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UNDERSTANDING SCIENTIFIC REASONING develops critical reasoning skills and guides students in the improvement of their scientific and technological literacy. The authors teach students how to understand and critically evaluate the scientific information they encounter in both textbooks and the popular media. With its focus on scientific pedagogy, UNDERSTANDING SCIENTIFIC REASONING helps students learn how to examine scientific reports with a reasonable degree of sophistication. The book also explains how to reason through case studies using the same informal logic skills employed by scientists and to analyze a complex series of propositions and hypotheses using sound scientific reasoning.
- Sales Rank: #58538 in Books
- Published on: 2005-07-13
- Original language: English
- Number of items: 1
- Dimensions: 9.25" h x .76" w x 6.37" l, .99 pounds
- Binding: Paperback
- 308 pages
Review
"Ronald N. Giere (Ph.D., Cornell University) is Professor of Philosophy at the University of Minnesota and a former Director of the Center for Philosophy of Science at the University of Minnesota. In addition to many papers in the philosophy of science, he is the author of UNDERSTANDING SCIENTIFIC REASONING (4th ed 1997); EXPLAINING SCIENCE: A COGNITIVE APPROACH (1988); and SCIENCE WITHOUT LAWS (1999). He has also edited several volumes of papers in the philosophy of science, including, most recently, "Cognitive Models of Science" (1992) and "Origins of Logical Empiricism" (1996). Professor Giere is a Fellow of The American Association for the Advancement of Science, a long-time member of the editorial board of the journal "Philosophy of Science," and a past president of the Philosophy of Science Association. His current research focuses on scientific cognition as a form of distributed cognition and on the perspectival nature of scientific knowledge."
About the Author
Ronald N. Giere (Ph.D., Cornell University) is Professor of Philosophy at the University of Minnesota and a former Director of the Center for Philosophy of Science at the University of Minnesota. In addition to many papers in the philosophy of science, he is the author of UNDERSTANDING SCIENTIFIC REASONING (4th ed 1997); EXPLAINING SCIENCE: A COGNITIVE APPROACH (1988); and SCIENCE WITHOUT LAWS (1999). He has also edited several volumes of papers in the philosophy of science, including, most recently, �Cognitive Models of Science� (1992) and �Origins of Logical Empiricism� (1996). Professor Giere is a Fellow of The American Association for the Advancement of Science, a long-time member of the editorial board of the journal �Philosophy of Science,� and a past president of the Philosophy of Science Association. His current research focuses on scientific cognition as a form of distributed cognition and on the perspectival nature of scientific knowledge.
John Bickle (Ph.D., University of California, Irvine) works in philosophy of neuroscience, philosophy of science, and cellular mechanisms of cognition and consciousness. He is noted for his "new wave reductionism" presented in his 1998 MIT Press book, PSYCHONEURAL REDUCTION: THE NEW WAVE. His most recent book, PHILOSOPHY AND NEUROSCIENCE: A RUTHLESSLY REDUCTIVE ACCOUNT, published in June 2003 by Kluwer Academic Publishers, brings recent research from molecular and cellular cognition to the attention of cognitive scientists and philosophers of mind and science. Bickle is Professor and Head of the Department of Philosophy and Professor in the Neuroscience Graduate Program at the University of Cincinnati. He is the founding editor of BRAIN AND MIND: A TRANSCIPLINARY JOURNAL OF NEUROSCIENCE AND NEUROPHILOSOPHY and founding editor of the STUDIES IN BRAIN AND MIND BOOK SERIES.
Robert Mauldin (Ph.D., University of Tennessee), serves as Professor of Chemistry and Director of General Education at Shawnee State University in Portsmouth, Ohio. Professor Mauldin has a Ph.D. in analytical chemistry with an emphasis on the study of atmospheric chemistry using supercritical fluid extraction and gas chromatography-mass spectrometry. In addition to undergraduate work in chemistry at the University of Tennessee at Martin, his educational background includes a minor in philosophy. He has a record of scholarly activity in the research areas of environmental chemistry, scientific reasoning, and general education. He currently serves as president of the Association for General and Liberal Studies (AGLS), a national organization that is dedicated to promoting the centrality of general and liberal education in the undergraduate experience. As a co-author for this edition, Mauldin is able to draw on nine years of experience with using this textbook in a general education science course focused on scientific reasoning.
Most helpful customer reviews
17 of 17 people found the following review helpful.
Great Book; Inspiring Text
By Eric
I've used this book since the first edition years ago whenever I teach our Logic and Scientific Reasoning Course. It is the best explanation I've ever seen of the process of scientific reasoning and why it is so successful. Students really get a grasp of what's going on in all branches of science, historical as well as experimental, and they can do it on their own. Great stuff, with lots of interesting and illuminating examples.
16 of 16 people found the following review helpful.
Interesting; all educated people should read it!
By A Customer
This book is much more interesting than the publisher's blurb suggests. Every day, educated people have to deal with the results of scientific study. If you're foggy on why a "significant difference" is not always a large difference (and vice versa), or if you haven't quite realized that theories can be disproved but not proved, you need this book.
17 of 18 people found the following review helpful.
Dumbed down reasong
By Claire Jones
I purchased this book because my copy of Giere's Understanding of Scientific Reasoning done back in 1979. I have lost count in how many times I have referred to that book for illuminating something about statistics or hypothesis testing or logic.
What is wrong? The other authors have convinced Giere to cut 50 or so pages from his original. In doing so, they have "Gutted" the in-depth material necessary for a thorough understanding of scientific reasoning. What is left is a "watered-down", "Dumbed-down" book on the nature of scientific reasoning without teaching "Why?"
Material about the logic of arguments, and necessary and sufficient are missing. Missing, also, from the Testing Theoretical Hypotheses is material on "What is a good test of a theoretical hypothesis?" Sadly, the whole book as a mere abridgment of the original. I wish Dr. Ronald Giere would republish his original book or let Google Books have the original or let Dover republish it.
The new book does have some features that are an improvement. Their examples are up-to-date. In their chapter 2: A Program for Evaluating Theoretical Hypotheses, they present their "Program" of 6 steps. They use good examples to back up their evaluation program. I have used it several times, myself, in evaluating academic articles.
Should you buy this book? If you are not well schooled in research methods, then buy this book. It has some useful material. If you are well schooled in research methods but have not used them for a while, it might benefit you. If you want more in-depth knowledge then stay away. Contact Ronald Giere and implore him to release his earlier work for us.
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