard to articulate with language
Ø Must be converted to encoded to be
understood
Answer Options for Pre & Post Test
FCI-Q15
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8/2/2005
Knowledge
Knowledge
Ø Not to be imparted or transferred
Ø Tacit knowledge dimensions
Ø Technical (procedural) – informal skills like
know-how
Ø It is to be constructed
Ø Cognitive – Beliefs, perceptions, ideals ,
values, emotions, mental models & shapes
the way we perceive the world
Ø Depends on existing belief system
Ø Brain is not a sponge
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Piaget’s Theory of Cognitive
Development
Born 1896, in Neuchatel
Neuchatel,,
Switzerland. Died 1980 in Geneva
At 11 yrs old, published first scientific
paper on albino sparrow.
Wrote 60 books and hundreds of
articles.
Studied biology (life science) and got
his PhD at 21.
Also studied epistemology (study about
knowledge)
Merged biology and epistemology thru
research in genetic epistemology
(theory of knowledge about cognitive
growth in children)
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Piaget’s Theory of Cognitive
Development
Born 1896, in Neuchatel
Neuchatel,,
Switzerland. Died 1980 in Geneva
§Knowledge
§ Consists of cognitive structures,
structures , as
simple as sensorimotor action
schemes (a way of accomplishing
goals in some class of situations) &
as complex as logical thinking.
§ Is a biological process,
process, organism
adapting to environment
§ Primarily operative, about change &
transformation
Piaget’s Cognitive Development
Sensorimotor stage
Birth – 2 yrs (infancy)
Intelligence = motor
Activity. Knowledge =
Physical experiences
§Formal Operational stage
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Pre-operational
Prestage (Toddler
and Early
Childhood).
Concrete operational stage
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8/2/2005
Preoperational stage
begin use of symbols, use of
language matures, and
memory and imagination are
developed, but thinking is
done in a non-logical,
nonreversible manner
acquire representational
skills in area of mental
imagery especially language
and use these skills to view
world only in their own
perspective (egocentric
view)
Concrete operational stage (6/7 –
11/12 yrs)
ØPass conservation (number, length, liquid, mass,
weight, area, volume), classification, seriation,
relations, operations and spatial reasoning tasks.
Øintelligence = logical and systematic
manipulation of symbols related to concrete
objects. Can’t solve abstract problems.
ØA=B, B=C, A ? C
ØA>B, B> C A ? C
Concrete operational stage (6/7 –
11/12 yrs)
Ønot able to consider all logical possible
outcomes.
Øcan accept other person’s view & can consider
more than one views simultaneously.
ØOperational thinking develops (mental actions
that are reversible).
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Formal operational stage (11/12 – 15 yrs)
intelligence = logical use of symbols related
to abstract concepts. Ratios, volumes,
proportions, gedanken experiments
Hypothetical-deductive reasoning
Reversal in the relation between reality and
possibility
Decreased dependence on reality
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Knowledge
Research findings:
Constructivist Principle:
Only 60% university students (including
post graduate students) were able to
perform Piagetian task to indicate
development of formal operational stage.
Only 40% adults develop formal
reasoning
Source:
Students “construct”
their ideas and
observations - pulling
together what they
see and hear into a
“mental model”.
Can you recall how it
looks like before the
image “construction”?
A picture of an animal: “Some
(mental) assembly required”.
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8/2/2005
Knowledge
Knowledge
Context Principle:
Principle Interpretation of information in a physics
class includes not just the classroom & labs but also the
context of all previous learning experience. Most important
context is state of mind when information is presented.
Context Principle:
It is reasonably easy to learn
something that matches or extends
an existing mental model..
When the
card is
opened up.
It’s hard to learn something we
don’t almost already know.
Everything we learn is learned
within a “context”.
Taken from a
greeting card by
artist Jay Palefsky.
Kutzkies Artworks,
Garrison NY,
1995.
What’s this? How
sure are you?
Taken from a greeting card by
artist Jay Palefsky . Kutzkies
Artworks, Garrison NY, 1995.
End
Knowledge
Change Principle:
Closing Quotes
It is very difficult to
change an established
mental model
substantially.
Reading & listening to
lectures, for most
students, are ineffective
ways to change their
mental models. or
removing
Drawing of a young woman.
misinterpretation.
Or is it an old one? From
Knowledge is power
True Knowledge is an instrument for survival
Harvard -Radcliffe Cognitive Science
Society, Caly Budin, Pres.
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Assignment FSG500_Jul05
Assignment - Individual Presentation
Topics:
• Knowledge is power
• Knowledge is Justified True Belief
• Induction versus Hypothetico -deductive
reasoning in science.
• Reliability of the Scientific Methods.
Discuss any of the topics above in terms of:
Meaning, historical perspective, its present status in a
classroom setting and how it relates to your future
undertakings
Week 4 & 5: Preparation Aug (1st – Aug 12th)
Week 6, 7 8: Presentation (10 minutes + 2 mins for Q & A) (Aug
15th – Sept 2nd).
Week 9: Break
Weeks 10 – 15: Prepare for your term paper.
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8/2/2005 Copyrights DRJJ, UiTM 2004 1

Transcription

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