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Other titles in the Inside Technology series:

Pedagogy and the Practice of Science: Historical and Contemporary Perspectives (Inside Technology)

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Pedagogy and the Practice of Science: Historical and Contemporary Perspectives (Inside Technology) Cover

 

Synopses & Reviews

Publisher Comments:

andlt;Pandgt;Pedagogy and the Practice of Science provides the first sustained examination of how scientists' and engineers' training shapes their research and careers. The wide-ranging essays move pedagogy to the center of science studies, asking where questions of scientists' training should fit into our studies of the history, sociology, and anthropology of science. Chapter authors examine the deep interrelations among training, learning, and research and consider how the form of scientific training affects the content of science. They investigate types of training — in cultural and political settings as varied as Victorian Britain, interwar Japan, Stalinist Russia, and Cold War America — and the resulting scientific practices. The fields they examine span the modern physical sciences, ranging from theoretical physics to electrical engineering and from nuclear weapons science to quantum chemistry.The studies look both at how skills and practices can be transferred to scientists-in-training and at the way values and behaviors are passed on from one generation of scientists to the next. They address such topics as the interplay of techniques and changing research strategies, pedagogical controversies over what constitutes "appropriate" or "effective," the textbook as a genre for expressing scientific creativity, and the moral and social choices that are embodied in the training of new scientists. The essays thus highlight the simultaneous crafting of scientific practices and of the practitioners who put them to work.andlt;/Pandgt;

Synopsis:

Studies examining the ways in which the training of engineers and scientists shapes their research strategies and scientific identities.

Synopsis:

The studies look both at how skills and practices can be transferred to scientists-in-training and at the way values and behaviors are passed on from one generation of scientists to the next. They address such topics as the interplay of techniques and changing research strategies, pedagogical controversies over what constitutes appropriate or effective, the textbook as a genre for expressing scientific creativity, and the moral and social choices that are embodied in the training of new scientists. The essays thus highlight the simultaneous crafting of scientific practices and of the practitioners who put them to work.

Synopsis:

andlt;Pandgt;Studies examining the ways in which the training of engineers and scientists shapes their research strategies and scientific identities.andlt;/Pandgt;

Synopsis:

Pedagogy and the Practice of Science provides the first sustained examination of how scientists' and engineers' training shapes their research and careers. The wide-ranging essays move pedagogy to the center of science studies, asking where questions of scientists' training should fit into our studies of the history, sociology, and anthropology of science. Chapter authors examine the deep interrelations among training, learning, and research and consider how the form of scientific training affects the content of science. They investigate types of training — in cultural and political settings as varied as Victorian Britain, interwar Japan, Stalinist Russia, and Cold War America — and the resulting scientific practices. The fields they examine span the modern physical sciences, ranging from theoretical physics to electrical engineering and from nuclear weapons science to quantum chemistry.The studies look both at how skills and practices can be transferred to scientists-in-training and at the way values and behaviors are passed on from one generation of scientists to the next. They address such topics as the interplay of techniques and changing research strategies, pedagogical controversies over what constitutes "appropriate" or "effective," the textbook as a genre for expressing scientific creativity, and the moral and social choices that are embodied in the training of new scientists. The essays thus highlight the simultaneous crafting of scientific practices and of the practitioners who put them to work.

About the Author

David Kaiser is Leo Marx Professor in the Program in Science, Technology, and Society and Lecturer in the Department of Physics at MIT .

Product Details

ISBN:
9780262112888
Editor:
Kaiser, David
Publisher:
MIT Press (MA)
Editor:
Kaiser, David
Author:
Mody, Cyrus C. M.
Author:
Bensaude-Vincent, Bernadette
Author:
Warwick, Andrew
Author:
Bertomeu-Sánchez, Jose Ramón
Author:
Gordin, Michael
Author:
Kaiser, David
Author:
Ito, Kenji
Author:
Olesko, Kathryn M.
Author:
Park, Buhm Soon
Author:
Hall, Karl
Author:
Gooday, Graeme
Author:
Traweek, Sharon
Author:
Garcia-Belmar, Antonio
Author:
Gusterson, Hugh
Location:
Cambridge
Subject:
Philosophy
Subject:
Science
Subject:
Study & Teaching
Subject:
Research -- Methodology.
Subject:
History
Subject:
Science -- Philosophy -- History -- 20th century.
Subject:
Science -- Philosophy -- History -- 19th century.
Subject:
Education-Teaching Science
Copyright:
Edition Description:
Hardcover
Series:
Inside Technology Pedagogy and the Practice of Science
Publication Date:
20050531
Binding:
HARDCOVER
Grade Level:
from 17
Language:
English
Illustrations:
18 illus.
Pages:
440
Dimensions:
9 x 7 in

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Related Subjects

Business » Accounting and Finance
Education » Teaching » Science
Engineering » Engineering » History
Reference » Science Reference » General
Science and Mathematics » History of Science » General

Pedagogy and the Practice of Science: Historical and Contemporary Perspectives (Inside Technology) Used Hardcover
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Product details 440 pages MIT Press - English 9780262112888 Reviews:
"Synopsis" by , Studies examining the ways in which the training of engineers and scientists shapes their research strategies and scientific identities.
"Synopsis" by , The studies look both at how skills and practices can be transferred to scientists-in-training and at the way values and behaviors are passed on from one generation of scientists to the next. They address such topics as the interplay of techniques and changing research strategies, pedagogical controversies over what constitutes appropriate or effective, the textbook as a genre for expressing scientific creativity, and the moral and social choices that are embodied in the training of new scientists. The essays thus highlight the simultaneous crafting of scientific practices and of the practitioners who put them to work.
"Synopsis" by , andlt;Pandgt;Studies examining the ways in which the training of engineers and scientists shapes their research strategies and scientific identities.andlt;/Pandgt;
"Synopsis" by , Pedagogy and the Practice of Science provides the first sustained examination of how scientists' and engineers' training shapes their research and careers. The wide-ranging essays move pedagogy to the center of science studies, asking where questions of scientists' training should fit into our studies of the history, sociology, and anthropology of science. Chapter authors examine the deep interrelations among training, learning, and research and consider how the form of scientific training affects the content of science. They investigate types of training — in cultural and political settings as varied as Victorian Britain, interwar Japan, Stalinist Russia, and Cold War America — and the resulting scientific practices. The fields they examine span the modern physical sciences, ranging from theoretical physics to electrical engineering and from nuclear weapons science to quantum chemistry.The studies look both at how skills and practices can be transferred to scientists-in-training and at the way values and behaviors are passed on from one generation of scientists to the next. They address such topics as the interplay of techniques and changing research strategies, pedagogical controversies over what constitutes "appropriate" or "effective," the textbook as a genre for expressing scientific creativity, and the moral and social choices that are embodied in the training of new scientists. The essays thus highlight the simultaneous crafting of scientific practices and of the practitioners who put them to work.
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