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Understanding is an ability manifested by grasping relations of a phenomenon and articulating new explanations. Hence, scientific understanding is inextricably intertwined with and not possible without explanation, and understanding is not a type of propositional knowledge. Anna Elisabeth Höhl provides a novel philosophical account of scientific understanding by developing and defending necessary and sufficient conditions for the understanding that scientists achieve of the phenomena they are researching. This account of scientific understanding is based on and supported by a detailed investigation of an episode from scientific practice in biology.

PHILOSOPHY / Epistemology. --- Ability. --- Analytical Philosophy. --- Epistemology. --- Explanation. --- Philosophy of Science. --- Philosophy. --- Science. --- Scientific Practice.

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Since the 1980’s, there has been a marked increase in disclosures of fraud in research. Cases of scientific fraud and misconduct do not only damage society’s confidence in research, they also contribute to reduce the trustworthiness in research in itself. Research ethics, however, involve much more than investigations of misconduct. How can we encourage good scientific practice? What does honest research entail? Which gray areas exist, and when is the limit to misconduct crossed? How should allegations of misconduct be handled? What are the consequences of fraud, and what sanctions should follow? In this anthology, Norwegian researches contribute to the discussion of various perspectives on scientific integrity and misconduct. The purpose of this book is not to give unequivocal or definitive answers to what scientific misconduct is, but to convey a diversity of positions and perspectives. Some of these are overlapping, others contradictory - which also reflects the field internationally. This anthology is an important resource for students and researchers, particularly in education and training. In addition, it will also provide insights for others involved in the prevention of misconduct and the promotion of good scientific practice.

Fraud in science. --- Research --- Scientific Misconduct. --- Moral and ethical aspects. --- Scientific Dishonesty --- Ethics in Publishing --- Fraud, Scientific --- Fraudulent Data --- Research Misconduct --- Data, Fraudulent --- Dishonesties, Scientific --- Dishonesty, Scientific --- Frauds, Scientific --- Misconduct, Research --- Misconduct, Scientific --- Publishing, Ethics in --- Scientific Dishonesties --- Scientific Fraud --- Scientific Frauds --- Scientific Experimental Error --- Research ethics --- Scientific fraud --- Science --- good scientific practice --- scientific misconduct --- research ethics

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Kritik verschont sich zunehmend selbst. Sie produziert gerne vorschnelle Generalisierungen und wohlfeile Bewertungen. Reflexionsverweigerung fördert dabei Konformismus und Halbbildung. Diese Schonstellungen ersparen der Kritik die mühselige Arbeit der Selbstkritik. Zwischentöne, Ambivalenzen und Widersprüche werden ausgeblendet. Benedikt Korf analysiert differenziert die sich daraus entwickelnden Schwierigkeiten, die er am Beispiel der kritischen Geographie aufzeigt - und darüber hinaus.

Critical theory. --- Cultural geography. --- Ethics. --- Deontology --- Ethics, Primitive --- Ethology --- Moral philosophy --- Morality --- Morals --- Philosophy, Moral --- Science, Moral --- Philosophy --- Values --- Human geography --- Critical social theory --- Critical theory (Philosophy) --- Critical theory (Sociology) --- Negative philosophy --- Criticism (Philosophy) --- Philosophy, Modern --- Rationalism --- Sociology --- Frankfurt school of sociology --- Socialism --- Kritik --- Skepsis --- Ironie --- Kritische Geographie --- Wissenschaftliche Praxis --- Verantwortung --- Moral --- Michel Foucault --- Carl Schmitt --- Martin Heidegger --- Peter Sloterdijk --- Melancholie --- Zynismus --- Partizipation --- Wissenschaft --- Kulturgeographie --- Wissenschaftssoziologie --- Sozialgeographie --- Geographie --- Critique --- Skepticism --- Critical Geography --- Scientific Practice --- Responsibility --- Ethics --- Cynicism --- Participation --- Science --- Cultural Geography --- Sociology of Science --- Social Geography --- Geography

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This volume consists of a collection of articles that touch on very different research aspects within a broad scientific field known in recent years as Early Childhood Science Education. The field has gradually emerged from the interaction between three distinct scientific areas of theory and research: Early Childhood Education, Psychology, which is oriented towards the study of learning, and Science Education. At the center of the progress in this field are efforts to initiate children aged 4-8 years in the Physical and Biological Sciences. A wide range of research themes have developed around this main axis: children's mental representations of phenomena of the natural world and scientific concepts, the study of the implementation and effectiveness of specific teaching activities related to curricula or activities focusing on the specific characteristics of teaching processes such as reasoning, explanation, communication, interaction or argumentation, the issue of teachers' relevance to the teaching of science, the use of pecialized teaching materials, the emergence of the issue of scientific skills, the highly contemporary issue of the differentiation and inclusion of children in the world of science, important socio-scientific issues, the role of family-related factors etc. Within this context, this collective book aims to reflect contemporary research trends in the field of Early Childhood Science Education.

Humanities --- Education --- shape of the Earth --- conceptual development --- mental models --- astronomy --- EARTH2 test --- knowledge-as-elements --- knowledge-as-theory --- cultural differences --- science --- early childhood --- science education --- literature review --- concepts --- infants --- toddlers --- preschoolers --- preschool --- representations --- epistemology --- preschool children --- explanations --- precursor models --- natural phenomena --- combustion --- argumentation --- competence --- self-efficacy --- design --- problem-solving --- socio-cultural psychology --- collaboration --- genetic epistemology --- mental representations --- physical sciences --- sound --- address --- interpersonal meaning --- involvement --- multimodal texts --- social distance --- socio-cognitive perspective --- verbal text–image relations --- young children --- sustainable development --- early science education --- dual language learners --- low-income --- teacher language use --- integrated e-learning --- inquiry-based learning --- primary school --- 3rd-grade pupils --- project --- Science --- temperature measurement --- STEM education --- problem solving --- observation tool --- perezhivanie --- early childhood science education --- scientific competence --- teaching interventions and activities teacher training --- inquiry --- scientific practice --- health --- school gardens --- sustainability education --- cognitive skills --- experimental skills --- early childhood education --- discovery demonstration and inquiry-based teaching methods --- theory of planned behavior --- kindergarten teacher training --- STEM --- STEAM --- preschools --- parental involvement --- engagement --- kindergarten --- children --- heat --- temperature --- ideas --- experience --- Early Childhood Science Education --- research trends --- shape of the Earth --- conceptual development --- mental models --- astronomy --- EARTH2 test --- knowledge-as-elements --- knowledge-as-theory --- cultural differences --- science --- early childhood --- science education --- literature review --- concepts --- infants --- toddlers --- preschoolers --- preschool --- representations --- epistemology --- preschool children --- explanations --- precursor models --- natural phenomena --- combustion --- argumentation --- competence --- self-efficacy --- design --- problem-solving --- socio-cultural psychology --- collaboration --- genetic epistemology --- mental representations --- physical sciences --- sound --- address --- interpersonal meaning --- involvement --- multimodal texts --- social distance --- socio-cognitive perspective --- verbal text–image relations --- young children --- sustainable development --- early science education --- dual language learners --- low-income --- teacher language use --- integrated e-learning --- inquiry-based learning --- primary school --- 3rd-grade pupils --- project --- Science --- temperature measurement --- STEM education --- problem solving --- observation tool --- perezhivanie --- early childhood science education --- scientific competence --- teaching interventions and activities teacher training --- inquiry --- scientific practice --- health --- school gardens --- sustainability education --- cognitive skills --- experimental skills --- early childhood education --- discovery demonstration and inquiry-based teaching methods --- theory of planned behavior --- kindergarten teacher training --- STEM --- STEAM --- preschools --- parental involvement --- engagement --- kindergarten --- children --- heat --- temperature --- ideas --- experience --- Early Childhood Science Education --- research trends

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This volume consists of a collection of articles that touch on very different research aspects within a broad scientific field known in recent years as Early Childhood Science Education. The field has gradually emerged from the interaction between three distinct scientific areas of theory and research: Early Childhood Education, Psychology, which is oriented towards the study of learning, and Science Education. At the center of the progress in this field are efforts to initiate children aged 4-8 years in the Physical and Biological Sciences. A wide range of research themes have developed around this main axis: children's mental representations of phenomena of the natural world and scientific concepts, the study of the implementation and effectiveness of specific teaching activities related to curricula or activities focusing on the specific characteristics of teaching processes such as reasoning, explanation, communication, interaction or argumentation, the issue of teachers' relevance to the teaching of science, the use of pecialized teaching materials, the emergence of the issue of scientific skills, the highly contemporary issue of the differentiation and inclusion of children in the world of science, important socio-scientific issues, the role of family-related factors etc. Within this context, this collective book aims to reflect contemporary research trends in the field of Early Childhood Science Education.

shape of the Earth --- conceptual development --- mental models --- astronomy --- EARTH2 test --- knowledge-as-elements --- knowledge-as-theory --- cultural differences --- science --- early childhood --- science education --- literature review --- concepts --- infants --- toddlers --- preschoolers --- preschool --- representations --- epistemology --- preschool children --- explanations --- precursor models --- natural phenomena --- combustion --- argumentation --- competence --- self-efficacy --- design --- problem-solving --- socio-cultural psychology --- collaboration --- genetic epistemology --- mental representations --- physical sciences --- sound --- address --- interpersonal meaning --- involvement --- multimodal texts --- social distance --- socio-cognitive perspective --- verbal text–image relations --- young children --- sustainable development --- early science education --- dual language learners --- low-income --- teacher language use --- integrated e-learning --- inquiry-based learning --- primary school --- 3rd-grade pupils --- project --- Science --- temperature measurement --- STEM education --- problem solving --- observation tool --- perezhivanie --- early childhood science education --- scientific competence --- teaching interventions and activities teacher training --- inquiry --- scientific practice --- health --- school gardens --- sustainability education --- cognitive skills --- experimental skills --- early childhood education --- discovery demonstration and inquiry-based teaching methods --- theory of planned behavior --- kindergarten teacher training --- STEM --- STEAM --- preschools --- parental involvement --- engagement --- kindergarten --- children --- heat --- temperature --- ideas --- experience --- Early Childhood Science Education --- research trends