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The value of vitalism and Schrodinger's What is Life? in the contemporary classroom
Author(s) -
Sitaraman Ramakrishnan
Publication year - 2009
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.20279
Subject(s) - enthusiasm , perspective (graphical) , vitalism , value (mathematics) , curriculum , mathematics education , science education , worry , epistemology , salient , scientific literacy , psychology , nature of science , sociology , pedagogy , philosophy , mathematics , computer science , social psychology , artificial intelligence , anxiety , medicine , alternative medicine , pathology , psychiatry , statistics
Classic experiments and novel ideas in the history of science are often mentioned in passing in contemporary college‐level science curricula. This study indicates that the detailed and creative recapitulation of a few well‐chosen and famous, if well‐known, results and ideas has the potential to increase students' understanding and appreciation of the scientific method and provides them with an altogether novel perspective of science. Since the students are usually aware of the salient facts involved, they are free to concentrate on the method, rather than worry about assimilating new facts. Such an approach has the potential to promote original thinking and rekindle enthusiasm for science, even at the university level.