Table of Contents
Table of Contents
“Scientific Approaches”
INTRODUCTION
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4
CONCLUSIONS
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“Scientific Approaches”
“Scientific Approaches”
SIMONE MALACRIDA
Mathematics, physics and science are seen, too thickly, as abstruse, complicated and suitable only for insiders.
In reality, this is not the case, and this is due, primarily, to a miscommunication of content that tends more toward formalism than arousing interest.
How then to arouse this interest in what is pervasive in today's world and constantly surrounding us?
This handbook brings some examples on how to engage the audience, making science and what is related to it interesting and enticing.
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Simone Malacrida (1977)
Engineer and writer, has worked on research, finance, energy policy and industrial plants.
ANALYTICAL INDEX
INTRODUCTION
CHAPTER 1 – The main problems and objections
CHAPTER 2 – The foundations of the new approach
CHAPTER 3 – Engagement methods with examples
CHAPTER 4 – Preparing to learn science
CONCLUSIONS
INTRODUCTION
INTRODUCTION
Like many other people, I have gone through various phases where I have come across scientific concepts, thoughts or problems, be they mathematical or physical.
The first phase, common to all, is that relating to the study.
The teaching of science and mathematics, their learning methods and their different specialties is prominently present in all school curricula, from pre-school age to elementary and higher education.
We have all been students of mathematics, chemistry, physics or any type of science, if anything, the difference lies in the degree of study based on the path chosen.
The second phase, certainly common to a more restricted audience, was that of teaching or communicating scientific concepts to others.
Although I have never had "a professorship", starting from the last year of higher education, continuing for the entire university course and ending in the first years of working activity, I have done private tutoring, mainly in mathematics and physics (but also of other sciences) to students of various backgrounds.
The third phase was that of drafting manuals, and later comprehensive works, relating to mathematical and physical disciplines.
Each of these phases confronted me with different needs and complementary aspects in the study, communication and dissemination of science.
In fact, one cannot approach any issue in the same way based on being a student, teacher or writer and there are specific peculiarities.
While it is possible to see and talk at length about these differences, there are also many points of similarity.
After years and having observed the problems from various angles, it is possible to draw some general conclusions.
These conclusions are condensed in this brief manual, which certainly does not have the ambition to be exhaustive.
There is a sort of red thread that has connected these experiences which will be unraveled in the continuation of the chapters.
Each of the previous experiences has inserted a piece in the mosaic, but only with a slow sedimentation and reflection, it has been possible to abstract the overall vision.
Therefore, this writing is addressed, indifferently, to anyone who has experienced one or more of the phases mentioned.
To students, but also to teachers up to those who have the task of disseminating information outside the strictly scholastic environment.
These are personal observations and points of view, and therefore debatable and of anything but absolute validity, but which the author thinks could be useful for a better understanding of science in its entirety.
Just to make a brief initial summary, the following strands can be identified along which the manual will take shape:
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- What are the main "pitfalls" that anyone faces in approaching scientific concepts?
- How to overturn false beliefs about the approach to science?
- How to set up a new communication and a new way of proceeding to involve as many people as possible?
- How to prepare for such concepts and be able to evaluate all the possible implications?
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Finally, what we are going to explain applies up to higher education.
At the university level, most of the concepts presented are incorrect as the university student is already trained and is able to absorb many more formalisms.
The problem is, if anything, getting as many people as possible to that level and this can only be done by acting in the previous education levels.
CHAPTER 1
CHAPTER 1
The main problems and objections
Several surveys and different researches have highlighted a general difficulty in approaching scientific concepts, especially the basis of each of them: mathematics.
This can be viewed at the level of statistics or tables or tests that are carried out periodically in various sections of the school or post-school population.
If it is true in general, unfortunately in Italy, the situation is even more dramatic than in many other countries.
It seems that, right from elementary education, certain mechanisms of repulsion towards science and mathematics are established, such as to induce a series of subsequent problems, the consequence of which is to dramatically amplify harmful effects on the whole of society.
Therefore, it must be understood why this occurs and must be
Impressum
Verlag: BookRix GmbH & Co. KG
Tag der Veröffentlichung: 18.04.2023
ISBN: 978-3-7554-3915-8
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