Science education starts one of the earliest attempts to teach ‘popular science’ can be traced to John Anderson (1726-1796), (see biography of John Anderson and the Anderson Institution), who delivered a course of lectures in around 1760 on ‘Experimental Physics’ to an invited audience comprising tradesmen and mechanics in Glasgow. Science school may refer to science education in general, or. A magnet school with a particular focus on education in science. Science College, a United Kingdom school, part of the Specialist Schools Programmer, specializing in science. IN other words, science is one of the most important channels of knowledge. It has a specific role, as well as a variety of functions for the benefit of our society: creating new knowledge, improving education, and increasing the quality of our lives. Science must respond to societal needs and global challenges. Science education cultivates students’ curiosity about the world and enhances scientific thinking. Through the inquiry process, students will recognize the nature of science and develop scientific knowledge and science process skills to help them evaluate the impacts of scientific and technological development.# ISO certification in India

Why science is important

• Science Increases our Fundamental Knowledge.
• New Technology.
• Creates New Applications.
• Science Allows us to Share Ideas.
• Helps us Understand Our World Even Better.
• Importance to School Students.
• Learning Science: The Benefits The benefit of science are

Beyond the potential scientific breakthroughs, there are individual benefits to learning science, such as developing our ability to ask questions, collect information, organize and test our ideas, solve problems, and apply what we learn

The Advantages of Science and Technology are

• Science Leads to Knowledge and Discovery. Science expands our understanding of life.
• Science Facilitates Progress and Development. That expansion of knowledge is tantamount to progress.
• Science Defies False Beliefs.
• Science Solves Problems.
• Science Informs Decision Making

Academies of science play an important role in science diplomacy efforts. Academies are increasingly organized in regional or even international associations. The Interacademy Partnership for example is a global network consisting of over 140 national, regional and global member academies of science, engineering and medicine. Additionally, there are many regional associations such as ALLEA in Europe, NASAC as the Network of African Science Academies, IANAS in Latin America, and AASSA in Asia.

Apart from national academies of science, there are now increasingly also national young academies. National young academies usually select members for a limited term, normally 4–5 years, after which members become academy alumni. Young academies typically engage with issues important to young scientists. These include, for example, science education or the dialog between science and society. Most young academies are affiliated with a senior Academy of Sciences or with a network of senior academies. The Global Young Academy, which itself is a science academy (e.g. full member of Interacademy Partnership) often serves as a facilitator of the growing global network of young academies. Since its creation, more than 35 national young academies have been established. In 2019, there were 41 national young academies. # ISO certification in India

Important debates in the history of science concern skepticism that anything can be known for sure (such as views of Francisco Sanchez), rationalism (especially as advocated by René Descartes), intuitivism, empiricism (as argued for by Francis Bacon, then rising to particular prominence with Isaac Newton and his followers), and hypothetico-deductivist, which came to the fore in the early 19th century.# ISO certification in India

The term “scientific method” emerged in the 19th century, when a significant institutional development of science was taking place and terminologies establishing clear boundaries between science and non-science, such as “scientist” and “pseudoscience”, appeared. Throughout the 1830s and 1850s, at which time Lacanianism was popular, naturalists like William Whewell, John Herschel, John Stuart Mill engaged in debates over “induction” and “facts” and were focused on how to generate knowledge. In the late 19th and early 20th centuries, a debate over realism vs. antirealism was conducted as powerful scientific theories extended beyond the realm of the observable.

Problem-solving via scientific method

The term “scientific method” came into popular use in the twentieth century; Dewey’s 1910 book, How We Think, inspired popular guidelines, popping up in dictionaries and science textbooks, although there was little consensus over its meaning. Although there was growth through the middle of the twentieth century, by the 1960s and 1970s numerous influential philosophers of science such as Thomas Kuhn and Paul Feyerabendian had questioned the universality of the “scientific method” and in doing so largely replaced the notion of science as a homogeneous and universal method with that of it being a heterogeneous and local practice. In particular, Paul Feyerabendian, in the 1975 first edition of his book Against Method, argued against there being any universal rules of science; Popper 1963, Gauche 2003,and Tow 2010 disagree with Feyerabend’s claim; problem solvers, and researchers are to be prudent with their resources during their inquiry.# iso certification in India

Later stances include physicist Lee Smolin’s 2013 essay “There Is No Scientific Method”, in which he espouses two ethical principles, and historian of science Daniel Thurs’s chapter in the 2015 book Newton’s Apple and Other Myths about Science, which concluded that the scientific method is a myth or, at best, an idealization. As myths are beliefs, they are subject to the narrative fallacy as Talab points out.  Philosophers Robert Nola and Howard Sankey, in their 2007 book Theories of Scientific Method, said that debates over scientific method continue, and argued that Feyerabend’s, despite the title of Against Method, accepted certain rules of method and attempted to justify those rules with a meta methodology. Staddon (2017) argues it is a mistake to try following rules in the absence of an algorithmic scientific method; in that case, “science is best understood through examples”. But algorithmic methods, such as disproof of existing theory by experiment have been used since Alsace (1027) Book of Optics, and Galileo (1638) Two New Sciences, and The Assayer still stand as scientific method. They contradict Feyerabend’s stance. 

The ubiquitous element in the scientific method is empiricism. This is in opposition to stringent forms of rationalism: the scientific method embodies the position that reason alone cannot solve a particular scientific problem. A strong formulation of the scientific method is not always aligned with a form of empiricism in which the empirical data is put forward in the form of experience or other abstracted forms of knowledge; in current scientific practice, however, the use of scientific modelling and reliance on abstract typologies and theories is normally accepted. The scientific method counters claims that revelation, political or religious dogma, appeals to tradition, commonly held beliefs, common sense, or currently held theories pose the only possible means of demonstrating truth.

Different early expressions of empiricism and the scientific method can be found throughout history, for instance with the ancient Stoics, Epicurus, Alhazen, Avicenna, Roger Bacon, and William of Ockham. From the 16th century onwards, experiments were advocated by Francis Bacon, and performed by Giambattista Della Porta, Johannes Kepler, and Galileo Galilei. There was particular development aided by theoretical works by Francisco Sanchez, John Locke, George Berkeley, and David Hume.

A sea voyage from America to Europe afforded C. S. Peirce the distance to clarify his ideas, gradually resulting in the hypothetic-deductive model. Formulated in the 20th century, the model has undergone significant revision since first proposed (for a more formal discussion, see § Elements of the scientific method).

Process

The overall process involves making conjectures (hypotheses), deriving predictions from them as logical consequences, and then carrying out experiments based on those predictions to determine whether the original conjecture was correct. There are difficulties in a formulaic statement of method, however. Though the scientific method is often presented as a fixed sequence of steps, these actions are better considered as general principles.^[8] Not all steps take place in every scientific inquiry (nor to the same degree), and they are not always done in the same order. As noted by scientist and philosopher William Whewell (1794–1866), “invention, sagacity, [and] genius” are required at every step.

Formulation of a question

The question can refer to the explanation of a specific observation, as in “Why is the sky blue?” but can also be open-ended, as in “How can I design a drug to cure this particular disease?” This stage frequently involves finding and evaluating evidence from previous experiments, personal scientific observations or assertions, as well as the work of other scientists. If the answer is already known, a different question that builds on the evidence can be posed. When applying the scientific method to research, determining a good question can be very difficult and it will affect the outcome of the investigation