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School SEARCH It is very common to find in our schools with equipment technologies overcome, coexisting with high-tech equipment. Some examples: Rotameters X photocopier; framework for using chalk X data show; VCR DVD X; research in books X Internet research. Divided into small groups, make a visit to places which houses the equipment mentioned above. Make one comparison between the present technology equipment. Consider whether it is possible to establish a continuity in the technology of the equipment or if there is a break, or if they are different technologies. Return to the room and present their findings to colleagues. We can speak of progress in science? It is common today to hear about advancement or progress of science. This fact is related to some discoveries and technological innovations that suggest the unconscious common sense that science is evolving. On the other hand, in spite of situations like pollution, global warming, hydrogen bomb and access to medicines and technological innovations is also common to note the disillusionment of people with science. There are multiple aspects to be related to understanding the scale of the production process and development of scientific knowledge. Among others we can mention the funding of scientific research, part defined by public policy, forgetting part by private profit and the production of consumer products, the formation of the scientific community collecting empirical data and their possible interpretations, along with elaboration theories. However, many of epstemólogos and philosophers of science agree on the process of scientific knowledge production is not linear, ie, there is a continuity in the ascending line, cumulative, obtained through a scientific method. This bias, antiempirista, philosophers of science Thomas Kuhn, Karl Popper, Imre Lakatos, Pul Feyrabend and Gaston Bachelard primordiality deny that the object of knowledge such as it is understood by empiricism and also the supremacy of the knowing subject on the object as either idealism. Philosophy of Science
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Škola TRAŽI To je vrlo čest pronaći u našim školama s opremom tehnologije prevladati, suživotu s high-tech opreme. Neki primjeri: Rotameters X fotokopirni; okvir za korištenje kredom X podaci pokazuju; videorekorder DVD X; istraživanja u knjigama X Internet istraživanjima. Podijeljeni u male skupine, u posjet mjestima u kojoj se nalazi oprema za gore spomenuto. Izradu jednog usporedbu između sadašnje tehnološke opreme. Razmislite je li moguće uspostaviti kontinuitet u tehnologiji opreme ili ako postoji pauza, ili ako su različite tehnologije. Povratak u sobu i predstaviti svoja otkrića s kolegama. Možemo govoriti o napretku u znanosti? To je uobičajeno danas će čuti o napretku ili napretku znanosti. Ova činjenica je povezana s nekim otkrića i tehnoloških inovacija koje sugeriraju nesvjesnu zdrav razum da znanost se razvija. S druge strane, usprkos situacijama poput zagađenja, globalnog zatopljenja, hidrogenske bombe i dostupnost lijekova i tehnoloških inovacija je također čest na umu je razočaranje ljudi sa znanošću. Postoji više aspekata na koje se odnose na razumijevanje razmjera proizvodnog procesa i razvoja znanstvenih spoznaja. Između ostalog možemo spomenuti financiranje znanstvenih istraživanja, dio definirane od strane javne politike, zaboravljajući dio po privatni profit i proizvodnju proizvoda široke potrošnje, formiranje znanstvene zajednice prikupljanja empirijskih podataka i njihovih mogućih tumačenja, uz izradu teorije. Međutim, mnogi od epstemólogos i filozofa znanosti dogovoriti o procesu znanstvene proizvodnje znanja nije linearno, tj. postoji kontinuitet u uzlaznoj liniji, kumulativno, a dobiven znanstvenom metodom. To pristranosti, antiempirista, filozofi znanosti Thomas Kuhn, Karla Poppera, Imre Lakatos, Pul Feyrabend i Gaston Bachelarda prvobitnosti poreći da predmet znanja, kao što je razumio empirizma i nadmoć na subjekt spoznaje o objektu kao bilo idealizam. Filozofija znanosti