Views of Science

Koster, E.; Kupper, J.F.H.

doi:10.1142/9789811209888_0002

Cited by 3 publications

(2 citation statements)

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“…A second group, however, defended the hypothesis that the remains belonged to an ordinary homo sapiens that had been deformed by disease. The arguments of both groups were based on the same set of fossils and on sound results of scientific research, but their interpretations of the evidence were influenced by interests related to prestige, status and money (see Koster and Kupper 2020). In this case the acceptance of either hypothesis (a decision that belongs to the second stage) is underdetermined by the empirical evidence, which leaves room for such 'external' influences.…”

Section: An Example: Teaching On Science and Valuesmentioning

confidence: 99%

The Hows and whys of philosophy of science teaching: a comparative analysis

Regt

Koster

2021

Euro Jnl Phil Sci

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What makes teaching philosophy of science to non-philosophy students different from teaching it to philosophy students, and how should lecturers in philosophy adapt to an audience of practitioners of a field of study that they are reflecting on? In this paper we address this question by analyzing the differences between these student groups, and based on this analysis we make suggestions as to how philosophy of science can be taught to non-philosophy students in an effective and attractive way. Starting-point is the observation that not only the background knowledge and interests of these students but also the aims of the respective courses will differ. We present a comparative analysis of the demands and conditions for teaching philosophy of science to the different types of students, focusing on learning objectives and didactic approaches. Next, we apply our analysis to a concrete example, the role of values in science, and discuss how this may be taught to either philosophy students or non-philosophy students. Finally, we discuss an alternative format for teaching philosophy to non-philosophy students.

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Section: An Example: Teaching On Science and Valuesmentioning

confidence: 99%

The Hows and whys of philosophy of science teaching: a comparative analysis

Regt

Koster

2021

Euro Jnl Phil Sci

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“…The interviews showed some worries that the technology is not suitable for harsh environmental conditions [70]. This is often related to a negative experience in the early adoption phase of renewable energy technologies [70,72].…”

Section: Social Acceptancementioning

confidence: 99%

Availability and Feasibility of Renewable Resources for Electricity Generation in the Arctic: The Cases of Longyearbyen, Maniitsoq, and Kotzebue

et al. 2021

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Currently, the dominant energy source for electricity generation in the Arctic is diesel, which is well proven for Arctic conditions. However, diesel is expensive in the Arctic, often due to long and complicated fuel transportation routes, and so inhabitants of Arctic communities can face high electricity costs. This paper investigates whether renewable energy resources can be harvested in a feasible and cost-competitive manner. The paper highlights which renewable energy resources are generally available in the Arctic and analyzes how renewable resources, such as hydropower, wind, and photovoltaics, can be used. Furthermore, we present three specific case studies to provide in-depth insight. A simulation with different energy generation scenarios using different renewable energy sources and penetration levels was performed for each case. The results indicate that renewables can be a cost-competitive option and that the optimal mix of renewables varies for different communities. Stakeholders and experts from the case study communities were also interviewed and their responses indicated a general acceptance of renewables.

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Scientists in the Textbook

Chi

Wang

2023

Sci & Educ

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Views of Science

Cited by 3 publications

References 0 publications

The Hows and whys of philosophy of science teaching: a comparative analysis

The Hows and whys of philosophy of science teaching: a comparative analysis

Availability and Feasibility of Renewable Resources for Electricity Generation in the Arctic: The Cases of Longyearbyen, Maniitsoq, and Kotzebue

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