29 found
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  1.  13
    Progressive Transitions in Chemistry Teachers’ Understanding of Nature of Science Based on Historical Controversies.Mansoor Niaz - 2009 - Science & Education 18 (1):43-65.
  2.  42
    From Cathode Rays to Alpha Particles to Quantum of Action: A Rational Reconstruction of Structure of the Atom and its Implications for Chemistry Textbooks.Mansoor Niaz - 1998 - Science Education 82 (5):527-552.
  3.  14
    Leon Cooper’s Perspective on Teaching Science: An Interview Study.Mansoor Niaz, Stephen Klassen, Barbara McMillan & Don Metz - 2010 - Science & Education 19 (1):39-54.
  4. An Appraisal of the Controversial Nature of the Oil Drop Experiment: Is Closure Possible?Mansoor Niaz - 2005 - British Journal for the Philosophy of Science 56 (4):681-702.
    Acceptance of the quantization of the elementary electrical charge was preceded by a bitter dispute between Robert Millikan and Felix Ehrenhaft, which lasted for many years. Both Millikan and Ehrenhaft obtained very similar experimental results and yet Millikan was led to formulate the elementary electrical charge and Ehrenhaft to fractional charges. There have been four major attempts to reconstruct the historical events that led to the controversy: Holton ; Franklin ; Barnes et al. ; Goodstein. So we have the controversy (...)
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  5.  51
    An Appraisal of Mendeleev’s Contribution to the Development of the Periodic Table.Mansoor Niaz, María A. Rodríguez & Angmary Brito - 2004 - Studies in History and Philosophy of Science Part A 35 (2):271-282.
    Historians and philosophers of science generally conceptualize scientific progress to be dichotomous, viz., experimental observations lead to scientific laws, which later facilitate the elaboration of explanatory theories. There is considerable controversy in the literature with respect to Mendeleev’s contribution to the origin, nature, and development of the periodic table. The objectives of this study are to explore and reconstruct: a) periodicity in the periodic table as a function of atomic theory; b) role of predictions in scientific theories and its implications (...)
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  6.  12
    The Oil Drop Experiment: Do Physical Chemistry Textbooks Refer to its Controversial Nature?Mansoor Niaz & María A. Rodríguez - 2005 - Science & Education 14 (1):43-57.
  7.  15
    How in Spite of the Rhetoric, History of Chemistry has Been Ignored in Presenting Atomic Structure in Textbooks.María A. Rodríguez & Mansoor Niaz - 2002 - Science & Education 11 (5):423-441.
  8.  28
    Constructivism: Defense or a Continual Critical Appraisal A Response to Gil-Pérez Et Al.Mansoor Niaz, Fouad Abd-El-Khalick, Alicia Benarroch, Liberato Cardellini, Carlos E. Laburú, Nicolás Marín, Luis A. Montes, Robert Nola, Yuri Orlik & Lawrence C. Scharmann - 2003 - Science & Education 12 (8):787-797.
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  9.  1
    Evolving Nature of Objectivity in the History of Science and its Implications for Science Education.Mansoor Niaz - 2017 - Springer Verlag.
    This book explores the evolving nature of objectivity in the history of science and its implications for science education. It is generally considered that objectivity, certainty, truth, universality, the scientific method and the accumulation of experimental data characterize both science and science education. Such universal values associated with science may be challenged while studying controversies in their original historical context. The scientific enterprise is not characterized by objectivity or the scientific method, but rather controversies, alternative interpretations of data, ambiguity, and (...)
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  10.  36
    Science Textbooks: The Role of History and Philosophy of Science.Mansoor Niaz - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1411-1441.
    Research in science education has recognized the importance of history and philosophy of science (HPS), and this has facilitated the evaluation of science textbooks. Purpose of this chapter is to review research based on analyses of science textbooks that explicitly use a history and philosophy of science framework. This review has focused on studies published in the 15-year period (1996–2010) and has drawn on the following major science education journals: International Journal of Science Education, Journal of Research in Science Teaching, (...)
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  11. Understanding Nature of Science as Progressive Transitions in Heuristic Principles.Mansoor Niaz - 2001 - Science Education 85 (6):684-690.
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  12.  5
    How Important Are the Laws of Definite and Multiple Proportions in Chemistry and Teaching Chemistry?–A History and Philosophy of Science Perspective.Mansoor Niaz - 2001 - Science & Education 10 (3):243-266.
  13.  7
    Portrayal of the History of the Photoelectric Effect in Laboratory Instructions.Stephen Klassen, Mansoor Niaz, Don Metz, Barbara McMillan & Sarah Dietrich - 2012 - Science & Education 21 (5):729-743.
  14.  4
    Baroque Tower on a Gothic Base: A Lakatosian Reconstruction of Students' and Teachers' Understanding of Structure of the Atom.Rafael Blanco & Mansoor Niaz - 1998 - Science & Education 7 (4):327-360.
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  15.  31
    Roberto de Andrade Martins is a Professor at the Physics Institute 'Gleb Wataghin', State University of Campinas (UNICAMP), Brazil. He Received a First Degree in Physics at Sao Paulo University, and PhD in Logic and Philosophy of Science at UNICAMP. His Main Research Interests and the History and Philosophy of Physics. [REVIEW]Mansoor Niaz & Stuart Rowlands - 2001 - Science & Education 10:321-322.
  16.  5
    Can We Integrate Qualitative and Quantitative Research in Science Education?Mansoor Niaz - 1997 - Science & Education 6 (3):291-300.
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  17.  33
    A Rationale for Mixed Methods (Integrative) Research Programmes in Education.Mansoor Niaz - 2008 - Journal of Philosophy of Education 42 (2):287-305.
    Recent research shows that research programmes (quantitative, qualitative and mixed) in education are not displaced (as suggested by Kuhn) but rather lead to integration. The objective of this study is to present a rationale for mixed methods (integrative) research programs based on contemporary philosophy of science (Lakatos, Giere, Cartwright, Holton, Laudan). This historical reconstruction of episodes from physical science (spanning a period of almost 300 years, 17 th to 20 th century) does not agree with the positivist image of science. (...)
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  18. M. Neil Browne is the Distinguished Teaching Professor of Economics at Bowling Green State University, Ohio. His PhD is in Economics From the University of Texas, and His JD is From the University of Toledo. Among His Publications Are Asking the Right Questions: A Guide to Critical Thinking (Prentice Hall, 2001), and Striving for Excellence in College: Tips for Active Learning (Prentice Hall. [REVIEW]Genrikh Golin, Vandana Hunma & Mansoor Niaz - 2002 - Science & Education 11:523-524.
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  19.  13
    A Rationale for Mixed Methods (Integrative) Research Programmes in Education.Mansoor Niaz - 2008 - Journal of Philosophy of Education 42 (2):287-305.
    Recent research shows that research programmes in education are not displaced but rather lead to integration. The objective of this study is to present a rationale for mixed methods research programs based on contemporary philosophy of science. This historical reconstruction of episodes from physical science does not agree with the positivist image of science. Quantitative data by itself, does not facilitate progress, neither in the physical sciences nor in the social sciences A historical reconstruction shows that both Piaget and Pascual‐Leone's (...)
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  20.  12
    Kostas Gavroglu and Ana Simões: Neither Physics nor Chemistry: A History of Quantum Chemistry.Mansoor Niaz - 2013 - Science & Education 22 (3):753-758.
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  21.  12
    Marcia C. Linn and Bat-Sheva Eylon: Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration.Mansoor Niaz - 2013 - Science & Education 22 (8):2035-2039.
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  22. Inquiry in Science Education: International Perspectives.Fouad Abd‐El‐Khalick, Saouma Boujaoude, Richard Duschl, Norman G. Lederman, Rachel Mamlok‐Naaman, Avi Hofstein, Mansoor Niaz, David Treagust & Hsiao‐lin Tuan - 2004 - Science Education 88 (3):397-419.
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  23.  10
    A Rationale For Mixed Methods Research Programmes In Education.Mansoor Niaz - 2008 - Journal of Philosophy of Education 42 (2):287-305.
    Recent research shows that research programmes in education are not displaced but rather lead to integration. The objective of this study is to present a rationale for mixed methods research programs based on contemporary philosophy of science. This historical reconstruction of episodes from physical science does not agree with the positivist image of science. Quantitative data by itself, does not facilitate progress, neither in the physical sciences nor in the social sciences A historical reconstruction shows that both Piaget and Pascual-Leone's (...)
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  24. Progressive Transitions From Algorithmic to Conceptual Understanding in Student Ability to Solve Chemistry Problems: A Lakatosian Interpretation.Mansoor Niaz - 1995 - Science Education 79 (1):19-36.
  25.  8
    Theodore Arabatzis: Representing Electrons: A Biographical Approach to Theoretical Entities.Mansoor Niaz - 2011 - Science & Education 20 (9):921-925.
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  26. Molecular‐Equilibrium Problems: Manipulation of Logical Structure and of M‐Demand, and Their Effect on Student Performance.Georgios Tsaparlis, Margarita Kousathana & Mansoor Niaz - 1998 - Science Education 82 (4):437-454.
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  27. Arguments, Contradictions, Resistances, and Conceptual Change in Students' Understanding of Atomic Structure.Mansoor Niaz, Damarys Aguilera, Arelys Maza & Gustavo Liendo - 2002 - Science Education 86 (4):505-525.
  28.  4
    Gases as Idealized Lattices: A Rational Reconstruction of Students' Understanding of the Behavior of Gases.Mansoor Niaz - 2000 - Science & Education 9 (3):279-287.
  29.  4
    A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium.Mansoor Niaz - 1998 - Science & Education 7 (2):107-127.