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Methods of Acquiring Knowledge

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Abstract

The presentation overviews the various ways knowledge is acquired with a detailed focus on the scientific method of knowledge acquisition. It further discusses with clear examples the critical steps in a scientific method of acquiring knowledge.
Non-Scientific Methods
Scientific Methods
© Onyukwu Onyukwu E. 2018
Senses and Experience
Intuition
strong feeling that what one
perceives is indeed true
Revelation
presentation of the truth from a
supernatural source
Palmistry
Knowledge gained via these sources are
private, subjective and cannot be subject to
objective testing.
Aim -
Knowledge production through
construction and testing of theories
No such thing as
the
scientific methods
It is a generalized process of obtaining new
and reliable knowledge
Must have three characteristics of:
Being objective or involving objective testing,
Logical reasoning
Follow systematic procedure
Some common notions of research are:
To search again
To collect information about something
To search for answers in order to solve
problems
Methodical process of acquiring scientific
knowledge is research.
The Scientific
Method involves
a series of steps
that are used to
investigate any
natural
occurrence.
Problem/Question
Make a Reconnaissance
Formulate a Hypothesis
Methodology
Collect and Analyze Results
Conclusion
Communicate the Results
1. Problem/Question:
Develop a question or
problem that can be solved
through research or
experimentation.
2. Reconnaissance:
Scan or explore the area of
research interest to
ascertain the true state of
knowledge.
3. Formulate a Hypothesis:
Predict a possible answer to
the problem or question.
Example:
4. Methodology: Develop and
follow procedures that would
lead to collection of appropriate
data.
Include a detailed list of the
pathway.
The outcome must be analyzable
data or information.
5. Collate and Analyze
Results: Modify the
procedure if need be.
Confirm the results by
statistical testing.
Include tables, graphs, and
photographs.
6. Discussion of results and
Conclusion: Include a
statement that accepts or
rejects the hypothesis.
Make recommendations for
further study and possible
improvements to the
procedure.
7. Dissemination of the
Research Report: Be
prepared to present the
project to an audience.
Expect questions from the
audience.
... Scientific attitudes and visions cannot be developed in students' minds without allowing students to interact with learning materials (Onyukwu, 2019). For instance, the research conducted by Drake (2012) showed that the abstract of scientific concepts is linked to teaching approaches. ...
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The study addressed misconceptions in physics and chemistry among 142 chemistry students, 134 physics students, and 12 teachers." Researchers used a mixed research design, including interviews, questionnaires, and achievement tests, to collect data. Before the intervention, focus group interviews with teachers identified challenging topics, and students took pre-tests to assess their prior understanding. Quantitative data from questionnaires were analyzed descriptively, and achievement test data were analyzed using Multivariate Analysis of Variance. Qualitative data from interviews and open-ended questionnaires were interpreted and analyzed descriptively. The results indicated that simulation-based learning effectively reduced the abstract nature of physics and chemistry concepts. Significant improvements were observed in both subjects' mean scores between pre-and post-tests, with post-test results showing a clear advantage. Gender analysis revealed a significant difference in favor of male chemistry students, while no significant difference was found in physics. Qualitative findings showed that teachers positively viewed simulation-based learning for teaching physics and chemistry. In conclusion, the study recommends integrating simulation-based learning in secondary school chemistry and physics teaching to enhance students' conceptual understanding. This research contributes valuable insights into the effective use of simulations to address misconceptions and improve learning outcomes in physics and chemistry.
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