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Leibniz–Newton calculus controversy: Isaac Newton, Gottfried Leibniz; Proof of the Prime number theorem: Atle Selberg and/or Paul Erdős [2] [3] Proof of the Poincaré conjecture: Grigori Perelman or Shing-Tung Yau [4]
Several of his academic papers were retracted due to concerns about manipulated or fabricated data. In 2022, the Chemistry group at Hokkaido University, where Sawamura is affiliated, retracted multiple papers, including one published in the journal Science in 2020. The retraction was attributed to the non-reproducibility of reported results and ...
A scientific controversy may involve issues such as the interpretation of data, which ideas are most supported by evidence, and which ideas are most worth pursuing. [1] Controversies between scientific and non-scientific ideas are not within the realm of science and are not true scientific controversies. [3]
A aggravate – Some have argued that this word should not be used in the sense of "to annoy" or "to oppress", but only to mean "to make worse". According to AHDI, the use of "aggravate" as "annoy" occurs in English as far back as the 17th century. In Latin, from which the word was borrowed, both meanings were used. Sixty-eight percent of AHD4's usage panel approves of its use in "It's the ...
Download as PDF; Printable version; ... Archaeological controversies (3 C, 16 P) ... Political interference with science agencies by the first Trump administration;
The media also play a role in propagating the belief that certain fields of science are controversial. In their 2003 paper "Optimising Public Understanding of Science and Technology in Europe: A Comparative Perspective", Jan Nolin et al. write that "From a media perspective it is evident that controversial science sells, not only because of its ...
Mapping controversies (MC) is an academic course taught in science studies, [1] stemming from the writings of the French sociologist and philosopher Bruno Latour. [2] MC focuses exclusively on the controversies surrounding scientific knowledge rather than the established scientific facts or outcomes.
Research has shown that science teachers have a wide repertoire to deal with misconceptions and report a variety of ways to respond to students' alternative conceptions, e.g., attempting to induce a cognitive conflict using analogies, requesting an elaboration of the conception, referencing specific flaws in reasoning, or offering a parallel ...