Science Education - Research Paper Example

 Introduction While academic subjects such as English or mathematics have a knowledge base that remains largely static, science education is unique in that it is in a constant state of flux. As new scientific discoveries emerge the past foundations of knowledge must change to match this new information. Indeed, the history of science has been the history of paradigm changes, where a major discovery in science forces scientists, researchers, and ultimately teachers to reconsider their means of understanding the world. Some of the most prominent such ideas have assumed a seminal place in history. This essay considers how scientific ideas have changed over time and reached the present day understandings that are in science textbooks. Specific consideration is given to the ideas developed by Galileo, Newton, Darwin, Mendel, and Einstein, as well as studies into the very age and beginning of the universe. Analysis Although it is difficult to link the beginning of modern scientific thought to a single idea or individual, one of the most foundational thinkers of modern science education is Galileo Galilei. Indeed, Galileo has been referred to as the Father of Modern Science (Gaukroger 2006, p. 229). Galileo emerged during the Renaissance when European culture began to question many of the long-entrenched beliefs that were accepted throughout the Middle Ages. Indeed, the Renaissance refers to a return to earlier times, namely Greek antiquity when intellectual culture and philosophy flourished. During Greek antiquity scientist and philosopher Ptolemy had examined the universe namely the organization and revolution of the planets. While Ptolemy implemented astronomical methods, the conclusions he reached were greatly off-based. Namely, he developed a vision of the universe where the surrounding planets, including the Sun, revolved around the Earth. This perspective was widely accepted during his time and came to represent the foundational vision of the universe for over a thousand years. In the 15th century Galileo emerged and challenged the Ptolemaic model of the world (Gaukroger 2006, p. 230). One of the greatest contributing elements to Galileo’s newfound discoveries came as a direct result of his experimentation and invention of the telescope (Gaukroger 2006, p. 230). With the development of the telescope Galileo could view and record aspects of the universe that had eluded scientists and astronomers for centuries. It was not long before Galileo developed a revolutionary change in the way modern science education views the universe. Specifically, Galileo came to realize that rather than the planets and Sun revolving around the Earth, it was the Earth that revolved around the Sun. Galileo’s discovery was so astounding and revolutionary that it was violently rejected by many individuals and institutions. Perhaps most notably the Catholic Church condemned Galileo for heresy (Cole 1986, p. 30). This resulted in him being forced to recant his statements and live his life under house arrest (Cole 1986, p. 30). Ultimately, however, Galileo’s ideas would last the test of time and now are implemented in science textbooks everywhere. Perhaps the most significant contribution to science education after Galileo’s discoveries, were those made by Isaac Newton. Newton was a truly astonishing person. While most famous scientists are recognized for developing a single idea, Newton is credited with discoveries in physics, mathematics, and astronomy. Today Newton is recognized most prominently for the discoveries he articulated in his book Mathematical Principles of Natural Philosophy. This book is perhaps the single most important book in the history of science as it established the way we viewed the world and the universe until Albert Einstein would amend many of these ideas in the early 20th century. In this book Newton established the three laws of motion, which would constitute foundational modes of understanding in both astronomy and physics (Gaukroger 2006, p. 270). These laws of motions would confirm Galileo’s earlier theories about the Sun-centered solar system, as well as provide insight into the motion of planetary bodies. Still, perhaps more recognizable is Newton’s discovery of gravity. Popular depictions of Newton’s discovery of gravity note that he first had the idea after watching an apple fall from a tree. Notably, this is a story that Newton told many people throughout his lifetime. Regarding the incident, Newton was even recorded as saying, “Why should that apple always descend perpendicularly to the ground? Why should it not go sideways, or upwards but constantly to the earths centre? Assuredly, the reason is, that the earth draws it. There must be a drawing power in matter” (Gaukroger 2006, p. 275). Still, many individuals argue that Newton was only exaggerating his discovery. In addition, to the articulation of the laws of motion and gravity, Newton’s book also invented a mode of mathematic referred to as calculus. Today calculus is a cornerstone of modern mathematics and engineering. After Newton’s release of the Mathematical Principles of Natural Philosophy his ideas would spread throughout European society and greatly revolutionize scientific thought. Notably, Newton would spend the end of his life in pursuit of a variety of odd and eccentric pursuits (Cole 1986, p. 59). For instance, Newton spent a considerable portion of his life attempting to develop the Philosopher’s Stone; namely, a material that would turn base metals into gold (Cole 1986, p. 59). Ultimately, Newton’s discoveries profoundly impacted the ideas that are taught today either directly or through later thinkers that would build from his perspectives. While the 19th century witnessed substantial scientific and cultural changes, perhaps the most groundbreaking were the theories of Charles Darwin. Darwin’s theories of natural selection as articulated in his seminal text Origin of the Species established the foundation for the theory of evolution (Darwin 2008). Such a theory constituted a truly revolutionary paradigm shift, as it called into question not simply changes in living organisms, but challenged religious foundations for the creation of the Earth. Today Darwin stands as one of the giants of modern thought through his contribution to natural selection, wherein specific traits were passed on through the generations as a direct result of their contribution to the animal’s survival. While such understandings are greatly rooted in scientific minutia they have contributed to science education in a variety of ways. Before the scientific acceptance of Darwin’s theories, mainstream society was greatly conflicted in regards to questions such as the creation of the universe. In understanding the scientific ramifications of evolution, the embracement of religious presentations of cosmology and creation has been greatly reduced in education. While Charles Darwin established many of the foundational elements of evolution that are used in science textbooks today there still remained significant questions about the exact way that traits were passed down between generations. Gregor Mendel’s essay Experiments in Plant Hybridization would largely answer these questions. Mendel’s experiments on the traits of hybrid plants illustrates to significant and great detail the means by which genetic traits are inherited among successive generations (Thurs 2007, p. 20). It’s articulation of the concepts of segregation, and independent assortment became seminal elements for 20th century thinkers in genetics and evolutionary theory. Today, because of Mendel’s contributions, science education recognizes that traits are passed on through genes, rather than being acquired during one’s lifetime and passed on to later generations. Undoubtedly the greatest contributions to science education in the 20th century were those made by Albert Einstein. A popular myth about Einstein is that as a child his parents were worried he was retarded because of his inability to learn how to read until after many other children (Cole 1986, p. 187). While this is a myth, Einstein is understood to have failed many of his tests and instead focused on physics and mathematics. Throughout his youth Einstein was greatly interested in light and once wondered what it would be like to ride on a light beam; later in life these thoughts would culminate in groundbreaking discoveries (Cole 1986, p. 185). After graduating from college Einstein went to work for a patent office. During the nighttime, however, he began work on his scientific treatises. Eventually Einstein would release his general theory of relativity that would contain the seminal E = mc2 formulation. While this is a highly complex formula Einstein’s discovery indicated that the only constant in the universe is the speed of light. This discovery indicates that the very existence of time is an illusion and that existence is relative to the way one is viewing events. Einstein’s discoveries, while building on Newton’s earlier thought, would also build on it through more accurate predictions. Even more startling Einstein’s theory would indicate that different people, if moving at different speeds, experience time differently. Ultimately, Einstein’s ideas would profoundly impact science and shape many of the ideas in science textbooks. After Einstein perhaps the most important impact on science education in the 20th century were insights made into the beginning and age of the universe. Philosophers, priests, and astronomers have considered the age of the universe for thousands of years. In the 20th century with observations and discoveries made by Edwin Hubble and Penzias and Wilson, as well as rapid technological developments, scientists and astronomers have been given tools that have allowed them to greatly advance a theory about the age of the universe (Thurs 2007, p. 75). In examining the age of the universe it’s necessary to consider that although the universe began relatively rapidly, different elements emerged at different times. While scientists and astronomers have made great strides over the last century in determining the age of the elements of the universe, it is still a debatable argument. The overriding understanding emerges from the Big Bang Theory, which has come to be accepted amongst most astronomers due to the overwhelming evidence in its favor. The core of the Big Bang Theory is that approximately 13 billion years ago, the universe suddenly exploded into existence during an occurrence that is now referred to as the Big Bang (Thurs 2007, p. 75). It is unknown what occurred exactly before the Big Bang, as this was not an explosion in space and time, but was an explosion of space and time. “For a fraction of a second 10-34 to 10-32, the universe expanded at faster than the speed of light, driven by ‘anti-gravity’. At 10-10 to 10-6, both quarks and anti-quarks existed, but due to the temperature, most of it was destroyed, leaving a tiny fragment of matter. Quarks are the building blocks of protons and neutrons” (Thurs 2007, p. 76). Ultimately, because of these discoveries, today science education has significantly more insight into the very way we got here. Conclusion In conclusion, this essay has examined the history of scientific thought. Specifically, the essay has examined the ideas of major thinkers that have contributed to the ideas that shape contemporary science education. Notably, contributions made by Galileo, Isaac Newton, Charles Darwin, Gregor Mendel, Albert Einstein, and modern cosmologists were examined. These insights were coupled with specific biographical and background information that heightens interests in the specific ideas that shape science education. References Cole, K. C., (1986). Things your teacher never told you about science: Nine shocking revelations Newsda. Long Island, New York, Darwin , C. (2008) "Origin of the Species." Web. Dec 2011. . Gaukroger, S (2006). The Emergence of a Scientific Culture: Science and the Shaping of Modernity 1210–1685. Oxford: Oxford University Press. Thurs, D. (2007). Science Talk: Changing Notions of Science in American Popular Culture. New Brunswick, NJ: Rutgers University Press. Read More