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Agreement Is The Primary Source Of Knowledge Science And Education

Agreement Is The Primary Source Of Knowledge Science And Education

Research is another way to gain knowledge. It is the reliable way and also the means to acquire a reliable knowledge of the people concerned. This is why research is cited as a search for truth or the development of knowledge, theory. From the history of humanity, As a result of research, a series of inventions has taken place since the beginning of the human generation. This has had a direct impact on people`s way of life. This is why, nowadays, many authorities need research to gain the necessary knowledge about their problems. Experimental teaching is the opposite. It distances metaphysical questions from the field of discussion, because they are subjects that are not experimental and on which scientific understanding does not extend. Thus, it is not certain that these are negations or assertions as long as experimentation is the only main criterion, as the experimental doctrine claims.

You may find that some books contain chapters that resemble academic journal articles. These are called edited volumes and contain articles that may not have been published in academic journals or pioneering articles that are re-published in the book. Published volumes are considered less serious than newspaper articles because they are not so strong in a peer review process. However, social science journals often contain references to books and published volumes. None of these sentences have been updated and none of them have been lived. Therefore, if experience were the only source of knowledge, we would not be able to distinguish between the two groups [of the sentences] mentioned above. This is because the word “experience” is the same in both. Nevertheless, we all see a clear difference between the two groups.

The second point of view is that which Marxism defends with regard to the problem of knowledge. However, Marxism has understood that this vision, in its apparent form, will lead it to rational teaching, for this vision assumes a field or an area of human knowledge outside the limits of simple experience. Thus it justified them on the basis of the unity between theory and application and the impossibility of separating one from the other. It thus retained the place of experience, empirical teaching and its consideration as a general criterion of human knowledge. Using this model of science, we first turn to cognitive research literature to study the intellectual resources that are relevant in this area that brings children to kindergarten. In a previous chapter (Chapter 3), we discussed developmental research on children`s early “mind theory,” that is, their growing awareness of their own different mind and mind and understanding of expertise. In this chapter, we first discuss how they build on these discoveries during the K-8 years, to develop the first epistemel ideas about what knowledge is and how it is constructed. Then we think about how they start to think about what scientific knowledge is and how it is built. In the field of scientific education, this research is often under the general title of students` understanding of the nature of science.

Finally, we consider external influences on students` understanding of science as a way to know the epistimographic model that might be the basis of the curriculum, and literature, even if it is extremely small, which focuses on classroom interventions in epistemic advances. Some methods of generating knowledge, such as trial and error or learning experience, tend to create very situal knowledge. Situation knowledge is often part of language, culture or traditions. This integration of situational awareness is an allusion to the community and its attempts to bring subjective perspectives together towards an incarnation of “views from anywhere. [24] Knowledge must also be linked to the ability of recognition in humans. [28] The first is ana


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