caa a22 4500 463205901 CHVBK 20180405153126.0 cr unu---uuuuu 170326e20071001xx s 000 0 eng 10.1007/s11191-006-9031-0 doi (NATIONALLICENCE)springer-10.1007/s11191-006-9031-0 Kipnis Nahum Independent Scholar, Minneapolis, United States aut Discovery in Science and in Teaching Science [Elektronische Daten] [Nahum Kipnis] Abstract.: A proper presentation of scientific discoveries may allow science teachers to eliminate certain myths about the nature of science, which originate from an uncertainty among scholars about what constitutes a discovery. It is shown that a disagreement on this matter originates from a confusion of the act of discovery with response to it. It is suggested to separate these two concepts and also to distinguish the ‘scientific' response from the ‘social' one. The analysis is based on historical examples, primarily from the history of optics. Springer Science+Business Media, Inc., 2006 discovery in science nationallicence science teaching nationallicence science-methodology nationallicence science-philosophy nationallicence Science & Education Springer Netherlands 16/9-10(2007-10-01), 883-920 0926-7220 16:9-10<883 2007 16 11191 https://doi.org/10.1007/s11191-006-9031-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11191-006-9031-0 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Kipnis Nahum Independent Scholar, Minneapolis, United States aut NATIONALLICENCE 773 0- Science & Education Springer Netherlands 16/9-10(2007-10-01), 883-920 0926-7220 16:9-10<883 2007 16 11191 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer