Why should physicists study history?

Stanley, Matthew

doi:10.1063/pt.3.3235

Cited by 14 publications

(4 citation statements)

References 7 publications

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“…Both conceptually and historically, we think of elements that can contribute to a more appropriate approach to the Pascal principle in higher education textbooks. In his article [24], science historian Matthew Stanley argues about history: 'it is a way of thinking that can be powerful and illuminating' (p 38). This is because 'History of Science exposes scientists to new ways of thinking and forces them to reexamine what is already known' (p 44).…”

Section: Suggestions For Inserting Pascal's Principle Multicontextuallymentioning

confidence: 99%

Pascal’s principle revisited: a critical review of physics undergraduate textbooks

2020

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We make a multicontextual and critical review of widely used undergraduate physics textbooks, regarding Pascal’s principle, and compare them with the original work of Blaise Pascal. Our analysis shows that there are inconsistencies throughout almost all the books considered, both conceptual and historical. We provide suggestions on how to overcome or fix these inconsistencies, so Pascal’s principle can be enunciated without dubieties. Also, we intend to help, with our suggestions, to clarify this important subject for students.

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Section: Suggestions For Inserting Pascal's Principle Multicontextuallymentioning

confidence: 99%

Pascal’s principle revisited: a critical review of physics undergraduate textbooks

2020

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“…STEM education has been widely applied in science subjects (Afriana et al, 2016;Agustina et al, 2020;Bukifan et al, 2020). Stanley explained that there are several ways to understand the actual practice of science through understanding the history and nature of science (Stanley, 2016).…”

Section: Introductionmentioning

confidence: 99%

Literature Review of Science Learning Activities with Integrated STEM Education

2022

Nusantara Science and Technology Proceedings

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Science, Technology, Engineering, and Mathematics (STEM) education has been widely applied in science subjects. Structured in its application needs to be designed clearly, including the learning activities. The research objective is to analyze articles that discuss learning activities that can be carried out by teachers using this approach. The research method used is a literature review adapted from Ramdhani, et al. includes four stages, namely choosing a review topic, finding and selecting articles that match the article, analyzing and synthesizing literature, and arranging review writing. Based on the inclusion criteria, five international articles were selected. The results show that learning science with an integrated STEM can be clearly designed and certainly can connect the disciplines. In designing learning activities, it is necessary to determine topics, identify models, materials, and learning media, determine abilities be explored and learning objectives, also design learning activities and evaluate progress. For further research, can use the STEM approach in science learning empirically in the curriculum, and learning activities can be developed by integrating fields in STEM Education using a learning model or media.

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“…And is well known that before that, the name used was natural philosopher. I will begin by commenting on the need that science has of philosophy, as a group of scientists analyze in a very recent article published in the prestigious journal Proceedings of the National Academy of Sciences of the United States of America, [1] as well as other recent references that talk about the relationship between physics and philosophy [2], and physics and history [3].…”

Section: Introductionmentioning

confidence: 99%

“…Another thought-provoking article in this context has been written by Matthew Stanley with the title Why should physicists study history? [3], where he emphasizes the utility of knowing the historical aspects and social interactions that affect the evolution of physics.…”

Section: Introductionmentioning

confidence: 99%

Artificial Intelligence, Chaos, Prediction and Understanding in Science

Sanjuan

2020

Preprint

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Machine learning and deep learning techniques are contributing much to the advancement of science. Their powerful predictive capabilities appear in numerous disciplines, including chaotic dynamics, but they miss understanding. The main thesis here is that prediction and understanding are two very different and important ideas that should guide us about the progress of science. Furthermore, it is emphasized the important role played by nonlinear dynamical systems for the process of understanding. The path of the future of science will be marked by a constructive dialogue between big data and big theory, without which we cannot understand.

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Why should physicists study history?

Abstract: Just as physics is not a list of facts about the world, history is not a list of names and dates. It is a way of thinking that can be powerful and illuminating.

Cited by 14 publications

References 7 publications

Pascal’s principle revisited: a critical review of physics undergraduate textbooks

Pascal’s principle revisited: a critical review of physics undergraduate textbooks

Literature Review of Science Learning Activities with Integrated STEM Education

Artificial Intelligence, Chaos, Prediction and Understanding in Science

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