Reaching Students and Their Needs for Learning in a Manner by a Short History of Nearly Everything - Book Report/Review Example

Book Review: A Short History of Nearly Everything Introduction The ability to reach readers with factual information means moving beyond the basic requirements and presenting the knowledge in a way that is enticing. In the book, A Short History of Nearly Everything by Bill Bryson, there is the ability to reach readers with scientific facts related to the cosmos. The presentation that is used in this book and the way in which the information is communicated creates a distinction with science and the basic concepts of astrology and the cosmos. As this is done, there is the ability to create a deeper understanding of what has occurred with the making of the universe as well as how scientists currently look at the formation. When examining the first two sections on Lost in the Cosmos and The Size of the Earth, there is the ability to see how the approach the author takes makes the topic easier to understand. Thesis of A Short History of Nearly Everything The main concept that Bryson presents in A Short History of Nearly Everything is to show how the universe was created from a scientific point of view. He first begins this by examining the formation of the universe and how it began to form, specifically through the Big Bang and the creation of the solar systems and planets. However, the thesis moves beyond showing the basic facts of science and creation and moves into a demonstration that is easy to understand. The author specifically creates a tone that is friendly to read and that diminishes the complications of science while showing the same concepts. The personal association of this comes from Bryson’s acknowledgement that the creation of the earth and universe is often dismissed in schools or is taught on such a complex level that it is difficult to perceive. He shows this argument by referring to science writers and subjects in school by stating “All mine were written by men (it was always men) who held the interesting notion that everything became clear when expressed as a formula and the amusingly deluded belief that the children of America would appreciate having chapters end with a section of questions they could mull over in their own time. So I grew up convinced that science was supremely dull” (Bryson, 2003). This beginning statement shows that the thesis is not only to present the discovery of the universe, but also to take out the basic facts and instead create a dialogue that simplifies the creation of the universe and the scientific basis that is taught in schools. Presentation of Material To further the main thesis of Bryson, there is a direct association with arguing the main points to make it readable. The tone that Bryson begins with is able to instantly grab the attention of the reader and make the discovery of how the universe was built more appealing. Bryson begins the book by stating “No matter how hard you try you will never be able to grasp just how tiny, how spatially unassuming, is a proton. It is just way to small” (Bryson, 2005). The reader is then able to imagine and be challenged outside of the formulas to not only read about the formula of a proton, but also to discover how it is made and why it is this way. The tone continues in one that is formulated like a dialogue and which shows that the creation of the universe is more than scientific and mathematical formulas and instead relates to the overall formulation and development of how many live. Making the tone readable and using the formulas as secondary to the explanations about the creation of the cosmos change the argument of the thesis which shows that science and math are approachable and exciting to learn. Even though Bryson sets the tone of the book by making the concept of science approachable, all foundational elements and formulas is still part of the book. However, Bryson approaches this by explaining why and how the formulas are used as well as what created the mathematical formulas. This is done in a simple tone, which helps with the main argument that science and math isn’t difficult to learn and that it makes up the creation of the universe, which means it should be learned. Bryson does this by formulating his arguments with explanations such as “The Big Bang theory isn’t about the bang itself but what happened after the bang….Scientists believe they can look back to 10x4 seconds after the moment of creation, when the universe was so small that you would have needed a microscope to find it” (Bryson, 2005). Instead of the Big Bang Theory being about the formula of 10 to the 4th seconds, there is an understanding of the importance of the theory as well as why this formula is used. The cognitive response is one that makes the concept easier to understand. While the factual information and presentation of formulas is still displayed, the dialogue around this makes the concepts such as the Big Bang Theory easier to understand. The author never disagrees with the formulas, but instead presents them in a manner that is easier to comprehend. Theoretical Issues and Topics The theoretical topics and issues that are a part of the book are defined by the scientific associations with the explanation of the universe. The theories range from Guth’s theory of the Big Bang to words of Carl Sagan. The theories that are used are not based on chronological orders or methods used in basic textbooks or fact books. Instead, Byron works with the theories to prove his main point which is based on how the creation of the universe and scientific facts work together to make sense about how the cosmos works. While Byron is able to use his main narration as the focus for the planet, there is the ability to use the theories and perspectives as supporting material for his explanations. Approaching the theories in this manner helps to create a different type of explanation while breaking down the principles and theories in a different manner. The way that Byron explains the different materials and theories in the book to provide insight into the creation of the universe and the earth then develops into the reader becoming involved in a story like image of the science. As the different facts are given, they become easier to read and remember, even when relating to the theories and names that are a part of the book. For instance, the beginning of part 2 opens with involving the reader in the story of how facts and formulas were founded by scientists. “If you had to select the least convivial scientific field trip of all time, you could certainly do worse than the French Royal Academy of Sciences’ Peruvian expedition of 1735” (Byron, 2005). The approach that Byron uses is significant as it speaks to the reader and immediately creates a relevance to the way in which the science is approached. The reader is placed into the situation and time frame then is given an explanation of why this is important. The discovery of the science of the earth then becomes directly linked to the readers associations with science and creates a true discovery and cognitive response, as opposed to neutral and factual pieces of information. The theoretical topics that Byron explains are based on showing the process of how the science of the universe and earth were found, as opposed to presenting different formulas. Disciplinary Learning The capabilities that are a part of this book are associated with creating a deeper understanding and association with the cosmos of the universe and the earth. As a teacher of mathematics, this specific book comes into use as supporting material. The ability to easily remember the formulas, why they were invented and how this relates to science makes the material substantial when teaching. More important, the materials that are used include the basic formulas needed for mathematics and science, as well as the discipline of understanding the universe. Students in various age levels can easily understand and grasp the materials while becoming actively involved in the learning. The lack of complexity of the book, developing a tone that directly works with students and creating associations that are easy to understand can help with this material building a bridge between traditional learning and formulas to a deeper cognitive response of why things were formed in a specific manner. The materials of this book provide substantial options for foundational learning of both science and math. However, as a mathematics teacher, this information wouldn’t be used by itself, but instead as secondary material to show how the formulas have been used. The concept of academia still implies that formulas and facts have to be primary in learning. More important, the concepts are combined with the need to have standards which are met and relate to needs within the school. If this book were used as a primary source, it would become problematic, specifically because the association with formulas and other concepts is based on the narrator perspective and explanation. The incorporation into the classroom would then become difficult because of the thesis that Byron has of changing the way that science and math is taught. However, the explanations could easily help children to easily understand the formulas outside of the requirements within a school system. Reaction to Book When reading the different sections of this book, there was a positive reaction to the materials. The book is written in a simple and easy way to read, with explanations that I have also overlooked in my own studies. This simplicity and the explanations provided are needed in the classroom today, specifically to change the way that science and math is perceived by students. Instead of these topics being problematic for students, this book can work as a foundation for simplistic teaching that makes both math and science fun to learn. More important, the explanations that Byron gives for supporting material are able to change the focus on the formulas and facts so it is easier to remember. I found myself learning about new perspectives and approaches while reading this book, specifically because the science and math is based on dialogue and explanation, as opposed to formulas and facts. Conclusion Reaching students and their needs for learning in an alternative manner is one that can provide a stronger basis for learning. When reading Byron’s book A Short History of Nearly Everything, there is the ability to create different links with science and math. The main thesis of the author is to present the difficult formulas and theories of science in an easy to understand and comprehensive manner. Byron achieves this and creates a personal link to the learning as well as a direct association with how the personal associations with science and math can provide a stronger foundation for retaining information and enjoying the subjects taught. References Bryson, Bill. (2003). A Short History of Nearly Everything. New York: Random House. Read More