Scientific Approaches

By Simone Malacrida

Mathematics, physics and science are seen, too thickly, as abstruse, complicated and suitable only for insiders.
In reality, this is not the case, and this is due, primarily, to a miscommunication of content that tends more toward formalism than arousing interest.
How then to arouse this interest in what is pervasive in today's world and constantly surrounding us?
This handbook brings some examples on how to engage the audience, making science and what is related to it interesting and enticing.

• Language: English
• Publisher: BookRix
• Release date: Apr 18, 2023
• ISBN: 9783755439158

Simone Malacrida

Simone Malacrida (1977) Ha lavorato nel settore della ricerca (ottica e nanotecnologie) e, in seguito, in quello industriale-impiantistico, in particolare nel Power, nell'Oil&Gas e nelle infrastrutture. E' interessato a problematiche finanziarie ed energetiche. Ha pubblicato un primo ciclo di 21 libri principali (10 divulgativi e didattici e 11 romanzi) + 91 manuali didattici derivati. Un secondo ciclo, sempre di 21 libri, è in corso di elaborazione e sviluppo.

Book preview

Table of Contents

Table of Contents

Scientific Approaches

INTRODUCTION

CHAPTER 1

CHAPTER 2

CHAPTER 3

CHAPTER 4

CONCLUSIONS

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Scientific Approaches

Scientific Approaches

SIMONE MALACRIDA

Mathematics, physics and science are seen, too thickly, as abstruse, complicated and suitable only for insiders.

In reality, this is not the case, and this is due, primarily, to a miscommunication of content that tends more toward formalism than arousing interest.

How then to arouse this interest in what is pervasive in today's world and constantly surrounding us?

This handbook brings some examples on how to engage the audience, making science and what is related to it interesting and enticing.

.

Simone Malacrida (1977)

Engineer and writer, has worked on research, finance, energy policy and industrial plants.

ANALYTICAL INDEX

INTRODUCTION

CHAPTER 1 – The main problems and objections

CHAPTER 2 – The foundations of the new approach

CHAPTER 3 – Engagement methods with examples

CHAPTER 4 – Preparing to learn science

CONCLUSIONS

INTRODUCTION

INTRODUCTION

Like many other people, I have gone through various phases where I have come across scientific concepts, thoughts or problems, be they mathematical or physical.

The first phase, common to all, is that relating to the study.

The teaching of science and mathematics, their learning methods and their different specialties is prominently present in all school curricula, from pre-school age to elementary and higher education.

We have all been students of mathematics, chemistry, physics or any type of science, if anything, the difference lies in the degree of study based on the path chosen.

The second phase, certainly common to a more restricted audience, was that of teaching or communicating scientific concepts to others.

Although I have never had a professorship, starting from the last year of higher education, continuing for the entire university course and ending in the first years of working activity, I have done private tutoring, mainly in mathematics and physics (but also of other sciences) to students of various backgrounds.

The third phase was that of drafting manuals, and later comprehensive works, relating to mathematical and physical disciplines.

Each of these phases confronted me with different needs and complementary aspects in the study, communication and dissemination of science.

In fact, one cannot approach any issue in the same way based on being a student, teacher or writer and there are specific peculiarities.

While it is possible to see and talk at length about these differences, there are also many points of similarity.

After years and having observed the problems from various angles, it is possible to draw some general conclusions.

These conclusions are condensed in this brief manual, which certainly does not have the ambition to be exhaustive.

There is a sort of red thread that has connected these experiences which will be unraveled in the continuation of the chapters.

Each of the previous experiences has inserted a piece in the mosaic, but only with a slow sedimentation and reflection, it has been possible to abstract the overall vision.

Therefore, this writing is addressed, indifferently, to anyone who has experienced one or more of the phases mentioned.

To students, but also to teachers up to those who have