الصفحة 1
الصفحة 1
Informatics Education - The Bridge between Using and Understanding Computers ; International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2006, Vilnius, Lithuania, November 7-11, 2006, Proceedings
Although the school system is subject to specific national regulations, didactical issues warrant discussion on an international level. This applies specifically to informatics didactics. In contrast to most other scientific disciplines, informatics undergoes substantial technical and scientific changes and shifts of paradigms even at the basic level taught in secondary school. Moreover, informatics education is under more stringent observation from parents, potential employers, and policy makers than other disciplines. It is considered to be a modern discipline. Hence, being well-educated in informatics seemingly ensures good job perspectives. Further, policy makers pay attention to informatics education, hoping that a young population well-educated in this modern technology will contribute to the future wealth of the nation.
From Summetria to Symmetry : The Making of a Revolutionary Scientific Concept
The concept of symmetry is inherent to modern science, and its evolution has a complex history that richly exemplifies the dynamics of scientific change. This study is based on primary sources, presented in context: the authors examine closely the trajectory of the concept in the mathematical and scientific disciplines as well as its trajectory in art and architecture. The principal goal is to demonstrate that, despite the variety of usages in many different domains there is a conceptual unity underlying the invocation of symmetry in the period from antiquity to the 1790s which is distinct from the scientific usages of this term that first emerged in France at the end of the 18th century.
Doing integrated history and philosophy of science : A case study of the origin of genetics
offers an integrated historical and philosophical examination of the origin of genetics. The author contends that an integrated HPS analysis helps us to have a better understanding of the history of genetics, and sheds light on some general issues in the philosophy of science. consists of three parts. It begins with historical problems, revisiting the significance of the work of Mendel, de Vries, and Weldon. Then it turns to integrated HPS problems, developing an exemplar-based analysis of the development and the progress in early genetics. Finally, it discusses philosophical problems: conceptual change, evidence, and theory choice.
