There is a tendency of fragmentation for disciplines in the development of sciences: going to split into sub-disciplines and specific topics.
Historians of science observe that the astronomy of the earliest civilizations, although astonishing and incorporating mathematical constructions far in excess of any practical value, proved to be misdirected and of little importance to the development of science because they failed to inquire more carefully into the mechanisms that drove the heavenly bodies across the sky.
Nonetheless, the work of Heytesbury and the Calculators may have had some influence on the development of science, and contributed to the Scientific Revolution, in several ways.
Fundamental metrology is closely linked to the development of science and needs good facilities to achieve low measurement uncertainty in demanding experiments.
In other words, notions such as life, or man, or science, or knowledge are pre-scientific by definition, and the question is whether or not the actual development of science which has led to the conquest of terrestrial space and to the invasion of the space of the universe has changed these notions to such an extent that they no longer make sense.
The development of science from a theoretical to an experimental discipline has forced philosophy to view the epistemological problem in a new way, for in an experimental science the investigator is in a twofold contact with reality namely, by his knowledge and by his experimental praxis.
This could help us move from the current surface level recommendations about "effective" PD that are today so widely used to guide the development of science teacher professional development programs to a set of well-specified, coherent design principles that are linked to evidence of student learning.
In a highly informative piece detailing the five decades of science education in Singapore since its independence in 1965, Poon (2014) discussed the development of science education that aligned to the key phases of growth of the Singapore society – survival-driven phase (1959 1978), efficiency-driven phase (1979 1996) and ability-driven phase (1997 2011).
From the mid-nineteenth to early twentieth century the development of science was in close relationship to the consolidation of the new nation.
Association for Science Education ASEE) You may want to join ASE, a registered charity that supports the development of science education from primary through to tertiary levels.
