Titlebook: Classifying Science; Phenomena, Data, The Rick Szostak Book 2004 Springer Science+Business Media B.V. 2004 document.science.scientific prac

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Concluding Remarks,hapter 1) that have both supported and been supported by these efforts at classification. Three broad questions are then addressed: “Why should science be believed?”; “How might science be improved?”; and “How should science be taught?” In answering these questions the roles of both specialized and interdisciplinary science are discussed.

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Classifying Theory,about how science should proceed will be engaged in chapter 5. Chapter 5 will also discuss ethical theories about how the world should work; these can color scientist’s perceptions of how it does work. Sadly, some theoretical texts are unclear as to whether they are addressing “is” or “should.”

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Classifying Method, external reality (Polkinghorne, 1996, 18-19). Scientific theories guide scientists to ask certain research questions; 2scientific investigations in turn suggest changes to theories or perhaps even the development of new theories.

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Book 2004assification of different types of science. ..In this book, science?- defined broadly to include the social sciences and humanities?- is first unpacked into its constituent elements: the phenomena studied, the data used, the theories employed, the methods applied, and the practices of scientists. Th

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Drawing Connections Across These Classifications,e imperfect, and that recourse to other methods is advisable. And this leads to an important general insight: given that no method is perfect, scientists should not limit any form of inquiry (including the test of any theory) to just one method.

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