By David Morland
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Extra resources for Demanding the Impossible?: Human Nature and Politics in Nineteenth-Century Social Anarchism (Anarchist Studies)
B. Flick & N. G. ), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 389–425). Dordrecht: Kluwer. , & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature, International Journal of Science Education, 22(7), 665–701. American Association for the Advancement of Science (AAAS). (1989). Project 2061: Science for all Americans. Washington, DC: AAAS. Also published by Oxford University Press, 1990.
A growing literature informs how people respond to perceptual stimuli, what information holds salience for them, and how they consciously and unconsciously allocate their attention. Findings based on research from visual and auditory perception and the design of our perceptual apparatus offer some useful insights. Relevant key findings are as follows: (1) We do not encode information perfectly; (2) Our attention is spotlight-like—we stitch together broader images from the pieces that we focus on; (3) We are selective in what information we take in; and (4) We privilege certain kinds of information over others.
Lederman, N. , Wade, P. , & Bell, R. L. (1998). Assessing the nature of science: A historical perspective. Science & Education, 7(6), 595–615. Lindberg, D. , & Numbers, R. L. ). (1986). God and nature: Historical essays on the encounter between Christianity and science. Berkeley, CA: University of California Press. Locke, J. (1689/1924). An essay concerning human understanding (A. S. ). Oxford: Clarendon Press. Locke, J. (1689/1983). A letter concerning toleration. In J. ). Indianapolis: Hackett Publishing Company.