National Center for Case Study Teaching in Science …

This PowerPoint presentation sets the crime scene, encourages students to pose and test multiple hypotheses, and reinforces the logic of a scientific approach in solving everyday problems.

Writing a Hypothesis for Your Science Fair Project

Data Science- Hypothesis Testing Using Minitab and R

Geology Songs: Educational Songs for Teaching Earth Science

This question of trustworthiness can be broken down into sub-questions: (a) do the equations of the model represent the target system accurately enough for the purpose at hand and (b) does the computer provide accurate enough solutions of these equations. Practicioners refer to these, respectively, as the problem of validation and the problem of verification. In practice we often face a version of the Duhem problem because one can only evaluate the "net outcome" of a simulation and it is not possible to address these two issues one by one. This had led scientists to develop various methods to test whether the outcome of simulation is on target; for a discussion of these see Winsberg (2009, 2010).

Language Learning and Teaching: Krashen's Input Hypothesis

It has been claimed that computer simulations constitute a genuinelynew methodology of science or even a new scientific paradigm, which, moreover also raise a new host of philosophical issues (Humphreys2004, 2009, Rohrlich 1991, Winsberg 2001 and 2003, and various contributionsto Sismondo and Gissis 1999). Hence the claim is that simulations call into question our philosophical understanding of many aspects of science. However, this enthusiasm is not shared universally and some argue that simulations, far from demanding a new philosophy of science, raise few if any new philosophical problems (Frigg and Reiss 2009).


and making and testing an experimental hypothesis, which is science

The drawback of this suggestion is that fictional entities arenotoriously beset with ontological riddles. This has led manyphilosophers to argue that there are no such things as fictionalentities and that apparent ontological commitments to them must berenounced. The most influential of these deflationary accounts goesback to Quine (1953). Building on Russell's discussion ofdefinite descriptions, Quine argues that it is an illusion that werefer to fictional entities when we talk about them. Instead, we candispose of these alleged objects by turning the terms that refer tothem into predicates and analyse sentences like ‘Pegasus doesnot exist’ as ‘nothing pegasizes’. By eliminatingthe troublesome term we eschew the ontological commitment they seem tocarry. This has resulted in a lack of interest in fictional entities,in particular among philosophers of science. In a programmatic essay Fine (1993) draws attention to this neglect and submits that Quinean skepticism notwithstanding fictions play an important role in scientific reasoning. However, Fine does not offera systematic account of fictions and of how they are put to use inscience.

Pre K Science Lesson: Hypothesizing And Observation

One of the most perplexing questions in connection with models ishow they relate to theories. The separation between models and theoryis a very hazy one and in the jargon of many scientists it is oftendifficult, if not impossible, to draw a line. So the question is: isthere a distinction between models and theories and if so how do theyrelate to one another?

Here are some science teaching ideas elementary that teachers can ..

This view of models has been criticized on different grounds. Onepervasive criticism is that many types of models that play an importantrole in science are not structures and cannot be accommodated withinthe structuralist view of models, which can neither account for howthese models are constructed nor for how they work in the context ofinvestigation (Cartwright 1999, Downes 1992, Morrison 1999). Anothercharge held against the set-theoretic approach is that it is notpossible to explain how structures represent a target system whichforms part of the physical world without making assumptions that gobeyond what the approach can afford (Frigg 2006).

Science Skill: Making a Hypothesis (Gr. 2) - TeacherVision

An influential point of view takes models to be set-theoreticstructures. This position can be traced back to Suppes (1960) and isnow, with slight variants, held by most proponents of the semanticview of theories. Needless to say, there are differences betweendifferent versions of the semantic view (van Fraassen, for instance,emphasizes that models are state-space structures); a survey of thedifferent positions can be found in Suppe (1989, Ch. 1). However, onall these accounts models are structures of one sort or another (DaCosta and French 2000). As models of this kind are often closely tiedto mathematized sciences, they are sometimes also referred to as‘mathematical models’. (For a discussion of such models inbiology see Lloyd 1984 and 1994.)