Deep: Freediving, Renegade Science, and What the Ocean Tells by James Nestor
By James Nestor
Whereas on project in Greece, journalist James Nestor witnessed whatever that defied him: a guy diving three hundred ft under the ocean’s floor on a unmarried breath of air and returning 4 mins later, unhurt and smiling.
This guy was once a freediver, and his amphibious talents encouraged Nestor to search out the secrets and techniques of this little-known self-discipline. In Deep, Nestor embeds with a gang of maximum athletes and renegade researchers who're reworking not just our wisdom of the planet and its creatures, but additionally our realizing of the human physique and brain. alongside the best way, he is taking us from the skin to the Atlantic’s maximum depths, a few 28,000 toes under sea point. He reveals whales that speak with different whales thousands of miles away, sharks that swim in unerringly instantly traces via pitch-black waters, and seals who dive to depths under 2,400 ft for as much as 80 minutes—deeper and longer than scientists ever proposal attainable. As unusual as those phenomena are, they're reflections of our personal species’ notable, and infrequently hidden, potential—including echolocation, directional experience, and the profound physiological adjustments we suffer whilst underwater. such a lot illuminating of all, Nestor unlocks his personal freediving abilities as he communes with the pioneers who're increasing our definition of what's attainable within the flora and fauna, and in ourselves.
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Additional info for Deep: Freediving, Renegade Science, and What the Ocean Tells Us about Ourselves
Almost entirely absent from this debate were the voices of students, perhaps reflecting an assumption that they had little to contribute to issues of such import as the teaching and learning of science, which needed to be decided by scientists and science educators. The Education Act of 1993 and the Special Educational Needs Code of Practice (DfES 2001) reflected Article 12 of the United Nations Convention on the Rights of the Child (1989), which provided that State Parties shall assure that the child is capable of forming his or her own views, the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.
While such studies provide useful insight into students’ views of school science in general, they are somewhat broad, leading to the assumption that there is no clear distinction between students’ views of biology, physics and chemistry. If research is to inform curriculum development in science and encourage pedagogical change to improve students’ views of science, it is necessary to explore their responses to individual sciences. This assertion is confirmed by the findings of a number of studies undertaken in the last ten years that have revealed variations in students’ views of the three sciences – girls demonstrating more positive attitudes towards biology while boys prefer the physical sciences (Osborne and Collins 2000; Reiss 2000; Spall et al.
Millar, R. (2006) Twenty First Century Science: insights from the design and implementation of a scientific literacy approach in school science, International Journal of Science Education 28(13), 1499–1521. Millar, R. and Driver, R. (1987) Beyond processes, Studies in Science Education 14, 33–62. Millar, R. and Osborne, J. (1998) Beyond 2000: Science Education for the Future, London: King’s College London School of Education. Nott, M. and Wellington, J. (1997) Producing the evidence: science teachers’ initiations into practical work, Research in Science Education 27 (285), 61–66.