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• Intro
• Contents
• Introduction
• Chapter One. How does the world work?
• Interlude one: What is an experiment?
• Chapter Two. What makes things happen?
• Interlude two: The impact of new techniques
• Chapter Three. What is the world made from?
• Interlude three: What is a beautiful experiment?
• Chapter Four. What is light?
• Interlude four: The art of scientific instrumentation
• Chapter Five. What is life?
• Interlude five: Thought experiments
• Chapter Six. How do organisms behave?
• Further reading
• Index
• Credits

• Intro
• Table of Contents
• Introduction: Fixing a Broken System
• 1. Fixing Representation
• 2. Fixing Signals
• 3. Fixing Mentorship
• 4. Fixing Recruitment
• 5. Fixing Environments
• 6. Fixing Visibility
• 7. Fixing Work-Life Balance
• 8. Fixing Reporting
• 9. Fixing Science
• Acknowledgments
• Notes
• Bibliography
• Index

"This volume collects previously unpublished contributions to the philosophy of science. What brings them together is a twofold goal: first and foremost, celebrating the name of Roberto Torretti, whose works in this and other areas have had and continue to have a significant impact on the international philosophy of science community; and second, the desire of advancing novel perspectives on various issues in the philosophy of science broadly construed. Roberto Torretti has made substantial contributions to current debates in the history and philosophy of science, the general philosophy of science, and the philosophy of physics and geometry. Among his landmark contributions, we
find his investigations in the history and philosophy of geometry, as well as his systematic studies of Einstein's relativity theory. This volume convenes leading philosophers and early-career scholars compiling a fine collection of chapters addressing recent debates on Kantian philosophy of science, the general philosophy of science, and the history and philosophy of physics and mathematics." -- Provided by publisher.

• Cover
• Titlepage
• Copyright
• Acknowledgements
• Contents
• 1 A Candid Friend
• 2 What Is a Quantum Field?
• 3 Quantum Fluctuation?
• 4 The Vacuum as a Dynamical System
• 5 The Very Early Universe
• 6 Nothing Comes of Nothing
• 7 Rubble and Randomness
• 8 What Science Can and Cannot Do
• 9 Science, Science Fiction and the Multiverse
• 10 Could It Simply Be?
• 11 Religious Imagery
• 12 Sinking the Selfish Gene
• 13 The Magician'S Box
• 14 Stepping Out
• 15 Angels with Dirty Faces
• 16 Science and Sensibility
• 17 Great Is the Power of Steady Misrepresentation

• 18 Fruit Pie
• 19 Contemporary Thought and Evolution
• 20 Brightland
• 21 Getting Past Brightland
• Index

• 1. Invitation to metatheory
• 2. The category of sets
• 3. The category of propositional theories
• 4. Syntactic metalogic
• 5. Syntactic metalogic redux
• 6. Semantic metalogic
• 7. Semantic metalogic redux
• 8. From metatheory to philosophy.

"Jens Knappe runs a photo agency and has been using systems with self-learning al­gorithms, with artifi­cial intelligence, for about ten years: initially for the au­tomatic recognition and classification of the agency's image inventory and, for some time now, also such systems that independently create CGIs (computer-generated images). Therefore, he was among the first to put OpenAI's no­vel "text-to-image" system DALL E 2 through rigorous testing for possible errors, potential dan­gers and also in view of its possibilities, before it was unleashed on humanity. From the very first images the system produced, it was clear that this was a milestone of epo­chal proportions, leaving its predecessors far behind. This is undoubtedly only a snapshot in an exponential, almost explo­sive develop­ment. But an important one. Because this is where the human claim to sole represen­tation of creativity comes under pressure. DALL E 2 is part of the most successful Large Lan­guage Model to date "GPT3" and therefore can draw on a large part of what has been published on the In­ternet as its "educational treasure". What could be more ob­vious than to feed the system with the grand narrati­ves, scientific theories, ancient and modern myths and future visions of humankind and see what comes out? GENESIS, a subjec­tively colored creation story based on human myths, was the guideline for the test pro­gram to AI: this book is a substrate of this systema­tic challenge to its "knowledge" and "creati­vity". It is a glimpse into a "black box," since while the techni­cal methods that can be used to improve the perform­ance of these self-learning neural networks which mi­mic the human brain are being discove­red with increa­sing pre­cision, one questi­on remains unanswered: Why? For what reason are they getting better? Why do the sen­tences that a chatbot spits out, lining up one word after another according to a probability calculati­on, become more and more similar to the communicati­on of a real person? So much so, in fact, that even pro­grammers and engineers in develo­ping companies with a sober, prosaic state of mind are increasingly getting the fee­ling that their computer pro­grams have gained conscious­ness and sentience.Why do pixels generated according to just such proba­bility calculations, placed next to other pi­xels, result in an overall image that appears to be ever more cohe­rent and intelligently composed? Images that appear on the screen a few seconds after the input of a descriptive text and where one can hardly escape the impression that one is dealing with a highly intelligent and educa­ted, creative counterpart on the other side? Machine or not. This book gives an insight into the Brave New World of Artificial Creativity."-- Publisher's website.

• Introduction
• From the 15th to the 17th century : from Copernicus's heliocentrism to Newton's law of gravitation
• 18th century : from Watt's steam engine to Lavoisier's synthesis of water
• 19th century : from Darwin's theory of evolution to Edison's light bulbs
• 20th century and beyond : from Einstein's relativity theory to CERN's Large Hadron Collider.

Science and illustration have always walked hand in hand, and not only the scientific community but the general public as well have used images since early history to understand natural phenomena. Moreover, from Galileo to Einstein, our modern history has been written with the key support of art and with all the insights it contributes. This XL-sized book collects more than 300 graphic works that range from original sketches to technical drawings, and from meticulous hand illustrations to computer-generated images. The Western scientific revolution that started in the 14th century catapulted humankind into a completely new way of understanding how nature and the world around us behaved. Whether it was diseases caused by viruses or the vast galaxies of the cosmos, a new army of professionals turned their minds to unlocking and reshaping the universe of our experience with a dialectic positioned between theory and evidence. The field of illustration and the development of knowledge became inseparably intertwined, as can be seen by the majestic works shown in this book that were produced by the scientists and artists who specialized in this combined field. Explore here the work of more than 700 scientists and over 300 discoveries in anatomy, physics, chemistry, astronomy, mechanics, and many other scientific fields, through the visual works that bring them to life. Combined with detailed texts explaining their scientific significance, the illustrations in this book introduce the work of such pioneering scientists as Andreas Vesalius, Isaac Newton, Marie Curie, and Rosalind Franklin. The visualizations themselves present game-changing ideas and discoveries from the 15th century to the present day, notably including Galileo's watercolors of the moon, Bourgery's unparalleled Atlas of Human Anatomy and Surgery, Florence Nightingale's statistical diagrams to indicate war casualties, and Einstein's quickly scribbled ideas for his general theory of relativity.

This book investigates the Royal Society's relations with Italy through a socio-historical and critical linguistic analysis of the papers concerning Italian research published in the Transactions and of the epistolary exchanges between the Society's Fellows and Italian scholars.

• Preface
• Chapter 1. STEM In- and Out-of-School
• Chapter 1. Engineering With Empathy in the Build a Better Book Project: Meaningful Making Supports STEM Participation
• Chapter 2. The Mobile Making Program: Supporting Maker-Based STEM Engagement Among Youth During Out-of-School Time
• Chapter 3. The Design of an Out-of-School Program Focused on Community-Centered Engineering Challenges
• Chapter 4. Using Human-Centered Design to Partner for Continuous Program Improvement of STEM Programming
• Chapter 5. Supporting STEM Career Knowledge and Interest for Rural Grade Two Students Through a University-School Partnership
• Chapter 6. Development of a Low-Cost Affordable Inquiry-Based System-Thinking STEM Prospectus: Food, Water, and Energy Learning Module Workbooks
• Chapter 2. STEM in the Community
• Chapter 7. Identity-Centered STEM Curricula for Black Girls: An Intersectional Intervention for Black Girl Joy
• Chapter 8. There is a disparity between the number of men and women in STEM fields. The disparity is further exacerbated when considering the percentage of women from underrepresented backgrounds in the STEM workforce. However, early and...
• Chapter 9. Enhancing Middle Grade Students' Interest and Learning in a Community-Engaged Summer STEM Competition
• Chapter 10. Zoology Pathway Program: Partnering for Student Success
• Chapter 11. Mutually Beneficial School-Industry Partnerships in STEM Education: An Aspirational Case Study
• Compilation of References
• About the Contributors
• Index.

"Locally or individually, STEM programs provide additional opportunities to engage K-12 students, including those from marginalized groups, with the support of STEM outreach organizations through the co-construction and implementation of STEM activities during school, out of school, at home, and in the community. Research suggests that community-engaged partnerships forge relationships that can enhance and sustain K-12 STEM education efforts between K-12 districts and the scholarly community. There is a need to highlight community-engaged teaching and scholarship produced from partnerships between K-12 school districts and STEM outreach organizations.Developing and Sustaining STEM Programs Across the K-12 Education Landscape describes the purpose of the collaboration between K-12 school districts and STEM outreach organizations, the STEM activities that participating K-12 students engage in, and the impacts on STEM learners that emerge from the partnership. Covering topics such as continuous program improvement, school-industry partnerships, and student success, this premier reference source is an excellent resource for educational leaders and administrators, pre-service and in-service educators, teacher educators, researchers, and academicians."-- Provided by publisher.

• Preface
• Chapter 1. Exploring Challenges of Online STEM Education Pedagogy and Practice in the MENA Region: Literature Review
• Chapter 2. STEM in Turkey: Initiatives, Implementations, and Failures
• Chapter 3. The Development of STEM Education in the Sultanate of Oman
• Chapter 4. Saudi Arabia's Vision 2030 and Its Impact on STEM Education
• Chapter 5. STEM Education in Iraq 2004-2022: Strategies, Challenges, and Outcomes
• Chapter 6. Opportunities and Challenges of Introducing Digital Health Training in Medical and Health Sciences Education in Palestine
• Chapter 7. Analyzing the Role of Popular Scientific Journalism in STEM and Turkey's Science Communication Model
• Chapter 8. STEAM Education in an Online Modality: Teaching and Learning Tradeoff - A Case Study
• Chapter 9. Teachers' Perceptions Towards the Implementation of STEM Education in the State of Kuwait
• Chapter 10. Reimagining Curriculum: Responding to Qatari Culture Through Mathematics
• Compilation of References
• Related References
• About the Contributors
• Index.

"In the Middle East and North Africa (MENA) region, recent long-term policy plans emphasize the ever-increasing need to transition to 21st-century skills and achieve sustainable development goals by preparing highly qualified nationals with credentials in STEM fields relevant to the current and future needs of the labor market. Yet, despite multiple educational reforms and substantial resources, national and international indicators of student performance still demonstrate insignificant improvement in MENA students' achievement in STEM subjects. STEM Education Approaches and Challenges in the MENA Region contributes to the existing STEM literature by exploring factors that influence student participation in STEM in MENA countries. The book also identifies the gaps in STEM education research in MENA countries and presents the current practices and challenges. Covering key topics such as gender equity, school administration, and education systems, this premier reference source is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, instructors, and students."-- Provided by publisher.

• Chapter 1: Introduction: Instruments of Futures Past
• 1.1 Galileo, Kepler and the Telescope in Science
• 1.2 The Electronic Oracle and Computer Simulations
• 1.3 The Philosophy of Computer Simulations
• References
• Chapter 2: Computer Simulations in Science
• 2.1 Equation-Based Simulations
• 2.2 Agent-Based Simulations
• 2.3 Supercomputing and Simulations
• 2.4 Machine Learning and Simulations
• References
• Chapter 3: The Rise of a Dichotomy
• 3.1 Establishing the Dichotomy
• 3.2 Somewhere In-between Model and Experiment

• 3.3 Experimental Models, Modeling Experiments and Simulating Science
• 3.4 Simulating Experiments
• 3.5 The Pipeline
• References
• Chapter 4: The Via Negativa: Computer Simulations as Distinct
• 4.1 Simply Distinct
• 4.2 Distinct from the Context in Which They Are Deployed
• 4.3 Functionally Distinct: They Do Different Things or They Do Things Differently
• 4.4 How Distinct, Really? An Objection
• References
• Chapter 5: Technical Artifacts, Instruments and a Working Definition for Computer Simulations
• 5.1 Defining Instruments
• 5.2 Defining Scientific Instruments

• 5.3 Taking Stock and Defining Computer Simulations
• References
• Chapter 6: Hybrid All the Way Down
• 6.1 A False Dichotomy: The In-betweenness of Computer Simulations Explained
• 6.2 Hybridity and Functional Novelty
• 6.3 Other Instrument Taxonomies
• References
• Chapter 7: Implications of the Instruments View of Computer Simulation
• 7.1 Epistemic Entitlements and Computer Simulations
• 7.2 Transparent Conveyers, Expert Testimony and Computer Simulations
• 7.3 Computer Simulations Are Not Transparent Conveyers
• 7.4 Warrants for One Thing Are Not Necessarily Warrants for Another

• 7.5 Computer Simulations Are Not Themselves Sources of Expert Testimony
• 7.6 Epistemic Technologies, Epistemic Trust and Epistemic Opacity
• 7.7 Scientific Inquiry Versus Everyday Epistemic Practices
• References
• Chapter 8: Conclusion.

This book provides a philosophical framework to understand computer simulations as scientific instruments. This is in sharp contrast to existing philosophical approaches on the subject, which have historically understood computer simulations as either formal abstractions or as broadly construed empirical practices. In order to make its case, the volume contains a thorough examination of conventional philosophical approaches as well as their respective limitations. Yet, also, unlike other accounts of computer simulations from the perspective of the philosophy of science, this book incorporates insights from the philosophy of technology and the history of science. Hence, the book offers philosophers of science, technologists and other researchers interested in the topic, a thorough overview of the philosophical issues regarding the design, development and deployment of computer simulations in science and science-based policy making.

• Chapter 1. Introduction
• Chapter 2. Knowing our moment: (Neo)liberalism, democracy and science (education)
• Chapter 3. Tales of struggle: dust, smoke, urban forests and confidentiality of research
• Chapter 4. Science education and possible futures
• Chapter 5. Science education and social justice: a possible dream
• Chapter 6. Towards a Science/Education of late neoliberal bodies-- Chapter 7. Growing pro-ecojustice dispositifs through science and technology education
• Chapter 8. Can we be hopeful yet?