What are genes? What do genes do? These questions are not simple and straightforward to answer; at the same time, simplistic answers are quite prevalent and are taken for granted. This book aims to explain the origin of the gene concept, its various meanings both within and outside science, as well as to debunk the intuitive view of the existence of 'genes for' characteristics and disease. Drawing on contemporary research in genetics and genomics, as well as on ideas from history of science, philosophy of science, psychology and science education, it explains what genes are and what they can and cannot do. By presenting complex concepts and research in a comprehensible and rigorous manner, it examines the potential impact of research in genetics and genomics and how important genes actually are for our lives. Understanding Genes is an accessible and engaging introduction to genes for any interested reader.

A falling apple inspired Isaac Newton's insight into the law of gravity-or so the story goes. Is it true? Perhaps not. But the more intriguing question is why such stories endure as explanations of how science happens. Newton's Apple and Other Myths about Science brushes away popular misconceptions to provide a clearer picture of great scientific breakthroughs from ancient times to the present. Among the myths refuted in this volume is the idea that no science was done in the Dark Ages, that alchemy and astrology were purely superstitious pursuits, that fear of public reaction alone led Darwin to delay publishing his theory of evolution, and that Gregor Mendel was far ahead of his time as a pioneer of genetics. Several twentieth-century myths about particle physics, Einstein's theory of relativity, and more are discredited here as well. In addition, a number of broad generalizations about science go under the microscope of history: the notion that religion impeded science, that scientists typically adhere to a codified "scientific method," and that a bright line can be drawn between legitimate science and pseudoscience. Edited by Ronald Numbers and Kostas Kampourakis, Newton's Apple and Other Myths about Science debunks the widespread belief that science advances when individual geniuses experience "Eureka!" moments and suddenly comprehend what those around them could never imagine. Science has always been a cooperative enterprise of dedicated, fallible human beings, for whom context, collaboration, and sheer good luck are the essential elements of discovery.

Why do the debates about evolution persist, despite the plentiful evidence for it? Breaking down the notion that public resistance to evolution is strictly due to its perceived conflict with religion, this concise book shows that evolution is in fact a counterintuitive idea that is difficult to understand. Kostas Kampourakis, an experienced science educator, takes an insightful, interdisciplinary approach, providing an introduction to evolutionary theory written with clarity and thoughtful reasoning. Topics discussed include evolution in the public sphere, evolution and religion, the conceptual obstacles to understanding evolution, the development of Darwin's theory, the most important evolutionary concepts, as well as evolution and the nature of science. Understanding Evolution presents evolutionary theory with a lucidity and vision that readers will quickly appreciate, and is intended for anyone wanting an accessible and concise guide to evolution.

Recent social and political psychological research indicates that increased access to ancestry testing has strengthened the notion of genetic essentialism among some groups, or the idea that our biology ties us to particular ethnic identities. This can boost a sense of cultural pride and prosocial behaviors among communities that are perceived to be similar. In the worst-case scenarios, however, this phenomenon can contribute to deeper social woes like misinformation, anti-science agendas, and even social hatred among those who believe in racial superiority. Using research from both the social sciences and the genetics literature as support, Ancestry Reimagined establishes realistic expectations about what we can learn from our DNA as a foundation for examining the psychological impact of ancestry testing, including the differences between how this information is perceived versus its reality. With this book, Dr. Kampourakis flexes his muscles as an esteemed interdisciplinary science educator and author to challenge these traditional social constructs, using the current genetic testing science as a myth busting tool. Kampourakis argues that DNA ancestry testing cannot reveal a person's true ethnic identity because ethnic groups are socially and culturally constructed. In 10 accessible chapters, he explains the assumptions underlying the scientific study of ancestry, and the resulting paradoxes that are often overlooked. What the study of human DNA mostly shows is that human DNA variation is continuous, and it is not possible to clearly delimit ethnic groups based on DNA data. As a result, we all are members of a huge, extended family, and not of genetically distinct ethnic groups. What ancestry tests can provide are probabilistic estimations of similarities between the test-takers and particular reference populations. This does not devalue the results of these tests, however, because they can indeed provide some valuable information to people who may not know much about their ancestors. In fact, what the tests are very good at doing is finding close relatives, and this is perhaps why the whole enterprise should be rebranded as family, not ancestry, testing. Ultimately, this book reveals that genetic essentialism, biological ethnic identities, racial superiority, and similar social constructs are scientifically unsupported.

Biologists rely on theories, apply models and construct explanations, but rarely reflect on their nature and structure. This book introduces key topics in philosophy of science to provide the required philosophical background for this kind of reflection, which is an important part of all aspects of research and communication in biology. It concisely and accessibly addresses fundamental questions such as: Why should biologists care about philosophy of science? How do concepts contribute to scientific advancement? What is the nature of scientific controversies in the biological sciences? Chapters draw on contemporary examples and case studies from across biology, making the discussion relevant and insightful. Written for researchers and advanced undergraduate and graduate students across the life sciences, its aim is to encourage readers to become more philosophically minded and informed to enable better scientific practice. It is also an interesting and pertinent read for philosophers of science.

What are genes? What do genes do? These seemingly simple questions are in fact challenging to answer accurately. As a result, there are widespread misunderstandings and over-simplistic answers, which lead to common conceptions widely portrayed in the media, such as the existence of a gene 'for' a particular characteristic or disease. In reality, the DNA we inherit interacts continuously with the environment and functions differently as we age. What our parents hand down to us is just the beginning of our life story. This comprehensive book analyses and explains the gene concept, combining philosophical, historical, psychological and educational perspectives with current research in genetics and genomics. It summarises what we currently know and do not know about genes and the potential impact of genetics on all our lives. Making Sense of Genes is an accessible but rigorous introduction to contemporary genetics concepts for non-experts, undergraduate students, teachers and healthcare professionals.

What Is Scientific Knowledge? is a much-needed collection of introductory-level chapters on the epistemology of science. Renowned historians, philosophers, science educators, and cognitive scientists have authored 19 original contributions specifically for this volume. The chapters, accessible for students in both philosophy and the sciences, serve as helpful introductions to the primary debates surrounding scientific knowledge. First-year undergraduates can readily understand the variety of discussions in the volume, and yet advanced students and scholars will encounter chapters rich enough to engage their many interests. The variety and coverage in this volume make it the perfect choice for the primary text in courses on scientific knowledge. It can also be used as a supplemental book in classes in epistemology, philosophy of science, and other related areas. Key features: * an accessible and comprehensive introduction to the epistemology of science for a wide variety of students (both undergraduate- and graduate-level) and researchers * written by an international team of senior researchers and the most promising junior scholars * addresses several questions that students and lay people interested in science may already have, including questions about how scientific knowledge is gained, its nature, and the challenges it faces.

What are genes? What do genes do? These seemingly simple questions are in fact challenging to answer accurately. As a result, there are widespread misunderstandings and over-simplistic answers, which lead to common conceptions widely portrayed in the media, such as the existence of a gene 'for' a particular characteristic or disease. In reality, the DNA we inherit interacts continuously with the environment and functions differently as we age. What our parents hand down to us is just the beginning of our life story. This comprehensive book analyses and explains the gene concept, combining philosophical, historical, psychological and educational perspectives with current research in genetics and genomics. It summarises what we currently know and do not know about genes and the potential impact of genetics on all our lives. Making Sense of Genes is an accessible but rigorous introduction to contemporary genetics concepts for non-experts, undergraduate students, teachers and healthcare professionals.

What Is Scientific Knowledge? is a much-needed collection of introductory-level chapters on the epistemology of science. Renowned historians, philosophers, science educators, and cognitive scientists have authored 19 original contributions specifically for this volume. The chapters, accessible for students in both philosophy and the sciences, serve as helpful introductions to the primary debates surrounding scientific knowledge. First-year undergraduates can readily understand the variety of discussions in the volume, and yet advanced students and scholars will encounter chapters rich enough to engage their many interests. The variety and coverage in this volume make it the perfect choice for the primary text in courses on scientific knowledge. It can also be used as a supplemental book in classes in epistemology, philosophy of science, and other related areas. Key features: * an accessible and comprehensive introduction to the epistemology of science for a wide variety of students (both undergraduate- and graduate-level) and researchers * written by an international team of senior researchers and the most promising junior scholars * addresses several questions that students and lay people interested in science may already have, including questions about how scientific knowledge is gained, its nature, and the challenges it faces.

Biologists rely on theories, apply models and construct explanations, but rarely reflect on their nature and structure. This book introduces key topics in philosophy of science to provide the required philosophical background for this kind of reflection, which is an important part of all aspects of research and communication in biology. It concisely and accessibly addresses fundamental questions such as: Why should biologists care about philosophy of science? How do concepts contribute to scientific advancement? What is the nature of scientific controversies in the biological sciences? Chapters draw on contemporary examples and case studies from across biology, making the discussion relevant and insightful. Written for researchers and advanced undergraduate and graduate students across the life sciences, its aim is to encourage readers to become more philosophically minded and informed to enable better scientific practice. It is also an interesting and pertinent read for philosophers of science.

An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.

An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.

What are genes? What do genes do? These questions are not simple and straightforward to answer; at the same time, simplistic answers are quite prevalent and are taken for granted. This book aims to explain the origin of the gene concept, its various meanings both within and outside science, as well as to debunk the intuitive view of the existence of 'genes for' characteristics and disease. Drawing on contemporary research in genetics and genomics, as well as on ideas from history of science, philosophy of science, psychology and science education, it explains what genes are and what they can and cannot do. By presenting complex concepts and research in a comprehensible and rigorous manner, it examines the potential impact of research in genetics and genomics and how important genes actually are for our lives. Understanding Genes is an accessible and engaging introduction to genes for any interested reader.

A Guardian "Favourite Reads-as Chosen by Scientists" Selection "Tackles some of science's most enduring misconceptions." -Discover A falling apple inspired Isaac Newton's insight into the law of gravity-or did it really? Among the many myths debunked in this refreshingly irreverent book are the idea that alchemy was a superstitious pursuit, that Darwin put off publishing his theory of evolution for fear of public reprisal, and that Gregor Mendel was ahead of his time as a pioneer of genetics. More recent myths about particle physics and Einstein's theory of relativity are discredited too, and a number of dubious generalizations, like the notion that science and religion are antithetical, or that science can neatly be distinguished from pseudoscience, go under the microscope of history. Newton's Apple and Other Myths about Science brushes away popular fictions and refutes the widespread belief that science advances when individual geniuses experience "Eureka!" moments and suddenly grasp what those around them could never imagine. "Delightful...thought-provoking...Every reader should find something to surprise them." -Jim Endersby, Science "Better than just countering the myths, the book explains when they arose and why they stuck." -The Guardian

Scientific knowledge is the most solid and robust kind of knowledge that humans have because of the self-correcting character inherent in its own processes. Nevertheless, anti-evolutionists, climate denialists, and anti-vaxxers, among others, question some of the best-established scientific findings, making claims that are unsupported by empirical evidence. A common aspect of these claims is the reference to the uncertainties in these areas of research, which leads to the conclusion that science is uncertain about evolution, climate change, and vaccination, among others. The truth of the matter is that while the broad picture is clear, there exist-and will always exist-uncertainties about the details of the respective phenomena. In this book Kampourakis and McCain show that uncertainty is an inherent feature of science that does not devalue it. In contrast, uncertainty actually makes science advance because it motivates further research. The first book of its kind, Uncertainty draws on philosophy of science to explain what uncertainty in science is and how it makes science advance. It contrasts evolution, climate change, and vaccination, where the uncertainties are exaggerated, to genetic testing and forensic science where the uncertainties are usually overlooked. Kampourakis and McCain discuss the scientific, psychological, and philosophical aspects of uncertainty in order to explain what it is really about, what kind of problems it actually poses, and why it ultimately makes science advance. Contrary to the public representations of scientific findings and conclusions that produce an intuitive but distorted view of science as certain, we need to understand and learn to live with uncertainty in science.

Why do the debates about evolution persist, despite the plentiful evidence for it? Breaking down the notion that public resistance to evolution is strictly due to its perceived conflict with religion, this concise book shows that evolution is in fact a counterintuitive idea that is difficult to understand. Kostas Kampourakis, an experienced science educator, takes an insightful, interdisciplinary approach, providing an introduction to evolutionary theory written with clarity and thoughtful reasoning. Topics discussed include evolution in the public sphere, evolution and religion, the conceptual obstacles to understanding evolution, the development of Darwin's theory, the most important evolutionary concepts, as well as evolution and the nature of science. Understanding Evolution presents evolutionary theory with a lucidity and vision that readers will quickly appreciate, and is intended for anyone wanting an accessible and concise guide to evolution.

This book brings together for the first time philosophers of biology to write about some of the most central concepts and issues in their field from the perspective of biology education. The chapters of the book cover a variety of topics ranging from traditional ones, such as biological explanation, biology and religion or biology and ethics, to contemporary ones, such as genomics, systems biology or evolutionary developmental biology. Each of the 30 chapters covers the respective philosophical literature in detail and makes specific suggestions for biology education. The aim of this book is to inform biology educators, undergraduate and graduate students in biology and related fields, students in teacher training programs, and curriculum developers about the current state of discussion on the major topics in the philosophy of biology and its implications for teaching biology. In addition, the book can be valuable to philosophers of biology as an introductory text in undergraduate and graduate courses.

This book brings together for the first time philosophers of biology to write about some of the most central concepts and issues in their field from the perspective of biology education. The chapters of the book cover a variety of topics ranging from traditional ones, such as biological explanation, biology and religion or biology and ethics, to contemporary ones, such as genomics, systems biology or evolutionary developmental biology. Each of the 30 chapters covers the respective philosophical literature in detail and makes specific suggestions for biology education.

The aim of this book is to inform biology educators, undergraduate and graduate students in biology and related fields, students in teacher training programs, and curriculum developers about the current state of discussion on the major topics in thephilosophy of biology and its implications for teaching biology. In addition, the book can be valuable to philosophers of biology as an introductory text in undergraduate and graduate courses.

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