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Re: [Phys-L] Kepler, Raleigh, Cannon-balls and Oranges.



From Kepler's little book about the structure of the snowflake - that he wrote as a new year present for a friend and dismissed (if intended as a joke) as being of no worth?

Keith


On 06/07/2022 16:40, Brian Whatcott wrote:
Reminds me of a Kepler story, on this day of Fields math prizes.....


--

“the real world - in other words, objective nature - stands behind everything explorable. In contrast to it, the scientific world picture gained by experience - the phenomenological world - remains always a mere approximation, a more or less well divined model.” <https://science-education-research.com/commonplace/>


Dr. Keith S. Taber

Emeritus Professor of Science Education
University of Cambridge
http://www.educ.cam.ac.uk/staff/taber.html


Senior Member
Homerton College, Cambridge


https://science-education-research.com



Some recent postings include

Can deforestation stop indigenous groups starving? <https://science-education-research.com/can-deforestation-stop-indigenous-groups-starving/>

How much damage can a couple of molecules do? Just how dangerous is Novichok? <https://science-education-research.com/how-much-damage-can-a-couple-of-molecules-do/>

What COVID really likes. Researching viral preferences. <https://science-education-research.com/what-covid-really-likes/>

Of mostly natural origin. Is your shampoo of natural, unnatural, or supernatural origin? <“https://science-education-research.com/of-mostly-natural-origin/”;>

Not a great experiment…What was wrong with The Loneliness Experiment? <“https://science-education-research.com/not-a-great-experiment/”;>

Bats are [almost certainly] not closely related to viruses. <“https://science-education-research.com/bats-are-almost-certainly-not-closely-related-to-viruses/”;>





Recently published scholarship:

*Taber, K. S. (2019). Experimental research into teaching innovations: responding to methodological and ethical challenges. *
/Studies in Science Education./ doi:10.1080/03057267.2019.1658058

*/The Nature of the Chemical Concept/*/: Re-constructing Chemical Knowledge in Teaching and Learning/
Royal Society of Chemistry, https://pubs.rsc.org/en/content/ebook/978-1-78262-460-8

*Taber, K. S. (2021). The Challenge to Educational Reforms during a Global Emergency: The Case of Progressive Science Education./C.E.P.S. Journal/, 11 (Special issue), 1-21. doi:doi: 10.26529/cepsj.1109*


Recent publications primarily for teachers:

*/Foundations for Teaching Chemistry/*/: Chemical knowledge for teaching/
Routledge, ISBN: 9780815377740

*/MasterClass in Science Education/*/: Transforming Teaching and Learning/
Bloomsbury Academic, ISBN: 9781474289412


Editor-in-Chief: */RSC Advances in Chemistry Education Series/*
Royal Society of Chemistry Book Series
Proposals for Advances in Chemistry Education volumes (edited or monograph) are invited. Scholarly books on all aspects of chemistry education are being considered for publication in the series ( https://science-education-research.com/advances-in-chemistry-education/ )




*ECLIPSE - /Exploring Conceptual Learning, Integration and Progression in Science Education/*
https://science-education-research.com/projects/eclipse/



*Reject publisher contracts that ask you to waive your legal rights*
Authors are granted the 'moral' right to protect the integrity of their works in law.
There is no reason for reputable academic publishers to ask authors to allow them to be able to make changes of any kind, at any time, to authors' works, without the author's approval.
Scholars should not be prepared to abandon their legal right to object to changes that undermine the integrity of their scholarly works.
Academics should refuse to sign publishers' contracts that include clauses that require authors to waive their legal moral rights.
Sign a petition to ask publishers to respect authors' legal rights: *https://science-education-research.com/academic-standards/defend-the-moral-right-to-the-integrity-of-your-scholarly-work/*