A case study of evaluating informatics impact on diffusion of scientific knowledge.

PubMed

Katz, Susan B

2008-11-06

This case study poster uses a newly developed framework to evaluate an informatics effort in its public health context. The electronic clearance system being evaluated provides the potential for increasing the speed and quality of scientific diffusion of knowledge, and thus translation of research into practice. A graphical logic model and tabular results of the evaluation are presented. Public health history suggests potential benefits of more timely and coordinated diffusion of scientific information.

A Third Use of Sociology of Scientific Knowledge: A Lens for Studying Teacher Practice

ERIC Educational Resources Information Center

Meyer, Daniel Z.; Avery, Leanne M.

2010-01-01

Over the last two decades, science educators and science education researchers have grown increasingly interested in utilising insights from the sociology of scientific knowledge (SSK) to inform their work and research. To date, researchers in science education have focused on two applications: results of sociological studies of science have been…

Patterns in Students' Argumentation Confronted with a Risk-focused Socio-scientific Issue

NASA Astrophysics Data System (ADS)

Kolstø, Stein Dankert

2006-11-01

This paper reports a qualitative study on students’ informal reasoning on a controversial socio-scientific issue. Twenty-two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students employ when asked about their decision-making and the interplay between knowledge and personal values. Five different types of main arguments are identified: the relative risk argument, the precautionary argument, the uncertainty argument, the small risk argument, and the pros and cons argument. These arguments are presented through case studies, and crucial information and values are identified for each argument. The students made use of a range of both scientific and non-scientific knowledge. The findings are discussed in relation to possible consequences for teaching models aimed at increasing students’ ability to make thoughtful decisions on socio-scientific issues.

Young Women in Science: Impact of a Three-Year Program on Knowledge of and Attitudes Toward Science

NASA Astrophysics Data System (ADS)

Schumacher, Mitzi M.; Johnson, Michelle Natasya; Floyd, Sondra R.; Reid, Caroline E.; Noland, Melody Powers; Leukefeld, Carl G.

Addressing the factors that discourage high school girls from pursuing careers in science, this intervention targeted young women from rural Appalachia, urging them to pursue scientific careers in drug and alcohol research. This three-year program, for 49 young women entering ninth grade in 12 southeastern Kentucky counties, included a summer camp, Saturday Academies (educational seminars held in their communities), and mentoring by university faculty and community leaders. As hypothesized, findings from analyses of baseline and postsummer session data show a reduction in participants' anxiety regarding science. Participants' scientific knowledge also increased. In turn, their science knowledge scores correlated with their third summer posttest confidence in their ability to learn science and motivation for science as well as the belief that teachers can help. The success of such a program demonstrates that the gender gap in science, technology, engineering, and mathematics can be ameliorated. Participants' first steps toward successful scientific careers included improving their attitudes toward science as well as increasing their knowledge.

The Impact of Instructor Intention for Student Learning and Implementaton of Undergraduate Science Education Reform on Student Perception of the Learning Environment

ERIC Educational Resources Information Center

Steele, Erika M.

2013-01-01

The rapid advances in technology and scientific knowledge in modern society increases the need for a workforce with an understanding of technology and critical thinking skills College graduates are entering the working world without the critical thinking skills and ability to apply the scientific knowledge gained during their undergraduate…

Contemporary HIV/AIDS research: Insights from knowledge management theory

PubMed Central

Callaghan, Chris William

2017-01-01

Abstract Knowledge management as a field is concerned with the management of knowledge, including the management of knowledge in research processes. Knowledge management theory has the potential to support research into problems such as HIV, antibiotic resistance and others, particularly in terms of aspects of scientific research related to the contribution of social science. To date, however, these challenges remain with us, and theoretical contributions that can complement natural science efforts to eradicate these problems are needed. This paper seeks to offer a theoretical contribution grounded in Kuhn’s paradigm theory of innovation, and in the argument by Lakatos that scientific research can be fundamentally non-innovative, which suggests that social science aspects of knowledge creation may hold the key to more effective biomedical innovation. Given the consequences of ongoing and emerging global crises, and the failure of knowledge systems of scientific research to solve such problems outright, this paper provides a review of theory and literature arguing for a new paradigm in scientific research, based on the development of global systems to maximise research collaborations. A global systems approach effectively includes social science theory development as an important complement to the natural sciences research process. Arguably, information technology and social media technology have developed to the point at which solutions to knowledge aggregation challenges can enable solutions to knowledge problems on a scale hitherto unimaginable. Expert and non-expert crowdsourced inputs can enable problem-solving through exponentially increasing problem-solving inputs, using the ‘crowd,’ thereby increasing collaborations dramatically. It is argued that these developments herald a new era of participatory research, or a democratisation of research, which offers new hope for solving global social problems. This paper seeks to contribute to this end, and to the recognition of the important role of social theory in the scientific research process. PMID:28922967

Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

ERIC Educational Resources Information Center

König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

2016-01-01

Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

Consumer Perception of Genetically Modified Organisms and Sources of Information123

PubMed Central

Wunderlich, Shahla; Gatto, Kelsey A

2015-01-01

Genetically modified organisms (GMOs) have been available for commercial purchase since the 1990s, allowing producers to increase crop yields through bioengineering that creates herbicide-resistant and insect-resistant varieties. However, consumer knowledge about GMOs has not increased at the same rate as the adoption of GMO crops. Consumers worldwide are displaying limited understanding, misconceptions, and even unfamiliarity with GMO food products. Many consumers report that they receive information about GMO food products from the media, Internet, and other news sources. These sources may be less reliable than scientific experts whom consumers trust more to present the facts. Although many in the United States support mandatory GMO labeling (similar to current European standards), consumer awareness of current GMO labeling is low. A distinction must also be made between GMO familiarity and scientific understanding, because those who are more familiar with it tend to be more resistant to bioengineering, whereas those with higher scientific knowledge scores tend to have less negative attitudes toward GMOs. This brings to question the relation between scientific literacy, sources of information, and overall consumer knowledge and perception of GMO foods. PMID:26567205

The Natural Provenance: Ecoliteracy in Higher Education in Mississippi

ERIC Educational Resources Information Center

Hammond, Sarah Wheeless; Herron, Sherry S.

2012-01-01

Researchers suggest there is an increasing apathy in the study of natural history in academic settings and in the scientific community. However, most studies of environmental knowledge do not address knowledge of local flora and fauna; they are concerned with the knowledge of environmental issues or broad ecological knowledge. Ecoliteracy…

Genetics problem solving and worldview

NASA Astrophysics Data System (ADS)

Dale, Esther

The research goal was to determine whether worldview relates to traditional and real-world genetics problem solving. Traditionally, scientific literacy emphasized content knowledge alone because it was sufficient to solve traditional problems. The contemporary definition of scientific literacy is, "The knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs and economic productivity" (NRC, 1996). An expanded definition of scientific literacy is needed to solve socioscientific issues (SSI), complex social issues with conceptual, procedural, or technological associations with science. Teaching content knowledge alone assumes that students will find the scientific explanation of a phenomenon to be superior to a non-science explanation. Formal science and everyday ways of thinking about science are two different cultures (Palmer, 1999). Students address this rift with cognitive apartheid, the boxing away of science knowledge from other types of knowledge (Jedege & Aikenhead, 1999). By addressing worldview, cognitive apartheid may decrease and scientific literacy may increase. Introductory biology students at the University of Minnesota during fall semester 2005 completed a written questionnaire-including a genetics content-knowledge test, four genetic dilemmas, the Worldview Assessment Instrument (WAI) and some items about demographics and religiosity. Six students responded to the interview protocol. Based on statistical analysis and interview data, this study concluded the following: (1) Worldview, in the form of metaphysics, relates to solving traditional genetic dilemmas. (2) Worldview, in the form of agency, relates to solving traditional genetics problems. (3) Thus, worldview must be addressed in curriculum, instruction, and assessment.

The evolution and provision of expert knowledge and its effective utilisation

NASA Astrophysics Data System (ADS)

Sammonds, Peter

2017-04-01

The specific aims of increasing Resilience to Natural Hazards in China programme are (i) to improve hazard forecasting, risk mitigation and preparedness based upon reliable knowledge of the fundamental processes involved and underpinned by basic science and, (ii) to improve the uptake of and responses to scientific advice, by developing risk-based approaches to natural hazards in collaboration with the communities at risk. One of the programme's principal goals is to integrate natural and social science research to increase the benefits for those affected by natural hazards. To that end a co-productive approach to research is expected, involving a framework for sharing knowledge and values between natural and social scientists and consultation with policy makers, civil society and other stakeholders. This paper explore knowledge relationships and reflective learning across disciplines. There is commonly a disjunction between the evolution and provision of expert knowledge and its effective utilisation. Building on experience as Strategic Advisor to the Increasing Resilience to Natural Hazards programme, this paper addresses the research needs to assess how scientific knowledge and risk reduction strategies can be most effectively developed and communicated.

High-End Climate Science: Development of Modeling and Related Computing Capabilities

DTIC Science & Technology

2000-12-01

toward strengthening research on key scientific issues. The Program has supported research that has led to substantial increases in knowledge , improved...provides overall direction and executive oversight of the USGCRP. Within this framework, agencies manage and coordinate Federally supported scientific...critical for the U.S. Global Change Research Program. Such models can be used to look backward to test the consistency of our knowledge of Earth system

Addressing the Dynamics of Science in Curricular Reform for Scientific Literacy: The Case of Genomics

ERIC Educational Resources Information Center

van Eijck, Michiel

2010-01-01

Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic in today's knowledge societies in which the…

Scaffolding Middle School Students' Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach

NASA Astrophysics Data System (ADS)

Wang, Chia-Yu

2015-01-01

This study investigated the effects of scaffolds as cognitive prompts and as metacognitive evaluation on seventh-grade students' growth of content knowledge and construction of scientific explanations in five inquiry-based biology activities. Students' scores on multiple-choice pretest and posttest and worksheets for five inquiry-based activities were analyzed. The results show that the students' content knowledge in all conditions significantly increased from the pretest to posttest. Incorporating cognitive prompts with the explanation scaffolds better facilitated knowledge integration and resulted in greater learning gains of content knowledge and better quality evidence and reasoning. The metacognitive evaluation instruction improved all explanation components, especially claims and reasoning. This metacognitive approach also significantly reduced students' over- or underestimation during peer-evaluation by refining their internal standards for the quality of scientific explanations. The ability to accurately evaluate the quality of explanations was strongly associated with better performance on explanation construction. The cognitive prompts and metacognitive evaluation instruction address different aspects of the challenges faced by the students, and show different effects on the enhancement of content knowledge and the quality of scientific explanations. Future directions and suggestions are provided for improving the design of the scaffolds to facilitate the construction of scientific explanations.

Project BudBurst - Meeting the Needs of Climate Change Educators and Scientists

NASA Astrophysics Data System (ADS)

Henderson, S.

2015-12-01

It is challenging for many to get a sense of what climate change means as long periods of time are involved - like decades - which can be difficult to grasp. However, there are a number of citizen science based projects, including NEON's Project BudBurst, that provide the opportunity for both learning about climate change and advancing scientific knowledge. In this presentation, we will share lessons learned from Project BudBurst. Project BudBurst is a national citizen science initiative designed to engage the public in observations of phenological (plant life cycle) events and to increase climate literacy. Project BudBurst is important from an educational perspective, but also because it enables scientists to broaden the geographic and temporal scale of their observations. The goals of Project BudBurst are to 1) increase awareness of phenology as an area of scientific study; 2) Increase awareness of the impacts of changing climates on plants at a continental-scale; and 3) increase science literacy by engaging participants in the scientific process. It was important to better understand if and how Project BudBurst is meeting its goals. Specifically, does participation by non-experts advance scientific knowledge? Does participation advance educational goals and outcomes? Is participation an effective approach to advance/enhance science education in both formal and informal settings? Critical examination of Project BudBurst supports advancement of scientific knowledge and realization of educational objectives. Citizen science collected observations and measurements are being used by scientists as evidenced by the increase of such data in scientific publication. In addition, we found that there is a significant increase in educators utilizing citizen science as part of their instruction. Part of this increase is due to the resources and professional development materials available to educators. Working with partners also demonstrated that the needs of both science and education are being met. Project BudBurst, partners with the PhenoCam Network, National Geographic Society, US Fish and Wildlife Service, National Park Service botanic gardens, science centers and other organizations with both a scientific and educational mission.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wojick, D E; Warnick, W L; Carroll, B C

With the United States federal government spending billions annually for research and development, ways to increase the productivity of that research can have a significant return on investment. The process by which science knowledge is spread is called diffusion. It is therefore important to better understand and measure the benefits of this diffusion of knowledge. In particular, it is important to understand whether advances in Internet searching can speed up the diffusion of scientific knowledge and accelerate scientific progress despite the fact that the vast majority of scientific information resources continue to be held in deep web databases that manymore » search engines cannot fully access. To address the complexity of the search issue, the term global discovery is used for the act of searching across heterogeneous environments and distant communities. This article discusses these issues and describes research being conducted by the Office of Scientific and Technical Information (OSTI).« less

Exploring Challenges and Opportunities of Coproduction: USDA Climate Hub Efforts to Integrate Coproduction with Applied Research and Decision Support Tool Development in the Northwest

NASA Astrophysics Data System (ADS)

Roesch-McNally, G.; Prendeville, H. R.

2017-12-01

A lack of coproduction, the joint production of new technologies or knowledge among technical experts and other groups, is arguably one of the reasons why much scientific information and resulting decision support systems are not very usable. Increasingly, public agencies and academic institutions are emphasizing the importance of coproduction of scientific knowledge and decision support systems in order to facilitate greater engagement between the scientific community and key stakeholder groups. Coproduction has been embraced as a way for the scientific community to develop actionable scientific information that will assist end users in solving real-world problems. Increasing the level of engagement and stakeholder buy-in to the scientific process is increasingly necessary, particularly in the context of growing politicization of science and the scientific process. Coproduction can be an effective way to build trust and can build-on and integrate local and traditional knowledge. Employing coproduction strategies may enable the development of more relevant and useful information and decision support tools that address stakeholder challenges at relevant scales. The USDA Northwest Climate Hub has increasingly sought ways to integrate coproduction in the development of both applied research projects and the development of decision support systems. Integrating coproduction, however, within existing institutions is not always simple, given that coproduction is often more focused on process than products and products are, for better or worse, often the primary focus of applied research and tool development projects. The USDA Northwest Climate Hub sought to integrate coproduction into our FY2017 call for proposal process. As a result we have a set of proposals and fledgling projects that fall along the engagement continuum (see Figure 1- attached). We will share the challenges and opportunities that emerged from this purposeful integration of coproduction into the work that we prioritized for funding. This effort highlights strategies for how federal agencies might consider how and whether to codify coproduction tenets into their collaborations and agenda setting.

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

ERIC Educational Resources Information Center

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

Consumer perception of genetically modified organisms and sources of information.

PubMed

Wunderlich, Shahla; Gatto, Kelsey A

2015-11-01

Genetically modified organisms (GMOs) have been available for commercial purchase since the 1990s, allowing producers to increase crop yields through bioengineering that creates herbicide-resistant and insect-resistant varieties. However, consumer knowledge about GMOs has not increased at the same rate as the adoption of GMO crops. Consumers worldwide are displaying limited understanding, misconceptions, and even unfamiliarity with GMO food products. Many consumers report that they receive information about GMO food products from the media, Internet, and other news sources. These sources may be less reliable than scientific experts whom consumers trust more to present the facts. Although many in the United States support mandatory GMO labeling (similar to current European standards), consumer awareness of current GMO labeling is low. A distinction must also be made between GMO familiarity and scientific understanding, because those who are more familiar with it tend to be more resistant to bioengineering, whereas those with higher scientific knowledge scores tend to have less negative attitudes toward GMOs. This brings to question the relation between scientific literacy, sources of information, and overall consumer knowledge and perception of GMO foods. © 2015 American Society for Nutrition.

Modeling Social Influences in a Knowledge Management Network

ERIC Educational Resources Information Center

Franco, Giacomo; Maresca, Paolo; Nota, Giancarlo

2010-01-01

The issue of knowledge management in a distributed network is receiving increasing attention from both scientific and industrial organizations. Research efforts in this field are motivated by the awareness that knowledge is more and more perceived as a primary economic resource and that, in the context of organization of organizations, the…

The role of innovative global institutions in linking knowledge and action.

PubMed

van Kerkhoff, Lorrae; Szlezák, Nicole A

2016-04-26

It is becoming increasingly recognized that our collective ability to tackle complex problems will require the development of new, adaptive, and innovative institutional arrangements that can deal with rapidly changing knowledge and have effective learning capabilities. In this paper, we applied a knowledge-systems perspective to examine how institutional innovations can affect the generation, sharing, and application of scientific and technical knowledge. We report on a case study that examined the effects that one large innovative organization, The Global Fund to Fight AIDS, Tuberculosis, and Malaria, is having on the knowledge dimensions of decision-making in global health. The case study shows that the organization created demand for new knowledge from a range of actors, but it did not incorporate strategies for meeting this demand into their own rules, incentives, or procedures. This made it difficult for some applicants to meet the organization's dual aims of scientific soundness and national ownership of projects. It also highlighted that scientific knowledge needed to be integrated with managerial and situational knowledge for success. More generally, the study illustrates that institutional change targeting implementation can also significantly affect the dynamics of knowledge creation (learning), access, distribution, and use. Recognizing how action-oriented institutions can affect these dynamics across their knowledge system can help institutional designers build more efficient and effective institutions for sustainable development.

Development and Implementation of an Integrated Science Course for Elementary Eduation Majors

NASA Astrophysics Data System (ADS)

Gunter, Mickey E.; Gammon, Steven D.; Kearney, Robert J.; Waller, Brenda E.; Oliver, David J.

1997-02-01

Currently the scientific community is trying to increase the general populationapos;s knowledge of science. These efforts stem from the fact that the citizenry needs a better understanding of scientific knowledge to make informed decisions on many issues of current concern. The problem of scientific illiteracy begins in grade school and can be traced to inadequate exposure to science and scientific thinking during the preparation of K - 8 teachers. Typically preservice elementary teachers are required to take only one or two disconnected science courses to obtain their teaching certificates. Also, introductory science courses are often large and impersonal, with the result that while students pass the courses, they may learn very little and retain even less.

Common Infrastructure for Neo Scientific and Planetary Defense Missions

NASA Technical Reports Server (NTRS)

Adams, Robert; Wilks, Rodney

2009-01-01

While defending the Earth against collisions with asteroids and comets has garnered increasing attention over the past few decades, our knowledge of the threats and methods of mitigation remain inadequate. There exists a considerable gap in knowledge regarding the size, composition, location, internal structure and formation of near earth asteroids and comets. Although estimates have been made, critical experiments have not yet been conducted on the effectiveness of various proposed mitigation techniques. Closing this knowledge gap is of interest to both the planetary defense and planetary science communities. Increased scientific knowledge of asteroid and comet composition and structure can confirm or advance current theories about the formation of the solar system. This proposal suggests a joint effort between these two communities to provide an economical architecture that supports multiple launches of characterization and mitigation payloads with minimal response time. The science community can use this architecture for characterization missions of opportunity when multiple scientific targets or targets of uncommon scientific value present themselves, while the planetary defense community would be able to fire characterization or mitigation payloads at targets that present a threat to the Earth. Both communities would benefit from testing potential mitigation techniques, which would reveal information on the internal structure of asteroids and comets. In return, the Earth would have the beginnings of a viable response system should an impact threat prove real in the near future.

So, why do we still have journals?

NASA Astrophysics Data System (ADS)

Hut, R.

2014-12-01

The academic article is a relic from a bygone age. Form and style have not changed much since the days of Einstein and Wegener, nor have the institutions that publish our academic knowledge. When I google-scholar an article, I do not care if it was published in nature, PNAS, or the annals of the cambodian society of herbologists. I care about the scientific knowledge contained in the article, that I would like to use in my own work. So: why do we have journals again? The journal-based system of scientific publication is cracking under its own weight. The publish or perish culture leads to an ever increasing number of articles, each containing less actual science, because spreading over multiple papers helps your career. Journal editors complain that the average number of scientists that they approach for reviewing has gone up because there is no incentive in being a reviewer, only in being reviewed. And finally: much research money is wasted because reviewers point out fundamental flaws in experiment setups after the fact. In this talk, I will present a new way of publishing scientific knowledge. A departure of the classic systems, my way aims to keep the thoroughness of the peer reviewed system, increase the effective use of funding and make more scientific knowledge publically available. Also, it abolishes the need for journals.

A Global Perspective

ERIC Educational Resources Information Center

Brunvand, Stein; Bouwman, Jeffrey

2018-01-01

Citizen science projects have been found to increase scientific knowledge and awareness among the participants who engage in these collaborative efforts. Providing elementary students the opportunity to collect, share, and analyze data is an effective way to help them develop a deeper understanding of scientific concepts and gain competency in…

Crossing Science-Policy-Societal Boundaries to Reduce Scientific and Institutional Uncertainty in Small-Scale Fisheries.

PubMed

Sutton, Abigail M; Rudd, Murray A

2016-10-01

The governance of small-scale fisheries (SSF) is challenging due to the uncertainty, complexity, and interconnectedness of social, political, ecological, and economical processes. Conventional SSF management has focused on a centralized and top-down approach. A major criticism of conventional management is the over-reliance on 'expert science' to guide decision-making and poor consideration of fishers' contextually rich knowledge. That is thought to exacerbate the already low governance potential of SSF. Integrating scientific knowledge with fishers' knowledge is increasingly popular and is often assumed to help reduce levels of biophysical and institutional uncertainties. Many projects aimed at encouraging knowledge integration have, however, been unsuccessful. Our objective in this research was to assess factors that influence knowledge integration and the uptake of integrated knowledge into policy-making. We report results from 54 semi-structured interviews with SSF researchers and practitioners from around the globe. Our analysis is framed in terms of scientific credibility, societal legitimacy, and policy saliency, and we discuss cases that have been partially or fully successful in reducing uncertainty via push-and-pull-oriented boundary crossing initiatives. Our findings suggest that two important factors affect the science-policy-societal boundary: a lack of consensus among stakeholders about what constitutes credible knowledge and institutional uncertainty resulting from shifting policies and leadership change. A lack of training for scientific leaders and an apparent 'shelf-life' for community organizations highlight the importance of ongoing institutional support for knowledge integration projects. Institutional support may be enhanced through such investments, such as capacity building and specialized platforms for knowledge integration.

Crossing Science-Policy-Societal Boundaries to Reduce Scientific and Institutional Uncertainty in Small-Scale Fisheries

NASA Astrophysics Data System (ADS)

Sutton, Abigail M.; Rudd, Murray A.

2016-10-01

The governance of small-scale fisheries (SSF) is challenging due to the uncertainty, complexity, and interconnectedness of social, political, ecological, and economical processes. Conventional SSF management has focused on a centralized and top-down approach. A major criticism of conventional management is the over-reliance on `expert science' to guide decision-making and poor consideration of fishers' contextually rich knowledge. That is thought to exacerbate the already low governance potential of SSF. Integrating scientific knowledge with fishers' knowledge is increasingly popular and is often assumed to help reduce levels of biophysical and institutional uncertainties. Many projects aimed at encouraging knowledge integration have, however, been unsuccessful. Our objective in this research was to assess factors that influence knowledge integration and the uptake of integrated knowledge into policy-making. We report results from 54 semi-structured interviews with SSF researchers and practitioners from around the globe. Our analysis is framed in terms of scientific credibility, societal legitimacy, and policy saliency, and we discuss cases that have been partially or fully successful in reducing uncertainty via push-and-pull-oriented boundary crossing initiatives. Our findings suggest that two important factors affect the science-policy-societal boundary: a lack of consensus among stakeholders about what constitutes credible knowledge and institutional uncertainty resulting from shifting policies and leadership change. A lack of training for scientific leaders and an apparent `shelf-life' for community organizations highlight the importance of ongoing institutional support for knowledge integration projects. Institutional support may be enhanced through such investments, such as capacity building and specialized platforms for knowledge integration.

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

NASA Astrophysics Data System (ADS)

van Vondel, Sabine; Steenbeek, Henderien; van Dijk, Marijn; van Geert, Paul

2017-04-01

The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thought-provoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students' scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students' real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students' utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than students in the control condition. No effect was found for students' scientific knowledge as measured with a standardized achievement test. Implications for future studies are stressed, as well as the importance of enriching the evaluation of intervention studies by focusing on dynamics in the classroom.

Scientific Skills and Processes in Curriculum Resources

ERIC Educational Resources Information Center

Kremer, Joe

2017-01-01

Increasingly, the science education community has recognized the need for curriculum resources that support student development of authentic scientific practices, rather than focusing exclusively on content knowledge. This paper proposes a tool for teachers and researchers to assess the degree to which certain curriculum resources and lessons…

Scientific papers for health informatics.

PubMed

Pereira, Samáris Ramiro; Duarte, Jacy Marcondes; Bandiera-Paiva, Paulo

2013-01-01

From the hypothesis that the development of scientific papers, mainly in interdisciplinary areas such as Health Informatics, may bring difficulties to the author, as had its communicative efficacy decreased or compromising their approval for publication; we aim to make considerations on the main items to good players making this kind of text. The scientific writing has peculiarities that must be taken into consideration when it writes: general characteristics, such as simplicity and objectivity, and characteristics of each area of knowledge, such as terminology, formatting and standardization. The research methodology adopted is bibliographical. The information was based on literature review and the authors' experience, teachers and assessors of scientific methodology in peer review publications in the area. As a result, we designed a checklist of items to be checked before submission of a paper to a scientific publication vehicle in order to contribute to the promotion of research, facilitating the publication and increase its capacity in this important area of knowledge.

Mapping the knowledge utilization field in nursing from 1945 to 2004: a bibliometric analysis.

PubMed

Scott, Shannon D; Profetto-McGrath, Joanne; Estabrooks, Carole A; Winther, Connie; Wallin, Lars; Lavis, John N

2010-12-01

The field of knowledge utilization has been hampered by several issues including: the synonymous use of multiple terms with little attempt at definition precision; an overexamination of knowledge utilization as product, rather than a process; and a lack of progress to cross disciplinary boundaries to advance knowledge development. In order to address the challenges and current knowledge gaps in the knowledge utilization field in nursing, a comprehensive picture of the current state of the field is required. Bibliometric analyses were used to map knowledge utilization literature in nursing as an international field of study, and to identify the structure of its scientific community. Analyses of bibliographic data for 433 articles from the period 1945-2004 demonstrated three trends: (1) there has been significant recent growth and interest in this field, (2) the structure of the scientific knowledge utilization community is evolving, and (3) the Web of Science does not index the majority of journals where this literature is published. In order to enhance the accessibility and profile of this literature, and nursing's scientific literature at large, we encourage the International Academy of Nursing Editors to work collaboratively to increase the number of journals indexed in the Web of Science. ©2010 Sigma Theta Tau International.

How the Contents of a Bachelor's Degree Final Project of Engineering Evolve towards Innovative Scientific Knowledge: Keys to Success

ERIC Educational Resources Information Center

Núñez, Cristina; Guinea, Ana; Callau, Sara; Bengoa, Christophe; Basco, Josep; Gavaldà, Jordi

2017-01-01

The Bachelor's Degree Final Project (BDFP) of our school aims to develop a real constructive project, enhance cooperative teamwork and increase productivity of students. We present a real case study, related with engineering and scientific innovation results obtained by BDFP, which has led to an innovative scientific study presented at the 7th…

Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry

NASA Astrophysics Data System (ADS)

Lederman, Norman G.; Antink, Allison; Bartos, Stephen

2014-02-01

The primary focus of this article is to illustrate how teachers can use contemporary socio-scientific issues to teach students about nature of scientific knowledge as well as address the science subject matter embedded in the issues. The article provides an initial discussion about the various aspects of nature of scientific knowledge that are addressed. It is important to remember that the aspects of nature of scientific knowledge are not considered to be a comprehensive list, but rather a set of important ideas for adolescent students to learn about scientific knowledge. These ideas have been advocated as important for secondary students by numerous reform documents internationally. Then, several examples are used to illustrate how genetically based socio-scientific issues can be used by teachers to improve students' understandings of the discussed aspects of nature of scientific knowledge.

Children's and Adults' Knowledge and Models of Reasoning about the Ozone Layer and Its Depletion.

ERIC Educational Resources Information Center

Leighton, Jacqueline P.; Bisanz, Gay L.

2003-01-01

Examines children's and adults' knowledge of the ozone layer and its depletion, whether this knowledge increases with age, and how the ozone layer and ozone hole might be structured as scientific concepts. Uses a standardized set of questions to interview children and adults in Canada. Discusses implications of the results for health…

Writing syntheses for managers: Lessons from the Rainbow Series and Fire Effects Information System

Treesearch

Jane Kapler Smith; Kristin L. Zouhar; Janet Fryer

2009-01-01

Scientific knowledge is essential for sound wildland management, but this knowledge is a complex, ever-expanding resource. Managers often request syntheses or reviews of available knowledge, and scientists have responded with an increasing number of syntheses for managers. Unfortunately, little guidance is available for this kind of writing. While most scientists have...

Editorial: a scientifically rigorous and user-friendly Rangeland Ecology & Management

USDA-ARS?s Scientific Manuscript database

Rangeland Ecology and Management (REM) is the premier journal for communication of science-based knowledge and for fostering both innovation and rigor in our stewardship of the world’s rangelands. REM is critical to the mission of the Society for Range Management and has had increasing scientific im...

Improving scientific knowledge

Treesearch

James M. Vose; David L. Peterson

2012-01-01

Scientific literature on the effects of climatic variability and change on forest ecosystems has increased significantly over the past decade, providing a foundation for establishing forest-climate relationships and projecting the effects of continued warming on a wide range of forest resources and ecosystem services. In addition, certainty about the nature of some of...

Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

NASA Astrophysics Data System (ADS)

Impey, C.; Buxner, S.

2015-11-01

We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

The gap in scientific knowledge and role of science communication in South Korea.

PubMed

Chang, Jeong-Heon; Kim, Sei-Hill; Kang, Myung-Hyun; Shim, Jae Chul; Ma, Dong Hoon

2017-01-01

Using data from a national survey of South Koreans, this study explores the role of science communication in enhancing three different forms of scientific knowledge ( factual, procedural, and subjective). We first assess learning effects, looking at the extent to which citizens learn science from different channels of communication (interpersonal discussions, traditional newspapers, television, online newspapers, and social media). We then look into the knowledge gap hypothesis, investigating how different communication channels can either widen or narrow the gap in knowledge between social classes. Television was found to function as a "knowledge leveler," narrowing the gap between highly and less educated South Koreans. The role of online newspapers in science learning is pronounced in our research. Reading newspapers online indicated a positive relationship to all three measures of knowledge. Contrary to the knowledge-leveling effect of television viewing, reading online newspapers was found to increase, rather than decrease, the gap in knowledge. Implications of our findings are discussed in detail.

Seeing the Science

ERIC Educational Resources Information Center

Vaughn, Meredith Houle; Gatling, Anne

2013-01-01

English language learners (ELLs) bring a wealth of knowledge to science classrooms, yet often that knowledge is untapped by traditional instruction and assessment. As classrooms become increasingly diverse, it is critical to recognize the depth of understandings ELLs bring to classrooms to explain the scientific world around them. English language…

NASA Applied Sciences Program

NASA Technical Reports Server (NTRS)

Frederick, Martin

2006-01-01

This presentation highlights the NASA Applied Sciences Program. The goal of the program is to extend the results of scientific research and knowledge beyond the science community to contribute to NASA's partners' applications of national priority, such as agricultural efficiency, energy management and Homeland Security. Another purpose of the program's scientific research is to increase knowledge of the Earth-Sun system to enable improved predictions of climate, weather, and natural hazards. The program primarily optimizes benefits for citizens by contributing to partnering on applications that are used by state, local and tribal governments.

Relationship between scientific knowledge and fortune-telling.

PubMed

Shein, Paichi Pat; Li, Yuh-Yuh; Huang, Tai-Chu

2014-10-01

This study takes on a relational and situated perspective to understand the relationship between scientific knowledge and fortune-telling. Measures included socio-demographic characteristics, knowledge of scientific facts and methods, and fortune-telling beliefs and practices. A sample of 1863 adults was drawn from a population of Taiwanese citizens using the method of probability proportional to size. The findings showed that knowledge of scientific methods was negatively associated with fortune-telling beliefs. However, knowledge of scientific facts was, by and large, positively associated with engagement in fortune-telling practices, a phenomenon known as cognitive polyphasia. This study does not imply that science communication or education have no effect on promoting scientific knowledge; rather, it hopes to encourage researchers and practitioners to use a culturally sensitive lens to rethink the role of science in society and its relationship with other forms of knowledge and belief. © The Author(s) 2014.

A research-based didactic model for education to promote culturally competent nursing care in Sweden.

PubMed

Gebru, Kerstin; Willman, Ania

2003-01-01

As Sweden changes toward a multicultural society, scientific knowledge of transcultural nursing care becomes increasingly important. Earlier studies in Swedish nursing education have demonstrated a lack of knowledge base in transcultural nursing. Through an extensive review of the literature, a didactic model was developed to help facilitate the establishment of this body of knowledge in transcultural nursing. The article demonstrates how the model applies the content and structure of Leininger's theory of culture care diversity and universality and ethnonursing method in a 3-year nursing program in theory as well as clinical education. The model includes a written guide for faculty members, with references to scientific articles and documents to be used.

An Ontology for Representing Geoscience Theories and Related Knowledge

NASA Astrophysics Data System (ADS)

Brodaric, B.

2009-12-01

Online scientific research, or e-science, is increasingly reliant on machine-readable representations of scientific data and knowledge. At present, much of the knowledge is represented in ontologies, which typically contain geoscience categories such as ‘water body’, ‘aquifer’, ‘granite’, ‘temperature’, ‘density’, ‘Co2’. While extremely useful for many e-science activities, such categorical representations constitute only a fragment of geoscience knowledge. Also needed are online representations of elements such as geoscience theories, to enable geoscientists to pose and evaluate hypotheses online. To address this need, the Science Knowledge Infrastructure ontology (SKIo) specializes the DOLCE foundational ontology with basic science knowledge primitives such as theory, model, observation, and prediction. Discussed will be SKIo as well as its implementation in the geosciences, including case studies from marine science, environmental science, and geologic mapping. These case studies demonstrate SKIo’s ability to represent a wide spectrum of geoscience knowledge types, to help fuel next generation e-science.

Using learning networks to understand complex systems: a case study of biological, geophysical and social research in the Amazon.

PubMed

Barlow, Jos; Ewers, Robert M; Anderson, Liana; Aragao, Luiz E O C; Baker, Tim R; Boyd, Emily; Feldpausch, Ted R; Gloor, Emanuel; Hall, Anthony; Malhi, Yadvinder; Milliken, William; Mulligan, Mark; Parry, Luke; Pennington, Toby; Peres, Carlos A; Phillips, Oliver L; Roman-Cuesta, Rosa Maria; Tobias, Joseph A; Gardner, Toby A

2011-05-01

Developing high-quality scientific research will be most effective if research communities with diverse skills and interests are able to share information and knowledge, are aware of the major challenges across disciplines, and can exploit economies of scale to provide robust answers and better inform policy. We evaluate opportunities and challenges facing the development of a more interactive research environment by developing an interdisciplinary synthesis of research on a single geographic region. We focus on the Amazon as it is of enormous regional and global environmental importance and faces a highly uncertain future. To take stock of existing knowledge and provide a framework for analysis we present a set of mini-reviews from fourteen different areas of research, encompassing taxonomy, biodiversity, biogeography, vegetation dynamics, landscape ecology, earth-atmosphere interactions, ecosystem processes, fire, deforestation dynamics, hydrology, hunting, conservation planning, livelihoods, and payments for ecosystem services. Each review highlights the current state of knowledge and identifies research priorities, including major challenges and opportunities. We show that while substantial progress is being made across many areas of scientific research, our understanding of specific issues is often dependent on knowledge from other disciplines. Accelerating the acquisition of reliable and contextualized knowledge about the fate of complex pristine and modified ecosystems is partly dependent on our ability to exploit economies of scale in shared resources and technical expertise, recognise and make explicit interconnections and feedbacks among sub-disciplines, increase the temporal and spatial scale of existing studies, and improve the dissemination of scientific findings to policy makers and society at large. Enhancing interaction among research efforts is vital if we are to make the most of limited funds and overcome the challenges posed by addressing large-scale interdisciplinary questions. Bringing together a diverse scientific community with a single geographic focus can help increase awareness of research questions both within and among disciplines, and reveal the opportunities that may exist for advancing acquisition of reliable knowledge. This approach could be useful for a variety of globally important scientific questions. © 2010 The Authors. Biological Reviews © 2010 Cambridge Philosophical Society.

How Faint Can You Go?

NASA Astrophysics Data System (ADS)

Henden, Arne

2017-06-01

For many scientific projects, knowledge of the faint limit of your exposure can be extremely important. In addition, it can be just plain fun to know how faint your equipment can go under varying circumstances. This paper describes the concept and gives some guidance as to how to increase the scientific value of your reports.

How Faint Can You Go? (Abstract)

NASA Astrophysics Data System (ADS)

Henden, A.

2017-12-01

(Abstract only) For many scientific projects, knowledge of the faint limit of your exposure can be extremely important. In addition, it can be just plain fun to know how faint your equipment can go under varying circumstances. This paper describes the concept and gives some guidance as to how to increase the scientific value of your reports.

Proceedings of the Sierra Nevada Science Symposium

Treesearch

Dennis D. Murphy; Peter A. Stine

2004-01-01

Land and resource management issues in the Sierra Nevada are becoming increasingly complex and controversial. The objective of the Sierra Nevada Science Symposium was to provide a synoptic overview of the current state of scientific knowledge related to key management issues. Attempts were made to tie recent scientific findings to applications in land management and...

Frame Analysis in Science Education: A Classroom Activity for Promoting Media Literacy and Learning about Genetic Causation

ERIC Educational Resources Information Center

Carver, Rebecca Bruu; Wiese, Eline Fatima; Breivik, Jarle

2014-01-01

After completion of formal education, the mass media represent people's primary source of scientific information. Besides the traditional attention to scientific knowledge, national curricula are therefore increasingly emphasizing critical and reflexive engagement with media content as a key objective of science education. Despite this curricular…

Increasing Scientific Literacy about Global Climate Change through a Laboratory-Based Feminist Science Course

ERIC Educational Resources Information Center

George, Linda A.; Brenner, Johanna

2010-01-01

The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for…

Unpacking the Relationship between Science Education and Applied Scientific Literacy

ERIC Educational Resources Information Center

Crowell, Amanda; Schunn, Christian

2016-01-01

Scientific literacy has many meanings: it can be thought of as foundational knowledge, foundational critical thinking skills, or the application of these two foundations to everyday decision making. Here, we examine the far transfer scenario: do increases in science education lead to everyday decision-making becoming more consistent with consensus…

Epistemology and Science Education: A Study of Epistemological Views of Teachers

ERIC Educational Resources Information Center

Apostolou, Alexandros; Koulaidis, Vasilis

2010-01-01

The aim of this paper is to study the epistemological views of science teachers for the following epistemological issues: scientific method, demarcation of scientific knowledge, change of scientific knowledge and the status of scientific knowledge. Teachers' views for each one of these epistemological questions were investigated during…

Community Intelligence in Knowledge Curation: An Application to Managing Scientific Nomenclature

PubMed Central

Zou, Dong; Li, Ang; Liu, Guocheng; Chen, Fei; Wu, Jiayan; Xiao, Jingfa; Wang, Xumin; Yu, Jun; Zhang, Zhang

2013-01-01

Harnessing community intelligence in knowledge curation bears significant promise in dealing with communication and education in the flood of scientific knowledge. As knowledge is accumulated at ever-faster rates, scientific nomenclature, a particular kind of knowledge, is concurrently generated in all kinds of fields. Since nomenclature is a system of terms used to name things in a particular discipline, accurate translation of scientific nomenclature in different languages is of critical importance, not only for communications and collaborations with English-speaking people, but also for knowledge dissemination among people in the non-English-speaking world, particularly young students and researchers. However, it lacks of accuracy and standardization when translating scientific nomenclature from English to other languages, especially for those languages that do not belong to the same language family as English. To address this issue, here we propose for the first time the application of community intelligence in scientific nomenclature management, namely, harnessing collective intelligence for translation of scientific nomenclature from English to other languages. As community intelligence applied to knowledge curation is primarily aided by wiki and Chinese is the native language for about one-fifth of the world’s population, we put the proposed application into practice, by developing a wiki-based English-to-Chinese Scientific Nomenclature Dictionary (ESND; http://esnd.big.ac.cn). ESND is a wiki-based, publicly editable and open-content platform, exploiting the whole power of the scientific community in collectively and collaboratively managing scientific nomenclature. Based on community curation, ESND is capable of achieving accurate, standard, and comprehensive scientific nomenclature, demonstrating a valuable application of community intelligence in knowledge curation. PMID:23451119

Community intelligence in knowledge curation: an application to managing scientific nomenclature.

PubMed

Dai, Lin; Xu, Chao; Tian, Ming; Sang, Jian; Zou, Dong; Li, Ang; Liu, Guocheng; Chen, Fei; Wu, Jiayan; Xiao, Jingfa; Wang, Xumin; Yu, Jun; Zhang, Zhang

2013-01-01

Harnessing community intelligence in knowledge curation bears significant promise in dealing with communication and education in the flood of scientific knowledge. As knowledge is accumulated at ever-faster rates, scientific nomenclature, a particular kind of knowledge, is concurrently generated in all kinds of fields. Since nomenclature is a system of terms used to name things in a particular discipline, accurate translation of scientific nomenclature in different languages is of critical importance, not only for communications and collaborations with English-speaking people, but also for knowledge dissemination among people in the non-English-speaking world, particularly young students and researchers. However, it lacks of accuracy and standardization when translating scientific nomenclature from English to other languages, especially for those languages that do not belong to the same language family as English. To address this issue, here we propose for the first time the application of community intelligence in scientific nomenclature management, namely, harnessing collective intelligence for translation of scientific nomenclature from English to other languages. As community intelligence applied to knowledge curation is primarily aided by wiki and Chinese is the native language for about one-fifth of the world's population, we put the proposed application into practice, by developing a wiki-based English-to-Chinese Scientific Nomenclature Dictionary (ESND; http://esnd.big.ac.cn). ESND is a wiki-based, publicly editable and open-content platform, exploiting the whole power of the scientific community in collectively and collaboratively managing scientific nomenclature. Based on community curation, ESND is capable of achieving accurate, standard, and comprehensive scientific nomenclature, demonstrating a valuable application of community intelligence in knowledge curation.

Life's Lessons in the Lab: A Summer of Learning from Undergraduate Research Experiences

ERIC Educational Resources Information Center

Nadelson, Louis S.; Warner, Don; Brown, Eric

2015-01-01

Research experiences for undergraduates (REUs) seek to increase the participating students' knowledge and perceptions of scientific research through engagement in laboratory research and related activities. Various REU outcomes have been investigated including influence on participants' content knowledge, career plans, and general perceptions of…

A land-potential knowledge system (LandPKS) based on local and scientific knowledge of land productivity and resilience

USDA-ARS?s Scientific Manuscript database

Economic assessment of land use change in drylands depends on understanding potential productivity, degradation resistance and resilience, all of which vary widely and are often ignored. Rapidly increasing demand, together with new technologies, migration and global capital mobility are driving dram...

The rise of information science: a changing landscape for soil science

NASA Astrophysics Data System (ADS)

Roudier, Pierre; Ritchie, Alistair; Hedley, Carolyn; Medyckyj-Scott, David

2015-07-01

The last 15 years have seen the rapid development of a wide range of information technologies. Those developments have been impacting all fields of science, at every step of the scientific method: data collection, data analysis, inference, science communication and outreach. The rate at which data is being generated is increasing exponentially, giving opportunities to improve our understanding of soils. Parallel developments in computing hardware and methods, such as machine learning, open ways to not only harness the '”data deluge”, but also offer a new way to generate knowledge. Finally, emerging data and information delivery protocols are leveraging the outreach power of the World Wide Web to disseminate scientific data and information, and increase their use and understanding outside the boundaries of a given scientific field. However, the nature of this data is mostly new to soil science, and requires adaptation to its diversity and volume. In particular, the integration of the significant amount of legacy soil data collected throughout decades of soil science can be problematic when all necessary metadata is not available. Likewise, knowledge accumulated by our scientific field needs to be acknowledged by - rather than opposed to - numerical methods. While the introduction of this set of emerging technologies is enabling soil science from different points of view, its successful implementation depends on the ability of soil scientists to act as knowledge brokers and support numerical methods.

Scientific Habits of Mind in Virtual Worlds

NASA Astrophysics Data System (ADS)

Steinkuehler, Constance; Duncan, Sean

2008-12-01

In today's increasingly "flat" world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular, we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in "social knowledge construction" rather than social banter. Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument.

A Suggested Project to Develop EFL Teaching in the Egyptian Universities in the Light of Knowledge Economy Investing in ELT Innovation

ERIC Educational Resources Information Center

Ghoneim, Nahed Mohammed Mahmoud; Elghotmy, Heba Elsayed Abdelsalam

2016-01-01

Knowledge Investment is a new and unique concept. Converting the output of scientific research into reality requires a promising start-up. Knowledge economy should be given the priority it deserves and be considered one of the strategic objectives of the development plans in Egypt. With English increasingly being positioned as the pre-eminent…

Effects of Scaffolds and Scientific Reasoning Ability on Web-Based Scientific Inquiry

ERIC Educational Resources Information Center

Wu, Hui-Ling; Weng, Hsiao-Lan; She, Hsiao-Ching

2016-01-01

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…

Scientific Research: Commodities or Commons?

NASA Astrophysics Data System (ADS)

Vermeir, Koen

2013-10-01

Truth is for sale today, some critics claim. The increased commodification of science corrupts it, scientific fraud is rampant and the age-old trust in science is shattered. This cynical view, although gaining in prominence, does not explain very well the surprising motivation and integrity that is still central to the scientific life. Although scientific knowledge becomes more and more treated as a commodity or as a product that is for sale, a central part of academic scientific practice is still organized according to different principles. In this paper, I critically analyze alternative models for understanding the organization of knowledge, such as the idea of the scientific commons and the gift economy of science. After weighing the diverse positive and negative aspects of free market economies of science and gift economies of science, a commons structured as a gift economy seems best suited to preserve and take advantage of the specific character of scientific knowledge. Furthermore, commons and gift economies promote the rich social texture that is important for supporting central norms of science. Some of these basic norms might break down if the gift character of science is lost. To conclude, I consider the possibility and desirability of hybrid economies of academic science, which combine aspects of gift economies and free market economies. The aim of this paper is to gain a better understanding of these deeper structural challenges faced by science policy. Such theoretical reflections should eventually assist us in formulating new policy guidelines.

Historical Development and Key Issues of Data Management Plan Requirements for National Science Foundation Grants: A Review

ERIC Educational Resources Information Center

Pasek, Judith E.

2017-01-01

Sharing scientific research data has become increasingly important for knowledge advancement in today's networked, digital world. This article describes the evolution of access to United States government information in relation to scientific research funded by federal grants. It analyzes the data sharing policy of the National Science Foundation,…

Exploring English Language Learners (ELL) experiences with scientific language and inquiry within a real life context

NASA Astrophysics Data System (ADS)

Algee, Lisa M.

English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by sociocultural theory and literature on student learning and science teaching for ELL. A qualitative, case study was used to explore students' learning experiences. Data from multiple sources was collected: student interviews, science letters, an assessment in another context, field-notes, student presentations, inquiry assessment, instructional group conversations, parent interviews, parent letters, parent homework, teacher-researcher evaluation, teacher-researcher reflective journal, and student ratings of learning activities. These data sources informed the following research questions: (1) Does participation in an out-of-school contextualized inquiry science project increase ELL use of scientific language? (2) Does participation in an out-of-school contextualized inquiry science project increase ELL understanding of scientific inquiry and their motivation to learn? (3) What are parents' funds of knowledge about the local ecology and does this inform students' experiences in the science project? All data sources concerning students were analyzed for similar patterns and trends and triangulation was sought through the use of these data sources. The remaining data sources concerning the teacher-researcher were used to inform and assess whether the pedagogical and research practices were in alignment with the proposed theoretical framework. Data sources concerning parental participation accessed funds of knowledge, which informed the curriculum in order to create continuity and connections between home and school. To ensure accuracy in the researchers' interpretations of student and parent responses during interviews, member checking was employed. The findings suggest that participation in an out-of-school contextualized inquiry science project increased ELL use of scientific language and understanding of scientific inquiry and motivation to learn. In addition, parent' funds of knowledge informed students' experiences in the science project. These findings suggest that the learning and teaching practices and the real life experiential learning contexts served as an effective means for increasing students' understandings and motivation to learn.

Knowledge of scientific misconduct in publication among medical students.

PubMed

Mubeen, Syed Muhammad; Ghayas, Rabia; Adil Rizvi, Syed Hasan; Khan, Sohaib Ahmed

2017-01-01

Publication is a central element in research dissemination and scientific misconduct in publication is relatively ignored in biomedical research. This study is to assess the knowledge of scientific misconduct in publication among private and public sector medical students. A questionnaire-based cross-sectional study was carried in four (two public and two private) medical colleges of Karachi in 2015. After ethical approval, data were collected through convenient sampling and analyzed in SPSS 16.0. Descriptive statistics was used to summarize the data and Chi-square test was used for cross tabulation with sex, type of medical colleges, and knowledge of scientific misconduct in publication. A total of 592 medical students participated with mean age of 22.2 ± 1.47 years. The majority (491, 79%) of medical students had heard about the word "publication ethics," higher among public sector students than from private sector (P < 0.001). Only 78 (13.2%) reported to had published original articles, and 64 (10.8%) and 53 (9%) medical students had heard of "ICMJE authorship criteria" and "COPE," respectively. Knowledge about fabrication of data and scientific misconduct in publication was found to be statistically significant (P < 0.05) among males than female students. Statistically significant differences were also observed between public and private medical students for knowledge regarding salami slicing, ghost author, fabrication, and photomanipulation (P < 0.001) and for plagiarism (P < 0.005). Participants from public sector colleges scored significantly better in all above variables than private medical colleges except knowledge about salami slicing in which participants from latter performed significantly better than public sector students. The study demonstrates deficiencies in knowledge regarding several aspects of publication ethics among medical students of both public and private medical colleges in Karachi. There is a need to increase the awareness of research and publication ethics among students during their academic years.

Knowledge as an Aspect of Scientific Competence for Citizenship: Results of a Delphi Study in Spain

ERIC Educational Resources Information Center

España-Ramos, Enrique; González-García, Francisco José; Blanco-López, Ángel; Franco-Mariscal, Antonio Joaquín

2016-01-01

This article focuses on scientific knowledge as one aspect of the scientific competencies that citizens should ideally possess. The analysis is based on a Delphi study we conducted with Spanish experts from different science-related fields. The results showed that although the experts proposed several examples of scientific knowledge, the degree…

The contamination of scientific literature: looking for an antidote

NASA Astrophysics Data System (ADS)

Liotta, Marcello

2017-04-01

Science may have very strong implications for society. The knowledge of the processes occurring around the society represents a good opportunity to take responsible decisions. This is particularly true in the field of geosciences. Earthquakes, volcanic eruptions, landslides, climate changes and many other natural phenomena still need to be further investigated. The role of the scientific community is to increase the knowledge. Each member can share his own ideas and data thus allowing the entire scientific community to receive a precious contribution. The latter one often derives from research activities, which are expensive in terms of consumed time and resources. Nowadays the sharing of scientific results occurs through the publication on scientific journals. The reading of available scientific literature thus represents a unique opportunity to define the state of the art on a specific topic and to address research activities towards something new. When published results are obtained through a rigorous scientific process, they constitute a solid background where each member can add his ideas and evidences. Differently, published results may be affected by scientific misconduct; they constitute a labyrinth where the scientists lose their time in the attempt of truly understanding the natural processes. The normal scientific dialectic should unmask such results, thus avoiding literature contamination and making the scientific framework more stimulating. The scientific community should look for the best practice to reduce the risk of literature contamination.

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

NASA Astrophysics Data System (ADS)

Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

2008-09-01

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course ( n = 111) and by faculty in the College of Biology and Agriculture faculty ( n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

32 CFR 34.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... increasing knowledge or understanding in science and engineering. Applied research is defined as efforts that attempt to determine and exploit the potential of scientific discoveries or improvements in technology...

Jump-Start Your Middle School Students' Background Knowledge and Vocabulary Skills

ERIC Educational Resources Information Center

Ward, Elizabeth; Williams-Rossi, Dara

2012-01-01

One of the most challenging tasks in increasingly diverse classrooms is helping students develop the "knowledge and language of science to communicate scientific explanations and ideas" (NRC 1996, p. 144). In this article, the authors share one of their favorite methods for incorporating and reinforcing science vocabulary instruction in…

Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

PubMed

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

Thomson Scientific's expanding Web of Knowledge: beyond citation databases and current awareness services.

PubMed

London, Sue; Brahmi, Frances A

2005-01-01

As end-user demand for easy access to electronic full text continues to climb, an increasing number of information providers are combining that access with their other products and services, making navigating their Web sites by librarians seeking information on a given product or service more daunting than ever. One such provider of a complex array of products and services is Thomson Scientific. This paper looks at some of the many products and tools available from two of Thomson Scientific's businesses, Thomson ISI and Thomson ResearchSoft. Among the items of most interest to health sciences and veterinary librarians and their users are the variety of databases available via the ISI Web of Knowledge platform and the information management products available from ResearchSoft.

Family medicine practice and research: survey of physicians' attitudes towards scientific research in a post-communist transition country.

PubMed

Rogulj, Zdenka Mrdesa; Baloevic, Elizabet; Dogas, Zoran; Kardum, Goran; Hren, Darko; Marusic, Ana; Marusic, Matko

2007-01-01

Although the paradigm of modern medicine is evidence-based practice, there is a lack of research output and interest in research in family medicine. We investigated attitudes towards scientific research among family medicine practitioners in a country in post-communist socioeconomic transition, and related it to their attitudes towards alternative medicine and clinical knowledge relevant for their practice. We surveyed 427 family medicine practitioners in Croatia about their attitudes towards scientific research (5-point rating scale, total score range 20-100) and alternative medicine (5-point rating scale, total score range 14-70). We also tested their knowledge on diagnosis and treatment of hypertension (10 questions) and diabetes (12 questions). The attitude towards scientific research was positive (score 79.0 +/- 7.2 out of maximum 100) and significantly more positive than that towards alternative medicine (score 45.0 +/- 9.9 out of maximum 70; t(425) = 19.06, P < 0.001). The respondents correctly answered about half the questions on hypertension and diabetes; knowledge on new diagnostic and treatment guidelines was better than their textbook knowledge. The attitude scores were not related to knowledge or research activity or the medical practice of the respondents. Family medicine practitioners in a transition country have a more positive attitude towards science than towards alternative medicine, despite the adverse situation in which they practice. To involve family medicine practitioners in research, interventions must be directed towards changes in behavior and practice and not only towards increasing positive attitudes.

Data Democracy and Decision Making: Enhancing the Use and Value of Geospatial Data and Scientific Information

NASA Astrophysics Data System (ADS)

Shapiro, C. D.

2014-12-01

Data democracy is a concept that has great relevance to the use and value of geospatial data and scientific information. Data democracy describes a world in which data and information are widely and broadly accessible, understandable, and useable. The concept operationalizes the public good nature of scientific information and provides a framework for increasing benefits from its use. Data democracy encompasses efforts to increase accessibility to geospatial data and to expand participation in its collection, analysis, and application. These two pillars are analogous to demand and supply relationships. Improved accessibility, or demand, includes increased knowledge about geospatial data and low barriers to retrieval and use. Expanded participation, or supply, encompasses a broader community involved in developing geospatial data and scientific information. This pillar of data democracy is characterized by methods such as citizen science or crowd sourcing.A framework is developed for advancing the use of data democracy. This includes efforts to assess the societal benefits (economic and social) of scientific information. This knowledge is critical to continued monitoring of the effectiveness of data democracy implementation and of potential impact on the use and value of scientific information. The framework also includes an assessment of opportunities for advancing data democracy both on the supply and demand sides. These opportunities include relatively inexpensive efforts to reduce barriers to use as well as the identification of situations in which participation can be expanded in scientific efforts to enhance the breadth of involvement as well as expanding participation to non-traditional communities. This framework provides an initial perspective on ways to expand the "scientific community" of data users and providers. It also describes a way forward for enhancing the societal benefits from geospatial data and scientific information. As a result, data democracy not only provides benefits to a greater population, it enhances the value of science.

Power and knowledge in psychiatry and the troubling case of Dr Osheroff.

PubMed

Robertson, Michael

2005-12-01

To consider the state of knowledge in psychiatry with reference to the 'Osheroff debate' about the treatment of depression. A review of the key philosophical issues regarding the nature of knowledge applied to the Osheroff case. There is an apparent dichotomy between knowledge derived from a reductionist scientific method, as manifest in evidence-based medicine, and that of a narrative form of knowledge derived from clinical experience. The Focauldian notion of knowledge/power and knowledge as discourse suggests that scientific knowledge dominates over narrative knowledge in psychiatry. The implication of this applied to the Osheroff case is the potential annihilation of all forms of knowledge other than science. Knowledge in psychiatry is a pluralist, rather than singularly scientific enterprise. In the Osheroff case, the potential for scientific knowledge to abolish other forms of knowledge posed a serious threat of weakening the profession. In the light of the current debate about best practice, there is a need for reconsideration of the implications of Osheroff.

Increased scientific rigor will improve reliability of research and effectiveness of management

USGS Publications Warehouse

Sells, Sarah N.; Bassing, Sarah B.; Barker, Kristin J.; Forshee, Shannon C.; Keever, Allison; Goerz, James W.; Mitchell, Michael S.

2018-01-01

Rigorous science that produces reliable knowledge is critical to wildlife management because it increases accurate understanding of the natural world and informs management decisions effectively. Application of a rigorous scientific method based on hypothesis testing minimizes unreliable knowledge produced by research. To evaluate the prevalence of scientific rigor in wildlife research, we examined 24 issues of the Journal of Wildlife Management from August 2013 through July 2016. We found 43.9% of studies did not state or imply a priori hypotheses, which are necessary to produce reliable knowledge. We posit that this is due, at least in part, to a lack of common understanding of what rigorous science entails, how it produces more reliable knowledge than other forms of interpreting observations, and how research should be designed to maximize inferential strength and usefulness of application. Current primary literature does not provide succinct explanations of the logic behind a rigorous scientific method or readily applicable guidance for employing it, particularly in wildlife biology; we therefore synthesized an overview of the history, philosophy, and logic that define scientific rigor for biological studies. A rigorous scientific method includes 1) generating a research question from theory and prior observations, 2) developing hypotheses (i.e., plausible biological answers to the question), 3) formulating predictions (i.e., facts that must be true if the hypothesis is true), 4) designing and implementing research to collect data potentially consistent with predictions, 5) evaluating whether predictions are consistent with collected data, and 6) drawing inferences based on the evaluation. Explicitly testing a priori hypotheses reduces overall uncertainty by reducing the number of plausible biological explanations to only those that are logically well supported. Such research also draws inferences that are robust to idiosyncratic observations and unavoidable human biases. Offering only post hoc interpretations of statistical patterns (i.e., a posteriorihypotheses) adds to uncertainty because it increases the number of plausible biological explanations without determining which have the greatest support. Further, post hocinterpretations are strongly subject to human biases. Testing hypotheses maximizes the credibility of research findings, makes the strongest contributions to theory and management, and improves reproducibility of research. Management decisions based on rigorous research are most likely to result in effective conservation of wildlife resources. 

"But Electricity Isn't Static": Science Discussion, Identification of Learning Issues, and Use of Resources in a Problem-Based Learning Education Course.

ERIC Educational Resources Information Center

Siegel, Marcelle A.; Lee, Julia A. C.

While increasing teachers' scientific knowledge base has been identified as a challenge for teacher education (e.g., NCES, 1996), the skills used to identify a need for knowledge and the skills necessary to search for that knowledge have been less discussed. Yet, the ability to learn for oneself is really the goal of lifelong teacher education. In…

Community Science: creating equitable partnerships for the advancement of scientific knowledge for action.

NASA Astrophysics Data System (ADS)

Lewis, E. S.; Gehrke, G. E.

2017-12-01

In a historical moment where the legitimacy of science is being questioned, it is essential to make science more accessible to the public. Active participation increases the legitimacy of projects within communities (Sidaway 2009). Creating collaborations in research strengthens not only the work by adding new dimensions, but also the social capital of communities through increased knowledge, connections, and decision making power. In this talk, Lewis will discuss how engagement at different stages of the scientific process is possible, and how researchers can actively develop opportunities that are open and inviting. Genuine co-production in research pushes scientists to work in new ways, and with people from different backgrounds, expertise, and lived experiences. This approach requires a flexible and dynamic balance of learning, sharing, and creating for all parties involved to ensure more meaningful and equitable participation. For example, in community science such as that by Public Lab, the community is at the center of scientific exploration. The research is place-based and is grounded in the desired outcomes of community members. Researchers are able to see themselves as active participants in this work alongside community members. Participating in active listening, developing plans together, and using a shared language built through learning can be helpful tools in all co-production processes. Generating knowledge is powerful. Through genuine collaboration and co-creation, science becomes more relevant. When community members are equitable stakeholders in the scientific process, they are better able to engage and advocate for the changes they want to see in their communities. Through this talk, session attendees will learn about practices that promote equitable participation in science, and hear examples of how the community science process engages people in both the knowledge production, and in the application of science.

History and the Relationship between Scientific and Pedagogical Knowledge: Anatomy Lectures Then and Now

ERIC Educational Resources Information Center

Roth, Wolff-Michael; Friesen, Norm

2014-01-01

In recent years, school science has been the target of increasing critique for two reasons. On the one hand, it is said to enforce "epic" images of science that celebrate the heroes and heroic deeds that established the scientific canon and its methods and thereby falsifies the history and nature of science. On the other hand, the…

A knowledgebase system to enhance scientific discovery: Telemakus

PubMed Central

Fuller, Sherrilynne S; Revere, Debra; Bugni, Paul F; Martin, George M

2004-01-01

Background With the rapid expansion of scientific research, the ability to effectively find or integrate new domain knowledge in the sciences is proving increasingly difficult. Efforts to improve and speed up scientific discovery are being explored on a number of fronts. However, much of this work is based on traditional search and retrieval approaches and the bibliographic citation presentation format remains unchanged. Methods Case study. Results The Telemakus KnowledgeBase System provides flexible new tools for creating knowledgebases to facilitate retrieval and review of scientific research reports. In formalizing the representation of the research methods and results of scientific reports, Telemakus offers a potential strategy to enhance the scientific discovery process. While other research has demonstrated that aggregating and analyzing research findings across domains augments knowledge discovery, the Telemakus system is unique in combining document surrogates with interactive concept maps of linked relationships across groups of research reports. Conclusion Based on how scientists conduct research and read the literature, the Telemakus KnowledgeBase System brings together three innovations in analyzing, displaying and summarizing research reports across a domain: (1) research report schema, a document surrogate of extracted research methods and findings presented in a consistent and structured schema format which mimics the research process itself and provides a high-level surrogate to facilitate searching and rapid review of retrieved documents; (2) research findings, used to index the documents, allowing searchers to request, for example, research studies which have studied the relationship between neoplasms and vitamin E; and (3) visual exploration interface of linked relationships for interactive querying of research findings across the knowledgebase and graphical displays of what is known as well as, through gaps in the map, what is yet to be tested. The rationale and system architecture are described and plans for the future are discussed. PMID:15507158

"Trees Live on Soil and Sunshine!"--Coexistence of Scientific and Alternative Conception of Tree Assimilation.

PubMed

Thorn, Christine Johanna; Bissinger, Kerstin; Thorn, Simon; Bogner, Franz Xaver

2016-01-01

Successful learning is the integration of new knowledge into existing schemes, leading to an integrated and correct scientific conception. By contrast, the co-existence of scientific and alternative conceptions may indicate a fragmented knowledge profile. Every learner is unique and thus carries an individual set of preconceptions before classroom engagement due to prior experiences. Hence, instructors and teachers have to consider the heterogeneous knowledge profiles of their class when teaching. However, determinants of fragmented knowledge profiles are not well understood yet, which may hamper a development of adapted teaching schemes. We used a questionnaire-based approach to assess conceptual knowledge of tree assimilation and wood synthesis surveying 885 students of four educational levels: 6th graders, 10th graders, natural science freshmen and other academic studies freshmen. We analysed the influence of learner's characteristics such as educational level, age and sex on the coexistence of scientific and alternative conceptions. Within all subsamples well-known alternative conceptions regarding tree assimilation and wood synthesis coexisted with correct scientific ones. For example, students describe trees to be living on "soil and sunshine", representing scientific knowledge of photosynthesis mingled with an alternative conception of trees eating like animals. Fragmented knowledge profiles occurred in all subsamples, but our models showed that improved education and age foster knowledge integration. Sex had almost no influence on the existing scientific conceptions and evolution of knowledge integration. Consequently, complex biological issues such as tree assimilation and wood synthesis need specific support e.g. through repeated learning units in class- and seminar-rooms in order to help especially young students to handle and overcome common alternative conceptions and appropriately integrate scientific conceptions into their knowledge profile.

“Trees Live on Soil and Sunshine!”- Coexistence of Scientific and Alternative Conception of Tree Assimilation

PubMed Central

Thorn, Simon; Bogner, Franz Xaver

2016-01-01

Successful learning is the integration of new knowledge into existing schemes, leading to an integrated and correct scientific conception. By contrast, the co-existence of scientific and alternative conceptions may indicate a fragmented knowledge profile. Every learner is unique and thus carries an individual set of preconceptions before classroom engagement due to prior experiences. Hence, instructors and teachers have to consider the heterogeneous knowledge profiles of their class when teaching. However, determinants of fragmented knowledge profiles are not well understood yet, which may hamper a development of adapted teaching schemes. We used a questionnaire-based approach to assess conceptual knowledge of tree assimilation and wood synthesis surveying 885 students of four educational levels: 6th graders, 10th graders, natural science freshmen and other academic studies freshmen. We analysed the influence of learner’s characteristics such as educational level, age and sex on the coexistence of scientific and alternative conceptions. Within all subsamples well-known alternative conceptions regarding tree assimilation and wood synthesis coexisted with correct scientific ones. For example, students describe trees to be living on “soil and sunshine”, representing scientific knowledge of photosynthesis mingled with an alternative conception of trees eating like animals. Fragmented knowledge profiles occurred in all subsamples, but our models showed that improved education and age foster knowledge integration. Sex had almost no influence on the existing scientific conceptions and evolution of knowledge integration. Consequently, complex biological issues such as tree assimilation and wood synthesis need specific support e.g. through repeated learning units in class- and seminar-rooms in order to help especially young students to handle and overcome common alternative conceptions and appropriately integrate scientific conceptions into their knowledge profile. PMID:26807974

Citizen Science Initiatives: Engaging the Public and Demystifying Science

PubMed Central

Van Vliet, Kim; Moore, Claybourne

2016-01-01

The Internet and smart phone technologies have opened up new avenues for collaboration among scientists around the world. These technologies have also expanded citizen science opportunities and public participation in scientific research (PPSR). Here we discuss citizen science, what it is, who does it, and the variety of projects and methods used to increase scientific knowledge and scientific literacy. We describe a number of different types of citizen-science projects. These greatly increase the number of people involved, helping to speed the pace of data analysis and allowing science to advance more rapidly. As a result of the numerous advantages of citizen-science projects, these opportunities are likely to expand in the future and increase the rate of novel discoveries. PMID:27047582

Citizen Science Initiatives: Engaging the Public and Demystifying Science.

PubMed

Van Vliet, Kim; Moore, Claybourne

2016-03-01

The Internet and smart phone technologies have opened up new avenues for collaboration among scientists around the world. These technologies have also expanded citizen science opportunities and public participation in scientific research (PPSR). Here we discuss citizen science, what it is, who does it, and the variety of projects and methods used to increase scientific knowledge and scientific literacy. We describe a number of different types of citizen-science projects. These greatly increase the number of people involved, helping to speed the pace of data analysis and allowing science to advance more rapidly. As a result of the numerous advantages of citizen-science projects, these opportunities are likely to expand in the future and increase the rate of novel discoveries.

Upper Secondary Chemistry Students in a Pharmacochemistry Research Community

NASA Astrophysics Data System (ADS)

van Rens, Lisette; van Muijlwijk, Jacqueline; Beishuizen, Jos; van der Schee, Joop

2013-04-01

This study deals with the participation of 10 upper secondary chemistry students, aged 16-17, and their chemistry teacher in a pharmacochemistry research community on anti-allergy medicines at VU University, Amsterdam, The Netherlands. Participation of students in scientific research raises the question of how to bridge the gap between an upper secondary school inquiry practice and a scientific research practice. To bridge this gap, a design based on 6 principles derived from an educational model of a community of learners was proposed. The study first aimed at revealing whether the proposed principles were necessary according to the students, their teacher and three pharmacochemistry researchers for successful participation of the students in the research community. Second, the study examined whether the students' understanding of discipline-specific content knowledge, interest in scientific research and knowledge about the nature of science changed during the course of the study. Data were obtained from questionnaires, interviews and video tapes. The results indicated that according to the teacher all 6 principles were necessary to bridge the gap, whereas according to the students 1 principle and according to the pharmacochemistry researchers 2 principles were necessary but difficult to achieve. Furthermore, all students gained discipline-specific content knowledge. Their interest in scientific research exhibited a positive change and their knowledge about the nature of science increased. The implications for further research and practice are discussed.

Making Science Whole Again: The Role of Academia

NASA Astrophysics Data System (ADS)

Lubchenco, J.

2006-12-01

Science in the 21st Century has become increasingly fragmented, not in the usual sense of disciplinary divisions, but with increased specialization in the discovery, teaching, public communication and application aspects of new knowledge. As in the infamous `telephone game', messages passed along through multiple parties, risk distortion. More insidiously, without active and effective checks and balances along the way, information can be and is being deliberately distorted, completely altered, or used selectively. Science, of course, is not the only basis for decision-making; values, politics, economics and other factors should also be considered. Nonetheless, a key role of science is to inform decision-making (not to drive it exclusively). The importance of citizens and leaders having access to accurate scientific information and knowledge is so essential to human well-being that new mechanisms must be found to ensure the integrity of scientific information. Among the multiple changes that are needed to achieve this goal, many of which will be explored in this session, one pertains specifically to the academic scientific community. That change entails growing and supporting stellar scientists who participate directly in discovery AND public communication of knowledge. More scientists whose primary jobs are research and teaching could and should also be actively involved in sharing new knowledge with non-scientists. The public expects this to happen but academia gives it lip service at best. Having more scientists who can communicate scientific knowledge that is understandable, relevant, useable, current and credible to non-technical audiences is a key (though far from the only) factor in protecting the integrity of science. The Aldo Leopold Leadership Program now based at Stanford University's Woods Institute for the Environment is a program that trains tenured, academic environmental scientists to communicate effectively with politicians, business people, the media, and multiple other interested parties. An examination of the program will provide insight into the feasibility and challenges of adopting the model more widely.

Concept Formation in Scientific Knowledge Discovery from a Constructivist View

NASA Astrophysics Data System (ADS)

Peng, Wei; Gero, John S.

The central goal of scientific knowledge discovery is to learn cause-effect relationships among natural phenomena presented as variables and the consequences their interactions. Scientific knowledge is normally expressed as scientific taxonomies and qualitative and quantitative laws [1]. This type of knowledge represents intrinsic regularities of the observed phenomena that can be used to explain and predict behaviors of the phenomena. It is a generalization that is abstracted and externalized from a set of contexts and applicable to a broader scope. Scientific knowledge is a type of third-person knowledge, i.e., knowledge that independent of a specific enquirer. Artificial intelligence approaches, particularly data mining algorithms that are used to identify meaningful patterns from large data sets, are approaches that aim to facilitate the knowledge discovery process [2]. A broad spectrum of algorithms has been developed in addressing classification, associative learning, and clustering problems. However, their linkages to people who use them have not been adequately explored. Issues in relation to supporting the interpretation of the patterns, the application of prior knowledge to the data mining process and addressing user interactions remain challenges for building knowledge discovery tools [3]. As a consequence, scientists rely on their experience to formulate problems, evaluate hypotheses, reason about untraceable factors and derive new problems. This type of knowledge which they have developed during their career is called “first-person” knowledge. The formation of scientific knowledge (third-person knowledge) is highly influenced by the enquirer’s first-person knowledge construct, which is a result of his or her interactions with the environment. There have been attempts to craft automatic knowledge discovery tools but these systems are limited in their capabilities to handle the dynamics of personal experience. There are now trends in developing approaches to assist scientists applying their expertise to model formation, simulation, and prediction in various domains [4], [5]. On the other hand, first-person knowledge becomes third-person theory only if it proves general by evidence and is acknowledged by a scientific community. Researchers start to focus on building interactive cooperation platforms [1] to accommodate different views into the knowledge discovery process. There are some fundamental questions in relation to scientific knowledge development. What aremajor components for knowledge construction and how do people construct their knowledge? How is this personal construct assimilated and accommodated into a scientific paradigm? How can one design a computational system to facilitate these processes? This chapter does not attempt to answer all these questions but serves as a basis to foster thinking along this line. A brief literature review about how people develop their knowledge is carried out through a constructivist view. A hydrological modeling scenario is presented to elucidate the approach.

Concept Formation in Scientific Knowledge Discovery from a Constructivist View

NASA Astrophysics Data System (ADS)

Peng, Wei; Gero, John S.

The central goal of scientific knowledge discovery is to learn cause-effect relationships among natural phenomena presented as variables and the consequences their interactions. Scientific knowledge is normally expressed as scientific taxonomies and qualitative and quantitative laws [1]. This type of knowledge represents intrinsic regularities of the observed phenomena that can be used to explain and predict behaviors of the phenomena. It is a generalization that is abstracted and externalized from a set of contexts and applicable to a broader scope. Scientific knowledge is a type of third-person knowledge, i.e., knowledge that independent of a specific enquirer. Artificial intelligence approaches, particularly data mining algorithms that are used to identify meaningful patterns from large data sets, are approaches that aim to facilitate the knowledge discovery process [2]. A broad spectrum of algorithms has been developed in addressing classification, associative learning, and clustering problems. However, their linkages to people who use them have not been adequately explored. Issues in relation to supporting the interpretation of the patterns, the application of prior knowledge to the data mining process and addressing user interactions remain challenges for building knowledge discovery tools [3]. As a consequence, scientists rely on their experience to formulate problems, evaluate hypotheses, reason about untraceable factors and derive new problems. This type of knowledge which they have developed during their career is called "first-person" knowledge. The formation of scientific knowledge (third-person knowledge) is highly influenced by the enquirer's first-person knowledge construct, which is a result of his or her interactions with the environment. There have been attempts to craft automatic knowledge discovery tools but these systems are limited in their capabilities to handle the dynamics of personal experience. There are now trends in developing approaches to assist scientists applying their expertise to model formation, simulation, and prediction in various domains [4], [5]. On the other hand, first-person knowledge becomes third-person theory only if it proves general by evidence and is acknowledged by a scientific community. Researchers start to focus on building interactive cooperation platforms [1] to accommodate different views into the knowledge discovery process. There are some fundamental questions in relation to scientific knowledge development. What aremajor components for knowledge construction and how do people construct their knowledge? How is this personal construct assimilated and accommodated into a scientific paradigm? How can one design a computational system to facilitate these processes? This chapter does not attempt to answer all these questions but serves as a basis to foster thinking along this line. A brief literature review about how people develop their knowledge is carried out through a constructivist view. A hydrological modeling scenario is presented to elucidate the approach.

More than Anecdotes: Fishers' Ecological Knowledge Can Fill Gaps for Ecosystem Modeling.

PubMed

Bevilacqua, Ana Helena V; Carvalho, Adriana R; Angelini, Ronaldo; Christensen, Villy

2016-01-01

Ecosystem modeling applied to fisheries remains hampered by a lack of local information. Fishers' knowledge could fill this gap, improving participation in and the management of fisheries. The same fishing area was modeled using two approaches: based on fishers' knowledge and based on scientific information. For the former, the data was collected by interviews through the Delphi methodology, and for the latter, the data was gathered from the literature. Agreement between the attributes generated by the fishers' knowledge model and scientific model is discussed and explored, aiming to improve data availability, the ecosystem model, and fisheries management. The ecosystem attributes produced from the fishers' knowledge model were consistent with the ecosystem attributes produced by the scientific model, and elaborated using only the scientific data from literature. This study provides evidence that fishers' knowledge may suitably complement scientific data, and may improve the modeling tools for the research and management of fisheries.

Framing of scientific knowledge as a new category of health care research.

PubMed

Salvador-Carulla, Luis; Fernandez, Ana; Madden, Rosamond; Lukersmith, Sue; Colagiuri, Ruth; Torkfar, Ghazal; Sturmberg, Joachim

2014-12-01

The new area of health system research requires a revision of the taxonomy of scientific knowledge that may facilitate a better understanding and representation of complex health phenomena in research discovery, corroboration and implementation. A position paper by an expert group following and iterative approach. 'Scientific evidence' should be differentiated from 'elicited knowledge' of experts and users, and this latter typology should be described beyond the traditional qualitative framework. Within this context 'framing of scientific knowledge' (FSK) is defined as a group of studies of prior expert knowledge specifically aimed at generating formal scientific frames. To be distinguished from other unstructured frames, FSK must be explicit, standardized, based on the available evidence, agreed by a group of experts and subdued to the principles of commensurability, transparency for corroboration and transferability that characterize scientific research. A preliminary typology of scientific framing studies is presented. This typology includes, among others, health declarations, position papers, expert-based clinical guides, conceptual maps, classifications, expert-driven health atlases and expert-driven studies of costs and burden of illness. This grouping of expert-based studies constitutes a different kind of scientific knowledge and should be clearly differentiated from 'evidence' gathered from experimental and observational studies in health system research. © 2014 John Wiley & Sons, Ltd.

Traditional Ecological Knowledge in Science Education and Its Integration in Grades 7 and 8 Canadian Science Curriculum Documents

ERIC Educational Resources Information Center

Kim, Eun-Ji Amy; Dionne, Liliane

2014-01-01

Though science education has been prominent in the Canadian educational system, researchers increasingly recognize the scientific and educational value of integrating traditional ecological knowledge (TEK) into their curriculum. Despite national strategies to integrate TEK, Canada has yet to initiate a comprehensive study of its prevalence and…

Climate Change: Creating Conditions Conducive to Quality STEM Undergraduate Education

ERIC Educational Resources Information Center

Baldwin, Roger G.

2009-01-01

In an era of global competition and a technology-based economy, it is increasingly important that college students graduate with a solid foundation of knowledge and understanding of science and mathematics. They must be able to use their scientific knowledge on their jobs and in their role as citizens of a society where complex policy and resource…

High School Students' Evaluations, Plausibility (Re) Appraisals, and Knowledge about Topics in Earth Science

ERIC Educational Resources Information Center

Lombardi, Doug; Bickel, Elliot S.; Bailey, Janelle M.; Burrell, Shondricka

2018-01-01

Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model-evidence link activities, that facilitated evaluation of scientific and alternative models in…

A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

ERIC Educational Resources Information Center

van der Zande, Paul; Waarlo, Arend Jan; Brekelmans, Mieke; Akkerman, Sanne F.; Vermunt, Jan D.

2011-01-01

Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge…

How research-prioritization exercises affect conservation policy.

PubMed

Rudd, Murray A

2011-10-01

Conservation scientists are concerned about the apparent lack of impact their research is having on policy. By better aligning research with policy needs, conservation science might become more relevant to policy and increase its real-world salience in the conservation of biological diversity. Consequently, some conservation scientists have embarked on a variety of exercises to identify research questions that, if answered, would provide the evidence base with which to develop and implement effective conservation policies. I synthesized two existing approaches to conceptualizing research impacts. One widely used approach classifies the impacts of research as conceptual, instrumental, and symbolic. Conceptual impacts occur when policy makers are sensitized to new issues and change their beliefs or thinking. Instrumental impacts arise when scientific research has a direct effect on policy decisions. The use of scientific research results to support established policy positions are symbolic impacts. The second approach classifies research issues according to whether scientific knowledge is developed fully and whether the policy issue has been articulated clearly. I believe exercises to identify important research questions have objectives of increasing the clarity of policy issues while strengthening science-policy interactions. This may facilitate the transmission of scientific knowledge to policy makers and, potentially, accelerate the development and implementation of effective conservation policy. Other, similar types of exercises might also be useful. For example, identification of visionary science questions independent of current policy needs, prioritization of best practices for transferring scientific knowledge to policy makers, and identification of questions about human values and their role in political processes could all help advance real-world conservation science. It is crucial for conservation scientists to understand the wide variety of ways in which their research can affect policy and be improved systematically. ©2011 Society for Conservation Biology.

[Implementing evidence and implementation research: two different and prime realities].

PubMed

Rumbo Prieto, José María; Martínez Ques, Ángel Alfredo; Sobrido Prieto, María; Raña Lama, Camilo Daniel; Vázquez Campo, Miriam; Braña Marcos, Beatriz

Scientific research can contribute to more efficient health care, enhance care quality and safety of persons. In order for this to happen, the knowledge gained must be put into practice. Implementation is known as the introduction of a change or innovation to daily practice, which requires effective communication and the elimination of barriers that hinder this process. Best practice implementation experiences are being used increasingly in the field of nursing. The difficulty in identifying the factors that indicate the success or failure of implementation has led to increased studies to build a body of differentiated knowledge, recognized as implementation science or implementation research. Implementation research is the scientific study whose objective is the adoption and systematic incorporation of research findings into clinical practice to improve the quality and efficiency of health services. The purpose of implementation research is to improve the health of the population through equitable and effective implementation of rigorously evaluated scientific knowledge, which involves gathering the evidence that has a positive impact on the health of the community. In this text, we set out the characteristics of nursing implementation research, providing a synthesis of different methods, theories, key frameworks and implementation strategies, along with the terminology proposed for greater conceptual clarity. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

ERIC Educational Resources Information Center

Kaya, Gamze Inan

2017-01-01

The purpose of this study was to investigate the relations between pre-service teachers' scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid…

Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

NASA Astrophysics Data System (ADS)

Shein, Paichi Pat; Tsai, Chun-Yen

2015-09-01

Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.

Ten-Year Change in the Scientific Literacy of Primary Science Teachers in China: Reflections on Training Programs and Personnel Policies

ERIC Educational Resources Information Center

Zhang, Hongshia; Shamsi, Imran Haider; Batool, Iffat; Wan, Dongsheng; Yu, Bo

2016-01-01

Using two rounds in 2003 and 2013 of large sample longitudinal surveys of science teachers in primary schools from 21 provinces and autonomous regions of China, results suggest that Chinese teachers' basic scientific literacy was still low with only a slight increase in the procedural knowledge of science. The evidence also suggests little…

Translations on Eastern Europe, Scientific Affairs, Number 557.

DTIC Science & Technology

1977-08-30

research will be expanded further to increase theoretical knowledge of the extensive electrical engineering field. ERGONOMIA , A New PAN Publication...The first issue of the publication ERGONOMIA , an organ of the Ergonomics Committee attached to the PAN Presidium as well as the Ergonomie Commission...34Kronika" section, ERGONOMIA will record the scientific and research activities as well as association activities of various Polish and foreign

Modifiable futures: science fiction at the bench.

PubMed

Milburn, Colin

2010-09-01

Science fiction remains an alien dimension of the history of science. Historical and literary studies of science have become increasingly attentive to various "literary technologies" in scientific practice, the metaphorical features of scientific discourse, and the impact of popular science writing on the social development of scientific knowledge. But the function of science fiction and even literature as such in the history of scientific and technological innovation has often been obscured, misconstrued, or repudiated owing to conventional notions of authorship, influence, and the organic unity of texts. The better to address those close encounters where scientific practice makes use of speculative fiction, this essay proposes that we instead analyze such exchanges as processes of appropriation, remixing, and modification.

When craft and science collide: Improving therapeutic practices through evidence-based innovations.

PubMed

Justice, Laura M

2010-04-01

Evidence-based practice (EBP) is a model of clinical decision-making that is increasingly being advocated for use in the field of speech-language pathology. With the increased emphasis on scientific evidence as a form of knowledge important to EBP, clinicians may wonder whether their craft-based knowledge (i.e., knowledge derived from theory and practice), remains a legitimate form of knowledge for use in clinician decisions. This article describes forms of knowledge that may be used to address clinical questions, to include both craft and science. Additionally, the steps used when engaging in EBP are described so that clinicians understand when and how craft comes into play. The major premise addressed within this article is that craft is a legitimate form of knowledge and that engagement in EBP requires one to employ craft-based knowledge.

Scientific Knowledge, Popularisation, and the Use of Metaphors: Modern Genetics in Popular Science Magazines

ERIC Educational Resources Information Center

Pramling, Niklas; Saljo, Roger

2007-01-01

The article reports an empirical study of how authors in popular science magazines attempt to render scientific knowledge intelligible to wide audiences. In bridging the two domains of "popular" and "scientific" knowledge, respectively, metaphor becomes central. We ask the empirical question of what metaphors are used when communicating about…

Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry

ERIC Educational Resources Information Center

Lederman, Norman G.; Antink, Allison; Bartos, Stephen

2014-01-01

The primary focus of this article is to illustrate how teachers can use contemporary socio-scientific issues to teach students about nature of scientific knowledge as well as address the science subject matter embedded in the issues. The article provides an initial discussion about the various aspects of nature of scientific knowledge that are…

EPA Scientific Knowledge Management Assessment and Needs

EPA Science Inventory

A series of activities have been conducted by a core group of EPA scientists from across the Agency. The activities were initiated in 2012 and the focus was to increase the reuse and interoperability of science software at EPA. The need for increased reuse and interoperability ...

Analysis of theoretical knowledge and the practice of science among Brazilian otorhinolaryngologists.

PubMed

Mendonça, Vitor Rosa Ramos de; Alcântara, Thiago; Andrade, Nilvano; Andrade, Bruno Bezerril; Barral-Netto, Manoel; Boaventura, Viviane

2013-08-01

Physicians from all medical specialties are required to understand the principles of science and to interpret medical literature. Yet, the levels of theoretical and practical knowledge held by Brazilian otorhinolaryngologists has not been evaluated to date. To assess the background and level of scientific knowledge of Brazilian otorhinolaryngologists. Participants of two national ENT meetings were invited to answer a questionnaire to assess scientific practice and knowledge. This study included 73 medical doctors (52% otorhinolaryngologists and 38% residents) aged between 18 and 65 years. About two-thirds have been involved in some form of scientific activity during undergraduate education and/or reported to have written at least one scientific paper. Physicians who took part in research projects felt better prepared to interpret scientific papers and carry out research projects (p = 0.0103 and p = 0.0240, respectively). Respondents who claimed to have participated in research or to have written papers had higher scores on theoretical scientific concepts (p = 0.0101 and p = 0.0103, respectively). However, the overall rate of right answers on questions regarding scientific knowledge was 46.1%. Therefore, a deficiency was observed in the scientific education of Brazilian otorhinolaryngologists. Such deficiency may be mitigated through participation in research.

Making sense scientific claims in advertising. A study of scientifically aware consumers.

PubMed

Dodds, Rachel E; Tseëlon, Efrat; Weitkamp, Emma L C

2008-04-01

Evidence that science is becoming increasingly embedded in culture comes from the proliferation of discourses of ethical consumption, sustainability, and environmental awareness. Al Gore's recent award, along with UN's Inter-governmental Panel on Climate Change (IPCC) of the Nobel peace prize-- provided a recent high profile linking of consumption and science. It is not clear to what extent the public at large engages in evaluating the scientific merits of the arguments about the link between human consumption and global environmental catastrophes. But on a local scale, we are routinely required to evaluate, scientific and pseudoscientific claims in advertising. Since advertising is used to sell products, the discourse of scientifically framed claims is being used to persuade consumers of the benefits of these products. In the case of functional foods and cosmetics, such statements are deployed to promote the health benefits and effectiveness of their products. This exploratory study examines the views of British consumers about the scientific and pseudoscientific claims made in advertisements for foods, with particular reference to functional foods, and cosmetics. The participants in the study all worked in scientific environments, though they were not all scientists. The study found that scientific arguments that were congruent with existing health knowledge tended to be accepted while pseudoscientific knowledge was regarded skeptically and concerns were raised over the accuracy and believability of the pseudoscientific claims. It appears that scientific awareness may play a part in consumers' ability to critically examine scientifically and pseudoscientifically based advertising claims.

Constructing Scientific Arguments Using Evidence from Dynamic Computational Climate Models

NASA Astrophysics Data System (ADS)

Pallant, Amy; Lee, Hee-Sun

2015-04-01

Modeling and argumentation are two important scientific practices students need to develop throughout school years. In this paper, we investigated how middle and high school students ( N = 512) construct a scientific argument based on evidence from computational models with which they simulated climate change. We designed scientific argumentation tasks with three increasingly complex dynamic climate models. Each scientific argumentation task consisted of four parts: multiple-choice claim, openended explanation, five-point Likert scale uncertainty rating, and open-ended uncertainty rationale. We coded 1,294 scientific arguments in terms of a claim's consistency with current scientific consensus, whether explanations were model based or knowledge based and categorized the sources of uncertainty (personal vs. scientific). We used chi-square and ANOVA tests to identify significant patterns. Results indicate that (1) a majority of students incorporated models as evidence to support their claims, (2) most students used model output results shown on graphs to confirm their claim rather than to explain simulated molecular processes, (3) students' dependence on model results and their uncertainty rating diminished as the dynamic climate models became more and more complex, (4) some students' misconceptions interfered with observing and interpreting model results or simulated processes, and (5) students' uncertainty sources reflected more frequently on their assessment of personal knowledge or abilities related to the tasks than on their critical examination of scientific evidence resulting from models. These findings have implications for teaching and research related to the integration of scientific argumentation and modeling practices to address complex Earth systems.

Making the State of the Art the Classroom Benchmark: A Climate Change Curriculum Based on Synthesis Science

NASA Astrophysics Data System (ADS)

Nicholas, K. A.

2014-12-01

A hallmark of science in the Anthropocene is the increasing use of synthesis efforts to distill ever-growing data into the best available scientific knowledge. Thousands of scientists contribute substantial amounts of time towards these efforts, with the aim of producing authoritative work as a basis for informing both further research priorities and policy decisions. Organizations such as the IPCC are increasing their efforts to disseminate their scientific findings to broader audiences, for example, using text and video summaries targeted for policymakers. However, the results of such synthesis efforts have rarely been disseminated further back in the pipeline, in the classrooms where scientific literacy is shaped. Here, I will describe an emerging initiative to develop a program to translate state-of-the-art scientific synthesis findings into a modular, flexible climate change curriculum. This initiative is envisioned to compliment rather than compete with existing curriculum development efforts. Examples from innovation labs in healthcare delivery and other fields will be used to demonstrate a model for how a small, interdisciplinary team of early-career experts can use their content and pedagogical knowledge to transform synthesis results into ready-to-use teaching materials. The benefits of such a curriculum include improved student learning through constructive alignment of thoughtfully designed teaching and learning activities and assessment activities to promote intended learning outcomes, as well as the real-world illustration of the method of scientific inquiry applied to socially relevant problems. The curriculum can also improve teaching experiences through increased efficiency in course preparation, and in sharing best practices with participating colleagues. Initial scoping will examine the needs of university teachers of climate change courses as the constituents of this curriculum, and possible support models to mainstream such efforts. Ultimately, using scientific syntheses as the basis for university curricula would help close the gap between research and classroom learning, promote increased scientific understanding, and help ensure that the resources devoted to scientific synthesis efforts are translated to broader benefits for society.

Transforming "Ecosystem" from a Scientific Concept into a Teachable Topic: Philosophy and History of Ecology Informs Science Textbook Analysis

ERIC Educational Resources Information Center

Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George

2018-01-01

This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we…

Ninth Grade Students' Understanding of The Nature of Scientific Knowledge

ERIC Educational Resources Information Center

Kilic, Kerem; Sungur, Semra; Cakiroglu, Jale; Tekkaya, Ceren

2005-01-01

The purpose of this study was to investigate the 9th-grade students' understandings of the nature of scientific knowledge. The study also aimed to investigate the differences in students' understanding of the nature of scientific knowledge by gender, and school types. A total of 575 ninth grade students from four different school types (General…

Students' Knowledge of, and Attitudes towards Biotechnology Revisited, 1995-2014: Changes in Agriculture Biotechnology but Not in Medical Biotechnology

ERIC Educational Resources Information Center

Chen, Shao-Yen; Chu, Yih-Ru; Lin, Chen-Yung; Chiang, Tzen-Yuh

2016-01-01

Modern biotechnology is one of the most important scientific and technological revolutions in the 21st century, with an increasing and measurable impact on society. Development of biotechnology curriculum has become important to high school bioscience classrooms. This study has monitored high school students in Taiwan on their knowledge of and…

Evaluation of scientific production in oral surgery in Italy from 1998 to 2012.

PubMed

Zizzari, V L; De Carlo, A; Lorusso, F; Tetè, S; Piattelli, A

2014-05-01

Dental research, especially in the field of oral surgery, showed a strong and significant increase during the last years. This was probably determined by the introduction among the clinicians of different therapeutic protocols through biomaterials engineering, and by the large broadcasting of scientific knowledge due to new media such as the internet. The aim of this work was to analyze the scientific production of a sample of Italian Oral Surgeons from 1998 to 2012. The scientific production of 252 Active Members belonging to three Italian associations of Oral Surgery (SIdCO, SIO, SICOI) was examined. The number of authors, the number of publications and the number of citation were quantified for three periods of 5 years each from the first year considered along 15 years. The overall sample was then divided into two groups, academics and not academics, in order to differently assess the scientific production conducted inside or outside the University. Over the years, scientific production increased considerably, with a progression not strictly proportional if compared to the number of authors, especially in the last 5 years. By spearately considering the academics and the not academics authors, the biggest contribution to the scientific production increasingly came from the last 5 years, both in terms of authors' and published papers number. The results reported in this bibliometric analysis show how scientific research increasingly pursued by clinicians in oral surgery in the last 15 years.

Evaluation of scientific production in Oral Surgery in Italy from 1998 to 2012.

PubMed

Zizzari, V L; De Carlo, A; Lorusso, F; Tetè, S; Piattelli, A

2014-06-20

Dental research, especially in the field of oral surgery, showed a strong and significant increase during the last years. This was probably determined by the introduction among the clinicians of different therapeutic protocols through biomaterials engineering, and by the large broadcasting of scientific knowledge due to new media such as the internet. The aim of this work was to analyze the scientific production of a sample of Italian Oral Surgeons from 1998 to 2012. The scientific production of 252 Active Members belonging to three associations of Italian Oral Surgery (SIdCO, SIO, SICOI) was examined. The number of authors, the number of publications and the number of citation were quantified for three periods of 5 years each from the first year considered along 15 years. The overall sample was then divided into two groups, Academics and Not Academics, in order to differently assess the scientific production conducted inside or outside the University. Over the years, scientific production increased considerably, with a progression not strictly proportional if compared to the number of authors, especially in the last 5 years. By spearately considering the Academics and the Not Academics authors, the biggest contribution to the scientific production increasingly came from the last 5 years, both in terms of authors' and published papers number. The results reported in this bibliometric analysis show how scientific research increasingly pursued by clinicians in Oral Surgery in the last 15 years.

The Earth expansion theory and its transition from scientific hypothesis to pseudoscientific belief

NASA Astrophysics Data System (ADS)

Sudiro, P.

2014-06-01

During the first half of 20th century, the dominant global tectonics model based on Earth contraction had increasing problems accommodating new geological evidence, with the result that alternative geodynamic theories were investigated. Due to the level of scientific knowledge and the limited amount of data available in many scientific disciplines at the time, not only was contractionism considered a valid scientific theory but the debate also included expansionism, mobilism on a fixed-dimension planet, or various combinations of these geodynamic hypotheses. Geologists and physicists generally accepted that planets could change their dimensions, although the change of volume was generally believed to happen because of a contraction, not an expansion. Constant generation of new matter in the universe was a possibility accepted by science, as it was the variation in the cosmological constants. Continental drift, instead, was a more heterodox theory, requiring a larger effort from the geoscientists to be accepted. The new geological data collected in the following decades, an improved knowledge of the physical processes, the increased resolution and penetration of geophysical tools, and the sensitivity of measurements in physics decreased the uncertainty level in many fields of science. Theorists now had less freedom for speculation because their theories had to accommodate more data, and more limiting conditions to respect. This explains the rapid replacement of contracting Earth, expanding Earth, and continental drift theories by plate tectonics once the symmetrical oceanic magnetic striping was discovered, because none of the previous models could explain and incorporate the new oceanographic and geophysical data. Expansionism could survive after the introduction of plate tectonics because its proponents have increasingly detached their theory from reality by systematically rejecting or overlooking any contrary evidence, and selectively picking only the data that support expansion. Moreover, the proponents continue to suggest imaginative physical mechanisms to explain expansion, claiming that scientific knowledge is partial, and the many inconsistencies of their theory are just minor problems in the face of the plain evidence of expansion. According to the expansionists, scientists should just wait for some revolutionary discovery in fundamental physics that will explain all the unsolved mysteries of Earth expansion. The history of the expanding-Earth theory is an example of how falsified scientific hypotheses can survive their own failure, gradually shifting towards and beyond the limits of scientific investigation until they become merely pseudoscientific beliefs.

More than Anecdotes: Fishers’ Ecological Knowledge Can Fill Gaps for Ecosystem Modeling

PubMed Central

Bevilacqua, Ana Helena V.; Carvalho, Adriana R.; Angelini, Ronaldo; Christensen, Villy

2016-01-01

Background Ecosystem modeling applied to fisheries remains hampered by a lack of local information. Fishers’ knowledge could fill this gap, improving participation in and the management of fisheries. Methodology The same fishing area was modeled using two approaches: based on fishers’ knowledge and based on scientific information. For the former, the data was collected by interviews through the Delphi methodology, and for the latter, the data was gathered from the literature. Agreement between the attributes generated by the fishers’ knowledge model and scientific model is discussed and explored, aiming to improve data availability, the ecosystem model, and fisheries management. Principal Findings The ecosystem attributes produced from the fishers’ knowledge model were consistent with the ecosystem attributes produced by the scientific model, and elaborated using only the scientific data from literature. Conclusions/Significance This study provides evidence that fishers’ knowledge may suitably complement scientific data, and may improve the modeling tools for the research and management of fisheries. PMID:27196131

PRINTO scholarships: the Italian experience

PubMed Central

Munitis, Pablo Garcia

2007-01-01

The increasing availability of the internet allows physicians to access actualized medical information quickly and easily, but it is not comparable with the possibility of working in a well known international medical centre. International collaboration (scholarships, courses and research), such as the PRINTO alpha project, allows professionals not only to increase and share scientific knowledge and experiences but also to integrate into a working team in a foreign country which leads to an understanding among cultures. PRINTO has set up a scientific and technical collaborative research network in Paediatric Rheumatology for Latin American physicians. PMID:17900338

Sharing Responsibility for Data Stewardship Between Scientists and Curators

NASA Astrophysics Data System (ADS)

Hedstrom, M. L.

2012-12-01

Data stewardship is becoming increasingly important to support accurate conclusions from new forms of data, integration of and computation across heterogeneous data types, interactions between models and data, replication of results, data governance and long-term archiving. In addition to increasing recognition of the importance of data management, data science, and data curation by US and international scientific agencies, the National Academies of Science Board on Research Data and Information is sponsoring a study on Data Curation Education and Workforce Issues. Effective data stewardship requires a distributed effort among scientists who produce data, IT staff and/or vendors who provide data storage and computational facilities and services, and curators who enhance data quality, manage data governance, provide access to third parties, and assume responsibility for long-term archiving of data. The expertise necessary for scientific data management includes a mix of knowledge of the scientific domain; an understanding of domain data requirements, standards, ontologies and analytical methods; facility with leading edge information technology; and knowledge of data governance, standards, and best practices for long-term preservation and access that rarely are found in a single individual. Rather than developing data science and data curation as new and distinct occupations, this paper examines the set of tasks required for data stewardship. The paper proposes an alternative model that embeds data stewardship in scientific workflows and coordinates hand-offs between instruments, repositories, analytical processing, publishers, distributors, and archives. This model forms the basis for defining knowledge and skill requirements for specific actors in the processes required for data stewardship and the corresponding educational and training needs.

Damaging earthquakes: A scientific laboratory

USGS Publications Warehouse

Hays, Walter W.; ,

1996-01-01

This paper reviews the principal lessons learned from multidisciplinary postearthquake investigations of damaging earthquakes throughout the world during the past 15 years. The unique laboratory provided by a damaging earthquake in culturally different but tectonically similar regions of the world has increased fundamental understanding of earthquake processes, added perishable scientific, technical, and socioeconomic data to the knowledge base, and led to changes in public policies and professional practices for earthquake loss reduction.

Principled Practical Knowledge: Not a Bridge but a Ladder

ERIC Educational Resources Information Center

Bereiter, Carl

2014-01-01

The much-lamented gap between theory and practice in education cannot be filled by practical knowledge alone or by explanatory knowledge alone. Principled practical knowledge (PPK) is a type of knowledge that has characteristics of both practical know-how and scientific theory. Like basic scientific theory, PPK meets standards of explanatory…

Indigenous Knowledge and Science Unite to Reveal Spatial and Temporal Dimensions of Distributional Shift in Wildlife of Conservation Concern

PubMed Central

Service, Christina N.; Adams, Megan S.; Artelle, Kyle A.; Paquet, Paul; Grant, Laura V.; Darimont, Chris T.

2014-01-01

Range shifts among wildlife can occur rapidly and impose cascading ecological, economic, and cultural consequences. However, occurrence data used to define distributional limits derived from scientific approaches are often outdated for wide ranging and elusive species, especially in remote environments. Accordingly, our aim was to amalgamate indigenous and western scientific evidence of grizzly bear (Ursus arctos horribilis) records and detail a potential range shift on the central coast of British Columbia, Canada. In addition, we test the hypothesis that data from each method yield similar results, as well as illustrate the complementary nature of this coupled approach. Combining information from traditional and local ecological knowledge (TEK/LEK) interviews with remote camera, genetic, and hunting data revealed that grizzly bears are now present on 10 islands outside their current management boundary. LEK interview data suggested this expansion has accelerated over the last 10 years. Both approaches provided complementary details and primarily affirmed one another: all islands with scientific evidence for occupation had consistent TEK/LEK evidence. Moreover, our complementary methods approach enabled a more spatially and temporally detailed account than either method would have afforded alone. In many cases, knowledge already held by local indigenous people could provide timely and inexpensive data about changing ecological processes. However, verifying the accuracy of scientific and experiential knowledge by pairing sources at the same spatial scale allows for increased confidence and detail. A similarly coupled approach may be useful across taxa in many regions. PMID:25054635

Is there a need for a code of ethics in science communication and Communicating Uncertainties on Climate Change?

NASA Astrophysics Data System (ADS)

Cegnar, T.; Benestad, R.; Billard, C.

2010-09-01

The EMS Media team recognises that: Scientific knowledge is valuable for society, but it also becomes fragile in a media-dominated society where the distortion of facts clouds the validity of the information. The use of scientific titles in communication normally brings expectations of high standards regarding the information content. Freedom of speech is fragile in the sense that it can be diluted by a high proportion of false information. The value of scientific and scholastic titles is degraded when they are used to give the impression of false validity. Science communication is powerful, and implies a certain responsibility and ethical standard. The scientific community operates with a more or less tacit ethics code in all areas touching the scientists' activities. Even though many scientific questions cannot be completely resolved, there is a set of established and unequivocal scientific practices, methods, and tests, on which our scientific knowledge rests. Scientists are assumed to master the scientific practices, methods, and tests. High standard in science-related communication and media exposure, openness, and honesty will increase the relevance of science, academies, and scientists in the society, in addition to benefiting the society itself. Science communication is important to maintain and enhance the general appreciation of science. The value of the role of science is likely to increase with a reduced distance between scientists and the society and a lower knowledge barrier. An awareness about the ethical aspects of science and science communication may aid scientists in making decisions about how and what to say. Scientists are often not trained in communication or ethics. A set of guide lines may lower the barrier for scientists concerned about tacit codes to come forward and talk to the media. Recommendations: The mass media should seek more insight into scientific knowledge, history, principles, and societies. Journalists and artists should be encouraged and receive support to attend the large scientific conferences organised by e.g the EMS, EGU, AMS, and the AGU. National meteorological societies can contribute by promoting the idea of media participation, e.g. through statements and letters of opinion to news papers, in TV and radio. They can point to media awards and best-practice examples (such as the Norwegian collaboration between the national broadcasting corporation and the meteorological service yr.no.) Tacit ethics codes and expectations from scientists should be spelled out. The role of scientists should be clear, and national academies and member organisations are encouraged to provide a clear list of expectations. Statements drawing on the authority of science should have a basis in well-established and unequivocal scientific practices, methods, and tests. This means, for instance, that analysis and statistics must conform to well-established robust methods, avoiding 'cherry picking' and the misrepresentation of data. The information should also - to the greatest possible degree - be based on open source and transparent methods and data.

Communicating marine reserve science to diverse audiences

PubMed Central

Grorud-Colvert, Kirsten; Lester, Sarah E.; Airamé, Satie; Neeley, Elizabeth; Gaines, Steven D.

2010-01-01

As human impacts cause ecosystem-wide changes in the oceans, the need to protect and restore marine resources has led to increasing calls for and establishment of marine reserves. Scientific information about marine reserves has multiplied over the last decade, providing useful knowledge about this tool for resource users, managers, policy makers, and the general public. This information must be conveyed to nonscientists in a nontechnical, credible, and neutral format, but most scientists are not trained to communicate in this style or to develop effective strategies for sharing their scientific knowledge. Here, we present a case study from California, in which communicating scientific information during the process to establish marine reserves in the Channel Islands and along the California mainland coast expanded into an international communication effort. We discuss how to develop a strategy for communicating marine reserve science to diverse audiences and highlight the influence that effective science communication can have in discussions about marine management. PMID:20427745

Oral narratives: reconceptualising the turbulence between Indigenous perspectives and Eurocentric scientific views

NASA Astrophysics Data System (ADS)

Bechtel, R.

2016-06-01

Mitigating the borders that exist between scientific cultures can be a difficult task. The purpose of this paper is to look at the differences and similarities that occur in language use when two scientific cultures communicate in the same forum on a topic of mutual concern. The results provide an opportunity to share knowledge of an Indigenous culture that relies on barren ground caribou ( Rangifer tarandus) as a way of life in Northern Canada. Analysis of language use led to the identification of framework categories that can be used to increase awareness in different perspectives of science knowledge. Reconceptualization of the narratives presented can be used to calm the turbulence that exists between Indigenous People and other cultures and provides an opportunity for science educators to incorporate Indigenous ways of knowing into the classroom. It was found that autobiographical approaches in particular could provide an opening for cultural borders to be lessened.

Communicating marine reserve science to diverse audiences.

PubMed

Grorud-Colvert, Kirsten; Lester, Sarah E; Airamé, Satie; Neeley, Elizabeth; Gaines, Steven D

2010-10-26

As human impacts cause ecosystem-wide changes in the oceans, the need to protect and restore marine resources has led to increasing calls for and establishment of marine reserves. Scientific information about marine reserves has multiplied over the last decade, providing useful knowledge about this tool for resource users, managers, policy makers, and the general public. This information must be conveyed to nonscientists in a nontechnical, credible, and neutral format, but most scientists are not trained to communicate in this style or to develop effective strategies for sharing their scientific knowledge. Here, we present a case study from California, in which communicating scientific information during the process to establish marine reserves in the Channel Islands and along the California mainland coast expanded into an international communication effort. We discuss how to develop a strategy for communicating marine reserve science to diverse audiences and highlight the influence that effective science communication can have in discussions about marine management.

Mismatches between 'scientific' and 'non-scientific' ways of knowing and their contributions to public understanding of science.

PubMed

Mikulak, Anna

2011-06-01

As differentiation within scientific disciplines increases, so does differentiation between the sciences and other ways of knowing. This distancing between 'scientific' and 'non-scientific' cultures reflects differences in what are considered valid and reliable approaches to acquiring knowledge and has played a major role in recent science-oriented controversies. Scientists' reluctance to actively engage in science communication, coupled with journalists' reliance on the norms of balance, conflict, and human interest in covering scientific issues, have combined to exacerbate public mistrust of science on issues like the measles-mumps-rubella (MMR) vaccine. The failure of effective communications between scientists and non-scientists has hindered the progress of both effective science and effective policy. In order to better bridge the gap between the 'scientific' and 'non-scientific' cultures, renewed efforts must be made to encourage substantive public engagement, with the ultimate goal of facilitating an open, democratic policy-making process.

Critical appraisal of scientific articles: part 1 of a series on evaluation of scientific publications.

PubMed

du Prel, Jean-Baptist; Röhrig, Bernd; Blettner, Maria

2009-02-01

In the era of evidence-based medicine, one of the most important skills a physician needs is the ability to analyze scientific literature critically. This is necessary to keep medical knowledge up to date and to ensure optimal patient care. The aim of this paper is to present an accessible introduction into critical appraisal of scientific articles. Using a selection of international literature, the reader is introduced to the principles of critical reading of scientific articles in medicine. For the sake of conciseness, detailed description of statistical methods is omitted. Widely accepted principles for critically appraising scientific articles are outlined. Basic knowledge of study design, structuring of an article, the role of different sections, of statistical presentations as well as sources of error and limitation are presented. The reader does not require extensive methodological knowledge. As far as necessary for critical appraisal of scientific articles, differences in research areas like epidemiology, clinical, and basic research are outlined. Further useful references are presented. Basic methodological knowledge is required to select and interpret scientific articles correctly.

DG's New Year's presentation

ScienceCinema

Heuer, R.-D.

2018-05-22

CERN general staff meeting. Looking back at key messages: Highest priority: LHC physics in 2009; Increase diversity of the scientific program; Prepare for future projects; Establish open and direct communication; Prepare CERN towards a global laboratory; Increase consolidation efforts; Financial situation--tight; Knowledge and technology transfer--proactive; Contract policy and internal mobility--lessons learned.

The Characterization of Brain Behavior Relationships via Cognitive Neuroinformatic Approaches

ERIC Educational Resources Information Center

Kalar, Donald James, II

2009-01-01

The scope, breadth, and volume of data characterizing our current understanding of how the brain functions is growing at an increasingly rapid pace. What is more, theories are becoming increasing complex and nuanced, integrating knowledge from multiple previously independent sources of scientific inquiry. The research described within this…

A quantitative analysis of the state of knowledge of turtles of the United States and Canada

USGS Publications Warehouse

Lovich, Jeffrey E.; Ennen, Joshua R.

2013-01-01

The “information age” ushered in an explosion of knowledge and access to knowledge that continues to revolutionize society. Knowledge about turtles, as measured by number of published papers, has been growing at an exponential rate since the early 1970s, a phenomenon mirrored in all scientific disciplines. Although knowledge about turtles, as measured by number of citations for papers in scientific journals, has been growing rapidly, this taxonomic group remains highly imperiled suggesting that knowledge is not always successfully translated into effective conservation of turtles. We reviewed the body of literature on turtles of the United States and Canada and found that: 1) the number of citations is biased toward large-bodied species, 2) the number of citations is biased toward wide-ranging species, and 3) conservation status has little effect on the accumulation of knowledge for a species, especially after removing the effects of body size or range size. The dispersion of knowledge, measured by Shannon Weiner diversity and evenness indices across species, was identical from 1994 to 2009 suggesting that poorly studied species remained poorly-studied species while well-studied species remained well studied. Several species listed as threatened or endangered under the U.S. Endangered Species Act (e.g., Pseudemys alabamensis, Sternotherus depressus, and Graptemys oculifera) remain poorly studied with the estimated number of citations for each ranging from only 13-24. The low number of citations for these species could best be explained by their restricted distribution and/or their smaller size. Despite the exponential increase in knowledge of turtles in the United States and Canada, no species of turtle listed under the Endangered Species Act has ever been delisted for reason of recovery. Therefore, increased knowledge does not necessarily contribute appreciably to recovery of threatened turtles.

Interplay between Content Knowledge and Scientific Argumentation

ERIC Educational Resources Information Center

Hakyolu, Hanife; Ogan-Bekiroglu, Feral

2016-01-01

This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

An integrated strategy of knowledge application for optimal e-health implementation: A multi-method study protocol

PubMed Central

Gagnon, Marie-Pierre; Légaré, France; Fortin, Jean-Paul; Lamothe, Lise; Labrecque, Michel; Duplantie, Julie

2008-01-01

Background E-health is increasingly valued for supporting: 1) access to quality health care services for all citizens; 2) information flow and exchange; 3) integrated health care services and 4) interprofessional collaboration. Nevertheless, several questions remain on the factors allowing an optimal integration of e-health in health care policies, organisations and practices. An evidence-based integrated strategy would maximise the efficacy and efficiency of e-health implementation. However, decisions regarding e-health applications are usually not evidence-based, which can lead to a sub-optimal use of these technologies. This study aims at understanding factors influencing the application of scientific knowledge for an optimal implementation of e-health in the health care system. Methods A three-year multi-method study is being conducted in the Province of Quebec (Canada). Decision-making at each decisional level (political, organisational and clinical) are analysed based on specific approaches. At the political level, critical incidents analysis is being used. This method will identify how decisions regarding the implementation of e-health could be influenced or not by scientific knowledge. Then, interviews with key-decision-makers will look at how knowledge was actually used to support their decisions, and what factors influenced its use. At the organisational level, e-health projects are being analysed as case studies in order to explore the use of scientific knowledge to support decision-making during the implementation of the technology. Interviews with promoters, managers and clinicians will be carried out in order to identify factors influencing the production and application of scientific knowledge. At the clinical level, questionnaires are being distributed to clinicians involved in e-health projects in order to analyse factors influencing knowledge application in their decision-making. Finally, a triangulation of the results will be done using mixed methodologies to allow a transversal analysis of the results at each of the decisional levels. Results This study will identify factors influencing the use of scientific evidence and other types of knowledge by decision-makers involved in planning, financing, implementing and evaluating e-health projects. Conclusion These results will be highly relevant to inform decision-makers who wish to optimise the implementation of e-health in the Quebec health care system. This study is extremely relevant given the context of major transformations in the health care system where e-health becomes a must. PMID:18435853

Examining an online microbiology game as an effective tool for teaching the scientific process.

PubMed

Bowling, Kristi G; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game's ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.

Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process†

PubMed Central

Bowling, Kristi G.; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females. PMID:23858354

The ethical duty to preserve the quality of scientific information

NASA Astrophysics Data System (ADS)

Arattano, Massimo; Gatti, Albertina; Eusebio, Elisa

2016-04-01

The commitment to communicate and divulge the knowledge acquired during his/her professional activity is certainly one of the ethical duties of the geologist. However nowadays, in the Internet era, the spreading of knowledge involves potential risks that the geologist should be aware of. These risks require a careful analysis aimed to mitigate their effects. The Internet may in fact contribute to spread (e.g. through websites like Wikipedia) information badly or even incorrectly presented. The final result could be an impediment to the diffusion of knowledge and a reduction of its effectiveness, which is precisely the opposite of the goal that a geologist should pursue. Specific criteria aimed to recognize incorrect or inadequate information would be, therefore, extremely useful. Their development and application might avoid, or at least reduce, the above mentioned risk. Ideally, such criteria could be also used to develop specific algorithms to automatically verify the quality of information available all over the Internet. A possible criterion will be here presented for the quality control of knowledge and scientific information. An example of its application in the field of geology will be provided, to verify and correct a piece of information available on the Internet. The proposed criterion could be also used for the simplification of the scientific information and the increase of its informative efficacy.

Day-to-day management of EU projects: Implementation of a local manager network to secure knowledge transfer

NASA Astrophysics Data System (ADS)

Hoffmann, Friederike; Meyer, Stefanie; de Vareilles, Mahaut

2017-04-01

In the past years there has been a strong push in Norway for increasing participation in the EU Framework Programmes for Research and Innovation. EU projects coordinated by the University of Bergen (UiB) usually receive management support from the central administration (mostly financial) in collaboration with a full- or part-time scientific project manager working on a fixed-term contract at the same institute as the project's principal scientist. With an increasing amount of granted EU projects, the number of scientific project managers employed across the whole university has also increased, and a need for coordination and professionalization of this service became obvious. Until recently, UiB had no unified structures and routines for training of newly recruited project managers, or for archiving and transferring routines and skills after the end of the project and the manager's employment contract. To overcome this administrative knowledge gap, the "Forum for scientific EU project managers at UiB" was founded in spring 2016 as an informal communication platform. Its purpose is to bring together current and previous scientific EU project managers from different disciplines to share their experiences. The main aim of the forum is to transfer and improve knowledge, skills and routines on effective management of EU funded projects, but also to function as a discussion forum where issues arising from handling international consortia can be reviewed. The group meets monthly and discusses current challenges from on-going EU projects as well as routines for specific project operation tasks. These routines are archived in an online best-practise guide which the group currently develops. The regular personal meetings are supplemented with an intense communication via a group mailing list and several individual mail- and phone-meetings. Since lessons learned during project implementation may improve future proposals, UiB research advisors for proposal support frequently interact with the members of the forum. The forum is also used to spread relevant information received from other sources. We already realize that the forum and its products lead to increased competence of scientific EU project managers and research advisors at UiB. To further harvest these synergy effects, we aim to increase our interaction with similar groups, networks, and online platforms in and beyond Europe.

Balancing the pros and cons of GMOs: socio-scientific argumentation in pre-service teacher education

NASA Astrophysics Data System (ADS)

Cinici, Ayhan

2016-07-01

This study investigates the role of the discursive process in the act of scientific knowledge building. Specifically, it links scientific knowledge building to risk perception of Genetically Modified Organisms (GMOs). To this end, this study designed and implemented a three-stage argumentation programme giving pre-service teachers (PSTs) the opportunity to consider, discuss and construct shared decisions about GMOs. The study involved 101 third-year PSTs from two different classes, randomly divided into control and experimental groups. The study utilised both quantitative and qualitative methods. During the quantitative phase, researchers administered a pre- and post-intervention scale to measure both groups' risk perception of GMOs. During the qualitative phase, data were collected from the experimental group alone through individual and group reports and an open-ended questionnaire. T-test results showed a statistically significant difference between the experimental and control groups' risk perception of GMOs. Qualitative analysis also revealed differences, for example, in PSTs' weighing of the pros and cons of scientific research demonstrating positive results of GMOs. In addition, PSTs' acceptance of GMOs increased. Consequently, this study suggests that developing familiarity with scientific enterprise may play an effective role in adopting a scientific perspective as well as a more balanced risk perception of GMOs.

Doing peer review and receiving feedback: impact on scientific literacy and writing skills.

PubMed

Geithner, Christina A; Pollastro, Alexandria N

2016-03-01

Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing. Copyright © 2016 The American Physiological Society.

"It's All Scientific to Me": Focus Group Insights into Why Young People Do Not Apply Safe-Sex Knowledge

ERIC Educational Resources Information Center

McKee, Alan; Watson, Anne-Frances; Dore, Johanna

2014-01-01

Despite rising levels of safe-sex knowledge in Australia, sexually transmitted infection notifications continue to increase. A culture-centred approach suggests it is useful in attempting to reach a target population first to understand their perspective on the issues. Twenty focus groups were conducted with 89 young people between the ages of 14…

Effect of university policies on research productions: a scientometric study.

PubMed

Sohrabi, Mohammad-Reza; Rahmati-Roodsari, Mohammad; Rahmdar, Saeid-Reza

2014-01-01

This study aimed to assess the effect of new package of interventions on scientific productions rate in Shahid Beheshti University of Medical Sciences. Through a health system research, we extracted policies from the strategic plan of the university and 10 interventions were developed to increase the scientific productions in terms of quality, quantity and commercialization and to develop infrastructure for research in health service provision and education. For evaluating the effectiveness of interventions, citation and publication indicators for individuals and schools were analyzed using descriptive statistics and t-test. They were extracted from Scopus and ISI web of knowledge during period of 1/1/2009 to 30/5/2012. There was an increasing trend in scientific productions from 2009 to mid-2012. We found 60 percent of total scientific productions of the university were published during last 3.5 years. During this 3.5 years, 10 more percentile of faculty members involved in research. Schools of pharmacy, Medicine and Health had the highest scientific products. Mean for h-index was 1.5 (SD=2.49) in ISI and 1.9 (SD=2.89) in Scopus database (p<0.001). Effective policies and interventions lead to 46% increase in scientific productions from 2009 to 2010 and 56% increase from 2010 to 2011.

Effect of university policies on research productions: a scientometric study

PubMed Central

Sohrabi, Mohammad-Reza; Rahmati-Roodsari, Mohammad; Rahmdar, Saeid-Reza

2014-01-01

Background: This study aimed to assess the effect of new package of interventions on scientific productions rate in Shahid Beheshti University of Medical Sciences. Methods: Through a health system research, we extracted policies from the strategic plan of the university and 10 interventions were developed to increase the scientific productions in terms of quality, quantity and commercialization and to develop infrastructure for research in health service provision and education. For evaluating the effectiveness of interventions, citation and publication indicators for individuals and schools were analyzed using descriptive statistics and t-test. They were extracted from Scopus and ISI web of knowledge during period of 1/1/2009 to 30/5/2012. Results: There was an increasing trend in scientific productions from 2009 to mid-2012. We found 60 percent of total scientific productions of the university were published during last 3.5 years. During this 3.5 years, 10 more percentile of faculty members involved in research. Schools of pharmacy, Medicine and Health had the highest scientific products. Mean for h-index was 1.5 (SD=2.49) in ISI and 1.9 (SD=2.89) in Scopus database (p<0.001). Conclusion: Effective policies and interventions lead to 46% increase in scientific productions from 2009 to 2010 and 56% increase from 2010 to 2011. PMID:25405128

Towards an Earth System Knowledge Environment Designed to Promote More Usable Science

NASA Astrophysics Data System (ADS)

Killeen, T. L.

2006-12-01

It is abundantly clear that fundamental decisions about how to manage future human society will need to be informed by quantitative scientific analyses of processes, options, impacts, and responses. In fact, one could argue that the human experience into the foreseeable future will increasingly be tied to the integrating of information, understanding, and experiences to create knowledge and with it solutions to emerging problems as well as opportunities for further progress. This is particularly true for the Geosciences. Our scientific field, and by extension our Union, has a special responsibility for informing policy makers and the public about how the earth system functions and about the relationship between environmental stressors and human activities. In this regard, a greatly improved working interface between natural and social scientists is needed. In this talk, I argue that something like an "Earth System Knowledge Environment" or "Earth System Collaboratory" should be developed using modern information technologies to encapsulate and make accessible existing and emerging interdisciplinary knowledge of particular use to decision makers. Such a "work place" should be open to all and could provide access to observations, models and theories in ways that more easily allow for credible scientific understanding to be translated into policy options at all levels. Examples of fledgling efforts along these lines will be cited in areas such as severe weather impacts and climate change. The challenges involved in creating more usable scientific knowledge are, of course, quite significant and include major issues such as: institutional impediments to interdisciplinary research, the role of proprietary interests, the difficulties involved in working across the natural/social science boundary, and the challenge of developing the kind of human capital needed to effectively close the gap between good science and public policy.

Trends in meat science and technology: the future looks bright, but the journey will be long.

PubMed

Kristensen, L; Støier, S; Würtz, J; Hinrichsen, L

2014-11-01

With an increasing world population, an increase in affluence and a substantial growth in the demand for high quality protein, the meat sector faces a fantastic but challenging century. New scientific knowledge, technology and creative minds are the main ingredients in order to reach out for this great opportunity. Efficiency all the way from breeding and farming to processing and dispatch is crucial for success. Technology has brought us far, and there is still a huge potential for increased efficiency by implementing best practices on a global scale. New challenges include: hyper flexible automation, more accurate and faster measurement systems and meeting special consumer demands already at the production line. Systems for optimal animal welfare will be even more important and sustainability is no longer a consumer trend but a license to operate. The scientific meat society must provide knowledge and technology so we together can reach out for a seemingly bright future. Copyright © 2014 Elsevier Ltd. All rights reserved.

A Game of Thrones: Organising and Legitimising Knowledge through PISA Research

ERIC Educational Resources Information Center

Mølstad, Christina E.; Pettersson, Daniel; Forsberg, Eva

2017-01-01

This study investigates knowledge structures and scientific communication using bibliometric methods to explore scientific knowledge production and dissemination. The aim is to develop knowledge about this growing field by investigating studies using international large-scale assessment (ILSA) data, with a specific focus on those using Programme…

[Financing of the scientific publication and protection of the scientific knowledge].

PubMed

Oliveira Filho, Renato Santos de; Hochman, Bernardo; Nahas, Fabio Xerfan; Ferreira, Lydia Masako

2005-01-01

The main purpose of a study is its publication on a scientific journal. Research financing agencies are important institutions so that studies can be developed and published. The most important research financing agencies that are discussed in this article are: "Coordenação de Aperfeiçoamento de Pessoal de Nível Superior" (CAPES), "Conselho Nacional de Desenvolvimento Científico e Tecnológico" (CNPq) and "Fundação de Amparo à Pesquisa do Estado de São Paulo" (FAPESP). CAPES' activities can be grouped in four different strategy lines: a) it evaluates the stricto sensu, at the post-graduation level; b) it provides access and development of scientific research; c) it provides investment on the development of high qualified human resources in Brazil and abroad, and d) it promotes international scientific cooperation. Although CAPES does not support directly scientific publications, almost all actions of this agency contribute to the development of scientific research and publication. CNPq has two main purposes: financing researches and development of human resources. It provides the researchers with financial aid to scientific publication. The grants for editing were specifically created for supporting the national scientific and technical publications edited by Brazilians institutions or societies. CNPq can also support Congresses, Symposiums and similar short-term courses. The Plataforma Lattes is also a branch of CNPq on which the Curriculum Lattes is available. This site has the curriculum vitae of the scientific community and is of great value for researchers. FAPESP also finances journal publications, articles and books that bring up original results of studies made by researchers from the state of São Paulo. It finances, partially, the travel expenses of innovative papers authors in meetings within the country or abroad. Brazilian authors are increasing the number of international publications. Universities, research institutes, financing agencies and private companies are more and more concerned with knowledge property. Researchers must understand the need of knowledge property and the financing agencies have to consider the patents achieved as a criteria of evaluation of scientific production.

Literature-Based Scientific Learning: A Collaboration Model

ERIC Educational Resources Information Center

Elrod, Susan L.; Somerville, Mary M.

2007-01-01

Amidst exponential growth of knowledge, student insights into the knowledge creation practices of the scientific community can be furthered by science faculty collaborations with university librarians. The Literature-Based Scientific Learning model advances undergraduates' disciplinary mastery and information literacy through experience with…

The Curious Origins of the Scientific Referee

NASA Astrophysics Data System (ADS)

Csiszar, Alex

Where did the figure of the scientific ``referee'' come from, and why? Beginning in the 1820s, in the midst of reform movements in English science and in English politics, a number of British scientific societies established formal systems for reading and reporting on manuscripts by special readers, who soon became known as referees. In this personage came to be juxtaposed elements of the legal expert, the trustworthy gentleman, the state bureaucrat, and even the anonymous literary reviewer. But when the scientific referee appeared on the scene of British science, it was not certain who he was, or what he was supposed to be for. The initial impetus for the Royal Society of London's referee system had been as much about generating publicity as making anonymous judgments. But gradually the referee report became shrouded in secrecy, and the referee was increasingly viewed as an agent for conferring rewards on authors in exchange for contributions to knowledge. The conception of the referee as primarily a gatekeeper of knowledge became dominant only later in the century, as scientific practitioners came to perceive the existence of a special set of texts called the scientific literature that could be marked off from other periodicals and which required protecting. The notion that some form of peer review - as it came to be known during the Cold War - was a sine qua non of legitimate scientific journals was an even later development.

Students' Reasoning Processes in Making Decisions about an Authentic, Local Socio-Scientific Issue: Bat Conservation

ERIC Educational Resources Information Center

Lee, Yeung Chung; Grace, Marcus

2010-01-01

Education for scientific literacy entails the development of scientific knowledge and the ability to apply this knowledge and value judgments to decisions about real-life issues. This paper reports an attempt to involve secondary level biology students in making decisions about an authentic socio-scientific issue--that of bat conservation--through…

Novice Explanations of Hurricane Formation Offer Insights into Scientific Literacy and the Development of Expert-Like Conceptions

ERIC Educational Resources Information Center

Arthurs, Leilani A.; Van Den Broeke, Matthew S.

2016-01-01

The ability to explain scientific phenomena is a key feature of scientific literacy, and engaging students' prior knowledge, especially their alternate conceptions, is an effective strategy for enhancing scientific literacy and developing expertise. The gap in knowledge about the alternate conceptions that novices have about many of Earth's…

Computational knowledge integration in biopharmaceutical research.

PubMed

Ficenec, David; Osborne, Mark; Pradines, Joel; Richards, Dan; Felciano, Ramon; Cho, Raymond J; Chen, Richard O; Liefeld, Ted; Owen, James; Ruttenberg, Alan; Reich, Christian; Horvath, Joseph; Clark, Tim

2003-09-01

An initiative to increase biopharmaceutical research productivity by capturing, sharing and computationally integrating proprietary scientific discoveries with public knowledge is described. This initiative involves both organisational process change and multiple interoperating software systems. The software components rely on mutually supporting integration techniques. These include a richly structured ontology, statistical analysis of experimental data against stored conclusions, natural language processing of public literature, secure document repositories with lightweight metadata, web services integration, enterprise web portals and relational databases. This approach has already begun to increase scientific productivity in our enterprise by creating an organisational memory (OM) of internal research findings, accessible on the web. Through bringing together these components it has also been possible to construct a very large and expanding repository of biological pathway information linked to this repository of findings which is extremely useful in analysis of DNA microarray data. This repository, in turn, enables our research paradigm to be shifted towards more comprehensive systems-based understandings of drug action.

Multitasking in academia: Effective combinations of research, education and public outreach illustrated by a volcanic ash warning system

NASA Astrophysics Data System (ADS)

Bye, B. L.; Plag, H.

2011-12-01

Science permeates our society. Its role and its perceived importance evolves with time. Scientists today are highly specialized, yet society demands they master a variety of skills requiring not only a number of different competencies but also a broad mindset. Scientists are subjected to a meritocracy in terms of having to produce scientific papers. Peer-reviewed scientific publications used to be sufficient to meet the various laws and regulations with respect to dissemination of scientific results. This has dramatically changed; both expressed directly through public voices (such as in the climate change discourses), but also by politicians and policy makers. In some countries research funding now comes with specific requirements concerning public outreach that go way beyond peer-reviewed publications and presentation at scientific conferences. Science policies encourage multidisciplinary cooperation and scientific questions themselves often cannot be answered without knowledge and information from several scientific areas. Scientists increasingly need to communicate knowledge and results in more general terms as well as educating future generations. A huge challenge lies in developing the knowledge, human capacity and mindset that will allow an individual academician to contribute to education, communicate across scientific fields and sectors in multidisciplinary cross sectoral cooperations and also reach out to the general public while succeeding within the scientific meritocracy. We demonstrate how research, education and communication within and outside academia can effectively be combined through a presentation of the International Airways Volcano Watch that encompasses an operational volcanic ash warning system for the aviation industry. This presentation will show the role of science throughout the information flow, from basic science to the pilots' decision-making. Furthermore, it will illustrate how one can connect specific scientific topics to societal issues such as security and economy. Skills, knowledge and mindset must be developed and nurtured through university curricula and reflected in career awards and other professional appreciations. By using concrete examples of geoscience in practice, such as the volcanic ash warning system, different aspects of science, it's role in society and economic impact is being communicated across sectors and taught simultaneously. The very same information is relevant and appropriate for society at large and thus time saving for academicians. It also serves as a recruiting strategy.

Holistic science: An understanding of science education encompassing ethical and social issues

NASA Astrophysics Data System (ADS)

Malekpour, Susan

Science has often been viewed, by the majority of our educators and the general public, as being objective and emotionless. Based on this view, our educators teach science in the same manner, objectively and in an abstract form. This manner of teaching has hindered our learners' ability for active learning and distanced them from the subject matter. In this action research, I have examined holistic science pedagogy in conjunction with a constructivism theory. In holistic science pedagogy, scientific knowledge is combined with subjective personal experiences and social issues. There is an interaction between student and scientific data when the student's context, relationships, and lived experiences that play a role in the scientific recognition of the world were incorporated into the learning process. In this pedagogical model, the factual content was viewed from the context of social and ethical implications. By empowering learners with this ability, science knowledge will no longer be exclusive to a select group. This process empowers the general population with the ability to understand scientific knowledge and therefore the ability to make informed decisions based on this knowledge. The goal was to make curriculum developers more conscious of factors that can positively influence the learning process and increase student engagement and understanding within the science classroom. The holistic approach to science pedagogy has enlightened and empowered our adult learners more effectively. Learners became more actively engaged in their own process of learning. Teachers must be willing to listen and implement student suggestions on improving the teaching/learning process. Teachers should be willing to make the effort in connecting with their students by structuring courses so the topics would be relevant to the students in relation to real world and social/ethical and political issues. Holistic science pedagogy strives for social change through the empowerment of adult learners with scientific knowledge. This research has demonstrated that learners can better understand the decision-making process and more easily relate their experiences, and therefore their knowledge, to social/political and ethical issues.

[Summary of the existing knowledge about electronic cigarettes].

PubMed

Cselkó, Zsuzsa; Pénzes, Melinda

2016-06-19

The decreasing proportion of smokers due to smoking restrictions have led producers to invent and disseminate electronic cigarettes (e-cigarettes) worldwide as a new form of nicotine enjoyment. This review summarizes the existing knowledge about e-cigarettes based on publications of PubMed, and on reviews and research data published by national and international scientific institutions. Present knowledge about the composition of e-cigarettes confirms that they are harmful products since their vapor is equally detrimental to the health of users and bystanders. Their benefits in smoking cessation still have not been justified by adequate scientific evidence, however, it has been proven that e-cigarettes uphold nicotine addiction and may increase the risk of starting conventional cigarette use by youth. In order to ensure the results of tobacco control policy and to assist smoking cessation, the same regulations are to be applied to e-cigarettes as to conventional tobacco products.

Conceptualizing the Role of Research Literacy in Advancing Societal Health

PubMed Central

Brody, Janet L.; Dalen, Jeanne; Annett, Robert D.; Scherer, David G.; Turner, Charles W.

2013-01-01

Purpose To provide a conceptual formulation for “research literacy” and preliminary evidence for the utility of the construct in enhancing knowledge of and ethical participation in research. Methods Examined the impact of a brief educational intervention on parents’ research knowledge and their research participation decisions. Results Research-related knowledge was improved. Parents with greater knowledge were more comfortable with their research participation decisions. Enhanced understanding of child volition increased parents’ willingness to enroll their children in research. Conclusion The proposed research literacy model identifies methods to enhance population knowledge and appreciation of research, strengthening links between scientific advancement and health. PMID:22021275

Scientific knowledge and modern prospecting

USGS Publications Warehouse

Neuerburg, G.J.

1985-01-01

Modern prospecting is the systematic search for specified and generally ill-exposed components of the Earth's crust known as ore. This prospecting depends entirely on reliable, or scientific knowledge for guidance and for recognition of the search objects. Improvement in prospecting results from additions and refinements to scientific knowledge. Scientific knowledge is an ordered distillation of observations too numerous and too complex in themselves for easy understanding and for effective management. The ordering of these observations is accomplished by an evolutionary hierarchy of abstractions. These abstractions employ simplified descriptions consisting of characterization by selected properties, sampling to represent much larger parts of a phenomenon, generalized mappings of patterns of geometrical and numerical relations among properties, and explanation (theory) of these patterns as functional relations among the selected properties. Each abstraction is predicated on the mode of abstraction anticipated for the next higher level, so that research is a deductive process in which the highest level, theory, is indispensible for the growth and refinement of scientific knowledge, and therefore of prospecting methodology. ?? 1985 Springer-Verlag.

Establishing lunar resource viability

NASA Astrophysics Data System (ADS)

Carpenter, J.; Fisackerly, R.; Houdou, B.

2016-11-01

Recent research has highlighted the potential of lunar resources as an important element of space exploration but their viability has not been demonstrated. Establishing whether or not they can be considered in future plans is a multidisciplinary effort, requiring scientific expertise and delivering scientific results. To this end various space agencies and private entities are looking to lunar resources, extracted and processed in situ, as a potentially game changing element in future space architectures, with the potential to increase scale and reduce cost. However, before any decisions can be made on the inclusion of resources in exploration roadmaps or future scenarios some big questions need to be answered about the viability of different resource deposits and the processes for extraction and utilisation. The missions and measurements that will be required to answer these questions, and which are being prepared by agencies and others, can only be performed through the engagement and support of the science community. In answering questions about resources, data and knowledge will be generated that is of fundamental scientific importance. In supporting resource prospecting missions the science community will de facto generate new scientific knowledge. Science enables exploration and exploration enables science.

Uncertainty as Impetus for Climate Mitigation

NASA Astrophysics Data System (ADS)

Lewandowsky, S.; Oreskes, N.; Risbey, J.

2015-12-01

For decades, the scientific community has called for actions to be taken to mitigate the adverse consequences of climate change. To date, those calls have found little substantial traction, and politicians and the general public are instead engaged in a debate about the causes and effects of climate change that bears little resemblance to the state of scientific knowledge. Uncertainty plays a pivotal role in that public debate, and arguments against mitigation are frequently couched in terms of uncertainty. We show that the rhetorical uses of scientific uncertainty in public debate by some actors (often with vested interests or political agendas) contrast with the mathematical result that greater uncertainty about the extent of warming is virtually always associated with an increased risk: The expected damage costs increase as a function of uncertainty about future warming. We suggest ways in which the actual implications of scientific uncertainty can be better communicated and how scientific uncertainty should be understood as an impetus, rather than a barrier, for climate mitigation.

NASA/DoD Aerospace Knowledge Diffusion Research Project. Paper 30: The electronic transfer of information and aerospace knowledge diffusion

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Bishop, Ann P.; Barclay, Rebecca O.; Kennedy, John M.

1992-01-01

Increasing reliance on and investment in information technology and electronic networking systems presupposes that computing and information technology will play a major role in the diffusion of aerospace knowledge. Little is known, however, about actual information technology needs, uses, and problems within the aerospace knowledge diffusion process. The authors state that the potential contributions of information technology to increased productivity and competitiveness will be diminished unless empirically derived knowledge regarding the information-seeking behavior of the members of the social system - those who are producing, transferring, and using scientific and technical information - is incorporated into a new technology policy framework. Research into the use of information technology and electronic networks by U.S. aerospace engineers and scientists, collected as part of a research project designed to study aerospace knowledge diffusion, is presented in support of this assertion.

Promoting elementary students' epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

NASA Astrophysics Data System (ADS)

Lin, Feng; Chan, Carol K. K.

2018-04-01

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school's established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students' understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed.

The Developing of the Scientific Knowledge and the Change of the Human Condition

NASA Astrophysics Data System (ADS)

Palazzi, Giordano Diambrini

2005-04-01

In this short review we will show how the new scientific development mainly born in the western countries has produced since the end of 1700s an enormous increase in the level of life and of the number of their inhabitant, as never happened since the beginning of the human species. With the export of the scientific and technological culture in the other countries, like eastern Europe, in north and south America, and later in China and India (to quote the main examples), also their welfare condition have increased or are developing now. For what is concerning the second part of this short review, we try to explain why the most important future needs would be to insert, step by step, the developing countries inside the community of "interacting minds", in order to propagate the scientific culture (but not only) and to make it evolving by the contribution of the full humanity.

Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

ERIC Educational Resources Information Center

Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

2013-01-01

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

The Acquisition of Scientific Knowledge via Critical Thinking: A Philosophical Approach to Science Education

ERIC Educational Resources Information Center

Talavera, Isidoro

2016-01-01

There is a gap between the facts learned in a science course and the higher-cognitive skills of analysis and evaluation necessary for students to secure scientific knowledge and scientific habits of mind. Teaching science is not just about how we do science (i.e., focusing on just "accumulating undigested facts and scientific definitions and…

The Nature of Scientific Revolutions from the Vantage Point of Chaos Theory: Toward a Formal Model of Scientific Change

ERIC Educational Resources Information Center

Perla, Rocco J.; Carifio, James

2005-01-01

In sharp contrast to the early positivist view of the nature of science and scientific knowledge, Kuhn argues that the scientific enterprise involves states of continuous, gradual development punctuated by comparatively rare instances of turmoil and change, which ultimately brings about a new stability and a qualitatively changed knowledge base.…

Endangered Mangroves in Segara Anakan, Indonesia: Effective and Failed Problem-Solving Policy Advice.

PubMed

Dharmawan, Budi; Böcher, Michael; Krott, Max

2017-09-01

The success of scientific knowledge transfer depends on if the decision maker can transform the scientific advice into a policy that can be accepted by all involved actors. We use a science-policy interactions model called research-integration-utilization to observe the process of scientific knowledge transfer in the case of endangered mangroves in Segara Anakan, Indonesia. Scientific knowledge is produced within the scientific system (research), science-based solutions to problems are practically utilized by political actors (utilization), and important links between research and utilization must be made (integration). We looked for empirical evidence to test hypotheses about the research-integration-utilization model based on document analysis and expert interviews. Our study finds that the failures in knowledge transfer are caused by the inappropriate use of scientific findings. The district government is expected by presidential decree to only used scientifically sound recommendations as a prerequisite for designing the regulation. However, the district government prefers to implement their own solutions because they believe that they understand the solutions better than the researcher. In the process of integration, the researcher cannot be involved, since the selection of scientific recommendations here fully depends on the interests of the district government as the powerful ally.

Endangered Mangroves in Segara Anakan, Indonesia: Effective and Failed Problem-Solving Policy Advice

NASA Astrophysics Data System (ADS)

Dharmawan, Budi; Böcher, Michael; Krott, Max

2017-09-01

The success of scientific knowledge transfer depends on if the decision maker can transform the scientific advice into a policy that can be accepted by all involved actors. We use a science-policy interactions model called research-integration-utilization to observe the process of scientific knowledge transfer in the case of endangered mangroves in Segara Anakan, Indonesia. Scientific knowledge is produced within the scientific system (research), science-based solutions to problems are practically utilized by political actors (utilization), and important links between research and utilization must be made (integration). We looked for empirical evidence to test hypotheses about the research-integration-utilization model based on document analysis and expert interviews. Our study finds that the failures in knowledge transfer are caused by the inappropriate use of scientific findings. The district government is expected by presidential decree to only used scientifically sound recommendations as a prerequisite for designing the regulation. However, the district government prefers to implement their own solutions because they believe that they understand the solutions better than the researcher. In the process of integration, the researcher cannot be involved, since the selection of scientific recommendations here fully depends on the interests of the district government as the powerful ally.

The electronic transfer of information and aerospace knowledge diffusion

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Bishop, Ann P.; Barclay, Rebecca O.; Kennedy, John M.

1992-01-01

Increasing reliance on and investment in information technology and electronic networking systems presupposes that computing and information technology will play a motor role in the diffusion of aerospace knowledge. Little is known, however, about actual information technology needs, uses, and problems within the aerospace knowledge diffusion process. The authors state that the potential contributions of information technology to increased productivity and competitiveness will be diminished unless empirically derived knowledge regarding the information-seeking behavior of the members of the social system - those who are producing, transferring, and using scientific and technical information - is incorporated into a new technology policy framework. Research into the use of information technology and electronic networks by U.S. aerospace engineers and scientists, collected as part of a research project designed to study aerospace knowledge diffusion, is presented in support of this assertion.

Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum

ERIC Educational Resources Information Center

Sample McMeeking, Laura B.; Weinberg, Andrea E.; Boyd, Kathryn J.; Balgopal, Meena M.

2016-01-01

Informal Science Education (ISE) programs have been increasing in popularity in recent years. The National Research Council has laid out six strands that ISE programs should try to address, including increasing interest, knowledge, and allowing participants to engage in scientific activities. Past research suggests that informal settings can…

Exploring the Changes in Students' Understanding of the Scientific Method Using Word Associations

NASA Astrophysics Data System (ADS)

Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin

2015-10-01

A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them experiment, science fair, and hypothesis, is used to probe the students' knowledge structures. Students from grades four, five, and eight, as well as first-year college students were tested to reveal their knowledge structures relating to the scientific method. Younger students were found to have a naïve view of the science process with little understanding of how science relates to the real world. However, students' conceptions about the scientific process appear to be malleable, with science fairs a potentially strong influencer. The strength of associations between words is observed to change from grade to grade, with younger students placing science fair near the center of their knowledge structure regarding the scientific method, whereas older students conceptualize the scientific method around experiment.

Designing Summer Research Experiences for Teachers and Students That Promote Classroom Science Inquiry Projects and Produce Research Results

NASA Astrophysics Data System (ADS)

George, L. A.; Parra, J.; Rao, M.; Offerman, L.

2007-12-01

Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.

Bradbury science museum: your window to Los Alamos National Laboratory

DOE Office of Scientific and Technical Information (OSTI.GOV)

Deck, Linda Theresa

The Bradbury Science Museum is the public's window to Los Alamos National Laboratory and supports the Community Program Office's mission to develop community support to accomplish LANL's national security and science mission. It does this by stimulating interest in and increasing basic knowledge of science and technology in northern New Mexico audiences, and increasing public understanding and appreciation of how LANL science and technology solve our global problems. In performing these prime functions, the Museum also preserves the history of scientific accomplishment at the Lab by collecting and preserving artifacts of scientific and historical importance.

Integrating History and Philosophy of the Life Sciences in Practice to Enhance Science Education: Swammerdam's "Historia Insectorum Generalis" and the Case of the Water Flea

ERIC Educational Resources Information Center

Kendig, Catherine

2013-01-01

Hasok Chang ("Sci Educ" 20:317-341, 2011) shows how the recovery of past experimental knowledge, the physical replication of historical experiments, and the extension of recovered knowledge can increase scientific understanding. These activities can also play an important role in both science and history and philosophy of science…

The need and potential for building a integrated knowledge-base of the Earth-Human system

NASA Astrophysics Data System (ADS)

Jacobs, Clifford

2011-03-01

The pursuit of scientific understanding is increasingly based on interdisciplinary research. To understand more deeply the planet and its interactions requires a progressively more holistic approach, exploring knowledge coming from all scientific and engineering disciplines including but not limited to, biology, chemistry, computer sciences, geosciences, material sciences, mathematics, physics, cyberinfrastucture, and social sciences. Nowhere is such an approach more critical than in the study of global climate change in which one of the major challenges is the development of next-generation Earth System Models that include coupled and interactive representations of ecosystems, agricultural working lands and forests, urban environments, biogeochemistry, atmospheric chemistry, ocean and atmospheric currents, the water cycle, land ice, and human activities.

Communicating the Value of Science--Issues, Imperatives and Insights

NASA Astrophysics Data System (ADS)

Gan, J.; Topousis, D.

2013-12-01

Over the last six decades, federal investments in scientific research have led to unquestionable economic and societal advances, while expanding human knowledge. Yet, in the current federal fiscal climate, funding for fundamental research is being challenged in some quarters. This situation has created the need for stakeholders in science to step forward and defend the role that basic research plays in creating the knowledge and workforce necessary to address current and future challenges. Communicating to fellow scientists in this environment is necessary but not sufficient to sustaining, or even expanding, support for fundamental research. A multi-faceted approach will be described for enhancing communication to broader audiences, including policy makers and the general public, increasingly responsible for ensuring the future of scientific progress.

Identifying geoscience knowledge likely to affect foreign policy

NASA Astrophysics Data System (ADS)

Kelmelis, J. A.

2006-12-01

The earth sciences play an important role in foreign policy and have done so throughout history. Whether it is access to resources, knowledge of weather or other earth system conditions, planning for or responding to disasters, protecting the environment, facilitating transportation and communication, or any of a number of other important topics, the geosciences continue to inform our decision making. The importance of science, technology, and health (STH) is being increasingly recognized in the foreign policy community. The National Research Council (NRC) recommended that the Department of State (State) expand its scientific base to address the importance of STH issues. In part, this consists of increasing the number of scientists within State. Another important aspect is not only identifying the STH issues that are of current concern, but also the issues that will be of importance in the future. A number of studies funded by the U.S. Government have identified some important STH areas of concern at a high level. These provide a basis for more in-depth investigations. However, there are additional phenomena, beyond those identified in the studies, which have foreign policy implications. The scientific findings may be well known to scientists but their foreign policy importance is not always obvious. The scientific and foreign policy communities could improve their dialog to better develop strategies for foreign policy and future scientific research. One way to help facilitate that is to ease identification of scientific issues with potential significance to foreign policy and to clarify uncertainties around those issues. A qualitative method relating the likelihood that the scientific finding has foreign policy importance to the potential level of foreign policy importance has been used to clarify the significance of a variety of scientific findings including Arctic warming, methane hydrates, atmospheric dust, disease, and natural hazards. From a foreign policy perspective, the significance of some scientific findings can cascade through emerging international issues and manifest themselves in ways that have both strategic and tactical concern.

Knowledge Discovery in Literature Data Bases

NASA Astrophysics Data System (ADS)

Albrecht, Rudolf; Merkl, Dieter

The concept of knowledge discovery as defined through ``establishing previously unknown and unsuspected relations of features in a data base'' is, cum grano salis, relatively easy to implement for data bases containing numerical data. Increasingly we find at our disposal data bases containing scientific literature. Computer assisted detection of unknown relations of features in such data bases would be extremely valuable and would lead to new scientific insights. However, the current representation of scientific knowledge in such data bases is not conducive to computer processing. Any correlation of features still has to be done by the human reader, a process which is plagued by ineffectiveness and incompleteness. On the other hand we note that considerable progress is being made in an area where reading all available material is totally prohibitive: the World Wide Web. Robots and Web crawlers mine the Web continuously and construct data bases which allow the identification of pages of interest in near real time. An obvious step is to categorize and classify the documents in the text data base. This can be used to identify papers worth reading, or which are of unexpected cross-relevance. We show the results of first experiments using unsupervised classification based on neural networks.

Knowledge that Acts: Evaluating the Outcomes of a Knowledge Brokering Intervention in Western Australia's Ningaloo Region

NASA Astrophysics Data System (ADS)

Chapman, Kelly; Boschetti, Fabio; Fulton, Elizabeth; Horwitz, Pierre; Jones, Tod; Scherrer, Pascal; Syme, Geoff

2017-11-01

Knowledge exchange involves a suite of strategies used to bridge the divides between research, policy and practice. The literature is increasingly focused on the notion that knowledge generated by research is more useful when there is significant interaction and knowledge sharing between researchers and research recipients (i.e., stakeholders). This is exemplified by increasing calls for the use of knowledge brokers to facilitate interaction and flow of information between scientists and stakeholder groups, and the integration of scientific and local knowledge. However, most of the environmental management literature focuses on explicit forms of knowledge, leaving unmeasured the tacit relational and reflective forms of knowledge that lead people to change their behaviour. In addition, despite the high transaction costs of knowledge brokering and related stakeholder engagement, there is little research on its effectiveness. We apply Park's Manag Learn 30(2), 141-157 (1999); Knowledge and Participatory Research, London: SAGE Publications (2006) tri-partite knowledge typology as a basis for evaluating the effectiveness of knowledge brokering in the context of a large multi-agency research programme in Australia's Ningaloo coastal region, and for testing the assumption that higher levels of interaction between scientists and stakeholders lead to improved knowledge exchange. While the knowledge brokering intervention substantively increased relational networks between scientists and stakeholders, it did not generate anticipated increases in stakeholder knowledge or research application, indicating that more prolonged stakeholder engagement was required, and/or that there was a flaw in the assumptions underpinning our conceptual framework.

Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

ERIC Educational Resources Information Center

Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

2017-01-01

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

On the Limitations of Biological Knowledge

PubMed Central

Dougherty, Edward R; Shmulevich, Ilya

2012-01-01

Scientific knowledge is grounded in a particular epistemology and, owing to the requirements of that epistemology, possesses limitations. Some limitations are intrinsic, in the sense that they depend inherently on the nature of scientific knowledge; others are contingent, depending on the present state of knowledge, including technology. Understanding limitations facilitates scientific research because one can then recognize when one is confronted by a limitation, as opposed to simply being unable to solve a problem within the existing bounds of possibility. In the hope that the role of limiting factors can be brought more clearly into focus and discussed, we consider several sources of limitation as they apply to biological knowledge: mathematical complexity, experimental constraints, validation, knowledge discovery, and human intellectual capacity. PMID:23633917

The '3Is' of animal experimentation.

PubMed

2012-05-29

Animal experimentation in scientific research is a good thing: important, increasing and often irreplaceable. Careful experimental design and reporting are at least as important as attention to welfare in ensuring that the knowledge we gain justifies using live animals as experimental tools.

Strategies on Technology Transfer and Patents Commercialization for Nanotechnology at the Spanish National Research Council.

PubMed

Maira, Javier; Etxabe, Javier; Serena, Pedro A

2018-02-14

Nanoscience and nanotechnology made their appearance in the scientific scene at a time when both the economy of Spain and the Spanish Research and Innovation System were experiencing strong growth. This circumstance resulted in a remarkable development of nanoscience and nanotechnology especially in universities and public research institutions such as the Spanish National Research Council (Consejo Superior de Investigaciones Científicas-CSIC). However, this development in academia has not been reflected in a similar increment in the transfer of knowledge to the productive sector despite several efforts and initiatives were launched. The CSIC, the main generator of scientific knowledge in Spain, has designed and implemented a series of actions in order to take advantage of the knowledge generated in nanotechnology by its research groups by mean of an appropriate transfer to both the Spanish and the international industry. Internal methodologies used in CSIC in order to protect and commercialize nanotechnology based intellectual property as well as their effects are reviewed. The evolution of CSIC nanotechnology patents portfolio is also analyzed. There has been a clear increase in the patent license agreements of CSIC in the period 2002- 2015 in the field of nanotechnology. This increase is correlated to these facts: (i) Highly qualified team managing Intellectual Property issues, (ii) The presence of CSIC in international fairs, and (iii) Proactive search of companies and investors. Successful results can be achieved in technology transfer when the appropriate resources are available and properly organized with an adequate combination of efforts in knowledge protection, promotion and commercialization of technologies and support to the scientific entrepreneurs of the institution. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Exposure to science, perspectives on science and religion, and religious commitment in young adulthood.

PubMed

Uecker, Jeremy E; Longest, Kyle C

2017-07-01

Social scientists know very little about the consequences of exposure to scientific knowledge and holding different perspectives on science and religion for individuals' religious lives. Drawing on secularization and post-secular theories, we develop and test several hypotheses about the relationships among exposure to scientific knowledge, perspectives on religion and science, and religious commitment using panel data from the National Study of Youth and Religion. Our findings indicate that religious faith is strongest among young adults who: (1) accommodate scientific knowledge into their religious perspective, or (2) reject scientific knowledge that directly contradicts their religious beliefs about the origins of the world. Young adults are also more likely to have lower religious commitment when they view science and religion as independent institutions, lending support to secularization ideas about how social differentiation secularizes individuals. We further find that mere exposure to scientific knowledge, in terms of majoring in biology or acknowledging conflict between the teachings of religion and science, is usually not sufficient to undermine religious commitment. Copyright © 2017 Elsevier Inc. All rights reserved.

EarthCube: Advancing Partnerships, Collaborative Platforms and Knowledge Networks in the Ocean Sciences

NASA Astrophysics Data System (ADS)

Stephen, Diggs; Lee, Allison

2014-05-01

The National Science Foundation's EarthCube initiative aims to create a community-driven data and knowledge management system that will allow for unprecedented data sharing across the geosciences. More than 2,500 participants through forums, work groups, EarthCube events, and virtual and in-person meetings have participated. The individuals that have engaged represent the core earth-system sciences of solid Earth, Atmosphere, Oceans, and Polar Sciences. EarthCube is a cornerstone of NSF's Cyberinfrastructure for the 21st Century (CIF21) initiative, whose chief objective is to develop a U.S. nationwide, sustainable, and community-based cyberinfrastructure for researchers and educators. Increasingly effective community-driven cyberinfrastructure allows global data discovery and knowledge management and achieves interoperability and data integration across scientific disciplines. There is growing convergence across scientific and technical communities on creating a networked, knowledge management system and scientific data cyberinfrastructure that integrates Earth system and human dimensions data in an open, transparent, and inclusive manner. EarthCube does not intend to replicate these efforts, but build upon them. An agile development process is underway for the development and governance of EarthCube. The agile approach was deliberately selected due to its iterative and incremental nature while promoting adaptive planning and rapid and flexible response. Such iterative deployment across a variety of EarthCube stakeholders encourages transparency, consensus, accountability, and inclusiveness.

A perspective on physiological studies supporting the provision of scientific advice for the management of Fraser River sockeye salmon (Oncorhynchus nerka)

PubMed Central

Patterson, David A.; Cooke, Steven J.; Hinch, Scott G.; Robinson, Kendra A.; Young, Nathan; Farrell, Anthony P.; Miller, Kristina M.

2016-01-01

The inability of physiologists to effect change in fisheries management has been the source of frustration for many decades. Close collaboration between fisheries managers and researchers has afforded our interdisciplinary team an unusual opportunity to evaluate the emerging impact that physiology can have in providing relevant and credible scientific advice to assist in management decisions. We categorize the quality of scientific advice given to management into five levels based on the type of scientific activity and resulting advice (notions, observations, descriptions, predictions and prescriptions). We argue that, ideally, both managers and researchers have concomitant but separate responsibilities for increasing the level of scientific advice provided. The responsibility of managers involves clear communication of management objectives to researchers, including exact descriptions of knowledge needs and researchable problems. The role of the researcher is to provide scientific advice based on the current state of scientific information and the level of integration with management. The examples of scientific advice discussed herein relate to physiological research on the impact of high discharge and water temperature, pathogens, sex and fisheries interactions on in-river migration success of adult Fraser River sockeye salmon (Oncorhynchus nerka) and the increased understanding and quality of scientific advice that emerges. We submit that success in increasing the quality of scientific advice is a function of political motivation linked to funding, legal clarity in management objectives, collaborative structures in government and academia, personal relationships, access to interdisciplinary experts and scientific peer acceptance. The major challenges with advancing scientific advice include uncertainty in results, lack of integration with management needs and institutional caution in adopting new research. We hope that conservation physiologists can learn from our experiences of providing scientific advice to management to increase the potential for this growing field of research to have a positive influence on resource management. PMID:27928508

A perspective on physiological studies supporting the provision of scientific advice for the management of Fraser River sockeye salmon (Oncorhynchus nerka).

PubMed

Patterson, David A; Cooke, Steven J; Hinch, Scott G; Robinson, Kendra A; Young, Nathan; Farrell, Anthony P; Miller, Kristina M

2016-01-01

The inability of physiologists to effect change in fisheries management has been the source of frustration for many decades. Close collaboration between fisheries managers and researchers has afforded our interdisciplinary team an unusual opportunity to evaluate the emerging impact that physiology can have in providing relevant and credible scientific advice to assist in management decisions. We categorize the quality of scientific advice given to management into five levels based on the type of scientific activity and resulting advice (notions, observations, descriptions, predictions and prescriptions). We argue that, ideally, both managers and researchers have concomitant but separate responsibilities for increasing the level of scientific advice provided. The responsibility of managers involves clear communication of management objectives to researchers, including exact descriptions of knowledge needs and researchable problems. The role of the researcher is to provide scientific advice based on the current state of scientific information and the level of integration with management. The examples of scientific advice discussed herein relate to physiological research on the impact of high discharge and water temperature, pathogens, sex and fisheries interactions on in-river migration success of adult Fraser River sockeye salmon ( Oncorhynchus nerka ) and the increased understanding and quality of scientific advice that emerges. We submit that success in increasing the quality of scientific advice is a function of political motivation linked to funding, legal clarity in management objectives, collaborative structures in government and academia, personal relationships, access to interdisciplinary experts and scientific peer acceptance. The major challenges with advancing scientific advice include uncertainty in results, lack of integration with management needs and institutional caution in adopting new research. We hope that conservation physiologists can learn from our experiences of providing scientific advice to management to increase the potential for this growing field of research to have a positive influence on resource management.

Does Anyone Really Know Anything? An Exploration of Constructivist Meaning and Identity in the Tension between Scientific and Religious Knowledge

ERIC Educational Resources Information Center

Starr, Lisa J.

2010-01-01

In this paper I discuss the tension created by religion and science in one student's understanding of knowledge and truth by exploring two questions: "How do individuals accommodate their religious beliefs with their understanding of science?" and "How does religious knowledge interact with scientific knowledge to construct meaning?" A…

Protecting Traditional Knowledge Related to Biological Resources: Is Scientific Research Going to Become More Bureaucratized?

PubMed Central

Reddy, Prashant; Lakshmikumaran, Malathi

2015-01-01

For the past several decades, there has been a world debate on the need for protecting traditional knowledge. A global treaty appears to be a distant reality. Of more immediate concern are the steps taken by the global community to protect access to biological resources in the name of protecting traditional knowledge. The Indian experience with implementing the Convention on Biological Diversity has created substantial legal uncertainty in collaborative scientific research between Indians and foreigners apart from bureaucratizing the entire process of scientific research, especially with regard to filing of applications for intellectual property rights. The issue therefore is whether the world needs to better balance the needs of the scientific community with the rights of those who have access to traditional knowledge. PMID:26101205

Life lines: An art history of biological research around 1800.

PubMed

Bruhn, Matthias

2011-12-01

Around 1800, the scientific "illustrator" emerged as a new artistic profession in Europe. Artists were increasingly sought after in order to picture anatomical dissections and microscopic observations and to translate drawings into artworks for books and journals. By training and technical expertise, they introduced a particular kind of knowledge into scientific perception that also shaped the common image of nature. Illustrations of scientific publications, often undervalued as a biased interpretation of facts and subordinate to logic and description, thus convey an 'art history' of science in its own right, relevant both for the understanding of biological thought around 1800 as well as for the development of the arts and their historiography. The article is based on an analysis of botanical treatises produced for the Göttingen Society of Sciences in 1803, during an early phase of microscopic cell research, in order to determine the constitutive role of artistic knowledge and the media employed for the visualization and conceptualization of biological issues. Copyright © 2011 Elsevier Ltd. All rights reserved.

Integrating Science Communication, Outreach and Awareness into the R&D Investment Framework of SKA in order to drive a knowledge economy

NASA Astrophysics Data System (ADS)

Raynard, Lorenzo; Garnier, William

2015-08-01

The emergence of the "knowledge society" has reshaped the context and content of public communication of science and technology. The construction and design of SKA and associated science research are increasingly characterised by the formation of large, multidisciplinary and multi-institute research teams. The integration of science communication into the scientific endeavour is key to building the foundations of a thriving knowledge-based economy identified by new technology investments, high-technology industries and highly skilled labour. Knowledge Economy Indicators profile, among others, the efficient and effective Management of Knowledge Assets. This presentation will explore the strategic trade and positioning of Knowledge Assets in order to drive and stimulate innovation.

Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.

PubMed

Stone, Elisa M

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

Effects of Students' Prior Knowledge on Scientific Reasoning in Density.

ERIC Educational Resources Information Center

Yang, Il-Ho; Kwon, Yong-Ju; Kim, Young-Shin; Jang, Myoung-Duk; Jeong, Jin-Woo; Park, Kuk-Tae

2002-01-01

Investigates the effects of students' prior knowledge on the scientific reasoning processes of performing the task of controlling variables with computer simulation and identifies a number of problems that students encounter in scientific discovery. Involves (n=27) 5th grade students and (n=33) 7th grade students. Indicates that students' prior…

The Construction of a Reasoned Explanation of a Health Phenomenon: An Analysis of Competencies Mobilized

ERIC Educational Resources Information Center

Faria, Cláudia; Freire, Sofia; Baptista, Mónica; Galvão, Cecília

2014-01-01

Mobilizing scientific knowledge for understanding the natural world and for critically appraise socio-scientific situations and make decisions are key competencies for today's' society. Therefore, it is essential to understand how students at the end of compulsory schooling use scientific knowledge for understanding the surrounding world. The…

Epistemological Trade-Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices

ERIC Educational Resources Information Center

Berland, Leema; Crucet, Kathleen

2016-01-01

Science education has long seen an emphasis on supporting students' epistemological understandings of how scientific knowledge is constructed and evaluated with the expectation that these understandings will support the students' own construction and evaluation of scientific knowledge. However, research has shown that this connection does not…

Research and Teaching: Undergraduate Students' Scientifically Informed Decision Making about Socio-Hydrological Issues

ERIC Educational Resources Information Center

Sabel, Jaime L.; Vo, Tina; Alred, Ashley; Dauer, Jenny M.; Forbes, Cory T.

2017-01-01

Although knowledge of disciplinary concepts and epistemic understanding of science are foundations of scientific literacy, students must learn to apply their knowledge to real-world situations. To engage effectively with contemporary water-related challenges with scientific and social dimensions, students need to understand the properties of water…

48 CFR 35.002 - General.

Code of Federal Regulations, 2011 CFR

2011-10-01

... to encourage the best sources from the scientific and industrial community to become involved in the... programs is to advance scientific and technical knowledge and apply that knowledge to the extent necessary...

Creativity, Scientific Practice, and Knowledge Production

ERIC Educational Resources Information Center

Fryer, Marilyn

2010-01-01

In this interesting article, Hisham Ghassib (2010) describes the transformation of science from its craft status in a pre-modern era to the major knowledge industry it is today. He then compares the production of scientific knowledge with industrial production, but makes the important distinction between the process of developing scientific…

Comparison of Scientific Research Projects of Education Faculties

ERIC Educational Resources Information Center

Altunay, Esen; Tonbul, Yilmaz

2015-01-01

Many studies indicate that knowledge and knowledge production are the main predictors of social development, welfare and the ability to face the future with confidence. It could be argued that knowledge production is mainly carried out by universities. This study compares 1266 scientific research projects (SRPs) completed by faculties of education…

Training the rivers and exploring the coasts. Knowledge evolution in the Netherlands in two engineering fields between 1800 and 1940

NASA Astrophysics Data System (ADS)

Toussaint, Bert

In this paper, the author wants to explore the knowledge development in two crucial fields, river management and coast management in the 19th century and first decades of the 20th century. Were there similar characteristics in this development? Which types of knowledge can be distinguished? Who were the principal actors in these processes? Did the knowledge evolution have a Dutch stamp or a rather international flavour? To structure the analysis, the author uses the concept of technology regime, a set of technical rules which shapes the know-how of engineers, their design rules and research processes. The analysis shows that the knowledge development of river management and coastal management followed different evolution paths between 1800 and 1940. In the field of river management, a substantial amount of mathematical and physical theories had been gradually developed since the end of the 17th century. After 1850, the regularization approach met gradually a widespread support. Empirical data, design rules, theoretical knowledge and engineering pivoted around the regularization approach, and a technology regime around this approach emerged. The regularization regime further developed in the 20th century, and handbooks were increasingly shaped by mathematical and physical reasoning and formulas. On the other hand, coastal management was until the 1880s a rather marginal activity. Coastal engineering was an extremely complex and multidimensional field of knowledge which no engineer was able to grasp. The foundation of a Dutch weather institute was a first important step towards a more theoretical approach. The Zuiderzee works (starting in 1925) gave probably the most important stimuli to scientific coastal research. It was also a main factor in setting up scientific institutes by Rijkswaterstaat. So from the 1920s, Rijkswaterstaat became a major producer of scientific knowledge, not only in tidal modelling but also in coastal research. Due to a multidisciplinary knowledge network, coastal research transformed from a marginal to a first-rank scientific field, and this transformation enabled Rijkswaterstaat to set a much higher level of ambition in coastal management. The 1953 flood and the Deltaworks marked a new era. New design rules for sea dykes and river levees, based on a revolutionary statistical risk approach were determined, and design rules for the Deltaworks estuary closures were developed, being enabled by the development of hydraulic research.

New media landscapes and the science information consumer.

PubMed

Brossard, Dominique

2013-08-20

Individuals are increasingly turning to online environments to find information about science and to follow scientific developments. It is therefore crucial for scientists and scientific institutions to consider empirical findings from research in online science communication when thinking about science in the public sphere. After providing a snapshot of the current media landscape, this paper reviews recent major research findings related to science communication in the online environment and their implications for science in the 21st century. Particular emphasis is given to the bias introduced by search engines, the nature of scientific content encountered online, and the potential impact of the Internet on audiences' knowledge and attitudes toward science.

Establishing a scientific and technical information program: Planning and resource management

NASA Technical Reports Server (NTRS)

Blados, Walter R.

1992-01-01

In the last 50 years, technological advances have accelerated at a rate unprecedented in history. We are experiencing a tremendous expansion of scientific and technological effort in many directions, and the result is a fantastic increase in the accumulation of scientific and technical information (STI) and knowledge. An integral part of the research and development (R&D) process is the STI associated with it. STI is both a raw material (input) and a product (output) of this process. The topics addressed include the following: the value of STI, management of an STI program, program policy and guidance, organizational structure, data sources, training/orientation, and the current information environment.

Science knowledge and biblical literalism.

PubMed

Zigerell, L J

2012-04-01

Biblical literalists are often described as scientific illiterates, but little if any empirical research has tested this claim. Analysis of a sixteen-item battery from the 2008 US General Social Survey revealed that literalists possess less science knowledge than those with other views of Scripture, but that much of this deficit can be attributed to demographic factors and unequal educational attainment. The marginal direct effect of biblical belief suggests that literalism is not incompatible with knowledge of science and, therefore, the best avenue for increasing science knowledge among literalists may be to foster interest in science and design science courses to attenuate any perceived conflict between science and religion.

Artificial muscles' enrichment text: Chemical Literacy Profile of pre-service teachers

NASA Astrophysics Data System (ADS)

Hernani, Ulum, Luthfi Lulul; Mudzakir, Ahmad

2017-08-01

This research aims to determine the profile of chemical literacy abilities of pre-service teachers based on scientific attitudes and scientific competencies in PISA 2015 through individualized learning by using an artificial muscle context based-enrichment book. This research uses descriptive method, involving 20 of the 90 randomly selected population. This research uses a multiple-choice questions instrument. The result of this research are : 1) in the attitude aspects of interest in science and technology, valuing scientific approaches to inquiry, and environmental awareness, the results obtained respectively for 90%, 80%, and 30%. 2) for scientific competence of apply appropriate scientific knowledge, identify models and representations, make appropriate predictions, and explain the potential implications of scientific knowledge for society, the results obtained respectively for 30%, 50%, 60%, and 55%. 3) For scientific competence of identify the question explored in a given scientific study and distinguish questions that could be investigated scientifically, the results obtained respectively for 30 % and 50%. 4) For scientific competence of transform data from one representation to another and draw appropriate conclusions, the results obtained respectively for 60% and 45%. Based on the results, which need to be developed in pre-service chemistry teachers are environmental awareness, apply appropriate scientific knowledge, identify the question explored in a given scientific study, and draw appropriate conclusions.

Scientific literacy for decisionmaking and the social construction of scientific knowledge

NASA Astrophysics Data System (ADS)

Bingle, Wade H.; Gaskell, P. James

Citizens are often required to make decisions about socioscientific issues in a climate characterized by conflict within both the scientific community and the larger society. Central to the process of decisionmaking is a critical examination of the relevant scientific knowledge involved. Individuals capable of performing this task can be considered scientifically literate in a decisionmaking sense. In this article we explore two ways of critically examining scientific knowledge in the context of a current socioscientific dispute: NASA's Galileo Mission to Jupiter. The two approaches we outline, termed the positivist and social constructivist positions, are examined in terms of their inherent views concerning the nature of scientific knowledge, in particular their use of constitutive and contextual values when evaluating knowledge claims. Because the social constructivist position acknowledges the importance of contextual values, it provides citizens with accessible standards for evaluating scientific knowledge claims. The positivist position, on the other hand, relies on constitutive values which we show are normally inaccessible to ordinary citizens. The positivist position, however, is most closely associated with the predominant social issues approach to science-technology-society (STS) education. Implications little consensus about which statements are fact (i.e., will remain stable when challenged) and which opinion, (i.e., will be modified when challenged). All knowledge is potentially unreliable when one is dealing with a socioscientific dispute.The adoption of a social constructivist view of scientific knowledge and its inherent way of evaluating knowledge claims clearly has implications for future approaches to STS education. Although one approach might be to offer a course in the history, philosophy, and sociology of science, this would not be useful without reference to the way in which such knowledge can help students to understand the context of a conflict within the society of scientists and the larger society. As Rosenthal (1989) argues, a synthesis is needed in which social issues are seen as a vehicle for studying the social studies of science and the social issues are seen as a way of making sense of social aspects of science. However, this way of teaching STS may be difficult to implement. In British Columbia, for example, science teachers have resisted efforts to include the social context of science within a traditional university-oriented physics course (Gaskell, 1992) and to teach a grade 11 social issues oriented sicence and technology course (Gaskell, 1989). This may be because the current social issues approach is most compatible with traditional science content as it is now taught: it simply shows the relevance of textbook knowledge (ready-made science) to contemporary probles. The shift to the approach suggested above will require a more drastic reorganization of the curriculum, one that may be resisted by the current stakeholders in science education (Duschl, 1988; Gaskell, 1989).

Using scientific evidence to improve information practice.

PubMed

Bradley, J; Marshall, J G

1995-09-01

The recent policy statement of the Medical Library Association (MLA) takes the position that scientific evidence is the basis for improving the quality of library and information sciences now and in the future. Research activity is seen as the foundation of an evolving knowledge base for the profession--a knowledge base that will set health sciences librarians apart from others in an increasingly competitive world of information service providers. The statement represents the culmination of many years of activity by association members, during which the role of research in health information practice has been debated. Over a similar time period, the quality movement, with its increasing demand for the collection and use of data, has been growing. Developments such as total quality management (TQM) and continuous quality improvement (CQI) reinforce the centrality of research with its increasing demand for the collection and use of data, has been growing. Developments such as total quality management (TQM) and continuous quality improvement (CQI) reinforce the centrality of research and its relationship to efficient and effective information practice as envisioned in the MLA policy statement.

Social justice pedagogies and scientific knowledge: Remaking citizenship in the non-science classroom

NASA Astrophysics Data System (ADS)

Lehr, Jane L.

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape educational practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state.

Hybrid regimes of knowledge? Challenges for constructing scientific evidence in the context of the GMO-debate.

PubMed

Böschen, Stefan

2009-07-01

Over the last two decades, there has been a remarkable shift of attention to the scientific and political fundamentals of the precautionary principle. The application of this principle has become a main strategy of coping with the different forms and problems related to non-knowledge. Thus, societies are increasingly confronted with the challenging and hitherto unresolved problem of political and technological decision-making under conditions of diverging framings of non-knowledge. At present, there seems to be no generally accepted scientific or institutional approach. This is why the fundamental question of how different scientific actors define and construct evidence is not answered yet. Hence, this paper is based on the consideration that the conflicts in risk policy concerning genetically modified organisms (GMO) depend on the unresolved conflicts about the diverging scientific strategies and structures of evidence-making between the epistemic cultures involved. Thus, this study investigates two questions: (1) do the epistemic strategies of evidence-making differ systematically with the scientific actors involved in the GMO-debate? (2) What consequences emerge considering institutionalized procedures of decision-making? This article is based on a secondary analysis of findings and perspectives reported in the literature and on the methods of qualitative social empirical research, i.e., interviews with experts. A total number of 34 interviews were conducted to explore the different strategies of handling non-knowledge and constructing evidence. Actors from science, administration, business and NGOs were interviewed. In this way, typical epistemic cultures can be described. An epistemic culture is the constellation of methodological strategies, theoretical assumptions and practical-experimental settings which define in every speciality the ways how we know what we know. There are two main results. Firstly, it was worked out that the epistemic cultures involved in the GMO-debate use rather distinct strategies to define non-knowledge and to classify evidence. There are three types of constructing evidence, which correspond to different types of epistemic cultures. Secondly, the findings imply that the intensity of the conflicts in risk policy fields like the GMO-debate is due to a lack of knowledge politics. Usually, knowledge politics is restricted to the design of institutional procedures to compile knowledge provided by experts. The institutional setting of risk analysis and risk management is based on the premise of strict separation between knowledge and power. However, inadmissible mixing-up of knowledge and power is observable. It seems that non-knowledge leads to an epistemic no man's land, and, hence, hybrid regimes of knowledge emerge. These regimes are hybrid with respect to the unclear and not explicitly reflected strategies of evidence-making. By lacking of knowledge politics, this situation opens up 'windows of opportunity' for actors with special interests in risk policy fields like the GMO-debate. Therefore, there is a difference between the visible institutionalized structures of risk policies and the rather invisible hybrid regimes of knowledge. Structure and scope of expertise have to be reflected and new instruments of knowledge politics have to be designed. Different epistemic cultures can be qualified by describing their particular strategies of evidence-making. To solve the conflicts between these strategies, a meta-expertise is needed. Besides the institutionalized settings of knowledge politics, the underlying hybrid regimes of knowledge have to be identified. The concept of epistemic cultures and their strategies of evidence-making should be investigated more explicitly with respect to other risk policy fields The analysis of hybrid regimes of knowledge should be deepened by looking at the complex interactions between institutional, discursive and practical rules affecting risk assessment.

[Scientific reductionism and social control of mind. Part II].

PubMed

Viniegra Velázquez, Leonardo

In the second part of this essay, the progressive subordination of scientific endeavor and knowledge of business and profit is pointed out. For instance, the way facts are prioritized over concepts and ideas in scientific knowledge can translate into technological innovation, central to enterprise competitiveness and key to social mechanisms of control (military, cybernetic, ideological). Overcoming the scientific reductionism approach indicates recognizing the need to define progress in another way, one that infuses scientific knowledge with real liberating and inquisitive power. Power is essential in the search for a more collaborative, inclusive and pluralistic society where respect for human dignity and care for the ecosystem that we live in are prioritized. Copyright © 2014 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

Gulf of Alaska

NASA Image and Video Library

2017-12-08

Increasing solar illumination brings increased phytoplankton growth to the Gulf of Alaska every spring, and this year is no exception. The above image was collected on May 2, 2014 several orbits of Aqua-MODIS. High res: oceancolor.gsfc.nasa.gov/FEATURE/IMAGES/A2014122.GulfOfAl... Credit: NASA/Goddard/OceanColor/MODIS NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

Gulf of Alaska

NASA Image and Video Library

2014-05-20

Increasing solar illumination brings increased phytoplankton growth to the Gulf of Alaska every spring, and this year is no exception. This image was collected on May 9, 2014 during a single orbit of Aqua-MODIS. High res: oceancolor.gsfc.nasa.gov/FEATURE/IMAGES/A2014129224500.Gu... Credit: NASA/Goddard/OceanColor/MODIS NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

"Why bother so incredibly much?": student perspectives on PISA science assignments

NASA Astrophysics Data System (ADS)

Serder, Margareta; Jakobsson, Anders

2015-09-01

Large-scale assessment, such as the Programme for International Assessment (PISA), plays an increasingly important role in current educational practice and politics. However, many scholars have questioned the validity and reliability of the tests and the extent to which they actually constitute trustworthy representations of students' knowledge. In the light of such critical voices the present article adopts a sociocultural perspective of human knowledge and action in order to explore the encounters between students and the science test assignments with which their knowledge is tested. Of particular interest in this study are the described "real-life situations" presented as the relevant background in which scientific literacy is assessed in PISA. According to the sociocultural theoretical onset the methodology used to approach the students' meaning making of the image of science as portrayed in the test were collaborative situations in which students work in small groups with units of PISA assignments, enabling a study of student-assignment encounters in action. The data we worked with consists of video-recordings from 71 Swedish 15-year-old students working with three released units from the PISA science test. According to our analysis, the "real-life situations" described in the test emerge as problematic in the students' meaning-making. This is demonstrated for instance by the students' positioning themselves as being different from and opposed to the fictional pictured students who appear in the backstories of the test. This article provides examples of how the scientific and academic language used by the fictional students in the assignments mediates distance and resistance among the students. The fictional students' use of strict scientific language and methods in day-to-day life situations leads them to be perceived as "little scientists" and as elite stereotypes of the scientific culture. We conclude that, by using assignments of this type, measurements of students' knowledge in science run the risk of becoming a measurement of cultural consistency regarding how well students will overcome the hurdles of scientific cultures. We mean that all though understanding the scientific culture is an important goal for science education, there is a problem that the assessment organizations communicate the results as representations of students' knowledge in science. This study adheres to research that advises caution in not over-interpreting the PISA results and stresses that understanding students' "knowledge" about science is much more complex than what is communicated by the international assessment organizations.

Linking Automated Data Analysis and Visualization with Applications in Developmental Biology and High-Energy Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ruebel, Oliver

2009-11-20

Knowledge discovery from large and complex collections of today's scientific datasets is a challenging task. With the ability to measure and simulate more processes at increasingly finer spatial and temporal scales, the increasing number of data dimensions and data objects is presenting tremendous challenges for data analysis and effective data exploration methods and tools. Researchers are overwhelmed with data and standard tools are often insufficient to enable effective data analysis and knowledge discovery. The main objective of this thesis is to provide important new capabilities to accelerate scientific knowledge discovery form large, complex, and multivariate scientific data. The research coveredmore » in this thesis addresses these scientific challenges using a combination of scientific visualization, information visualization, automated data analysis, and other enabling technologies, such as efficient data management. The effectiveness of the proposed analysis methods is demonstrated via applications in two distinct scientific research fields, namely developmental biology and high-energy physics.Advances in microscopy, image analysis, and embryo registration enable for the first time measurement of gene expression at cellular resolution for entire organisms. Analysis of high-dimensional spatial gene expression datasets is a challenging task. By integrating data clustering and visualization, analysis of complex, time-varying, spatial gene expression patterns and their formation becomes possible. The analysis framework MATLAB and the visualization have been integrated, making advanced analysis tools accessible to biologist and enabling bioinformatic researchers to directly integrate their analysis with the visualization. Laser wakefield particle accelerators (LWFAs) promise to be a new compact source of high-energy particles and radiation, with wide applications ranging from medicine to physics. To gain insight into the complex physical processes of particle acceleration, physicists model LWFAs computationally. The datasets produced by LWFA simulations are (i) extremely large, (ii) of varying spatial and temporal resolution, (iii) heterogeneous, and (iv) high-dimensional, making analysis and knowledge discovery from complex LWFA simulation data a challenging task. To address these challenges this thesis describes the integration of the visualization system VisIt and the state-of-the-art index/query system FastBit, enabling interactive visual exploration of extremely large three-dimensional particle datasets. Researchers are especially interested in beams of high-energy particles formed during the course of a simulation. This thesis describes novel methods for automatic detection and analysis of particle beams enabling a more accurate and efficient data analysis process. By integrating these automated analysis methods with visualization, this research enables more accurate, efficient, and effective analysis of LWFA simulation data than previously possible.« less

Characterizing scientific production and consumption in Physics

PubMed Central

Zhang, Qian; Perra, Nicola; Gonçalves, Bruno; Ciulla, Fabio; Vespignani, Alessandro

2013-01-01

We analyze the entire publication database of the American Physical Society generating longitudinal (50 years) citation networks geolocalized at the level of single urban areas. We define the knowledge diffusion proxy, and scientific production ranking algorithms to capture the spatio-temporal dynamics of Physics knowledge worldwide. By using the knowledge diffusion proxy we identify the key cities in the production and consumption of knowledge in Physics as a function of time. The results from the scientific production ranking algorithm allow us to characterize the top cities for scholarly research in Physics. Although we focus on a single dataset concerning a specific field, the methodology presented here opens the path to comparative studies of the dynamics of knowledge across disciplines and research areas. PMID:23571320

Respiratory Allergies: A General Overview of Remedies, Delivery Systems, and the Need to Progress

PubMed Central

Colombo, Giselda; Celenza, Cinzia

2014-01-01

The spread of respiratory allergies is increasing in parallel with the alarm of the scientific community. Evidently, our knowledge of the onset mechanisms of these diseases and, as a consequence, of the available remedies is inadequate. This review provides a brief, general description of current therapeutic resources and the state of research with regard to both drugs and medical devices in order to highlight their limits and the urgent need for progress. Increasing the amount of basic biochemical research will improve our knowledge of such onset mechanisms and the potential efficacy of therapeutic preparations. PMID:25006500

Communication skills training for physicians performing work disability assessments increases knowledge and self-efficacy: results of a randomised controlled trial.

PubMed

van Rijssen, Jolanda; Schellart, Antonius J M; Anema, Johannes R; van der Beek, Allard J

2015-07-21

It was assessed whether a post-graduate communication skills training course would increase physicians' competence and knowledge with regard to communication during work disability assessment interviews, and would change the determinants of their communication behaviour. A randomised controlled trial was performed. At baseline and at follow-up, 42 physicians completed questionnaires. The primary outcome measures were competence and knowledge about communication. The secondary outcome measures were 21 self-reported determinants of communication behaviour. One-way analyses of variance and covariance were performed. There was no significant difference between the intervention and control groups in overall competence, but there was for the introduction phase (intervention: mean = 7.0, SD 2.7; control: mean = 4.8, SD 2.7; p = 0.014). Knowledge about communication was significantly higher (p = 0.001) in the intervention group (mean = 79.6, SD 9.2) than in the control group (mean = 70.9, SD 6.7), especially concerning the information-gathering phase of the interview (intervention: mean = 80.0, SD 10.2; control: mean = 69.4, SD 8.9; p = 0.001). The intervention group scored significantly better on 7 of the 21 self-reported determinants (secondary outcomes), including self-efficacy, intentions, skills and knowledge. The communication skills training course may improve some aspects of physician communication, but not all. Because physicians were unanimously positive about the course, further development is warranted. Implications for Rehabilitation Even though optimal communication is essential in face-to-face assessment interviews for determining entitlement to work disability benefits, and there is a lot at stake for the claimants, this issue has scarcely been addressed in scientific research. A tailor-made two-day communication skills training course, based on scientific research, increases physicians' knowledge about communication (both objectively measured and self-reported), their self-efficacy and their intention to pay explicit attention to their communication during assessment interviews. The participants evaluated the communication skills training course as very positive, which indicates a successful application of scientific research in practice. It is essential to offer physicians assessing entitlement to work disability benefits the opportunity to attend post-graduate communication skills training courses, which are tailored to their needs and are continuously evaluated and improved.

Determining the Alignment between What Teachers Are Expected to Teach, What They Know, and How They Assess Scientific Literacy

ERIC Educational Resources Information Center

Pitot, Lisa Noel

2014-01-01

Science education reform efforts have highlighted the need for a scientifically literate citizen, capable of using their scientific knowledge and skills for reasoning, argumentation, and decision-making. Yet little is known about secondary science teachers' understandings of these reform efforts, specifically their knowledge, skills, and abilities…

Scientific Evidence as Content Knowledge: A Replication Study with English and Turkish Pre-Service Primary Teachers

ERIC Educational Resources Information Center

Roberts, Ros; Sahin-Pekmez, Esin

2012-01-01

Pre-service teachers around the world need to develop their content knowledge of scientific evidence to meet the requirements of recent school curriculum developments which prepare pupils to be scientifically literate. This research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in…

A Fresh Look at Spanish Scientific Publishing in the Framework of International Standards

ERIC Educational Resources Information Center

Kindelan, Paz

2009-01-01

Research has become a key element in the knowledge-based society with its role of producing and disseminating results. In this context, scientific publishing becomes the means by which research activity and knowledge production are circulated to the scientific community and society at large. However, there are factors influencing the system of…

Teachers' Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers

ERIC Educational Resources Information Center

McNeill, Katherine L.; Knight, Amanda M.

2013-01-01

One of the hallmarks of science and science education is the production of new knowledge about the natural world through objective argument and critique. Teachers' understanding of scientific argumentation impacts how they incorporate this important scientific practice into science classrooms. This study examined how three professional…

Balancing the Pros and Cons of GMOs: Socio-Scientific Argumentation in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Cinici, Ayhan

2016-01-01

This study investigates the role of the discursive process in the act of scientific knowledge building. Specifically, it links scientific knowledge building to risk perception of Genetically Modified Organisms (GMOs). To this end, this study designed and implemented a three-stage argumentation programme giving pre-service teachers (PSTs) the…

Teaching Physics at Preschool Level for Mexican Students in Order to Achieve the National Scientific Standards

ERIC Educational Resources Information Center

Ramírez Díaz, Mario H.; Nieto Betance, Gabriela; García Trujillo, Luís Antonio; Chávez-Campos, David A.

2015-01-01

In its program of studies for preschool level, the Secretary of Public Education of Mexico promoted development of four standards of science: Scientific knowledge, applications of scientific knowledge and technology, skills associated to science, and attitudes associated to science. However, to develop this skills and reach out the standards there…

Protecting Traditional Knowledge Related to Biological Resources: Is Scientific Research Going to Become More Bureaucratized?

PubMed

Reddy, Prashant; Lakshmikumaran, Malathi

2015-06-22

For the past several decades, there has been a world debate on the need for protecting traditional knowledge. A global treaty appears to be a distant reality. Of more immediate concern are the steps taken by the global community to protect access to biological resources in the name of protecting traditional knowledge. The Indian experience with implementing the Convention on Biological Diversity has created substantial legal uncertainty in collaborative scientific research between Indians and foreigners apart from bureaucratizing the entire process of scientific research, especially with regard to filing of applications for intellectual property rights. The issue therefore is whether the world needs to better balance the needs of the scientific community with the rights of those who have access to traditional knowledge. Copyright © 2015 Cold Spring Harbor Laboratory Press; all rights reserved.

[Theses on hepatitis at the Faculdade de Medicina of the Universidade Federal do Rio de Janeiro, 1837-2000].

PubMed

Gaze, Rosangela; Carvalho, Diana Maul de; Tura, Luiz Fernando Rangel; Martins, Carolina Passos Telles Taveira; Lobato, Vanessa Maria Tavares

2012-06-01

An inventory of the theses on hepatitis of the Faculdade de Medicina of the Universidade Federal do Rio de Janeiro between 1837 and 2000 is presented. The analysis indicates the potential and limits for discussion of the evolutionary framework of scientific knowledge on these health problems in Brazil. The theories are also discussed in light of their scientific reference points and the technological and social changes that influenced them. The landmarks in medical education and knowledge about hepatitis are identified and categorized, considering that the theses reveal at the very least the state of the art on the subject. The study makes it possible to explore the foundations upon which the scientific knowledge on hepatitis were built and indicate possibilities for research in the reconstruction of scientific knowledge of other health problems.

Staying Afloat in an Information-Age Sea Change

ERIC Educational Resources Information Center

Spirduso, Waneen W.

2009-01-01

Scientific and technological advances, occurring with increasing frequency, allow for exciting opportunities for multidisciplinary research but may be accompanied by unintended consequences for kinesiology. These advances require depth of knowledge in subdisciplines and place pressures on kinesiology departments to hire experts with grants in…

Climate Change Conceptual Change: Scientific Information Can Transform Attitudes.

PubMed

Ranney, Michael Andrew; Clark, Dav

2016-01-01

Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2-5 found that 2-45 min of physical-chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts (Experiment 6), also increased climate-change acceptance-across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance (and dramatically, knowledge-confidence). These readily available attitudinal and conceptual changes through scientific information disconfirm what we term "stasis theory"--which some researchers and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people (particularly Americans) about climate science may be largely futile or even counterproductive--a view that appears historically naïve, suffers from range restrictions (e.g., near-zero mechanistic knowledge), and/or misinterprets some polarization and (noncausal) correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org--a website designed to directly enhance public "climate-change cognition." Copyright © 2016 Cognitive Science Society, Inc.

[A new vision of nursing: the evolution and development of evidence-based nursing].

PubMed

Chiang, Li-Chi

2014-08-01

The concept and principles of evidence-based medicine (EBM), first introduced in 1996 in the UK and Canada, have greatly impacted healthcare worldwide. Evidence-based care is a new approach to healthcare that works to reduce the gap between evidence and practice in order to further the scientific credentials and practices of the nursing profession. The revolution in healthcare has perhaps most noticeably impacted the nursing sciences. Today, new methodologies are increasingly synthesizing knowledge, while expanded access to publication resources is creating a new era in evidence-based nursing. Therefore, we expect to see in Taiwan the increased sharing of innovative implementations of evidence-based nursing practice and promotion campaigns and the exploration of a new evidence-based nursing paradigm for incorporating evidence-based concepts into the policymaking process, nursing practice, and nursing education. All scientists in clinical care, education, and research are responsible to establish scientific nursing knowledge in support of the evidence-based nursing practice.

Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

ERIC Educational Resources Information Center

Cracolice, Mark S.; Busby, Brittany D.

2015-01-01

This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability…

The Cultural Interface of Islander and Scientific Knowledge

ERIC Educational Resources Information Center

Nakata, Martin

2010-01-01

The interface between Indigenous knowledge systems and Western scientific knowledge systems is a contested space where the difficult dialogue between us and them is often reduced to a position of taking sides. Storytelling is however a very familiar tradition in Indigenous families where we can and do translate expertly difficult concepts from one…

Searching for Synergy: Integrating Traditional and Scientific Ecological Knowledge in Environmental Science Education

ERIC Educational Resources Information Center

Kimmerer, Robin Wall

2012-01-01

Scientific ecological knowledge (SEK) is a powerful discipline for diagnosing and analyzing environmental degradation, but has been far less successful in devising sustainable solutions which lie at the intersection of nature and culture. Traditional ecological knowledge (TEK) of indigenous and local peoples is rich in prescriptions for the…

The Development of Scientific Knowledge of the Earth

ERIC Educational Resources Information Center

Nobes, Gavin; Martin, Alan E.; Panagiotaki, Georgia

2005-01-01

Investigation of children's knowledge of the Earth can reveal much about the origins, content and structure of scientific knowledge, and the processes of conceptual change and development. Vosniadou and Brewer (1992, claim that children construct coherent mental models of a flat, flattened, or hollow Earth based on a framework theory and intuitive…

The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science

NASA Astrophysics Data System (ADS)

Houseal, Ana K.

Engaging elementary students in science through inquiry-based methodologies is at the center of science education reform efforts (AAAS, 1989, NRC 1996, 2000). Through scientific problem solving, students can learn that science is more than just learning facts and concepts (NRC, 2000) The process of scientific inquiry, as a way of approaching scientific problem solving, can be taught to students through experiential, authentic (or real-world) science experiences. Student-teacher-scientist partnerships (STSPs) are one vehicle used to connect students to these science experiences with practicing research scientists. However, the literature on STSPs demonstrates they are fraught with challenges and very little is known of their effects on teachers' and students' content knowledge growth or changes in their attitudes about science and scientists. This study addressed these two areas by researching a particular STSP. The STSP, called Students, Teachers, and Rangers and Research Scientists (STaRRS), designed to be incorporated into the existing long-standing education program Expedition: Yellowstone! (E:Y!) was the focus of this study. For teachers, a pre-test, intervention, post-test research design addressing content knowledge gains, attitude changes, and pedagogical changes was used. A quasi-experimental pre- post-test design using treatment and comparison groups of students addressed content knowledge gains and attitude changes. Findings provided evidence of significant positive shifts in teachers' attitudes regarding science and scientists, and trends of shifting pedagogical choices made by teachers. Students showed significant content knowledge gains and an increased positive attitude regarding their perceptions of scientists.

The influence of the history of science course on pre-service science teachers' understanding of the nature of science concepts

NASA Astrophysics Data System (ADS)

Akcay, Behiye

The purpose of this study was to investigate the influence of a history of science course on pre-service science teachers' understanding of the nature of science concepts. Subjects in the study were divided in two groups: (1) students who enrolled in only in the history of science course, (2) students who enrolled both the meaning of science and the history of science courses. An interpretative-descriptive approach and constant comparative analysis were used to identify similarities and differences among pre-service teachers' views about nature of scientific knowledge prior to and after the history of science course. The results of this study indicate that explicitly addressing certain aspects of the nature of science is effective in promoting adequate understanding of the nature of science for pre-service science teachers. Moreover, the results indicate that a student's prior experience with the history of science helps to improve their understanding of the history and nature of science. The history of science course helped pre-service teachers to develop the following views which are parallel with these advocated in both the Benchmarks (AAAS, 1993) and the National Science Education Standards (NRC, 1996) concerning the nature of scientific knowledge: (1) Scientific knowledge is empirically based and an ongoing process of experimentation, investigation, and observation. (2) Science is a human endeavor. (3) People from different cultures, races, genders, and nationality contribute to science. (4) Scientific knowledge is not based on myths, personal beliefs, and religious values. (5) Science background and prior knowledge have important roles for scientific investigations. (6) Scientific theories and laws represent different kinds of knowledge. (7) Science is affected by political, social, and cultural values. (8) Creativity and imagination are used during all stages of scientific investigations. (9) Theories change because of new evidence and new views of existing data as well as advances in technology. (10) Theories have significant roles in generating future research questions. (11) Adequate understanding of differences between observations and inferences develop from considering the history of science. (12) There is no single universal step-by-step scientific method. (13) Learning about the nature of scientific knowledge helps students to become scientifically literate.

Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students' Epidemiologic Reasoning through Data Analysis

NASA Astrophysics Data System (ADS)

Oura, Hiroki

Science is a disciplined practice about knowing puzzling observations and unknown phenomena. Scientific knowledge of the product is applied to develop technological artifacts and solve complex problems in society. Scientific practices are undeniably relevant to our economy, civic activity, and personal lives, and thus public education should help children acquire scientific knowledge and recognize the values in relation to their own lives and civil society. Likewise, developing scientific thinking skills is valuable not only for becoming a scientist, but also for becoming a citizen who is able to critically evaluate everyday information, select and apply only the trustworthy, and make wise judgments in their personal and cultural goals as well as for obtaining jobs that require complex problem solving and creative working in the current knowledge-based economy and rapid-changing world. To develop students' scientific thinking, science instruction should focus not only on scientific knowledge and inquiry processes, but also on its epistemological aspects including the forms of causal explanations and methodological choices along with epistemic aims and values under the social circumstances in focal practices. In this perspective, disciplinary knowledge involves heterogeneous elements including material, cognitive, social, and cultural ones and the formation differs across practices. Without developing such discipline-specific knowledge, students cannot enough deeply engage in scientific "practices" and understand the true values of scientific enterprises. In this interest, this dissertation explores instructional approaches to make student engagement in scientific investigations more authentic or disciplinary. The present dissertation work is comprised of three research questions as stand-alone studies written for separate publication. All of the studies discuss different theoretical aspects related to disciplinary engagement in epidemiologic inquiry and student development in epidemiologic reasoning. The first chapter reviews literature on epistemological instruction and explores theoretical frameworks for epistemically-guided instruction. The second chapter explores methodological strategies to elicit students' disciplinary understanding and demonstrates an approach with a case study in which students engaged in a curriculum unit for an epidemiologic investigation. The last chapter directs the focus into scientific reasoning and demonstrates how the curriculum unit and its scaffolds helped students develop epidemiologic reasoning with a focus on population-based reasoning.

Choosing experiments to accelerate collective discovery

PubMed Central

Rzhetsky, Andrey; Foster, Jacob G.; Foster, Ian T.

2015-01-01

A scientist’s choice of research problem affects his or her personal career trajectory. Scientists’ combined choices affect the direction and efficiency of scientific discovery as a whole. In this paper, we infer preferences that shape problem selection from patterns of published findings and then quantify their efficiency. We represent research problems as links between scientific entities in a knowledge network. We then build a generative model of discovery informed by qualitative research on scientific problem selection. We map salient features from this literature to key network properties: an entity’s importance corresponds to its degree centrality, and a problem’s difficulty corresponds to the network distance it spans. Drawing on millions of papers and patents published over 30 years, we use this model to infer the typical research strategy used to explore chemical relationships in biomedicine. This strategy generates conservative research choices focused on building up knowledge around important molecules. These choices become more conservative over time. The observed strategy is efficient for initial exploration of the network and supports scientific careers that require steady output, but is inefficient for science as a whole. Through supercomputer experiments on a sample of the network, we study thousands of alternatives and identify strategies much more efficient at exploring mature knowledge networks. We find that increased risk-taking and the publication of experimental failures would substantially improve the speed of discovery. We consider institutional shifts in grant making, evaluation, and publication that would help realize these efficiencies. PMID:26554009

Teacher Field Research Experiences: Building and Maintaining the Passion for K-12 Science Education

NASA Astrophysics Data System (ADS)

Dunton, K.; Schonberg, S.

2006-12-01

Academic scientists and researchers are increasingly encouraged to develop connections with K-12 educators to promote scientific literacy and bring excitement into the classroom. Such partnerships carry long-term benefits to both teachers and researchers. Teachers gain the tools, confidence, and knowledge to develop research activities with their students that promote scientific inquiry, and researchers benefit from outreach activities that improve communication skills for sharing scientific knowledge with the public. Our K-12 programs have been field based under a theme of Classrooms Without Walls, to take advantage of our local marine environment and a long-term research program on the Alaskan Arctic coast. Our professional development programs for teachers have included the creation of an annual summer graduate level course (Application of Field Research Experiences for K-12 Science and Math Educators) as an introduction to scientific methodology, observation, and inquiry based learning. We provide graduate students as resources in classrooms and for field trip experiences and provide supplies and instrumentation to teachers for K-12 field projects. Finally, teachers have an opportunity to join our researchers to remote sites under various competitive programs that receive federal support (e.g. GK-12, ARMADA). We provide examples of our activities, which are based on recent needs assessment surveys of science teachers; these included development of content knowledge and providing students with opportunities to connect concepts with experiences. Our goal is to provide field experiences to teachers and students that enable them to relate science concepts to the real world.

Students' Conceptions about Climate Change: Using Critical Evaluation to Influence Plausibility Reappraisals and Knowledge Reconstruction

ERIC Educational Resources Information Center

Lombardi, Douglas Adler

2012-01-01

The Intergovernmental Panel on Climate Change (2007) reported a greater than 90% chance that human activities are responsible for global temperature increases over the last 50 years, as well as other climatic changes. The scientific report also states that alternative explanations (e.g., increasing energy received from the Sun) are less plausible…

The Study of the Teaching Models and Prospects of Bilingual Teaching in Local Universities of China-- A Case Study of Leshan Normal University, Sichuan

ERIC Educational Resources Information Center

Ye, Zhou

2016-01-01

In present China, bilingual teaching, as an education model, can meet an urgent demand for increasing interdisciplinary talents who have high levels of professional knowledge as well as competent foreign language abilities to deal with the ever-increasing global social, economic, scientific and technological exchanges, and international…

Considering Lorraine Code's Ecological Thinking and Standpoint Epistemology: A Theory of Knowledge for Agentic Knowing in Schools?

ERIC Educational Resources Information Center

Boyles, Deron

2009-01-01

Schooling in the U.S. is increasingly understood through the lenses of science and accountability. From the National Research Council's Scientific Research in Education (SRE) to the No Child Left Behind Act (NCLB), colleges and schools have faced a marked increase (or steady reinforcement) in practices which conform to principles of scientific…

[The treatment of scientific knowledge in the framework of CITES].

PubMed

Lanfranchi, Marie-Pierre

2014-03-01

Access to scientific knowledge in the context of CITES is a crucial issue. The effectiveness of the text is indeed largely based on adequate scientific knowledge of CITES species. This is a major challenge: more than 30,000 species and 178 member states are involved. The issue of expertise, however, is not really addressed by the Convention. The question was left to the consideration of the COP. Therefore, the COP has created two ad hoc scientific committees: the Plants Committee and the Animals Committee, conferring upon them an ambitious mandate. The article addresses some important issues at stake which are linked to institutional questions, as well as the mixed record after twenty-five years of practice.

Core competencies for scientific editors of biomedical journals: consensus statement.

PubMed

Moher, David; Galipeau, James; Alam, Sabina; Barbour, Virginia; Bartolomeos, Kidist; Baskin, Patricia; Bell-Syer, Sally; Cobey, Kelly D; Chan, Leighton; Clark, Jocalyn; Deeks, Jonathan; Flanagin, Annette; Garner, Paul; Glenny, Anne-Marie; Groves, Trish; Gurusamy, Kurinchi; Habibzadeh, Farrokh; Jewell-Thomas, Stefanie; Kelsall, Diane; Lapeña, José Florencio; MacLehose, Harriet; Marusic, Ana; McKenzie, Joanne E; Shah, Jay; Shamseer, Larissa; Straus, Sharon; Tugwell, Peter; Wager, Elizabeth; Winker, Margaret; Zhaori, Getu

2017-09-11

Scientific editors are responsible for deciding which articles to publish in their journals. However, we have not found documentation of their required knowledge, skills, and characteristics, or the existence of any formal core competencies for this role. We describe the development of a minimum set of core competencies for scientific editors of biomedical journals. The 14 key core competencies are divided into three major areas, and each competency has a list of associated elements or descriptions of more specific knowledge, skills, and characteristics that contribute to its fulfillment. We believe that these core competencies are a baseline of the knowledge, skills, and characteristics needed to perform competently the duties of a scientific editor at a biomedical journal.

From Comparison Between Scientists to Gaining Cultural Scientific Knowledge. Leonardo and Galileo

NASA Astrophysics Data System (ADS)

Galili, Igal

2016-03-01

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This approach draws on the historical tradition from Plutarch in distant past and Koyré in the recent history and philosophy of science. It gains a new support in the discipline-culture structuring of the physics curriculum, seeking cultural content knowledge (CCK) of the subject matter. Here, we address two prominent individuals of Italian Renaissance, Leonardo and Galileo, in their dealing with issues relevant for introductory science courses. Although both figures addressed similar subjects of scientific content, their products were essentially different. Considering this difference is educationally valuable, illustrating the meaning of what students presently learn in the content knowledge of mechanics, optics and astronomy, as well as the nature of science and scientific knowledge.

Team Science, Justice, and the Co-Production of Knowledge.

PubMed

Tebes, Jacob Kraemer

2018-06-08

Science increasingly consists of interdisciplinary team-based research to address complex social, biomedical, public health, and global challenges through a practice known as team science. In this article, I discuss the added value of team science, including participatory team science, for generating scientific knowledge. Participatory team science involves the inclusion of public stakeholders on science teams as co-producers of knowledge. I also discuss how constructivism offers a common philosophical foundation for both community psychology and team science, and how this foundation aligns well with contemporary developments in science that emphasize the co-production of knowledge. I conclude with a discussion of how the co-production of knowledge in team science can promote justice. © Society for Community Research and Action 2018.

Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change

NASA Astrophysics Data System (ADS)

Wang, Jeremy Yi-Ming

This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in learning science demonstrate that a primary challenge of science education is overcoming prior, naive knowledge of natural phenomena in order to gain scientific understanding. Until recently, a key assumption of this research has been that to develop scientific understanding, learners must abandon their prior scientific intuitions and replace them with scientific concepts. However, a growing body of research shows that scientific intuitions persist, even among science experts. This suggests that naive intuitions are suppressed, not supplanted, as learners gain scientific understanding. The current study examines two potential roles of implicit learning processes in the development of scientific knowledge. First, implicit learning is a source of cognitive structures that impede science learning. Second, tasks that engage implicit learning processes can be employed to activate and suppress prior intuitions, enhancing the likelihood that scientific concepts are adopted and applied. This second proposal is tested in two experiments that measure training-induced changes in intuitive and conceptual knowledge related to sinking and floating objects in water. In Experiment 1, an implicit learning task was developed to examine whether implicit learning can induce changes in performance on near and far transfer tasks. The results of this experiment provide evidence that implicit learning tasks activate and suppress scientific intuitions. Experiment 2 examined the effects of combining implicit learning with traditional, direct instruction to enhance explicit learning of science concepts. This experiment demonstrates that sequencing implicit learning task before and after direct instruction has different effects on intuitive and conceptual knowledge. Together, these results suggest a novel approach for enhancing learning for conceptual change in science education.

Toward a Durable Prevalence of Scientific Conceptions: Tracking the Effects of Two Interfering Misconceptions about Buoyancy from Preschoolers to Science Teachers

ERIC Educational Resources Information Center

Potvin, Patrice; Cyr, Guillaume

2017-01-01

While the majority of published research on conceptual change has focused on how misconceptions can be abandoned or modified, some recent research findings support the hypothesis that acquired scientific knowledge does not necessarily erase or alter initial non-scientific knowledge but rather coexists with it. In keeping with this…

Private Science and Public Knowledge: The Committee for the Scientific Investigation of the Claims of the Paranormal and its Use of the Literature.

ERIC Educational Resources Information Center

Pinch, T. J.; Collins, H. M.

1984-01-01

Shows the part played by formal/informal literatures in the social construction of scientific knowledge, analyzing the work of the "Committee for the Scientific Investigation of the Claims of the Paranormal" (which critically investigates fringe-sciences). Indicates that popular literature can deconstruct facts while scientific…

Rethinking the Ethics of Scientific Knowledge: A Case Study of Teaching the Environment in Science Classrooms

ERIC Educational Resources Information Center

Kim, Mijung; Roth, Wolff-Michael

2008-01-01

In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their…

Commentary: Considerations in Pedagogy and Assessment in the Use of Computers to Promote Learning about Scientific Models

ERIC Educational Resources Information Center

Adams, Stephen T.

2004-01-01

Although one role of computers in science education is to help students learn specific science concepts, computers are especially intriguing as a vehicle for fostering the development of epistemological knowledge about the nature of scientific knowledge--what it means to "know" in a scientific sense (diSessa, 1985). In this vein, the…

Knowledge transfer within EU-funded marine science research - a viewpoint

NASA Astrophysics Data System (ADS)

Bayliss-Brown, Georgia; Cheallachaín, Cliona Ní

2016-04-01

Knowledge transfer, in its most inherent form, can be tracked back to the earliest phase of the Neolithic Revolution, 10,000 years ago, at a time when innovators shared their thoughts on crop cultivation and livestock farming (Bellwood, 2004). Not to be mistaken for science transfer - the export of modern science to non-scientific audiences - it was in the 1960s, that modern knowledge transfer was initiated, when reporting research achievements shifted towards having institutional and political agendas (Lipphardt & Ludwig, 2011). Albeit that the economic contribution of scientific research has been scrutinised for decades; today, there is a pronounced need for the evaluation of its social, cultural and ecological impact. To have impact, it is essential that scientific knowledge is clear and accessible, as well as robust and credible, so that it can be successfully transferred and applied by those identifying solutions for today's societal and environmental challenges. This phenomenon is receiving growing academic interest, where publications including "knowledge transfer" in the title have increased near exponentially for 60 years. Furthermore, we are seeing a definite shift towards embedding a mission of knowledge transfer in Public Research Organisations. This new approach is rewarding researchers whom deliver on all three institutional missions: teaching, research and knowledge transfer. In addition, the European Commission (2008) recommends that "knowledge transfer between universities and industry is made a permanent political and operational priority" and that "sufficient resources and incentives [be] available to public research organisations and their staff to engage in knowledge transfer activities". It is also anticipated that funding agencies will soon make pathways-to-impact statements, also known as knowledge transfer plans, a mandatory requirement of all project proposals. AquaTT is a leader in scientific knowledge management, including knowledge transfer and dissemination. This Dublin-based SME has an ever-growing portfolio of FP7 and Horizon 2020 projects where they hold knowledge management responsibilities. In this session, we will present AquaTT's experiences in knowledge management for several European Union-funded marine research projects; including MarineTT (http://marinett.eu/) that was recognised as an exemplar project in the ex post evaluation of FP7 to the European Commission. These insights will be supplemented with an overview of the AquaTT-developed step-by-step knowledge transfer methodology, as used by the COLUMBUS project - the EU's flagship Blue Growth and Knowledge Transfer initiative (http://www.columbusproject.eu/). This session will provide a platform to launch AquaTT's European knowledge transfer network, established to support the research community in fostering a culture that recognises and rewards knowledge transfer between scientists and end-users (industry, policy, and wider society), thereby ensuring that research achieves its maximum potential impact. References Bellwood, P. (2004) The First Farmers: Origins of Agricultural Societies. Malden, MA. European Commission (2008) recommendation on the management of intellectual property in knowledge transfer activities and code of practice for universities and other public research organisations http://ec.europa.eu/invest-in-research/pdf/ip_recommendation_en.pdf Lipphardt, V. and D. Ludwig (2011) Knowledge transfer and science transfer. http://ieg-ego.eu/en/threads/theories-and-methods/knowledge-transfer/veronika-lipphardt-david-ludwig-knowledge-transfer-and-science-transfer

LCIA framework and cross-cutting issues guidance within the UNEP/SETAC Life Cycle Initiative

EPA Science Inventory

Increasing needs for decision support and advances in scientific knowledge within life cycle assessment (LCA) led to substantial efforts to provide global guidance on environmental life cycle impact assessment (LCIA) indicators under the auspices of the UNEP-SETAC Life Cycle Init...

The Language of Argumentation

ERIC Educational Resources Information Center

Taylor, Laurie

2013-01-01

Using scientific debate focuses students on the real-life applications and implications of science and increases their reasoning skills, presentation skills, and science content knowledge. In this article, the author defines an "argument" as a position based on evidence and a "debate" as a formal setting in which two teams…

The role of the media in the science-policy nexus. Some critical reflections based on an analysis of the Belgian drug policy debate (1996-2003).

PubMed

Tieberghien, Julie

2014-03-01

Drug policy is one of the most polarised subjects of public debate and media coverage, which frequently tend to be dramatic and event-centred. Although the role of the media in directing the drug discourse is widely acknowledged, limited research has been conducted in examining the particular role of the media in the science-policy nexus. We sought to determine how the (mis)representation of scientific knowledge in the media may, or may not, have an impact on the contribution of scientific knowledge to the drug-policy making process. Using a case study of the Belgian drug-policy debates between 1996 and 2003, we conducted a discourse analysis of specially selected 1067 newspaper articles and 164 policy documents. Our analysis focused on: textual elements that feature intra-discourse differences, how players and scientific knowledge are represented in the text, the arguments used and claims made, and the various types of research utilisation. Media discourse strongly influenced the public's and policy makers' understanding as well as the content of the Belgian drug policy debate between 1996 and 2003. As a major source of scientific knowledge, media coverage supported the 'enlightenment' role of scientific knowledge in the policy-making process by broadening and even determining frames of reference. However, as the presentation of scientific knowledge in the media was often inaccurate or distorted due to the lack of contextual information or statistical misinformation, the media may also support the selective utilisation of scientific knowledge. Many challenges as well as opportunities lie ahead for researchers who want to influence the policy-making process since most research fails to go beyond academic publications. Although media is a valuable linking mechanism between science and policy, by no means does it provide scientists with a guarantee of a more 'evidence-based' drug policy. Copyright © 2013 Elsevier B.V. All rights reserved.

To ontologise or not to ontologise: An information model for a geospatial knowledge infrastructure

NASA Astrophysics Data System (ADS)

Stock, Kristin; Stojanovic, Tim; Reitsma, Femke; Ou, Yang; Bishr, Mohamed; Ortmann, Jens; Robertson, Anne

2012-08-01

A geospatial knowledge infrastructure consists of a set of interoperable components, including software, information, hardware, procedures and standards, that work together to support advanced discovery and creation of geoscientific resources, including publications, data sets and web services. The focus of the work presented is the development of such an infrastructure for resource discovery. Advanced resource discovery is intended to support scientists in finding resources that meet their needs, and focuses on representing the semantic details of the scientific resources, including the detailed aspects of the science that led to the resource being created. This paper describes an information model for a geospatial knowledge infrastructure that uses ontologies to represent these semantic details, including knowledge about domain concepts, the scientific elements of the resource (analysis methods, theories and scientific processes) and web services. This semantic information can be used to enable more intelligent search over scientific resources, and to support new ways to infer and visualise scientific knowledge. The work describes the requirements for semantic support of a knowledge infrastructure, and analyses the different options for information storage based on the twin goals of semantic richness and syntactic interoperability to allow communication between different infrastructures. Such interoperability is achieved by the use of open standards, and the architecture of the knowledge infrastructure adopts such standards, particularly from the geospatial community. The paper then describes an information model that uses a range of different types of ontologies, explaining those ontologies and their content. The information model was successfully implemented in a working geospatial knowledge infrastructure, but the evaluation identified some issues in creating the ontologies.

Cloning: What Do They Know? A Report on the General Knowledge of a Sample of Midwestern Citizens.

ERIC Educational Resources Information Center

Mascazine, John R.; Titterington, Lynda; Khalaf, Ali K.

This study, part of a larger research project, explored the knowledge of the general population regarding cloning. It also sought to determine where people gather information on cloning. Such awareness of the general public's knowledge of important scientific topics and sources from which people retrieve information can help scientific and…

Science and football: evaluating the influence of science on performance.

PubMed

Drust, B; Green, M

2013-01-01

The scientific study of football has its origins in the early research completed in the 1970's. Since these early efforts the available scientific knowledge base related to football has developed substantially. The ability of this scientific information to influence practice in the day-to-day activity of football organisations, especially elite teams, has been largely taken for granted. The close examination of this impact can lead to more uncertainty regarding the usefulness of the scientific data to the sport. Few articles are available that have attempted to critique the link between science and football practice. As such, the aims of this article are 2-fold; (i) to examine the historical background to "science and football" and to analyse the influence of sports science research on the current practice of coaches and practitioners within the sport and (ii) to identify potential ways to increase the influence of scientific research on practice in the "real world".

I performed experiments and I have results. Wow, and now?

PubMed Central

Padulo, Johnny; De Giorgio, Andrea; Oliva, Francesco; Frizziero, Antonio; Maffulli, Nicola

2017-01-01

Summary Writing a scientific article is not an easy task, but it is definitely a great satisfaction to be able to conclude and publish it. Indeed, each publication is a service we make to the entire scientific community and to the advancement of science even before our personal career. There is and there will not be a final book/article for writing a scientific paper. Therefore, some knowledge is a decisive factor to increase the chances of our work being accepted by a specialized scientific journal. The purpose of this editorial is to trace an ideal path, based on our personal experience, useful to properly structure a scientific article, from bibliographic research to cover letter. Articles should not be written in a polished way to gratify one’s own ego, but they must be written for anyone who can read and understand them. Level of evidence V. PMID:29387632

Scientific Literacy in Food Education: Gardening and Cooking in School

NASA Astrophysics Data System (ADS)

Strohl, Carrie A.

Recent attention to socio-scientific issues such as sustainable agriculture, environmental responsibility and nutritional health has spurred a resurgence of public interest in gardening and cooking. Seen as contexts for fostering scientific literacy---the knowledge domains, methodological approaches, habits of mind and discourse practices that reflect one's understanding of the role of science in society, gardening and cooking are under-examined fields in science education, in part, because they are under-utilized pedagogies in school settings. Although learning gardens were used historically to foster many aspects of scientific literacy (e.g., cognitive knowledge, norms and methods of science, attitudes toward science and discourse of science), analysis of contemporary studies suggests that science learning in gardens focuses mainly on science knowledge alone. Using multiple conceptions of scientific literacy, I analyzed qualitative data to demonstrate how exploration, talk and text fostered scientific literacy in a school garden. Exploration prompted students to engage in scientific practices such as making observations and constructing explanations from evidence. Talk and text provided background knowledge and accurate information about agricultural, environmental and nutritional topics under study. Using a similar qualitative approach, I present a case study of a third grade teacher who explicitly taught food literacy through culinary arts instruction. Drawing on numerous contextual resources, this teacher created a classroom community of food practice through hands-on cooking lessons, guest chef demonstrations, and school-wide tasting events. As a result, she promoted six different types of knowledge (conceptual, procedural, dispositional, sensory, social, and communal) through leveraging contextual resources. This case study highlights how food literacy is largely contingent on often-overlooked mediators of food literacy: the relationships between participants, the activity, and the type of knowledge invoked. Scientific literacy in food education continues to be a topic of interest in the fields of public health and of sustainable agriculture, as well as to proponents of the local food movement. This dissertation begins to map a more cohesive and comprehensive approach to gardening and cooking implementation and research in school settings.

Forest carbon research in Inner Mongolia: current knowledge, opportunity and challenge

NASA Astrophysics Data System (ADS)

Shuyong, Li; Mei, Huang; Shenggong, Li

2014-03-01

Carbon storage in forests in Inner Mongolia Autonomous Region plays a significant role in the terrestrial carbon budget due to its largest forest coverage and forest growing stock among all the provinces in China. Nevertheless, scientific research on forest carbon is comparatively less as compared with the research on the main ecosystem, steppe in this area. We are still short of knowledge of forest carbon sequestration's rate, mechanism and potential in the area. Now we are conducting a research program aiming at making clear the above scientific issues. So knowing well previous research work and key findings is essential and helpful for our underway study. In this paper we reviewed the current knowledge, opportunity and challenges of forest carbon research in Inner Mongolia. The total carbon storage in forest of this region increased significantly from 0.417Pg carbon in 1949 to 0.719Pg carbon in 2008 with an annual increase of 2.842Tg~5.226Tg carbon and a dramatically increment of carbon storage in shrub. Carbon storage varied with dominant tree species, forest age and forest growth situation with an average forest carbon density of 42.68 t-C.hm-2, displaying a downtrend before 1980 and later a slow smooth uptrend. It is suggested that increase in vegetation carbon sequestration potential be achieved through selection of plant species and forest management.

Dirt: Integrating Scientific and Local Knowledge to Support Global Land Management

NASA Astrophysics Data System (ADS)

Okin, G.; Herrick, J.; Bestelmeyer, B.; Hanan, N. P.; Neff, J. C.; Peters, D. P. C.; Sala, O.; Salley, S. W.; Vivoni, E. R.; Wills, S. A.

2017-12-01

"Dirt." "It's that elm shade, red rust clay you grew up on - That plowed up ground that your dad damned his luck on." We will draw on the first lines of the chorus from a song by Florida Georgia Line to explain how our collective research can provide insights to help prevent the next Dust Bowl, increase returns on investments in land restoration, and limit nutrient runoff to the Gulf of Mexico. Our presentation will show how we are supporting management decisions in New Mexico, Namibia and Mongolia by integrating NRCS soil survey information with an understanding of soil variability, and landscape patterns and dynamics developed at the Jornada LTER and USDA-ARS research unit, working with and drawing on related research from around the world. We will highlight work identifying wind erosion thresholds based on easily measured changes in vegetation structure. We will also demonstrate how landscape stratification by soils can be used to increase the probability of success of restoration treatments. We will end with a demonstration of a suite of mobile phone apps that are being developed to increase access to scientific knowledge by farmers, policymakers and natural resource managers around the world, and to allow them to contextualize and share their own soil-specific local knowledge. A co-benefit is the use as a crowd-sourcing tool.

Children's science learning: A core skills approach.

PubMed

Tolmie, Andrew K; Ghazali, Zayba; Morris, Suzanne

2016-09-01

Research has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science. The present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to each other and to other abilities, how they change with age, and how their growth may vary between topic areas. There is growing evidence that early-emerging tacit awareness of causal associations is initially separated from language-based causal knowledge, which is acquired in part from everyday conversation and shows inaccuracies not evident in tacit knowledge. Mapping of descriptive and explanatory language onto causal awareness appears therefore to be a key development, which promotes unified conceptual and procedural understanding. This account suggests that the core components of initial science learning are (1) accurate observation, (2) the ability to extract and reason explicitly about causal connections, and (3) knowledge of mechanisms that explain these connections. Observational ability is educationally inaccessible until integrated with verbal description and explanation, for instance, via collaborative group work tasks that require explicit reasoning with respect to joint observations. Descriptive ability and explanatory ability are further promoted by managed exposure to scientific vocabulary and use of scientific language. Scientific reasoning and hypothesis testing are later acquisitions that depend on this integration of systems and improved executive control. © 2016 The British Psychological Society.

Diagramming Scientific Papers - A New Idea for Understanding/Teaching/Sharing Science

NASA Astrophysics Data System (ADS)

Saltus, R. W.; Fedi, M.

2014-12-01

How do we best communicate scientific results? As the number of scientists and scientific papers steadily increases, one of the greatest challenges is effective and efficient sharing of science. The official repository of scientific knowledge is the peer-reviewed journal archive. However, this primary knowledge can be difficult to access and understand by anyone but a relevant specialist. We propose some new ideas for diagramming the content and significance of scientific papers using a simple and intuitive graphical approach. We propose a visual mapping that highlights four fundamental aspects of most scientific papers: Data, Methods/Models, Results/Ideas, and Implications/Importance. Each of these aspects is illustrated within boxed fields which contain one or more labeled elements positioned to reflect novelty (aka originality) and impact relative to the vertical and horizontal axes. The relative position of the boxed fields themselves indicates the relative significance of data, methods, ideas, or implications to the paper. Optional lines between boxed elements indicate the flow and dependence of data/methods/ideas within the paper. As with any graphical depiction, you need to see it to best appreciate it -- this written abstract is only meant as an introduction to the idea.We anticipate that diagramming may prove useful in both communication of scientific ideas among scientists as well as in education and outreach. For example, professors could assign diagramming of papers as a way to help students organize their thoughts about the structure and impact of scientific articles. Students could compare and defend their diagrams as a way to facilitate discussion/debate. Authors could diagram their own work as a way to efficiently summarize the importance and significance of their work. We also imagine that (in the future) automatic diagramming might be used to help summarize or facilitate the discovery of archived work.

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

PubMed Central

Stone, Elisa M.

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508

New media landscapes and the science information consumer

PubMed Central

Brossard, Dominique

2013-01-01

Individuals are increasingly turning to online environments to find information about science and to follow scientific developments. It is therefore crucial for scientists and scientific institutions to consider empirical findings from research in online science communication when thinking about science in the public sphere. After providing a snapshot of the current media landscape, this paper reviews recent major research findings related to science communication in the online environment and their implications for science in the 21st century. Particular emphasis is given to the bias introduced by search engines, the nature of scientific content encountered online, and the potential impact of the Internet on audiences’ knowledge and attitudes toward science. PMID:23940316

Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

2014-11-01

In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

The Effect of Verbal and Visuo-Spatial Abilities on the Development of Knowledge of the Earth

NASA Astrophysics Data System (ADS)

Kikas, Eve

2006-09-01

Difficulties in students’ understanding of the spherical model of the Earth have been shown in previous studies. One of the reasons for these difficulties lies in beliefs and preliminary knowledge that hinder the interpretation of the scientific knowledge, the other reason may lie in the low level of verbal and visuo-spatial abilities. The study aims to investigate the effect of verbal and visuo-spatial abilities, but also that of preliminary knowledge on the later development of the knowledge of the Earth in school. 176 schoolchildren (96 boys and 80 girls) from five schools were tested; the mean age of the children during the first interview was seven years and eight months. All students were interviewed twice in grades 1 and 2, before and after they had learnt the topic in school. Factual, scientific and synthetic knowledge was assessed. The facilitative effect of visuo-spatial and verbal abilities and preliminary factual and scientific knowledge on students’ knowledge of astronomy after having learnt the topic in school was shown. In contrast, the hindering effect of synthetic knowledge was not found.

The art of talking about science: beginning to teach physiology students how to communicate with nonscientists.

PubMed

Petzold, Andrew M; Dunbar, Robert L

2018-06-01

The ability to clearly disseminate scientific knowledge is a skill that is necessary for any undergraduate student within the sciences. Traditionally, this is accomplished through the instruction of scientific presentation or writing with a focus on peer-to-peer communication at the expense of teaching communication aimed at a nonscientific audience. One of the ramifications of focusing on peer-to-peer communication has presented itself as an apprehension toward scientific knowledge within the general populace. This apprehension can be seen in a variety of venues, including the traditional media, popular culture, and education, which generally paint scientists as aloof and with an inability to discuss scientific issues to anyone other than other scientists. This paper describes a curriculum designed to teach Introduction to Anatomy and Physiology students the tools necessary for communicating complex concepts that were covered during the semester using approachable language. Students were assessed on their word usage in associated writing activities, the student's ability to reduce complexity of their statements, and performance in an informal scientific presentation to a lay audience. Results showed that this pedagogical approach has increased students' ability to reduce the complexity of their language in both a written and oral format. This, in turn, led to evaluators reporting greater levels of understanding of the topic presented following the presentation.

Knowledge, attitudes, and barriers toward research: The perspectives of undergraduate medical and dental students

PubMed Central

Kyaw Soe, Htoo Htoo; Than, Nan Nitra; Lwin, Htay; Nu Htay, Mila Nu Nu; Phyu, Khine Lynn; Abas, Adinegara Lutfi

2018-01-01

CONTEXT: Scientific research not only promotes health and combats diseases of an individual, but also it can strengthen the effectiveness of health systems. Hence, understanding of scientific methods becomes a crucial component in the medical profession. AIMS: This study was conducted to assess the knowledge, attitudes, and barriers toward research among undergraduate medical and dental students. SETTINGS AND DESIGN: This cross-sectional study was conducted among 295 undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students from a private medical college in Malaysia. MATERIALS AND METHODS: We purposively selected 360 students attending the 3rd, 4th, and 5th year in MBBS course and BDS course in September 2015. A total of 295 students who were willing to provide written informed consent were included in this study. We collected data using a validated, self-administered, structured questionnaire which included 20 questions about knowledge toward scientific research, 21 attitude items in regard to scientific research, a list of 10 barriers toward conducting medical research, and 5 questions of confidence to conduct the medical research. STATISTICAL ANALYSIS USED: Data were analyzed using descriptive statistics, independent t-test, ANOVA, and multiple linear regression. RESULTS: Among the students, 56.9% had moderate knowledge while the majority (83.3%) had moderate attitude toward scientific research. The majorly cited barriers were the lack of time (79.9%), lack of knowledge and skills (72.1%), lack of funding (72.0%) and facilities (63.6%), and lack of rewards (55.8%). There was a significant association between age, academic year, and knowledge of research as the older age group, and 4th- and 5th-year students had higher knowledge score. The students of higher attitude score had better-perceived barriers score toward research with regression coefficient 0.095 (95% confidence interval 0.032–0.159). CONCLUSIONS: Even though the students had the positive attitudes toward scientific research, a supportive and positive environment is needed to improve skills and knowledge of research and to overcome the barriers toward the conduct of scientific research. PMID:29629384

Knowledge, attitudes, and barriers toward research: The perspectives of undergraduate medical and dental students.

PubMed

Kyaw Soe, Htoo Htoo; Than, Nan Nitra; Lwin, Htay; Nu Htay, Mila Nu Nu; Phyu, Khine Lynn; Abas, Adinegara Lutfi

2018-01-01

Scientific research not only promotes health and combats diseases of an individual, but also it can strengthen the effectiveness of health systems. Hence, understanding of scientific methods becomes a crucial component in the medical profession. This study was conducted to assess the knowledge, attitudes, and barriers toward research among undergraduate medical and dental students. This cross-sectional study was conducted among 295 undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students from a private medical college in Malaysia. We purposively selected 360 students attending the 3 rd , 4 th , and 5 th year in MBBS course and BDS course in September 2015. A total of 295 students who were willing to provide written informed consent were included in this study. We collected data using a validated, self-administered, structured questionnaire which included 20 questions about knowledge toward scientific research, 21 attitude items in regard to scientific research, a list of 10 barriers toward conducting medical research, and 5 questions of confidence to conduct the medical research. Data were analyzed using descriptive statistics, independent t-test, ANOVA, and multiple linear regression. Among the students, 56.9% had moderate knowledge while the majority (83.3%) had moderate attitude toward scientific research. The majorly cited barriers were the lack of time (79.9%), lack of knowledge and skills (72.1%), lack of funding (72.0%) and facilities (63.6%), and lack of rewards (55.8%). There was a significant association between age, academic year, and knowledge of research as the older age group, and 4 th - and 5 th -year students had higher knowledge score. The students of higher attitude score had better-perceived barriers score toward research with regression coefficient 0.095 (95% confidence interval 0.032-0.159). Even though the students had the positive attitudes toward scientific research, a supportive and positive environment is needed to improve skills and knowledge of research and to overcome the barriers toward the conduct of scientific research.

On the Epistemological Crisis in Genomics

PubMed Central

Dougherty, Edward R

2008-01-01

There is an epistemological crisis in genomics. At issue is what constitutes scientific knowledge in genomic science, or systems biology in general. Does this crisis require a new perspective on knowledge heretofore absent from science or is it merely a matter of interpreting new scientific developments in an existing epistemological framework? This paper discusses the manner in which the experimental method, as developed and understood over recent centuries, leads naturally to a scientific epistemology grounded in an experimental-mathematical duality. It places genomics into this epistemological framework and examines the current situation in genomics. Meaning and the constitution of scientific knowledge are key concerns for genomics, and the nature of the epistemological crisis in genomics depends on how these are understood. PMID:19440447

Communities needs, values, and representations of the world: lessons learned from Greenland's and Senegal's ARTisticc's study sites.

NASA Astrophysics Data System (ADS)

Baztan, J.; Vanderlinden, J. P.; Cordier, M.; Da Cunha, C.; Gaye, N.; Huctin, J. M.; Kane, A.; Quensiere, J.; Remvikos, Y.; Seck, A.

2016-12-01

The cultural dimensions of climate change impacts and adaptation have been increasingly examined in recent years through various disciplinary lenses, exposing a clear need for mainstream natural sciences to address the question of how to incorporate the values of communities facing global changes into their work. With this in mind, the work presented here addresses three main questions: (i) Do community members consider available scientific data and findings credible? Answering this question provides insight into whether available scientific knowledge expresses causal links that are mobilized by affected communities. (ii) Do community members consider available scientific data and findings salient? Answering this question provides insight into whether available scientific knowledge focuses on phenomena that those in affected communities think should receive attention. (iii) Do community members consider available scientific data and findings legitimate? Answering this question provides insight into whether available scientific knowledge expresses what is good, tolerable, and/or acceptable for affected communities. These three questions delve into the ways in which adaptation requires affected individuals and communities to adopt attitudes by integrating/woven from potentially conflicting evidence, relevance, and/or normative claims. These questions also shed light on the links between mainstream sciences and studied affected communities. The research presented here focuses on 2 communities: (i) Uummannaq, an island of 12km2 in a fjord, located along the middle of Greenland's west coast and (ii) Joal-Fadiouth & M'bour area in the wester African's coast, few Km south of Dakar, Senegal. This communication shares the results from field work experiences from ARTiticc's interdisciplinary approach to identifying the needs, values, and representations of the world of the communities, and how to fit these elements into mainstream sciences in order to bridge gaps between communities and research efforts and by doing so, determine the optimal adaptation strategies through which to engage global changes.

Is risk analysis scientific?

PubMed

Hansson, Sven Ove; Aven, Terje

2014-07-01

This article discusses to what extent risk analysis is scientific in view of a set of commonly used definitions and criteria. We consider scientific knowledge to be characterized by its subject matter, its success in developing the best available knowledge in its fields of study, and the epistemic norms and values that guide scientific investigations. We proceed to assess the field of risk analysis according to these criteria. For this purpose, we use a model for risk analysis in which science is used as a base for decision making on risks, which covers the five elements evidence, knowledge base, broad risk evaluation, managerial review and judgment, and the decision; and that relates these elements to the domains experts and decisionmakers, and to the domains fact-based or value-based. We conclude that risk analysis is a scientific field of study, when understood as consisting primarily of (i) knowledge about risk-related phenomena, processes, events, etc., and (ii) concepts, theories, frameworks, approaches, principles, methods and models to understand, assess, characterize, communicate, and manage risk, in general and for specific applications (the instrumental part). © 2014 Society for Risk Analysis.

Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle

ERIC Educational Resources Information Center

Dogan, Nihal

2017-01-01

In 2016, the Program for International Student Assessment (PISA) showed that approximately 44.4% of students in Turkey obtained very low grades when their scientific knowledge was evaluated. In addition, the vast majority of students were shown to have no knowledge of basic scientific terms or concepts. Science teachers play a significant role in…

The Acquisition of Scientific Knowledge: The Influence of Methods of Questioning and Analysis on the Interpretation of Children's Conceptions of the Earth

ERIC Educational Resources Information Center

Frede, Valerie; Nobes, Gavin; Frappart, Soren; Panagiotaki, Georgia; Troadec, Bertrand; Martin, Alan

2011-01-01

Studies of children's knowledge of the Earth have led to very different conclusions: some appear to show that children construct their own, non-scientific "theories" (mental models) of the flat, hollow or dual Earth. Others indicate that many young children have some understanding of the spherical (scientific) Earth, and that their…

Nature of Science and Science Content Learning: The Relation between Students' Nature of Science Understanding and Their Learning about the Concept of Energy

ERIC Educational Resources Information Center

Michel, Hanno; Neumann, Irene

2016-01-01

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a…

Teaching Oral Communication in Undergraduate Science: Are We Doing Enough and Doing it Right?

ERIC Educational Resources Information Center

Chan, Vincent

2011-01-01

Communication skills and insights form an important basis for employability and participation in society. Universities aim to produce graduates with effective communication skills. Effective oral communication is critical for the advancement and sharing of scientific knowledge. There is increasing recognition within tertiary institutions of the…

When "Espanol" Is Not Enough: Research, Write, Translate and Publish or...Perish

ERIC Educational Resources Information Center

Suarez-Ortega, Magdalena; Garcia-Mingo, Elisa; San-Roman, Jose A. Ruiz

2012-01-01

The current scientific assessment policies in contemporary Spain increasingly push junior and senior researchers of the Spanish academia to the "global" knowledge production model based on highly specific and monolingual academic works. This turn towards a "Journal Citation Reports"--English written articles mode of knowledge…

Introducing Students to Psychological Research: General Psychology as a Laboratory Course

ERIC Educational Resources Information Center

Thieman, Thomas J.; Clary, E. Gil; Olson, Andrea M.; Dauner, Rachel C.; Ring, Erin E.

2009-01-01

For 6 years, we have offered an integrated weekly laboratory focusing on research methods as part of our general psychology course. Through self-report measures and controlled comparisons, we found that laboratory projects significantly increase students' knowledge and comfort level with scientific approaches and concepts, sustain interest in…

Towards Eco-Reflexive Science Education: A Critical Reflection about Educational Implications of Green Chemistry

ERIC Educational Resources Information Center

Sjöström, Jesper; Eilks, Ingo; Zuin, Vânia G.

2016-01-01

The modern world can be described as a globalized risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore, chemistry, just like many other knowledge areas, is in an ongoing process of "environmentalization." For…

Legal Decisions and Opinions in Pollution Cases

ERIC Educational Resources Information Center

Hills, John P.

1976-01-01

When dealing with the "frontier of scientific knowledge" and questions of public health, United States courts are waiving traditional burdens of proof, giving increased weight to expert opinions and/or lowering their standard of necessary proof. Recent cases involving asbestos, pesticides, lead in gasoline, and vinyl chlorides are discussed. (BT)

Empowerment: A Strategy for Increased Quality in Air Force Logistics Command

DTIC Science & Technology

1989-09-01

Goal Clarity 10-13 Ivancevich & McMahon (1977) Goal Difficulty 14-16 Ivancevich & McMahon (1977) Knowledge of Results 17-18 Cammann, et. al. (1983) Job...Scientific Management?" Management Classics (Third Edition) edited by Michael T. Matteson and John M. Ivancevich . Plano TX: Business Publications, Inc

Vascular structure determines pulmonary blood flow distribution

NASA Technical Reports Server (NTRS)

Hlastala, M. P.; Glenny, R. W.

1999-01-01

Scientific knowledge develops through the evolution of new concepts. This process is usually driven by new methodologies that provide observations not previously available. Understanding of pulmonary blood flow determinants advanced significantly in the 1960s and is now changing rapidly again, because of increased spatial resolution of regional pulmonary blood flow measurements.

The Politics of Knowledge

ERIC Educational Resources Information Center

Hess, Frederick M.

2008-01-01

In recent years, the rigor and quality of educational research have drawn much attention. This increased interest has been driven by state efforts to collect student achievement data, the creation of the Institute of Education Sciences (IES), the explicit call for"scientifically based research" written into the No Child Left Behind (NCLB) Act,…

2016 AERA Presidential Address: Public Scholarship--Education Research for a Diverse Democracy

ERIC Educational Resources Information Center

Oakes, Jeannie

2018-01-01

AERA's centennial provides an opportunity to reinvigorate the aspirations that gave rise to our research community in the United States: hope and determination that research can strengthen public education, society's most democratic institution. The first AERAers sought to produce scientific knowledge to improve large, increasingly diverse urban…

CONGRESS ON SCIENCE TEACHING AND ECONOMIC GROWTH.

ERIC Educational Resources Information Center

Inter-Union Commission on the Teaching of Science, Paris (France).

REPORTED ARE THE ACTIVITIES OF THE CONGRESS ORGANIZED BY THE INTER-UNION COMMISSION ON SCIENCE TEACHING (CEIS) OF THE INTERNATIONAL COUNCIL OF SCIENTIFIC UNIONS (ICSU). STUDIED WERE PROBLEMS ARISING IN SEVERAL BRANCHES OF KNOWLEDGE DUE TO BOTH INCREASED NUMBERS OF STUDENTS AND SHORTAGE OF TEACHERS. OF PARTICULAR INTEREST WERE THE PROBLEMS OF…

Six Myths about Spatial Thinking

ERIC Educational Resources Information Center

Newcombe, Nora S.; Stieff, Mike

2012-01-01

Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles,…

Understanding Pictorial Information in Biology: Students' Cognitive Activities and Visual Reading Strategies

ERIC Educational Resources Information Center

Brandstetter, Miriam; Sandmann, Angela; Florian, Christine

2017-01-01

In classroom, scientific contents are increasingly communicated through visual forms of representations. Students' learning outcomes rely on their ability to read and understand pictorial information. Understanding pictorial information in biology requires cognitive effort and can be challenging to students. Yet evidence-based knowledge about…

Urban forestry research needs: a participatory assessment process

Treesearch

Kathleen L. Wolf; Linda E. Kruger

2010-01-01

New research initiatives focusing on urban ecology and natural resources are underway. Such programs coincide with increased local government action in urban forest planning and management, activities that are enhanced by scientific knowledge. This project used a participatory stakeholder process to explore and understand urban forestry research and technology transfer...

Confirmation of the trials and tribulations of vaping.

PubMed

Budney, Alan J; Sargent, James D; Lee, Dustin C

2015-11-01

Responses to our article indicate consensus on the need for expedited scientific and regulatory action related to vaping of cannabis and other substances to curtail untoward public health impact and identify potential benefits. How to speed up science, increase knowledge and enact responsible regulatory policy poses a formidable challenge.

The dual-use problem, scientific isolationism and the division of moral labour.

PubMed

Douglas, Thomas

2014-01-01

The dual-use problem is an ethical quandary sometimes faced by scientists and others in a position to influence the creation or dissemination of scientific knowledge. It arises when (i) an agent is considering whether to pursue some project likely to result in the creation or dissemination of scientific knowledge, (ii) that knowledge could be used in both morally desirable and morally undesirable ways, and (iii) the risk of undesirable use is sufficiently high that it is not clear that the agent may permissibly pursue the project or policy. Agents said to be faced with dual-use problems have frequently responded by appealing to a view that I call scientific isolationism. This is, roughly, the view that scientific decisions may be made without morally appraising the likely uses of the scientific knowledge whose production or dissemination is at stake. I consider whether scientific isolationism can be justified in a form that would indeed provide a way out of dual-use problems. I first argue for a presumption against a strong form of isolationism, and then examine four arguments that might be thought to override this presumption. The most promising of these arguments appeals to the idea of a division of moral labour, but I argue that even this argument can sustain at most a highly attenuated form of scientific isolationism and that this variant of isolationism has little practical import for discussions of the dual-use problem.

Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

NASA Astrophysics Data System (ADS)

Wiebke, Heidi Lynn

This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students' construction of scientific explanations are discussed.

The impact of science and technology on the civilization.

PubMed

Arber, Werner

2009-01-01

The rapid increase of available scientific knowledge is largely due to the introduction of novel research strategies. The application of these strategies, both in fundamental and in translational scientific research, leads to bursts of technological innovations. In order to fulfill the justified public request for sustainability of technological innovations that contribute to the shaping of the future, increasing attention should be given to science-based technology and policy assessment. These requests are illustrated by benefit/risk evaluations of relevance for the use of genetic engineering as an efficient and effective research strategy. Expected benefits of a responsibly planned introduction of GM crops are outlined as a prospective example for the guiding theme "Biotechnology for sustainability of human society".

Scientific and Cultural Knowledge in Intercultural Science Education: Student Perceptions of Common Ground

NASA Astrophysics Data System (ADS)

Gondwe, Mzamose; Longnecker, Nancy

2015-02-01

There is no consensus in the science education research community on the meanings and representations of western science and indigenous knowledge or the relationships between them. How students interpret these relationships and their perceptions of any connections has rarely been studied. This study reports student perceptions of the meaning and relationship between scientific and cultural knowledge. Personal meaning maps adapted for small groups were conducted in seven culturally diverse schools, school years 7-9 (with students aged 12-15 years) ( n = 190), with six schools in Western Australia and one school in Malawi, Africa. Of the six Australian school groups, two comprised Australian Aboriginal students in an after-school homework programme and the other four schools had a multicultural mix of students. Students in this study identified connections between scientific and cultural knowledge and constructed connections from particular thematic areas—mainly factual content knowledge as opposed to ideas related to values, attitudes, beliefs and identity. Australian Aboriginal students made fewer connections between the two knowledge domains than Malawian students whose previous science teacher had made explicit connections in her science class. Examples from Aboriginal culture were the most dominant illustrations of cultural knowledge in Australian schools, even in school groups with students from other cultures. In light of our findings, we discuss the construction of common ground between scientific knowledge and cultural knowledge and the role of teachers as cultural brokers and travel agents. We conclude with recommendations on creating learning environments that embrace different cultural knowledges and that promote explicit and enquiring discussions of values, attitudes, beliefs and identity associated with both knowledge domains.

Architecture and Initial Development of a Digital Library Platform for Computable Knowledge Objects for Health.

PubMed

Flynn, Allen J; Bahulekar, Namita; Boisvert, Peter; Lagoze, Carl; Meng, George; Rampton, James; Friedman, Charles P

2017-01-01

Throughout the world, biomedical knowledge is routinely generated and shared through primary and secondary scientific publications. However, there is too much latency between publication of knowledge and its routine use in practice. To address this latency, what is actionable in scientific publications can be encoded to make it computable. We have created a purpose-built digital library platform to hold, manage, and share actionable, computable knowledge for health called the Knowledge Grid Library. Here we present it with its system architecture.

Popper's Fallibilism.

ERIC Educational Resources Information Center

Perkinson, Henry

1978-01-01

Describes the theories of Karl Popper regarding scientific knowledge and scientific methodology; tells how the Popper-Darwinian theory of growth of knowledge offers an alternative nonauthoritarian conception of the educational process, and thus an alternative conception of the functions of the teacher and the school. (GT)

Word add-in for ontology recognition: semantic enrichment of scientific literature.

PubMed

Fink, J Lynn; Fernicola, Pablo; Chandran, Rahul; Parastatidis, Savas; Wade, Alex; Naim, Oscar; Quinn, Gregory B; Bourne, Philip E

2010-02-24

In the current era of scientific research, efficient communication of information is paramount. As such, the nature of scholarly and scientific communication is changing; cyberinfrastructure is now absolutely necessary and new media are allowing information and knowledge to be more interactive and immediate. One approach to making knowledge more accessible is the addition of machine-readable semantic data to scholarly articles. The Word add-in presented here will assist authors in this effort by automatically recognizing and highlighting words or phrases that are likely information-rich, allowing authors to associate semantic data with those words or phrases, and to embed that data in the document as XML. The add-in and source code are publicly available at http://www.codeplex.com/UCSDBioLit. The Word add-in for ontology term recognition makes it possible for an author to add semantic data to a document as it is being written and it encodes these data using XML tags that are effectively a standard in life sciences literature. Allowing authors to mark-up their own work will help increase the amount and quality of machine-readable literature metadata.

Human resources and their possible forensic meanings.

PubMed

Russo, Andrea; Urlić, Ivan; Kasum, Josip

2015-09-01

Forensics (forensic--before the Forum) means the application of knowledge from different scientific fields in order to define facts in judicial and/or administrative procedures. Nowadays forensics, besides this, finds its application even in different economic processes. For example, forensics enters the commercial areas of business intelligence and of different security areas. The European Commission recognized the importance of forensics, and underscored the importance of development of its scientific infrastructure in member States. We are witnessing the rise of various tragedies in economic and other kinds of processes. Undoubtedly, the world is increasingly exposed to various forms of threats whose occurrences regularly involve people. In this paper we are proposing the development of a new approach in the forensic assessment of the state of human resources. We are suggesting that in the focus should be the forensic approach in the psychological assessment of awareness of the individual and of the critical infrastructure sector operator (CISO) in determining the level of actual practical, rather than formal knowledge of an individual in a particular field of expertise, or in a specific scientific field, and possible forensic meanings.

Results of Studying Astronomy Students’ Science Literacy, Quantitative Literacy, and Information Literacy

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Follette, Katherine B.; Dokter, Erin F.; McCarthy, Don; Vezino, Beau; Formanek, Martin; Romine, James M.; Brock, Laci; Neiberding, Megan; Prather, Edward E.

2017-01-01

Introductory astronomy courses often serve as terminal science courses for non-science majors and present an opportunity to assess non future scientists’ attitudes towards science as well as basic scientific knowledge and scientific analysis skills that may remain unchanged after college. Through a series of studies, we have been able to evaluate students’ basic science knowledge, attitudes towards science, quantitative literacy, and informational literacy. In the Fall of 2015, we conducted a case study of a single class administering all relevant surveys to an undergraduate class of 20 students. We will present our analysis of trends of each of these studies as well as the comparison case study. In general we have found that students basic scientific knowledge has remained stable over the past quarter century. In all of our studies, there is a strong relationship between student attitudes and their science and quantitative knowledge and skills. Additionally, students’ information literacy is strongly connected to their attitudes and basic scientific knowledge. We are currently expanding these studies to include new audiences and will discuss the implications of our findings for instructors.

Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge

NASA Astrophysics Data System (ADS)

Wallace, Michael L.

This exploratory study assessed the influence of an implicit, inquiry-oriented nature of science (NOS) instructional approach undertaken in an interdisciplinary college science course on undergraduate honor students' (UHS) understanding of the aspects of NOS for scientific work and scientific knowledge. In this study, the nature of scientific work concentrated upon the delineation of science from pseudoscience and the value scientists place on reproducibility. The nature of scientific knowledge concentrated upon how UHS view scientific theories and how they believe scientists utilize scientific theories in their research. The 39 UHS who participated in the study were non-science majors enrolled in a Honors College sponsored interdisciplinary science course where the instructors took an implicit NOS instructional approach. An open-ended assessment instrument, the UFO Scenario, was designed for the course and used to assess UHS' images of science at the beginning and end of the semester. The mixed-design study employed both qualitative and quantitative techniques to analyze the open-ended responses. The qualitative techniques of open and axial coding were utilized to find recurring themes within UHS' responses. McNemar's chi-square test for two dependent samples was used to identify whether any statistically significant changes occurred within responses from the beginning to the end of the semester. At the start of the study, the majority of UHS held mixed NOS views, but were able to accurately define what a scientific theory is and explicate how scientists utilize theories within scientific research. Postinstruction assessment indicated that UHS did not make significant gains in their understanding of the nature of scientific work or scientific knowledge and their overall images of science remained static. The results of the present study found implicit NOS instruction even with an extensive inquiry-oriented component was an ineffective approach for modifying UHS' images of science towards a more informed view of NOS.

On the Tacit Aspects of Science Pedagogy in Higher Education.

PubMed

Sitaraman, Ramakrishnan

2017-01-01

In this article, we examine the concept of tacit knowledge and its implications for science education. We suggest that the history of scientific ideas and the personal nature of learning imply that higher education in scientific fields, wherein the generation of new knowledge, insights and understanding is paramount, would greatly benefit by acknowledging the irreducible role of the non-formal and the incidental in scientific innovation and advances.

"An Experiment Is When You Try It and See if It Works": A Study of Junior High School Students' Understanding of the Construction of Scientific Knowledge.

ERIC Educational Resources Information Center

Carey, Susan; And Others

Developing a constructivist view of scientific inquiry and knowledge is considered to be important to the training of future scientists, as well as to the understanding of scientific information by all citizens. The research reported targets the junior high school grades. Curricular materials that introduce seventh graders to the constructivist…

Adjudicating non-knowledge in the Omnibus Autism Proceedings.

PubMed

Decoteau, Claire Laurier; Underman, Kelly

2015-08-01

After 5600 families of children diagnosed with autism filed claims with the National Vaccine Injury Compensation Program in the United States, the court selected 'test' cases consolidated into the Omnibus Autism Proceedings, held from 2007 to 2008, to examine claims that vaccines caused the development of autism. The court found all of the causation theories presented to be untenable and did not award damages to any parents. We analyze the Omnibus Autism Proceedings as a struggle within the scientific field between the scientific orthodoxy of the respondents and the heterodox position taken by the plaintiffs, suggesting that the ruling in these cases helped to shore up hegemony on autism causation. Drawing on the literature on non-knowledge, we suggest that only the respondents had enough scientific capital to strategically direct non-knowledge toward genetic research, thereby foreclosing the possibility of environmental causation of autism. The plaintiffs, who promote a non-standard ontology of autism, suggest that the science on autism remains undone and should not be circumscribed. In analyzing the Omnibus Autism Proceedings with field theory, we highlight the way in which scientific consensus-building and the setting of research agendas are the result of struggle, and we show that the strategic deployment of non-knowledge becomes a major stake in battles for scientific legitimacy and the settling of scientific controversies.

Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom

NASA Astrophysics Data System (ADS)

Allison, Elizabeth; Goldston, M. Jenice

2018-01-01

This study investigates the convergence of multiliteracies and scientific practices in a fifth grade classroom. As students' lives become increasingly multimodal, diverse, and globalized, the traditional notions of literacy must be revisited (New London Group 1996). With the adoption of the Next Generation Science Standards (NGSS Lead States 2013a) in many states, either in their entirety or in adapted forms, it becomes useful to explore the interconnectedness multiliteracies and scientific practices and the resulting implications for scientific literacy. The case study included a fifth grade classroom, including the students and teacher. In order to create a rich description of the cases involved, data were collected and triangulated through teacher interviews, student interviews and focus groups, and classroom observations. Findings reveal that as science activities were enriched with multiliteracies and scientific practices, students were engaged in developing skills and knowledge central to being scientifically literate. Furthermore, this study establishes that characteristics of scientific literacy, by its intent and purpose, are a form of multiliteracies in elementary classrooms. Therefore, the teaching and learning of science and its practices for scientific literacy are in turn reinforcing the development of broader multiliteracies.

Redesign of students’ worksheet on basic physics experiment based on students’ scientific process skills analysis in Melde’s law

NASA Astrophysics Data System (ADS)

Nugraha, M. G.; Utari, S.; Saepuzaman, D.; Nugraha, F.

2018-05-01

Scientific process skills (SPS) are an intellectual skill to build knowledge, solve problems scientifically, train thinking skills as well as a very important part of the inquiry process and contribute to scientific literacy. Therefore, SPS is very important to be developed. This study aims to develop Student Worksheets (SW) that can trace SPS through basic physics experiments (BPE) on Melde’s law. This research uses R&D method involving 18 physics education department students who take the BPE course as a sample. The research instrument uses an SW designed with a SPS approach that have been reviewed and judged by expert, which includes observing, communicating, classifying, measuring, inferring, predicting, identifying variable, constructing hypothesis, defining variable operationally, designing experiment, acquiring and processing data to conclusions. The result of the research shows that the student’s SPS has not been trained optimally, the students’ answers are not derived from the observations and experiments conducted but derived from the initial knowledge of the students, as well as in the determination of experimental variables, inferring and hypothesis. This result is also supported by a low increase of conceptual content on Melde’s law with n-gain of 0.40. The research findings are used as the basis for the redesign of SW.

The Scientific Foundation for Personal Genomics: Recommendations from a National Institutes of Health–Centers for Disease Control and Prevention Multidisciplinary Workshop

PubMed Central

Khoury, Muin J.; McBride, Colleen M.; Schully, Sheri D.; Ioannidis, John P. A.; Feero, W. Gregory; Janssens, A. Cecile J. W.; Gwinn, Marta; Simons-Morton, Denise G.; Bernhardt, Jay M.; Cargill, Michele; Chanock, Stephen J.; Church, George M.; Coates, Ralph J.; Collins, Francis S.; Croyle, Robert T.; Davis, Barry R.; Downing, Gregory J.; DuRoss, Amy; Friedman, Susan; Gail, Mitchell H.; Ginsburg, Geoffrey S.; Green, Robert C.; Greene, Mark H.; Greenland, Philip; Gulcher, Jeffrey R.; Hsu, Andro; Hudson, Kathy L.; Kardia, Sharon L. R.; Kimmel, Paul L.; Lauer, Michael S.; Miller, Amy M.; Offit, Kenneth; Ransohoff, David F.; Roberts, J. Scott; Rasooly, Rebekah S.; Stefansson, Kari; Terry, Sharon F.; Teutsch, Steven M.; Trepanier, Angela; Wanke, Kay L.; Witte, John S.; Xu, Jianfeng

2010-01-01

The increasing availability of personal genomic tests has led to discussions about the validity and utility of such tests and the balance of benefits and harms. A multidisciplinary workshop was convened by the National Institutes of Health and the Centers for Disease Control and Prevention to review the scientific foundation for using personal genomics in risk assessment and disease prevention and to develop recommendations for targeted research. The clinical validity and utility of personal genomics is a moving target with rapidly developing discoveries but little translation research to close the gap between discoveries and health impact. Workshop participants made recommendations in five domains: (1) developing and applying scientific standards for assessing personal genomic tests; (2) developing and applying a multidisciplinary research agenda, including observational studies and clinical trials to fill knowledge gaps in clinical validity and utility; (3) enhancing credible knowledge synthesis and information dissemination to clinicians and consumers; (4) linking scientific findings to evidence-based recommendations for use of personal genomics; and (5) assessing how the concept of personal utility can affect health benefits, costs, and risks by developing appropriate metrics for evaluation. To fulfill the promise of personal genomics, a rigorous multidisciplinary research agenda is needed. PMID:19617843

How the Elderly Can Use Scientific Knowledge to Solve Problems While Designing Toys: A Retrospective Analysis of the Design of a Working UFO

ERIC Educational Resources Information Center

Chen, Mei-Yung; Hong, Jon-Chao; Hwang, Ming-Yueh; Wong, Wan-Tzu

2013-01-01

The venerable aphorism "an old dog cannot learn new tricks" implies that the elderly rarely learn anything new--in particular, scientific knowledge. On the basis of "learning by doing," the present study emphasized knowledge application (KA) as elderly subjects collaborated on the design of a toy flying saucer (UFO). Three…

US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the First Year of a Professional Development Intervention

ERIC Educational Resources Information Center

Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee

2010-01-01

The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4)…

Impact of "+Contigo" training on the knowledge and attitudes of health care professionals about suicide

PubMed Central

Santos, José Carlos; Simões, Rosa Maria Pereira; Erse, Maria Pedro Queiroz de Azevedo; Façanha, Jorge Daniel Neto; Marques, Lúcia Amélia Fernandes Alves

2014-01-01

OBJECTIVES: to evaluate the results of "+Contigo" training, developed by nurses and directed at 66 health professionals of integrated school health teams in Primary Health Care. METHOD: quantitative with data collection through the Suicide Behavior Attitude Questionnaire, administered before and after the training. RESULTS: significant increases were observed in suicide prevention knowledge and in changing attitudes of health professionals towards individuals with suicidal behavior. CONCLUSION: these results allow us to affirm that nurses hold scientific and pedagogical knowledge that grant them a privileged position in the health teams, to develop training aimed at health professionals involved in suicide prevention. PMID:25296153

Genomics as knowledge enterprise: Implementing an electronic research habitat at the Biopolis Experimental Therapeutics Center.

PubMed

Mitchell, Wayne; Breen, Colin; Entzeroth, Michael

2008-03-01

The Experimental Therapeutics Center (ETC) has been established at Biopolis to advance translational research by bridging the gap between discovery science and commercialization. We describe the Electronic Research Habitat at ETC, a comprehensive hardware and software infrastructure designed to effectively manage terabyte data flows and storage, increase back office efficiency, enhance the scientific work experience, and satisfy rigorous regulatory and legal requirements. Our habitat design is secure, scalable and robust, and it strives to embody the core values of the knowledge-based workplace, thus contributing to the strategic goal of building a "knowledge economy" in the context of Singapore's on-going biotechnology initiative.

Research training during medical residency (MIR). Satisfaction questionnaire.

PubMed

Ríos Zambudio, A; Sánchez Gascón, F; González Moro, L; Guerrero Fernández, M

2004-10-01

It is during Medical Residency Training (MIR) that knowledge, abilities and habits are acquired, which will shape professional activity in the future. It is therefore very likely that residents who do not acquire the necessary habits and knowledge for research activities will eventually not carry out these activities in the future. The aim of this study was to analyze the level of satisfaction of residents with his or her scientific and research training, and to determine any deficiencies with respect to this training. The aim of the questionnaire used was to determine the level of satisfaction of residents regarding their scientific and research training during their residency period. Questionnaires were usually distributed via internal mail to all residents (MIR physicians) registered at a third level teaching hospital, with a completion rate of 78% (n = 178). As far as the evaluation of scientific training is concerned, 68% of residents were dissatisfied or very dissatisfied. With respect to scientific studies carried out, 49% of residents had not taken part in any, but the number of studies carried out increases as the residency progresses. On the other hand, 22% of residents reported not having started their doctoral thesis, 50% having attended doctorate courses, 24% having a title for their thesis, and only 4% having written a thesis. Doctorate courses, thesis topics, and written theses increase with the year of residency, and a greater activity may be seen in this respect in surgical departments. If we analyze help available to residents for their carrying out scientific activities, 55% reported that only selected assistant doctors would offer help, and 21% reported that no doctors would offer help. Dissatisfaction with research training increases with the year of residency. With regard to main specialist fields, it can be seen that residents in surgical fields carry out more theses, whereas central fields report less facilities. Finally, if we evaluate the influence that these variables may have on the general satisfaction of residents with his or her residency, these variables are seen to be significant factors of dissatisfaction. Most residents are dissatisfied with their scientific training and have relatively few facilities for developing such skills, which in turn results in a scarce number of scientific studies and doctoral theses.

48 CFR 35.002 - General.

Code of Federal Regulations, 2013 CFR

2013-10-01

... programs is to advance scientific and technical knowledge and apply that knowledge to the extent necessary... are directed toward objectives for which the work or methods cannot be precisely described in advance... to encourage the best sources from the scientific and industrial community to become involved in the...

48 CFR 35.002 - General.

Code of Federal Regulations, 2012 CFR

2012-10-01

... programs is to advance scientific and technical knowledge and apply that knowledge to the extent necessary... are directed toward objectives for which the work or methods cannot be precisely described in advance... to encourage the best sources from the scientific and industrial community to become involved in the...

48 CFR 35.002 - General.

Code of Federal Regulations, 2014 CFR

2014-10-01

... programs is to advance scientific and technical knowledge and apply that knowledge to the extent necessary... are directed toward objectives for which the work or methods cannot be precisely described in advance... to encourage the best sources from the scientific and industrial community to become involved in the...

Measuring science or religion? A measurement analysis of the National Science Foundation sponsored science literacy scale 2006-2010.

PubMed

Roos, J Micah

2014-10-01

High scientific literacy is widely considered a public good. Methods of assessing public scientific knowledge or literacy are equally important. In an effort to measure lay scientific literacy in the United States, the National Science Foundation (NSF) science literacy scale has been a part of the last three waves of the General Social Survey. However, there has been debate over the validity of some survey items as indicators of science knowledge. While many researchers treat the NSF science scale as measuring a single dimension, previous work (Bann and Schwerin, 2004; Miller, 1998, 2004) suggests a bidimensional structure. This paper hypothesizes and tests a new measurement model for the NSF science knowledge scale and finds that two items about evolution and the big bang are more measures of a religious belief dimension termed "Young Earth Worldview" than they are measures of scientific knowledge. Results are replicated in seven samples. © The Author(s) 2013.

Knowledge first, critique later: why it is a mistake for science education to encourage junior students to discuss, challenge and debate scientific knowledge.

PubMed

Charlton, Bruce G

2010-02-01

In UK educational circles it has long been regarded as a platitude that a good scientific education at school and undergraduate level should aim to teach critical thinking and encourage students to challenge mainstream science, debate scientific issues and express their personal opinions. However, I believe that this strategy is usually mistaken, and that such educational strategies probably do more harm than good. For most students, at most levels, for most of the time; science education should be focused on the inculcation of established knowledge. This is for the simple reason that critique is educationally-counterproductive and scientifically-worthless unless or until underpinned by adequate knowledge and competence. Instead, for the early years of science teaching, the basic assumption ought to be that the student is there to learn science; not to confront science. The basic attitude being taught should be one of humility before the science being studied.

Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.

2013-12-01

Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased significantly and teachers were more concerned about climate change after participation in PEL. Teachers with higher self-efficacy demonstrated higher climate change science knowledge. Teachers indicated that they felt more confident and were motivated to implement classroom lessons with their students that employed resources rich in NASA climate data and focused on scientific argumentation. References Bleicher, R.E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education. 16, 205-225. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Howe, P.(2013) Climate change in the American mind: Americans' global warming beliefs and attitudes in April, 2013 Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved 7/26/13 from: http://climatechangecommunication.org/sites/default/files/reports/Climate-Beliefs-April-2013.pdf Next Generation Science Standards (NGSS). (2013). Available at http://www.nextgenscience.org/print/121. Somerville, R. C. J. & Hassol, S. J. (2011). Communicating the science of climate change. Physics Today, 64(10), 48-53.

Implementing interactive decision support: A case for combining cyberinfrastructure, data fusion, and social process to mobilize scientific knowledge in sustainability problems

NASA Astrophysics Data System (ADS)

Pierce, S. A.

2014-12-01

Geosciences are becoming increasingly data intensive, particularly in relation to sustainability problems, which are multi-dimensional, weakly structured and characterized by high levels of uncertainty. In the case of complex resource management problems, the challenge is to extract meaningful information from data and make sense of it. Simultaneously, scientific knowledge alone is insufficient to change practice. Creating tools, and group decision support processes for end users to interact with data are key challenges to transforming science-based information into actionable knowledge. The ENCOMPASS project began as a multi-year case study in the Atacama Desert of Chile to design and implement a knowledge transfer model for energy-water-mining conflicts in the region. ENCOMPASS combines the use of cyberinfrastructure (CI), automated data collection, interactive interfaces for dynamic decision support, and participatory modelling to support social learning. A pilot version of the ENCOMPASS CI uses open source systems and serves as a structure to integrate and store multiple forms of data and knowledge, such as DEM, meteorological, water quality, geomicrobiological, energy demand, and groundwater models. In the case study, informatics and data fusion needs related to scientific uncertainty around deep groundwater flowpaths and energy-water connections. Users may upload data from field sites with handheld devices or desktops. Once uploaded, data assets are accessible for a variety of uses. To address multi-attributed decision problems in the Atacama region a standalone application with touch-enabled interfaces was created to improve real-time interactions with datasets by groups. The tool was used to merge datasets from the ENCOMPASS CI to support exploration among alternatives and build shared understanding among stakeholders. To date, the project has increased technical capacity among stakeholders, resulted in the creation of both for-profit and non-profit entities, enabled cross-sector collaboration with mining-indigenous stakeholders, and produced an interactive application for group decision support. ENCOMPASS leverages advances in computational tools to deliver data and models for group decision support applied to sustainability science problems.

Unproven methods in cancer treatment.

PubMed

Hauser, S P

1993-07-01

The nature-based and nontoxic image makes application of unproven methods in oncology attractive in contrast to application of a mechanized scientific medicine. The application frequency of these treatments ranges from 10% to greater than 60%. Increasingly, the promoters try to create a scientific impression through a pseudologic cancer theory, a harmless diagnostic test, and a holistic treatment of every cancer. Of the big variety of unproven methods, which are summarized in 11 groups in this review, the following are discussed: anthroposophic and other mistletoe preparations; homeopathy; Maharishi Ayur-Veda; unproven anticancer diets; orthomolecular medicine, including ascorbic acid; and methods supposedly stimulating unspecific and specific defense mechanisms. In conclusion, physicians should beware of and have knowledge of currently used unproven cancer treatments for epidemiologic, social, economic, and scientific reasons.

Goal oriented soil mapping: applying modern methods supported by local knowledge: A review

NASA Astrophysics Data System (ADS)

Pereira, Paulo; Brevik, Eric; Oliva, Marc; Estebaranz, Ferran; Depellegrin, Daniel; Novara, Agata; Cerda, Artemi; Menshov, Oleksandr

2017-04-01

In the recent years the amount of soil data available increased importantly. This facilitated the production of better and accurate maps, important for sustainable land management (Pereira et al., 2017). Despite these advances, the human knowledge is extremely important to understand the natural characteristics of the landscape. The knowledge accumulated and transmitted generation after generation is priceless, and should be considered as a valuable data source for soil mapping and modelling. The local knowledge and wisdom can complement the new advances in soil analysis. In addition, farmers are the most interested in the participation and incorporation of their knowledge in the models, since they are the end-users of the study that soil scientists produce. Integration of local community's vision and understanding about nature is assumed to be an important step to the implementation of decision maker's policies. Despite this, many challenges appear regarding the integration of local and scientific knowledge, since in some cases there is no spatial correlation between folk and scientific classifications, which may be attributed to the different cultural variables that influence local soil classification. The objective of this work is to review how modern soil methods incorporated local knowledge in their models. References Pereira, P., Brevik, E., Oliva, M., Estebaranz, F., Depellegrin, D., Novara, A., Cerda, A., Menshov, O. (2017) Goal Oriented soil mapping: applying modern methods supported by local knowledge. In: Pereira, P., Brevik, E., Munoz-Rojas, M., Miller, B. (Eds.) Soil mapping and process modelling for sustainable land use management (Elsevier Publishing House) ISBN: 9780128052006

On the Tacit Aspects of Science Pedagogy in Higher Education

PubMed Central

Sitaraman, Ramakrishnan

2017-01-01

In this article, we examine the concept of tacit knowledge and its implications for science education. We suggest that the history of scientific ideas and the personal nature of learning imply that higher education in scientific fields, wherein the generation of new knowledge, insights and understanding is paramount, would greatly benefit by acknowledging the irreducible role of the non-formal and the incidental in scientific innovation and advances. PMID:28515702

Modal Representations and Their Role in the Learning Process: A Theoretical and Pragmatic Analysis

ERIC Educational Resources Information Center

Gunel, Murat; Yesildag-Hasancebi, Funda

2016-01-01

In the construction and sharing of scientific knowledge, modal representations such as text, graphics, pictures, and mathematical expressions are commonly used. Due to the increasing importance of their role in the production and communication of science, modal representations have become a topic of growing interest in science education research…

Intelligent Life Out There: Are We Alone?

ERIC Educational Resources Information Center

Blai, Boris, Jr.

For the past two decades, increasing numbers of scientists have been optimistic about finding other intelligent life forms in our galaxy. On the other hand, as knowledge has grown regarding how life developed on earth, a scientific counterrevolution has evolved. Simply stated, it questions the inevitability of widespread life within our galaxy,…

Primary School Students' Views about Science, Technology and Engineering

ERIC Educational Resources Information Center

Pekmez, Esin

2018-01-01

Some of the main goals of science education are to increase students' knowledge about the technology and engineering design process, and to train students as scientifically and technologically literate individuals. The main purpose of this study is to find out primary students' views about science, technology and engineering. For this aim and in…

Parent Involvement in Children's Education: A Critical Assessment of the Knowledge Base.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Soden, Laura M.

While most practitioners and researchers support the recent policy direction for increased parent involvement in their children's education, little consensus exists about what constitutes effective parent involvement. A major source of this confusion is the lack of scientific rigor in the research upon which practice and policy is based. This…

Biotechnology, Ethics and Education

ERIC Educational Resources Information Center

Fitzsimons, Peter John

2007-01-01

Fundamental differences between current and past knowledge in the field of biotechnology mean that we now have at our disposal the means to irreversibly change what is meant by "human nature". This paper explores some of the ethical issues that accompany the (as yet tentative) attempt to increase scientific control over the human genetic code in…

Re-Engineering Academic Library Services: The Case of the Technical Knowledge Center & Library of Denmark.

ERIC Educational Resources Information Center

Bjoernshauge, Lars

The traditional mode of operation of academic libraries is in crisis due to a combination of zero growth funding, rapidly escalating pricing on information resources (especially scientific journals), necessary investments in technology and human resource development, and increasing customer expectations. These issues are addressed as they relate…

Argumentation as a Strategy for Increasing Preservice Teachers' Understanding of Climate Change, a Key Global Socioscientific Issue

ERIC Educational Resources Information Center

Lambert, Julie L.; Bleicher, Robert E.

2017-01-01

Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The…

Challenges in Building Usable Knowledge in Education

ERIC Educational Resources Information Center

Hedges, Larry V.

2018-01-01

The scientific rigor of education research has improved dramatically since the year 2000. Much of the credit for this improvement is deserved by Institute of Education Sciences (IES) policies that helped create a demand for rigorous research; increased human capital capacity to carry out such work; provided funding for the work itself; and…

Traditional Craft or Technology Education: Development of Students' Technical Abilities in Finnish Comprehensive School

ERIC Educational Resources Information Center

Autio, Ossi

2016-01-01

Changes in the economy, nature, production and society together with increasing scientific and technological knowledge make demands of transforming school teaching in the field of technology education. The aim of the article is briefly to explore the integration between science, technology and traditional craft education by analyzing the current…

Beyond Knowledge and Skills: Rethinking the Development of Professional Identity during the STEM Doctorate

ERIC Educational Resources Information Center

Hancock, Sally; Walsh, Elaine

2016-01-01

The science, technology, engineering, mathematics (STEM) doctorate is the established entry qualification for a scientific research career. However, contemporary STEM doctoral graduates assume increasingly diverse professional paths, with many forging non-academic careers. Using the UK as an example, the authors suggest that the STEM PhD fails to…

Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers' Responses to a State Science Assessment

ERIC Educational Resources Information Center

Mangiante, Elaine Silva

2013-01-01

Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations,…

Teaching Optics with an Intra-Curricular Kit Designed for Inquiry-Based Learning

ERIC Educational Resources Information Center

Cords, Nina; Fischer, Robert; Euler, Manfred; Prasad, Amrita

2012-01-01

In order to increase scientific literacy and the knowledge of science and technology of Europe's citizens, the European Commission suggests a more student-centred implementation of natural sciences in education systems. Inquiry-based learning (IBL) is not only an accepted method to promote students' interest and motivation, it also helps students…

Traditional scientific data vs. uncoordinated citizen science effort: A review of the current status and comparison of data on avifauna in Southern Brazil

PubMed Central

Klemann-Junior, Louri; Villegas Vallejos, Marcelo Alejandro; Scherer-Neto, Pedro; Vitule, Jean Ricardo Simões

2017-01-01

Data generated by citizen science is particularly valuable in ecological research. If used discerningly with data from traditional scientific references, citizen science can directly contribute to biogeography knowledge and conservation policies by increasing the number of species records in large geographic areas. Considering the current level of knowledge on south Brazilian avifauna, the large volume of data produced by uncoordinated citizen science effort (CS), and the growing need for information on changes in abundance and species composition, we have compiled an updated, general list of bird species occurrence within the state of Paraná. We have listed extinct, invasive and recently-colonizing species as well as indicator species of the state’s vegetation types. We further assess the degree of knowledge of different regions within the state based on data from traditional scientific references, and the effect of including CS data in the same analysis. We have compiled data on 766 bird species, based on 70,346 individual records from traditional scientific references, and 79,468 from CS. Extinct and invasive species were identified by comparing their occurrence and abundance over a series of three time periods. Indicator species analysis pointed to the existence of three areas with bird communities typically found within the state: the Semideciduous Tropical Forest, the Tropical Rainforest and the junction of Grassland and Araucaria Moist Forest. We used rarefaction to measure sampling sufficiency, and found that rarefaction curves reached stabilization for all vegetation types except in Savanna. We observed differences in the level of knowledge of bird biodiversity among the microregions of the state, but including CS data, these differences were mitigated. The same effect was observed in other exploratory analyzes conducted here, emphasizing the fundamental importance of including CS data in macroecological studies. Production of easily accessible data and its unrestricted availability makes CS a very important tool, especially in highly diverse regions as the Neotropics, as it can offer a more accurate picture of bird composition in comparison to the exclusive use of traditional scientific references. PMID:29228053

Traditional scientific data vs. uncoordinated citizen science effort: A review of the current status and comparison of data on avifauna in Southern Brazil.

PubMed

Klemann-Junior, Louri; Villegas Vallejos, Marcelo Alejandro; Scherer-Neto, Pedro; Vitule, Jean Ricardo Simões

2017-01-01

Data generated by citizen science is particularly valuable in ecological research. If used discerningly with data from traditional scientific references, citizen science can directly contribute to biogeography knowledge and conservation policies by increasing the number of species records in large geographic areas. Considering the current level of knowledge on south Brazilian avifauna, the large volume of data produced by uncoordinated citizen science effort (CS), and the growing need for information on changes in abundance and species composition, we have compiled an updated, general list of bird species occurrence within the state of Paraná. We have listed extinct, invasive and recently-colonizing species as well as indicator species of the state's vegetation types. We further assess the degree of knowledge of different regions within the state based on data from traditional scientific references, and the effect of including CS data in the same analysis. We have compiled data on 766 bird species, based on 70,346 individual records from traditional scientific references, and 79,468 from CS. Extinct and invasive species were identified by comparing their occurrence and abundance over a series of three time periods. Indicator species analysis pointed to the existence of three areas with bird communities typically found within the state: the Semideciduous Tropical Forest, the Tropical Rainforest and the junction of Grassland and Araucaria Moist Forest. We used rarefaction to measure sampling sufficiency, and found that rarefaction curves reached stabilization for all vegetation types except in Savanna. We observed differences in the level of knowledge of bird biodiversity among the microregions of the state, but including CS data, these differences were mitigated. The same effect was observed in other exploratory analyzes conducted here, emphasizing the fundamental importance of including CS data in macroecological studies. Production of easily accessible data and its unrestricted availability makes CS a very important tool, especially in highly diverse regions as the Neotropics, as it can offer a more accurate picture of bird composition in comparison to the exclusive use of traditional scientific references.

Break with tradition: donating cadavers for scientific purposes and reducing the use of sentient beings.

PubMed

Ciliberti, Rosagemma; Martini, Mariano; Bonsignore, Alessandro; Penco, Susanna

2016-01-01

In recent years, the development of research and the increased awareness of our moral duties beyond the human species have pushed the scientific community to revise widely-accepted ontological reductionist views that regard non-human animals as mere things. The new horizons offered by the development of advanced research methods therefore require an on-going commitment to new perspectives able to find the right balance between the need for scientific knowledge on one hand and the respect for animal life on the other. This is in line with increasing attention to animal welfare and expansion of the "3Rs model": replacement, reduction, refinement.With the view of promoting the adoption of alternative methods, human body donation for research can contribute not only to the acquisition of important information for human health and for doctors' training, but also can reduce significantly the number of animals sacrificed.By investigating the scientific and ethical reasons that may encourage cadaver donation, the authors aim to promote the adoption of the practice in Italy following other European experiences.

European Union research in support of environment and health: Building scientific evidence base for policy.

PubMed

Karjalainen, Tuomo; Hoeveler, Arnd; Draghia-Akli, Ruxandra

2017-06-01

Opinion polls show that the European Union citizens are increasingly concerned about the impact of environmental factors on their health. In order to respond and provide solid scientific evidence for the numerous policies related to the protection of human health and the environment managed at the Union level, the European Union made a substantial investment in research and innovation in the past two decades through its Framework Programmes for Research and Technological Development, including the current programme, Horizon 2020, which started in 2014. This policy review paper analysed the portfolio of forty collaborative projects relevant to environment and health, which received a total amount of around 228 million euros from the EU. It gives details on their contents and general scientific trends observed, the profiles of the participating countries and institutions, and the potential policy implications of the results obtained. The increasing knowledge base is needed to make informed policy decisions in Europe and beyond, and should be useful to many stakeholders including the scientific community and regulatory authorities. Copyright © 2017. Published by Elsevier Ltd.

Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab †

PubMed Central

Burleson, Kathryn M.; Martinez-Vaz, Betsy M.

2011-01-01

In this laboratory exercise, students were taught concepts of microbiology and scientific process through an everyday activity — cosmetic use. The students’ goals for the lab were to develop a hypothesis regarding microbial contamination in cosmetics, learn techniques to culture and differentiate microorganisms from cosmetics, and propose best practices in cosmetics use based on their findings. Prior to the lab, students took a pretest to assess their knowledge of scientific hypotheses, microbiology, and cosmetic safety. In the first week, students were introduced to microbiological concepts and methodologies, and cosmetic terminology and safety. Students completed a hypothesis-writing exercise before formulating and testing their own hypotheses regarding cosmetic contamination. Students provided a cosmetic of their own and, in consultation with their lab group, chose one product for testing. Samples were serially diluted and plated on a variety of selective media. In the second week, students analyzed their plates to determine the presence and diversity of microbes and if their hypotheses were supported. Students completed a worksheet of their results and were given a posttest to assess their knowledge. Average test scores improved from 5.2 (pretest) to 7.8 (posttest), with p-values < 0.0001. Seventy-nine percent (79%) of students correctly identified hypotheses that were not falsifiable or lacked variables, and 89% of students improved their scores on questions concerning safe cosmetic use. Ninety-one percent (91%) of students demonstrated increased knowledge of microbial concepts and methods. Based on our results, this lab is an easy, yet effective, way to enhance knowledge of scientific concepts for nonmajors, while maintaining relevance to everyday life. PMID:23653761

What if Indigenous Knowledge Contradicts Accepted Scientific Findings?--The Hidden Agenda: Respect, Caring and Passion towards Aboriginal Research in the Context of Applying Western Academic Rules

ERIC Educational Resources Information Center

Witt, Norbert

2007-01-01

The statement in the title, what if Indigenous Knowledge contradicts accepted scientific findings (Fowler, 2000), is an expression of the dilemma people who research Indigenous Knowledge think they find themselves in when they are confronted with different interpretations of what it means to be human, or, as I may summarize it, with different…

The Relationship of Science Knowledge, Attitude and Decision Making on Socio-Scientific Issues: The Case Study of Students' Debates on a Nuclear Power Plant in Korea

ERIC Educational Resources Information Center

Jho, Hunkoog; Yoon, Hye-Gyoung; Kim, Mijung

2014-01-01

The purpose of this study was to investigate the relationship of students' understanding of science knowledge, attitude and decision making on socio-scientific issues (SSI), especially on the issues of nuclear energy in Korea. SSI-focused instructions were developed to encourage students to understand and reflect on knowledge, attitude and…

Knowledge and institutional requirements to promote land degradation neutrality in drylands - An analysis of the outcomes of the 3rd UNCCD scientific conference

NASA Astrophysics Data System (ADS)

Akhtar-Schuster, Mariam; Safriel, Uriel; Abraham, Elena; de Vente, Joris; Essahli, Wafa; Escadafal, Richard; Stringer, Lindsay

2015-04-01

Achieving land degradation neutrality (LDN) through sustainable land management (SLM) targets the maintenance or restoration of the productivity of land, and therefore has to include decision-makers, knowledge generators and knowledge holders at the different relevant geographic scales. In order to enhance the implementation of the Convention, the Conference of the Parties (COP) of the United Nations Convention to Combat Desertification therefore decided that each future session of its Committee on Science and Technology (CST) would be organized in a predominantly scientific and technical conference-style format. This contribution will outline the major outcomes of UNCCD's 3rd scientific conference that will be held in Cancún, Mexico, from 9 to 12 March 2015, on addressing desertification, land degradation and drought issues (DLDD) for poverty reduction and sustainable development. The conference follows an exceptional new round table conference format that will allow the various stakeholders to discuss scientific as well as the contribution of traditional knowledge and practices in combating land degradation. This format should provide two-way communication and enable deeper insight into the availability and contribution of all forms of knowledge for achieving LDN through the assessment of: • the vulnerability of lands to DLDD and climate change and the adaptive capacities of socio-ecosystems; • best examples of adapted, knowledge-based practices and technologies; • monitoring and assessment methods to evaluate the effectiveness of adaptation practices and technologies. The outcomes of UNCCD's 3rd scientific conference will serve as a basis for discussing: • contributions of science to diagnose the status of land; • research gaps that need to be addressed to achieve LDN for poverty reduction; • additional institutional requirements to optimally bridge knowledge generation, knowledge maintenance and knowledge implementation at the science-policy interface.

Combinatorial and high-throughput screening of materials libraries: review of state of the art.

PubMed

Potyrailo, Radislav; Rajan, Krishna; Stoewe, Klaus; Takeuchi, Ichiro; Chisholm, Bret; Lam, Hubert

2011-11-14

Rational materials design based on prior knowledge is attractive because it promises to avoid time-consuming synthesis and testing of numerous materials candidates. However with the increase of complexity of materials, the scientific ability for the rational materials design becomes progressively limited. As a result of this complexity, combinatorial and high-throughput (CHT) experimentation in materials science has been recognized as a new scientific approach to generate new knowledge. This review demonstrates the broad applicability of CHT experimentation technologies in discovery and optimization of new materials. We discuss general principles of CHT materials screening, followed by the detailed discussion of high-throughput materials characterization approaches, advances in data analysis/mining, and new materials developments facilitated by CHT experimentation. We critically analyze results of materials development in the areas most impacted by the CHT approaches, such as catalysis, electronic and functional materials, polymer-based industrial coatings, sensing materials, and biomaterials.

TROPIX: A solar electric propulsion flight experiment

NASA Technical Reports Server (NTRS)

Hickman, J. Mark; Hillard, G. Barry; Oleson, Steven R.

1993-01-01

The Transfer Orbit Plasma Interaction Experiment (TROPIX) is a proposed scientific experiment and flight demonstration of a solar electric propulsion vehicle. Its mission goals are to significantly increase our knowledge of Earth's magnetosphere and its associated plasma environment and to demonstrate an operational solar electric upper stage (SEUS) for small launch vehicles. The scientific investigations and flight demonstration technology experiments are uniquely interrelated because of the spacecraft's interaction with the surrounding environment. The data obtained will complement previous studies of the Earth's magnetosphere and space plasma environment by supplying the knowledge necessary to attain the strategic objectives of the NASA Office of Space Science. This first operational use of a primary ion propulsion vehicle, designed to withstand the harsh environments from low Earth orbit to geosynchronous Earth orbit, may lead to the development of a new class of electric propulsion upper stages or space-based transfer vehicles and may improve future spacecraft design and safety.

Global tropospheric chemistry: A plan for action

NASA Technical Reports Server (NTRS)

1984-01-01

Prompted by an increasing awareness of the influence of human activity on the chemistry of the global troposphere, a panel was formed to (1) assess the requirement for a global study of the chemistry of the troposphere; (2) develop a scientific strategy for a comprehensive plan taking into account the existing and projected programs of the government; (3) assess the requirements of a global study in terms of theoretical knowledge, numerical modeling, instrumentation, observing platforms, ground-level observational techniques, and other related needs; and (4) outline the appropriate sequence and coordination required to achieve the most effective utilization of available resources. Part 1 presents a coordinated national blueprint for scientific investigations of biogeochemical cycles in the global troposphere. part 2 presents much of the background information of the present knowledge and gaps in the understanding of tropospheric chemical cycles and processes from which the proposed program was developed.

Global tropospheric chemistry: A plan for action

NASA Astrophysics Data System (ADS)

1984-10-01

Prompted by an increasing awareness of the influence of human activity on the chemistry of the global troposphere, a panel was formed to (1) assess the requirement for a global study of the chemistry of the troposphere; (2) develop a scientific strategy for a comprehensive plan taking into account the existing and projected programs of the government; (3) assess the requirements of a global study in terms of theoretical knowledge, numerical modeling, instrumentation, observing platforms, ground-level observational techniques, and other related needs; and (4) outline the appropriate sequence and coordination required to achieve the most effective utilization of available resources. Part 1 presents a coordinated national blueprint for scientific investigations of biogeochemical cycles in the global troposphere. part 2 presents much of the background information of the present knowledge and gaps in the understanding of tropospheric chemical cycles and processes from which the proposed program was developed.

Analyse d'un programme d'electromecanique en ses concepts et principes physiques: Methode et application

NASA Astrophysics Data System (ADS)

Gagnon, Richard; Besançon, Jacques; Jean, Pascale

1989-09-01

In many Western countries there is growing interest in the usefulness of scientific knowledge in vocational and technical training. Moreover, there is an increasing tendency in these countries to formulate objectives within teaching programmes, in order to come closer to the real tasks of the world of work. To determine what knowledge is required, a general method of analysing objective-based vocational training programmes was developed. This allows the identification of the minimum scientific and mathematical concepts and principles which are necessary to reach the learning objectives, and the establishment of their relative significance and the requisite level of detail. It has been used to determine the essential physical concepts of the industrial mechanics section (625 hours) of a programme on the electromechanics of automated systems. The results reveal the existence of 41 concepts needed for a total of 2,452.5 hours. A limited group of these is of particular importance.

Creators, Transmitters, and Users: Women's Scientific Excellence at the Semiperiphery of Europe

ERIC Educational Resources Information Center

Blagojevic, Marina

2005-01-01

This paper explores the field of interconnectedness among knowledge production, semiperiphery, gender, and "scientific excellence," which is largely an undertheorized and underresearched field of "absence of knowledge." It will be tackled with a combination of theoretical ideas, research findings, personal observations, and…

Breaking down the plastic age: Road to MICRO 2018

NASA Astrophysics Data System (ADS)

Baztan, J.; Carrasco, A.; Chouinard, O.; Cordier, M.; Jorgensen, B.; Miguelez, A.; Vanderlinden, J. P.

2016-12-01

In May, members of the microplastic research community met in the Biosphere Reserve of Lanzarote, Canary Islands, Spain for the first international conference on microplastics, MICRO 2016: "Fate and Impact of Microplastics in Marine Ecosystems: From the Coastline to the Open Sea." During the conference, members of the scientific committee and organizing board launched a collaborative process culminating in the creation of the Lanzarote Declaration, released June 21st (see the link for full text: micro2016.sciencesconf.org). With growing evidence of the environmental consequences and potential threats to human health posed by microplastics, the statement is clear: as long as we continue increasing plastic production and consumption, we will continue increasing its environmental impacts and as the environmental impacts increase and intensify, it will not be surprising to see the consequences for humans reflect similar trends. This leaves us with a major question: How should we move from here, from knowledge to action? Clearly, as microplastics continue accumulating in the environment, the scientific community must join forces to expand our knowledge horizons. Doing so requires collaboration and cooperation, at all scales, from local to global, spanning sectors and disciplines, to improve knowledge, education and outreach efforts. This should not delay actions. With the Lanzarote Declaration, we recognize our responsibility as individuals to change our behaviors related to plastic production and consumption, and to inform others of the social, cultural, economic and environmental implications. The MICRO community is engaging the challenge to work collaboratively. This abstract is one of the milestones from the road to MICRO 2018, a forum to share available knowledge, fill in gaps, and establish new commitments for implementing solutions.

Dengue research networks: building evidence for policy and planning in Brazil.

PubMed

de Paula Fonseca E Fonseca, Bruna; Zicker, Fabio

2016-11-08

The analysis of scientific networks has been applied in health research to map and measure relationships between researchers and institutions, describing collaboration structures, individual roles, and research outputs, and helping the identification of knowledge gaps and cooperation opportunities. Driven by dengue continued expansion in Brazil, we explore the contribution, dynamics and consolidation of dengue scientific networks that could ultimately inform the prioritisation of research, financial investments and health policy. Social network analysis (SNA) was used to produce a 20-year (1995-2014) retrospective longitudinal evaluation of dengue research networks within Brazil and with its partners abroad, with special interest in describing institutional collaboration and their research outputs. The analysis of institutional co-authorship showed a significant expansion of collaboration over the years, increased international involvement, and ensured a shift from public health research toward vector control and basic biomedical research, probably as a reflection of the expansion of transmission, high burden and increasing research funds from the Brazilian government. The analysis identified leading national organisations that maintained the research network connectivity, facilitated knowledge exchange and reduced network vulnerability. SNA proved to be a valuable tool that, along with other indicators, can strengthen a knowledge platform to inform future policy, planning and funding decisions. The paper provides relevant information to policy and planning for dengue research as it reveals: (1) the effectiveness of the research network in knowledge generation, sharing and diffusion; (2) the near-absence of collaboration with the private sector; and (3) the key central organisations that can support strategic decisions on investments, development and implementation of innovations. In addition, the increase in research activities and collaboration has not yet significantly affected dengue transmission, suggesting a limited translation of research efforts into public health solutions.

It Ain't the Heat, It's the Humanity: Evidence and Implications of a Knowledge-Based Consensus on Man-Made Global Warming

NASA Astrophysics Data System (ADS)

Jacobs, P.; Cook, J.; Nuccitelli, D. A.

2013-12-01

One of the most worrisome misconceptions among the general public about climate change is a belief that scientists disagree not only about the cause of the present climate change, but also whether or not the planet is currently warming. Recent surveys have demonstrated that an overwhelming consensus exists, both within the scientific literature and among scientists with climate expertise, that the planet is warming and humans are driving this climatic change. This disconnect, or 'consensus gap', between scientific agreement and public belief has significant consequences for public understanding of the reality and cause of climate change, as well as support for potential solutions. Ensuring that the consensus message is not simply broadcast but is also accepted as legitimate by the public appears to be a primary education and communications opportunity. While the existence of a consensus is not itself evidence of a position's truth, according to Miller (2013) scientific consensus can be taken as evidence that a position is true if it is 'knowledge-based', satisfying the conditions of social calibration, apparent consilience of evidence, and social diversity. We demonstrate that the scientific consensus on anthropogenic climate change is knowledge-based, satisfying Miller's criteria. In so doing, we hope to increase confidence in its use as an education and communications tool, and assure the public of its validity. We show the consensus is socially calibrated, based on common evidential standards, ontological schemes, and shared formalism. We establish that consilience of evidence points overwhelmingly to the reality of anthropogenic climate change by examining the evidence from several perspectives. We identify unique fingerprints expected as a result of increased greenhouse forcing, eliminate potential natural drivers of climate change as the cause of the present change, and demonstrate the consistency of the observed climate response with known changes in natural and manmade forcings across a wide variety of indices. Finally, we determine that the consensus is socially diverse, being geographically and disciplinarily varied, supported within public and private institutions, and endorsed by research organizations as well as groups with obvious financial incentives to deny it, such as fossil fuel companies. Additionally, we briefly discuss examples of purported incorrect consensus in climate research, and detail how they fail to satisfy one or more aspects of Miller's criteria. We conclude by discussing the key role that knowledge-based consensus can potentially play in education, influencing public beliefs about climate change, and increasing support for solutions.

The Scarcity of Orthopaedic Physician Scientists.

PubMed

Buckwalter, Joseph A; Elkins, Jacob M

2017-01-01

Breakthrough advances in medicine almost uniformly result from the translation of new basic scientific knowledge into clinical practice, rather than from assessment, modification or refinement of current methods of diagnosis and treatment. However, as is intuitively understood, those most responsible for scientific conception and creation-scientists - are generally not the ones applying these advances at the patient's bedside or the operating room, and vice versa. Recognition of the scarcity of clinicians with a background that prepares them to develop new basic knowledge, and to critically evaluate the underlying scientific basis of methods of diagnosis and treatment, has led to initiatives including federally funded Physician-Scientist programs, whereby young, motivated scholars begin a rigorous training, which encompasses education and mentorship within both medical and scientific fields, culminating in the conferment of both MD and PhD degrees. Graduates have demonstrated success in integrating science into their academic medical careers. However, for unknown reasons, orthopaedic surgery, more than other specialties, has struggled to recruit and retain physician-scientists, who possess a skill set evermore rare in today's increasingly complicated medical and scientific landscape. While the reasons for this shortfall have yet to be completely elucidated, one thing is clear: If orthopaedics is to make significant advances in the diagnosis and treatment of musculoskeletal diseases and injuries, recruitment of the very best and brightest physician-scientists to orthopaedics must become a priority. This commentary explores potential explanations for current low-recruitment success regarding future orthopaedic surgeon-scientists, and discusses avenues for resolution.

Forest Owners' Response to Climate Change: University Education Trumps Value Profile.

PubMed

Blennow, Kristina; Persson, Johannes; Persson, Erik; Hanewinkel, Marc

2016-01-01

Do forest owners' levels of education or value profiles explain their responses to climate change? The cultural cognition thesis (CCT) has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile.

Examining the effects of a DNA fingerprinting workshop on science teachers' professional development and student learning

NASA Astrophysics Data System (ADS)

Sonmez, Duygu

The 21st century has become the age of biology with the completion of the human genome project and other milestone discoveries. Recent progress has redefined what it means to be scientifically literate, which is the ultimate goal in science education. "What students should know?" "What needs to be taught?" These questions lead to reformulation of the science curriculum due to the changing nature of scientific knowledge. Molecular biology is increasingly emphasized in the science curriculum along with applications of the latest developments within our daily lives, such as medicine or legal matters. However, many schools and classrooms exclude the latest advances in molecular genetics from science curriculum and even teach biology as a non-laboratory science. Many science educators wonder what can be done to help every child gain meaningful experiences with molecular genetics. Limited content knowledge among teachers due to the changing nature of scientific knowledge, and the rapid discoveries in technology are known to be a part of the problem for teachers, especially for teachers who have been in the workforce for many years. A major aim of professional development is to help teachers cope with the advances in scientific knowledge and provide paths for teachers to continually improve their knowledge and skills. The expectation is that increased knowledge and skills among teachers will be reflected in student achievement. Professional development is typically offered in a variety of formats, from short-term, one-shot workshop approaches to long term courses. The effectiveness of short-term exposures, though, is in many cases is questionable. One of the issues appears to be the gap between the incidence of teachers' attendance at professional development programs and the incidence of implementation in participants' classrooms. This study focuses on this issue by exploring the relationship between teachers' professional development attendance and their implementation behavior. The goal is to understand what factors affect teachers' decision making to implement the new knowledge and skills in their classrooms. For this purpose, the study focuses on the effects of a DNA fingerprinting workshop, which has been developed and is regularly offered by a large Midwestern university in the United States for secondary science teachers and their students through cooperation between the university and a large Midwestern public school district. The workshop focuses on the biotechnology applications of genetics---specifically, use of DNA fingerprinting technology in different areas of social life---while forensic science is emphasized. Results indicate that the teachers' motivation to attend the DNA Fingerprinting professional development workshop was mainly influenced by two variables: (1) the need to improve content knowledge and skills, and (2) requirements associated with current educational policies. Level of content knowledge was also found to be a factor contributing to teachers' motivation to implement the workshop. Concerns related to student maturity and classroom management were also identified as factors influencing teachers' implementation behavior. Evidence that the DNA Fingerprinting workshop can be successfully implemented by classroom teachers was obtained. The DNA fingerprinting workshop was found to be a successful model for packaging professional development experiences for content intensive areas.

Interdisciplinarity, Climate, and Change

NASA Astrophysics Data System (ADS)

Pulwarty, R. S.

2016-12-01

Interdisciplinarity has become synonymous with all things progressive about research and education. This is so not simply because of a philosophical belief in the heterogeneity of knowledge but because of the scientific and social complexities of problems of major concern. The increased demand for improved climate knowledge and information has increased pressure to support planning under changing rates of extremes event occurrence, is well-documented. The application of useful climate data, information and knowledge requires multiple networks and information services infrastructure that support planning and implementation. As widely quoted, Pasteur's quadrant is a label given to a class of scientific research methodologies that seeks fundamental understanding of scientific problems and, simultaneously, to benefit society-what Stokes called "use-inspired research". Innovation, in this context, has been defined as "the process by which individuals and organizations generate new ideas and put them into practice". A growing number of research institutes and programs have begun developing a cadre of professionals focused on integrating basic and applied research in areas such as climate risk assessment and adaptation. There are now several examples of where researchers and teams have crafted examples that include affected communities. In this presentation we will outline the lessons from several efforts including the PACE program, the RISAs, NIDIS, the Climate Services Information System and other interdisciplinary service-oriented efforts in which the author has been involved. Some early lessons include the need to: Recognize that key concerns of social innovation go beyond the projections of climate and other global changes to embrace multiple methods Continue to train scientists of all stripes of disciplinary norms, but higher education should also prepare students who plan to seek careers outside of academia by increasing flexibility in graduate training programs Develop and support boundary institutions that span research, monitoring, prototype development and practice but recognize both the benefits and the limits of co-production Design more comprehensive metrics for evaluation to combat perceptions that interdisciplinary work is only a sideline to a traditional academic career.

Towards AN Integrated Scientific and Social Case for Human Space Exploration

NASA Astrophysics Data System (ADS)

Crawford, I. A.

2004-06-01

I will argue that an ambitious programme of human space exploration, involving a return to the Moon, and eventually human missions to Mars, will add greatly to human knowledge. Gathering such knowledge is the primary aim of science, but science’s compartmentalisation into isolated academic disciplines tends to obscure the overall strength of the scientific case. Any consideration of the scientific arguments for human space exploration must therefore take a holistic view, and integrate the potential benefits over the entire spectrum of human knowledge. Moreover, science is only one thread in a much larger overall case for human space exploration. Other threads include economic, industrial, educational, geopolitical and cultural benefits. Any responsibly formulated public space policy must weigh all of these factors before deciding whether or not an investment in human space activities is scientifically and socially desirable.

Co-production of knowledge: An Inuit Indigenous Knowledge perspective

NASA Astrophysics Data System (ADS)

Daniel, R.; Behe, C.

2017-12-01

A "co-production of knowledge" approach brings together different knowledge systems while building equitable and collaborative partnerships from `different ways of knowing.' Inuit Indigenous Knowledge is a systematic way of thinking applied to phenomena across biological, physical, cultural and spiritual systems; rooted with a holistic understanding of ecosystems (ICC Alaska 2016). A holistic image of Arctic environmental change is attained by bringing Indigenous Knowledge (IK) holders and scientists together through a co-production of knowledge framework. Experts from IK and science should be involved together from the inception of a project. IK should be respected as its own knowledge system and should not be translated into science. A co-production of knowledge approach is important in developing adaptation policies and practices, for sustainability and to address biodiversity conservation (Daniel et al. 2016). Co-production of knowledge is increasingly being recognized by the scientific community at-large. However, in many instances the concept is being incorrectly applied. This talk will build on the important components of co-production of knowledge from an Inuit perspective and specifically IK. In this presentation we will differentiate the co-production of knowledge from a multi-disciplinary approach or multi-evidence based decision-making. We underscore the role and value of different knowledge systems with different methodologies and the need for collaborative approaches in identifying research questions. We will also provide examples from our experiences with Indigenous communities and scientists in the Arctic. References: Inuit Circumpolar Council of Alaska. 2016. Alaskan Inuit Food Security Conceptual Framework: How to Assess the Arctic From An Inuit Perspective, 201pp. Daniel, R., C. Behe, J. Raymond-Yakoubian, E. Krummel, and S. Gearhead. Arctic Observing Summit White Paper Synthesis, Theme 6: Interfacing Indigenous Knowledge, Community-based Monitoring and Scientific Methods for Sustained Arctic Observations. http://www.arcticobservingsummit.org/sites/arcticobservingsummit.org/files/Daniel_Laing_Kielsen%20Holm_et_al-AOS2016-Theme-6-IK-CBM-Synthesis-updated-2016-04.pdf

Science in the everyday world: Why perspectives from the history of science matter.

PubMed

Pandora, Katherine; Rader, Karen A

2008-06-01

The history of science is more than the history of scientists. This essay argues that various modem "publics" should be counted as belonging within an enlarged vision of who constitutes the "scientific community"--and describes how the history of science could be important for understanding their experiences. It gives three examples of how natural knowledge-making happens in vernacular contexts: Victorian Britain's publishing experiments in "popular science" as effective literary strategies for communicating to lay and specialist readers; twentieth-century American science museums as important and contested sites for conveying both scientific ideas and ideas about scientific practice; and contemporary mass-mediated images of the "ideal" scientist as providing counternarratives to received professional scientific norms. Finally, it suggests how humanistic knowledge might help both scientists and historians grapple more effectively with contemporary challenges presented by science in public spheres. By studying the making and elaboration of scientific knowledge within popular culture, historians of science can provide substantively grounded insights into the relations between the public and professionals.

The coexistence of alternative and scientific conceptions in physics

NASA Astrophysics Data System (ADS)

Ozdemir, Omer F.

The purpose of this study was to inquire about the simultaneous coexistence of alternative and scientific conceptions in the domain of physics. This study was particularly motivated by several arguments put forward in opposition to the Conceptual Change Model. In the simplest form, these arguments state that people construct different domains of knowledge and different modes of perception in different situations. Therefore, holding different conceptualizations is unavoidable and expecting a replacement in an individual's conceptual structure is not plausible in terms of instructional practices. The following research questions were generated to inquire about this argument: (1) Do individuals keep their alternative conceptions after they have acquired scientific conceptions? (2) Assuming that individuals who acquired scientific conceptions also have alternative conceptions, how are these different conceptions nested in their conceptual structure? (3) What kind of knowledge, skills, and reasoning are necessary to transfer scientific principles instead of alternative ones in the construction of a valid model? Analysis of the data collected from the non-physics group indicated that the nature of alternative conceptions is framed by two types of reasoning: reasoning by mental simulation and semiformal reasoning. Analysis of the data collected from the physics group revealed that mental images or scenes feeding reasoning by mental simulation had not disappeared after the acquisition of scientific conceptions. The analysis of data also provided enough evidence to conclude that alternative principles feeding semiformal reasoning have not necessarily disappeared after the acquisition of scientific conceptions. However, in regard to semiformal reasoning, compartmentalization was not as clear as the case demonstrated in reasoning by mental simulation; instead semiformal and scientific reasoning are intertwined in a way that the components of semiformal reasoning can easily take their place among the components of scientific reasoning. In spite of the fact that the coexistence of multiple conceptions might obstruct the transfer of scientific conceptions in problem-solving situations, several factors stimulating the use of scientific conceptions were noticed explicitly. These factors were categorized as follows: (a) the level of individuals' domain specific knowledge in the corresponding field, (b) the level of individuals' knowledge about the process of science (how science generates its knowledge claims), (c) the level of individuals' awareness of different types of reasoning and conceptions, and (d) the context in which the problem is situated. (Abstract shortened by UMI.)

7 CFR 3400.21 - Scientific peer review for research activities.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 15 2011-01-01 2011-01-01 false Scientific peer review for research activities. 3400... § 3400.21 Scientific peer review for research activities. Scientific peer review is an evaluation of a... with the scientific knowledge and technical skills to conduct the proposed research work. Peer...

A conceptual framework for understanding the perspectives on the causes of the science-practice gap in ecology and conservation.

PubMed

Bertuol-Garcia, Diana; Morsello, Carla; N El-Hani, Charbel; Pardini, Renata

2018-05-01

Applying scientific knowledge to confront societal challenges is a difficult task, an issue known as the science-practice gap. In Ecology and Conservation, scientific evidence has been seldom used directly to support decision-making, despite calls for an increasing role of ecological science in developing solutions for a sustainable future. To date, multiple causes of the science-practice gap and diverse approaches to link science and practice in Ecology and Conservation have been proposed. To foster a transparent debate and broaden our understanding of the difficulties of using scientific knowledge, we reviewed the perceived causes of the science-practice gap, aiming to: (i) identify the perspectives of ecologists and conservation scientists on this problem, (ii) evaluate the predominance of these perspectives over time and across journals, and (iii) assess them in light of disciplines studying the role of science in decision-making. We based our review on 1563 sentences describing causes of the science-practice gap extracted from 122 articles and on discussions with eight scientists on how to classify these sentences. The resulting process-based framework describes three distinct perspectives on the relevant processes, knowledge and actors in the science-practice interface. The most common perspective assumes only scientific knowledge should support practice, perceiving a one-way knowledge flow from science to practice and recognizing flaws in knowledge generation, communication, and/or use. The second assumes that both scientists and decision-makers should contribute to support practice, perceiving a two-way knowledge flow between science and practice through joint knowledge-production/integration processes, which, for several reasons, are perceived to occur infrequently. The last perspective was very rare, and assumes scientists should put their results into practice, but they rarely do. Some causes (e.g. cultural differences between scientists and decision-makers) are shared with other disciplines, while others seem specific to Ecology and Conservation (e.g. inadequate research scales). All identified causes require one of three general types of solutions, depending on whether the causal factor can (e.g. inadequate research questions) or cannot (e.g. scientific uncertainty) be changed, or if misconceptions (e.g. undervaluing abstract knowledge) should be solved. The unchanged predominance of the one-way perspective over time may be associated with the prestige of evidence-based conservation and suggests that debates in Ecology and Conservation lag behind trends in other disciplines towards bidirectional views ascribing larger roles to decision-makers. In turn, the two-way perspective seems primarily restricted to research traditions historically isolated from mainstream conservation biology. All perspectives represented superficial views of decision-making by not accounting for limits to human rationality, complexity of decision-making contexts, fuzzy science-practice boundaries, ambiguity brought about by science, and different types of knowledge use. However, joint knowledge-production processes from the two-way perspective can potentially allow for democratic decision-making processes, explicit discussions of values and multiple types of science use. To broaden our understanding of the interface and foster productive science-practice linkages, we argue for dialogue among different research traditions within Ecology and Conservation, joint knowledge-production processes between scientists and decision-makers and interdisciplinarity across Ecology, Conservation and Political Science in both research and education. © 2017 Cambridge Philosophical Society.

Becoming Chemists through Game-Based Inquiry Learning: The Case of "Legends of Alkhimia"

ERIC Educational Resources Information Center

Chee, Yam San; Tan, Kim Chwee Daniel

2012-01-01

Traditional modes of chemistry education in schools focus on imparting chemistry knowledge to students via instruction. Consequently, students often acquire the mistaken understanding that scientific knowledge comprises a fixed body of "proven" facts. They fail to comprehend that the construction of scientific understanding is a human…

Silviculture research: The intersection of science and art across generations

Treesearch

Theresa B. Jain

2013-01-01

A research silviculturist's work is firmly grounded in the scientific method to acquire knowledge on forest dynamics. They also integrate information from numerous sources to produce new knowledge not readily identified by single studies. Results and interpretation subsequently provide the scientific foundation for developing management decisions and strategies....

An Evaluation of Text Mining Tools as Applied to Selected Scientific and Engineering Literature.

ERIC Educational Resources Information Center

Trybula, Walter J.; Wyllys, Ronald E.

2000-01-01

Addresses an approach to the discovery of scientific knowledge through an examination of data mining and text mining techniques. Presents the results of experiments that investigated knowledge acquisition from a selected set of technical documents by domain experts. (Contains 15 references.) (Author/LRW)

Things You Should Not Believe in Science

ERIC Educational Resources Information Center

Taber, Keith S.

2017-01-01

This article considers the relationship between belief and learning science. It is argued that belief in science (as a process) needs to be distinguished from belief in particular scientific ideas and knowledge claims. Scientific knowledge is theoretical and provisional--something to be adopted for its utility, not as articles of faith. The…

The California spotted owl: current state of knowledge

Treesearch

R.J. Gutiérrez; Patricia N. Manley; Peter A. Stine

2017-01-01

This conservation assessment represents a comprehensive review by scientists of the current scientific knowledge about the ecology, habitat use, population dynamics, and current threats to the viability of the California spotted owl (Strix occidentalis). It is based primarily on peer-reviewed published information with an emphasis on new scientific...

Diffusion and utilization of scientific and technological knowledge within state and local governments

NASA Technical Reports Server (NTRS)

Feller, I.; Flanary, P. E.

1979-01-01

The state-of-the-art is reviewed concerning current knowledge of processes by which technological innovation and scientific information are disseminated among state and local governments. The effectiveness of various mechanisms, strategies, and approaches by which federal agencies have sought to transfer technology to state, regional, and city governments are assessed. It is concluded that the existing relationships between the state and local governments, and the scientific communities are not adequate.

The use of audio-visual methods in radiology and physics courses

NASA Astrophysics Data System (ADS)

Holmberg, Peter

1987-03-01

Today's medicine utilizes sophisticated equipment for radiological, biochemical and microbiological investigation procedures and analyses. Hence it is necessary that physicians have adequate scientific and technical knowledge of the apparatus they are using so that the equipment can be used in the most effective way. Partly this knowledge is obtained from science-orientated courses in the preclinical stage of the study program for medical students. To increase the motivation to study science-courses (medical physics) audio-visual methods are used to describe diagnostic and therapeutic procedures in the clinical routines.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 9: Summary report to phase 3 faculty and student respondents including frequency distributions

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Kennedy, John M.; White, Terry F.

1991-01-01

This project is designed to explore the diffusion of scientific and technical information (STI) throughout the aerospace industry. The increased international competition and cooperation in the industry promises to significantly affect the STI standards of U.S. aerospace engineers and scientists. Therefore, it is important to understand the aerospace knowledge diffusion process itself and its implications at the individual, organizational, national, and international levels. Examined here is the role of STI in the academic aerospace community.

Synergy between scientific advancement and technological innovation, illustrated by a mechanism-based model characterizing sodium-glucose cotransporter-2 inhibition.

PubMed

Zhang, Liping; Ng, Chee M; List, James F; Pfister, Marc

2010-09-01

Advances in experimental medicine and technological innovation during the past century have brought tremendous progress in modern medicine and generated an ever-increasing amount of data from bench and bedside. The desire to extend scientific knowledge motivates effective data integration. Technological innovation makes this possible, which in turn accelerates the advancement in science. This mutually beneficial interaction is illustrated by the development of an expanded mechanism-based model for understanding a novel mechanism, sodium-glucose cotransporter-2 SGLT2 inhibition for potential treatment of type 2 diabetes mellitus.

PVDaCS - A prototype knowledge-based expert system for certification of spacecraft data

NASA Technical Reports Server (NTRS)

Wharton, Cathleen; Shiroma, Patricia J.; Simmons, Karen E.

1989-01-01

On-line data management techniques to certify spacecraft information are mandated by increasing telemetry rates. Knowledge-based expert systems offer the ability to certify data electronically without the need for time-consuming human interaction. Issues of automatic certification are explored by designing a knowledge-based expert system to certify data from a scientific instrument, the Orbiter Ultraviolet Spectrometer, on an operating NASA planetary spacecraft, Pioneer Venus. The resulting rule-based system, called PVDaCS (Pioneer Venus Data Certification System), is a functional prototype demonstrating the concepts of a larger system design. A key element of the system design is the representation of an expert's knowledge through the usage of well ordered sequences. PVDaCS produces a certification value derived from expert knowledge and an analysis of the instrument's operation. Results of system performance are presented.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mendell, Mark J.

This report briefly summarizes, based on recent review articles and selected more recent research reports, current scientific knowledge on two topics: assessing unhealthy levels of indoor D/M in homes and remediating home dampness-related problems to protect health. Based on a comparison of current scientific knowledge to that required to support effective, evidence-based, health-protective policies on home D/M, gaps in knowledge are highlighted, prior questions and research questions specified, and necessary research activities and approaches recommended.

Knowledge of Chlamydia trachomatis among men and women approached to participate in community-based screening, Scotland, UK.

PubMed

Lorimer, Karen; Hart, Graham J

2010-12-30

Poor awareness and knowledge of Chlamydia trachomatis could be a barrier to uptake of screening. This study aimed to determine the level of awareness and knowledge of chlamydia among young people who were being approached in a variety of community settings and offered opportunistic screening. Men and women aged 16-24 years were approached in education, health and fitness, and workplace settings and invited to complete a self-administered questionnaire then provide a urine sample for chlamydia testing. Follow-up semi-structured interviews with 24 respondents were carried out after test results were received. 363 questionnaires were completed (43.5% from men). Whilst awareness of chlamydia was high, knowledge decreased as questions became increasingly focussed so that around half of respondents were unaware of the asymptomatic nature of chlamydia infections. Men's knowledge of symptoms was consistently lower than women's, with most men failing to identify unusual discharge as a symptom in men (men 58.3%, female 45.8%, p = 0.019); fewer men knew unusual discharge was a symptom among women (men 65.3% female 21.4%, p < 0.001). The asymptomatic nature of the infection resonated with respondents and was the commonest piece of information they picked up from their participation in the study. Despite scientific gains in understanding chlamydia infection, public understanding remains limited. Greater efforts are required to translate scientific evidence to the public. An improvement in knowledge may maximise gains from interventions to improve detection.

NASA Nice Climate Change Education

NASA Astrophysics Data System (ADS)

Frink, K.; Crocker, S.; Jones, W., III; Marshall, S. S.; Anuradha, D.; Stewart-Gurley, K.; Howard, E. M.; Hill, E.; Merriweather, E.

2013-12-01

Authors: 1 Kaiem Frink, 4 Sherry Crocker, 5 Willie Jones, III, 7 Sophia S.L. Marshall, 6 Anuadha Dujari 3 Ervin Howard 1 Kalota Stewart-Gurley 8 Edwinta Merriweathe Affiliation: 1. Mathematics & Computer Science, Virginia Union University, Richmond, VA, United States. 2. Mathematics & Computer Science, Elizabeth City State Univ, Elizabeth City, NC, United States. 3. Education, Elizabeth City State University, Elizabeth City, NC, United States. 4. College of Education, Fort Valley State University , Fort Valley, GA, United States. 5. Education, Tougaloo College, Jackson, MS, United States. 6. Mathematics, Delaware State University, Dover, DE, United States. 7. Education, Jackson State University, Jackson, MS, United States. 8. Education, Alabama Agricultural and Mechanical University, Huntsville, AL, United States. ABSTRACT: In this research initiative, the 2013-2014 NASA NICE workshop participants will present best educational practices for incorporating climate change pedagogy. The presentation will identify strategies to enhance instruction of pre-service teachers to aligned with K-12 Science, Technology, Engineering and Mathematics (STEM) standards. The presentation of best practices should serve as a direct indicator to address pedagogical needs to include climate education within a K-12 curriculum Some of the strategies will include inquiry, direct instructions, and cooperative learning . At this particular workshop, we have learned about global climate change in regards to how this is going to impact our life. Participants have been charged to increase the scientific understanding of pre-service teachers education programs nationally to incorporate climate education lessons. These recommended practices will provide feasible instructional strategies that can be easily implemented and used to clarify possible misconceptions and ambiguities in scientific knowledge. Additionally, the presentation will promote an awareness to the many facets in which climate change education can be beneficial to future learners and general public. The main scope is to increase the amount of STEM knowledge throughout the nations scientific literacy as we are using the platform of climate change. Federal entities which may include but not limited to National Security Agency and the Department of Homeland Security and Management will serve as resources partners for this common goal of having a more knowledgeable technological savvy and scientific literate society. The presentation will show that incorporating these best practices into elementary and early childhood education undergraduate programs will assist with increasing a enhance scientific literate society. As a measurable outcome have a positive impact on instructional effectiveness of future teachers. Their successfully preparing students in meeting the standards of the Common Core Initiative will attempt to measure across the curriculum uniformly.

Western teachers of science or teachers of Western science: On the influence of Western modern science in a post-colonial context

NASA Astrophysics Data System (ADS)

Burke, Lydia E. Carol-Ann

An expanding body of research explores the social, political, cultural and personal challenges presented by the Western emphasis of curricula around the world. The aim of my study is to advance this field of inquiry by gaining insight into perceptions of Western modern science presented by students, teachers and administrators in a given Caribbean setting. Through this study I asked how my research participants described the nature of scientific knowledge, how they related scientific knowledge to other culturally-valued knowledges and the meanings they attached to the geographic origins of science teachers. Situating this work firmly within the practice of Foucauldian critical discourse analysis, I have utilised a conceptual framework defined by the power/knowledge and complicity/resistance themes of post-colonial theory to support my interpretation of participant commentary in an overall quest that is concerned about the ways in which Western modern science might be exerting a colonising influence. Fourteen students, nine teachers (both expatriate and local) and three administrators participated in the study. I combined a semi-structured question and answer interview format with a card sort activity. I used a procedure based on my own adaptation of Stephenson's Q methodology, where the respondents placed 24 statements hierarchically along a continuum of increasing strength of agreement, presenting their rationalisations, personal stories and illustrations as they sorted. I used an inverse factor analysis, in combination with the interview transcripts, to assist me in the identification of three discourse positions described by my research participants: The truth value of scientific knowledge, The pragmatic use of science to promote progress, and The priority of cultural preservation. The interview transcripts were also analysed for emergent themes, providing an additional layer of data interpretation. The research findings raise concerns regarding the hegemonic potency of certain scientific assumptions and assertions of participants, leading me to emphasise the importance of developing teachers' knowledge of the historical, philosophical and social background of Western modern science as well as focusing on developing the conceptual and intellectual engagement of students with Western modern science without demanding the kind of belief commitment that would insist that students replace alternative modes of meaning making.

Human dimension in scientific models in high-mountain climate change and risk projects: Peruvian-Swiss experiences

NASA Astrophysics Data System (ADS)

Vicuña, Luis; Jurt, Christine; Minan, Fiorella; Huggel, Christian

2014-05-01

Models in a range of scientific disciplines are increasingly seen as indispensable for successful adaptation. Governments as well as international organizations and cooperations put their efforts in basing their adaptation projects on scientific results. Thereby, it is critical that scientific models are first put into the particular context in which they will be applied. This paper addresses the experience of the project 'Glaciers 513- Climate change adaptation and disaster risk management for glacier retreat in the Andes' conducted in the districts of Carhuaz (Ancash region) and Santa Teresa (Cusco region) in Peru. The Peruvian and the Swiss governments put their joint efforts in an adaptation project in the context of climate change and the retreat of the glaciers. The project is led by a consortium of Care Peru and the University of Zurich with additional Swiss partners and its principal aim is to improve the capacity for integral adaptation and reduce the risk of disasters from glaciers and high-mountain areas, and effects of climate change, particularly in the regions of Cusco and Ancash. The paper shows how the so called "human dimension" on the one hand, and models from a range of disciplines, including climatology, glaciology, and hydrology on the other hand, were conceptualized and perceived by the different actors involved in the project. Important aspects have been, among others, the role of local knowledge including ancestral knowledge, demographic information, socio-economic indicators as well as the social, political and cultural framework and the historical background. Here we analyze the role and context of local knowledge and the historical background. The analysis of the implications of the differences and similarities of the perceptions of a range of actors contributes to the discussion about how, and to what extent scientific models can be contextualized, what kind of information can be helpful for the contextualization and how it can be obtained. The results, thus, should contribute to more concerted, locally based and accepted risk and adaptation measures.

A network of schools for a natural hazard laboratory

NASA Astrophysics Data System (ADS)

Occhipinti, S.

2012-04-01

With the Department of Education of the Aosta Valley - Italy - I have been engaged, for a long time, to promote initiatives with the aim to disseminate scientific culture in order to support teachers in their work and to foster in students the acquisition of scientific knowledge, skills and literacy, as required by the international standards of OECD and TIMSS. For this purpose, a network including all schools has been built, with the aim to promote the co-construction of standards of knowledge, a shared and effective use of resources and tools, of good practices, particularly those experiences based on a deductive, constructivist and Inquiry based approach. SCIENCE IN THE NETWORK: a Regional Science Centre has been built, with the aim to share experimental protocols and scientific instruments, to rationalize expenses, with hands-on individual workstations, high level instruments, but also rough materials. Students of all classes and all ages learn how to use scientific instruments, as required by an "up to date" school. A NETWORK OF PROJECTS: A NATURAL HAZARDS LABORATORY, with many others, has been set up, in cooperation with all regional stakeholders, with the aim to promote in all the schools a shared knowledge of the landscape, of its geological and geomorphologic evolution, with the aim to spread the culture of natural hazards and of prevention, to increase the sensitivity for an intelligent, supportive and sustainable use of the territory, environmentally aware of the natural dynamics. Students can experiment, using technical or wooden made instruments, the effects that natural phenomena, action of waters, ice and gravity can product on outcrops and landscape and to apply to local contest the relationship between the concept of hazard, risk and vulnerability.

The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective

NASA Astrophysics Data System (ADS)

Kim, Mijung

This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in contemporary science teaching.

Using distant supervised learning to identify protein subcellular localizations from full-text scientific articles.

PubMed

Zheng, Wu; Blake, Catherine

2015-10-01

Databases of curated biomedical knowledge, such as the protein-locations reflected in the UniProtKB database, provide an accurate and useful resource to researchers and decision makers. Our goal is to augment the manual efforts currently used to curate knowledge bases with automated approaches that leverage the increased availability of full-text scientific articles. This paper describes experiments that use distant supervised learning to identify protein subcellular localizations, which are important to understand protein function and to identify candidate drug targets. Experiments consider Swiss-Prot, the manually annotated subset of the UniProtKB protein knowledge base, and 43,000 full-text articles from the Journal of Biological Chemistry that contain just under 11.5 million sentences. The system achieves 0.81 precision and 0.49 recall at sentence level and an accuracy of 57% on held-out instances in a test set. Moreover, the approach identifies 8210 instances that are not in the UniProtKB knowledge base. Manual inspection of the 50 most likely relations showed that 41 (82%) were valid. These results have immediate benefit to researchers interested in protein function, and suggest that distant supervision should be explored to complement other manual data curation efforts. Copyright © 2015 Elsevier Inc. All rights reserved.

From "sit and listen" to "shake it out yourself": Helping urban middle school students to bridge personal knowledge to scientific knowledge through a collaborative environmental justice curriculum

NASA Astrophysics Data System (ADS)

Sadeh, Shamu Fenyvesi

Science education and environmental education are not meeting the needs of marginalized communities such as urban, minority, and poor communities (Seller, 2001; U.S. Environmental Protection Agency [EPA], 1996). There exists an equity gap characterized by the racial and socioeconomic disparities in: levels of participation in scientific and environmental careers and environmental organizations (Lewis & James, 1995; Sheppard, 1995), access to appropriate environmental education programs (U.S. EPA, 1996), exposure to environmental toxins (Bullard, 1993), access to environmental amenities and legal protections (Bullard, 1993), and in grades and standardized test scores in K-12 science (Jencks & Phillips, 1998; Johnston & Viadero, 2000). Researchers point to the cultural divide between home and school culture as one of the reasons for the equity gap in science education (Barton, 2003; Delpit, 1995; Seiler, 2001). This study is designed to address the equity gap by helping students connect personal/cultural knowledge to scientific knowledge. A collaborative action research study was conducted in 8th-grade science classrooms of low-income African American and Latino students. The participating teacher and the researcher developed, enacted and evaluated a curriculum that elicited students' personal and cultural knowledge in the investigation of local community issues. Using qualitative methods, data were collected through student and teacher interviews, observation, and written documents. Data were analyzed to answer questions on student participation and learning, bridging between personal and scientific knowledge, and student empowerment. The most compelling themes from the data were described as parts of three stories: tensions between the empire of school and the small student nation, bridging between the two nations, and students gaining empowerment. This study found that the bridging the curriculum intended was successful in that many students brought personal knowledge to class and started to bring scientific knowledge into their personal worlds. Students translated between scientific language and their own language, displayed an understanding of community environmental health issues, and expressed a sense of empowerment as students and community members. Recommendations to science educators and researchers included: eliciting students' personal and cultural knowledge in the classroom, helping students to create new ways of participating in science, and engaging in collaborative research efforts.

Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims

ERIC Educational Resources Information Center

Brickman, Peggy; Gormally, Cara; Francom, Greg; Jardeleza, Sarah E.; Schutte, Virginia G. W.; Jordan, Carly; Kanizay, Lisa

2012-01-01

Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a…

Development of an Empirically Based Learning Performances Framework for Third-Grade Students' Model-Based Explanations about Plant Processes

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.

2016-01-01

To develop scientific literacy, elementary students should engage in knowledge building of core concepts through scientific practice (Duschl, Schweingruber, & Schouse, 2007). A core scientific practice is engagement in scientific modeling to build conceptual understanding about discipline-specific concepts. Yet scientific modeling remains…

A Critical Time for Medical Education: The Perils of Competence-Based Reform of the Curriculum

ERIC Educational Resources Information Center

Malone, Karen; Supri, Salinder

2012-01-01

Rapid expansion in scientific knowledge, changes in medical practice, and greater demands from patients and society necessitate reform of the medical curriculum. In recognition of this, medical educators across the world have recommended the adoption of competence-based education. This is intended to increase the rigour and relevance of the…

How Do Detergents Work? A Qualitative Assay to Measure Amylase Activity

ERIC Educational Resources Information Center

Novo, M. Teresa; Casanoves, Marina; Garcia-Vallvé, Santi; Pujadas, Gerard; Mulero, Miquel; Valls, Cristina

2016-01-01

We present a practical activity focusing on two main goals: to give learners the opportunity to experience how the scientific method works and to increase their knowledge about enzymes in everyday situations. The exercise consists of determining the amylase activity of commercial detergents. The methodology is based on a qualitative assay using a…

Moving Forward: State Engagement with the Next Generation Science Standards. Special re:VISION Insert. Issue 5

ERIC Educational Resources Information Center

Hunt Institute, 2014

2014-01-01

A rigorous K-12 science education builds student knowledge in core scientific content and equips students to analyze problems, use evidence, and investigate solutions. The education requirements of careers across the economy are increasing and all students--regardless of whether they pursue science as a career--need greater proficiency in the…

Research Prototype: Automated Analysis of Scientific and Engineering Semantics

NASA Technical Reports Server (NTRS)

Stewart, Mark E. M.; Follen, Greg (Technical Monitor)

2001-01-01

Physical and mathematical formulae and concepts are fundamental elements of scientific and engineering software. These classical equations and methods are time tested, universally accepted, and relatively unambiguous. The existence of this classical ontology suggests an ideal problem for automated comprehension. This problem is further motivated by the pervasive use of scientific code and high code development costs. To investigate code comprehension in this classical knowledge domain, a research prototype has been developed. The prototype incorporates scientific domain knowledge to recognize code properties (including units, physical, and mathematical quantity). Also, the procedure implements programming language semantics to propagate these properties through the code. This prototype's ability to elucidate code and detect errors will be demonstrated with state of the art scientific codes.

Students’ scientific production: a proposal to encourage it.

PubMed

Corrales-Reyes, Ibraín Enrique; Dorta-Contreras, Alberto Juan

2018-01-31

The scientific production of medical students in Latin America, is poor and below their potential. The reason for this is the low theoretical and practical knowledge of scientific writing, a low margin for new knowledge generation, a heavy academic and clinical load, and the expected profile of the medical school graduate. In the present short communication, we propose teaching courses in research methodology, scientific writing in English and Spanish, a personalized search for students and mentors with research aptitudes. Also, we propose academic and material stimuli for publishing, rewards for the best papers made by students and the development and support of scientific student journals. Other proposals are the requirement to publish a paper for graduation, and sharing the most outstanding experiences.

Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

PubMed Central

Clarke, H. David; Horton, Jonathan L.

2014-01-01

In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. PMID:25185223

Contesting epistemic authority: Conspiracy theories on the boundaries of science.

PubMed

Harambam, Jaron; Aupers, Stef

2015-05-01

Conspiracy theories are immensely popular today, yet in the social sciences they are often dismissed as "irrational," "bad science," or "religious belief." In this study, we take a cultural sociological approach and argue that this persistent disqualification is a form of "boundary work" that obscures rather than clarifies how and why conspiracy theorists challenge the epistemic authority of science. Based on a qualitative study of the Dutch conspiracy milieu, we distinguish three critiques that are motivated by encounters with scientific experts in everyday life: the alleged dogmatism of modern science, the intimate relation of scientific knowledge production with vested interests, and the exclusion of lay knowledge by scientific experts forming a global "power elite." Given their critique that resonates with social scientific understandings of science, it is concluded that conspiracy theorists compete with (social) scientists in complex battles for epistemic authority in a broader field of knowledge contestation. © The Author(s) 2014.

Exploring the Changes in Students' Understanding of the Scientific Method Using Word Associations

ERIC Educational Resources Information Center

Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin

2015-01-01

A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them "experiment," "science fair," and "hypothesis," is used to probe the students' knowledge structures.…

Bayesian Statistics in Educational Research: A Look at the Current State of Affairs

ERIC Educational Resources Information Center

König, Christoph; van de Schoot, Rens

2018-01-01

The ability of a scientific discipline to build cumulative knowledge depends on its predominant method of data analysis. A steady accumulation of knowledge requires approaches which allow researchers to consider results from comparable prior research. Bayesian statistics is especially relevant for establishing a cumulative scientific discipline,…

Development of an Empirically Based Questionnaire to Investigate Young Students' Ideas about Nature of Science

ERIC Educational Resources Information Center

Chen, Sufen; Chang, Wen-Hua; Lieu, Sang-Chong; Kao, Huey-Lien; Huang, Mao-Tsai; Lin, Shu-Fen

2013-01-01

This study developed an empirically based questionnaire to monitor young learners' conceptions of nature of science (NOS). The questionnaire, entitled Students' Ideas about Nature of Science (SINOS), measured views on theory-ladenness, use of creativity and imagination, tentativeness of scientific knowledge, durability of scientific knowledge,…

Measuring the Disparities between Biology Undergraduates' Perceptions and Their Actual Knowledge of Scientific Literature with Clickers

ERIC Educational Resources Information Center

Bandyopadhyay, Aditi

2013-01-01

This article demonstrates an innovative method used to determine the need for information literacy among science undergraduate students at Adelphi University. Using clickers technology, this study measured the disconnect between biology undergraduates' perceived and actual knowledge of scientific literature. The quantitative data collected in the…

Resistances to Scientific Knowledge Production of Comparative Measurements of Dropout and Completion in European Higher Education

ERIC Educational Resources Information Center

Carlhed, Carina

2017-01-01

The article is a critical sociological analysis of current transnational practices on creating comparable measurements of dropout and completion in higher education and the consequences for the conditions of scientific knowledge production on the topic. The analysis revolves around questions of epistemological, methodological and symbolic types…

ScienceDesk Project Overview

NASA Technical Reports Server (NTRS)

Keller, Richard M.; Norvig, Peter (Technical Monitor)

2000-01-01

NASA's ScienceDesk Project at the Ames Research Center is responsible for scientific knowledge management which includes ensuring the capture, preservation, and traceability of scientific knowledge. Other responsibilities include: 1) Maintaining uniform information access which is achieved through intelligent indexing and visualization, 2) Collaborating both asynchronous and synchronous science teamwork, 3) Monitoring and controlling semi-autonomous remote experimentation.

Lexical Cohesion and Specialized Knowledge in Science and Popular Science Texts.

ERIC Educational Resources Information Center

Myers, Greg

1991-01-01

Examines cohesion in the introductions to some scientific articles and compares the patterns to those from popularizations. Discusses a computational model of cohesion. Argues that readers of scientific articles must have a knowledge of lexical relations to see the implicit cohesion, whereas readers of popularizations must see the cohesive…

From Comparison between Scientists to Gaining Cultural Scientific Knowledge: Leonardo and Galileo

ERIC Educational Resources Information Center

Galili, Igal

2016-01-01

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the…

Contrasting Scientific Knowledge with Knowledge from the Lifeworld: The Dialogic Inclusion Contract

ERIC Educational Resources Information Center

Padros, Maria; Garcia, Rocio; de Mello, Roseli; Molina, Silvia

2011-01-01

The Dialogic Inclusion Contract (DIC) consists in an agreement between the scientific community and social agents to define successful actions aimed at overcoming social exclusion in highly underprivileged areas. Taking the case of a Spanish neighborhood that is generating important transformations, this article explores the process of defining…

Undergraduates' Ability to Recognize Correlational and Causal Language before and after Explicit Instruction

ERIC Educational Resources Information Center

Mueller, Jon F.; Coon, Heather M.

2013-01-01

The ability to distinguish between correlational and causal claims is core knowledge for scientific literacy. News reports of scientific research prominently feature these claims. Thus, this knowledge has significant real-world application, and distinguishing among claims is critical to making sense of the reported research. We constructed an…

The authority of complexity.

PubMed

Stehr, N; Grundmann, R

2001-06-01

The assertion about the unique 'complexity' or the peculiarly intricate character of social phenomena has, at least within sociology, a long, venerable and virtually uncontested tradition. At the turn of the last century, classical social theorists, for example, Georg Simmel and Emile Durkheim, made prominent and repeated reference to this attribute of the subject matter of sociology and the degree to which it complicates, even inhibits the develop and application of social scientific knowledge. Our paper explores the origins, the basis and the consequences of this assertion and asks in particular whether the classic complexity assertion still deserves to be invoked in analyses that ask about the production and the utilization of social scientific knowledge in modern society. We present John Maynard Keynes' economic theory and its practical applications as an illustration. We conclude that the practical value of social scientific knowledge is not dependent on a faithful, in the sense of complete, representation of social reality. Instead, social scientific knowledge that wants to optimize its practicality has to attend and attach itself to elements of social situations that can be altered or are actionable.

Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

NASA Astrophysics Data System (ADS)

Bybee, Rodger; McCrae, Barry

2011-01-01

International assessments provide important knowledge about science education and help inform decisions about policies, programmes, and practices in participating countries. In 2006, science was the primary domain for the Programme for International Student Assessment (PISA), supported by the Organisation for Economic Cooperation and Development (OECD) and conducted by the Australian Council for Educational Research (ACER). Compared to the school curriculum orientation of Trends in International Math and Science Study (TIMSS), PISA provides a perspective that emphasises the application of knowledge to science and technology-related life situations. The orientation of PISA includes both knowledge and attitudes as these contribute to students' competencies that are central to scientific literacy. In addition to students' knowledge and competencies, the 2006 PISA survey gathered data on students' interest in science, support for scientific enquiry, and responsibility towards resources and environments. The survey used both a non-contextualised student questionnaire and contextualised questions. The latter is an innovative approach which embedded attitudinal questions at the conclusion of about two-thirds of the test units. The results presented in this article make connections between students' attitudes and interests in science and scientific literacy.

Translating Knowledge: The role of Shared Learning in Bridging the Science-Application Divide

NASA Astrophysics Data System (ADS)

Moench, M.

2014-12-01

As the organizers of this session state: "Understanding and managing our future relation with the Earth requires research and knowledge spanning diverse fields, and integrated, societally-relevant science that is geared toward solutions." In most cases, however, integration is weak and scientific outputs do not match decision maker requirements. As a result, while scientific results may be highly relevant to society that relevance is operationally far from clear. This paper explores the use of shared learning processes to bridge the gap between the evolving body of scientific information on climate change and its relevance for resilience planning in cities across Asia. Examples related to understanding uncertainty, the evolution of scientific knowledge from different sources, and data extraction and presentation are given using experiences generated over five years of work as part of the Rockefeller Foundation supported Asian Cities Climate Change Resilience Network and other programs. Results suggest that processes supporting effective translation of knowledge between different sources and different applications are essential for the identification of solutions that respond to the dynamics and uncertainties inherent in global change processes.

Featured Article: Genotation: Actionable knowledge for the scientific reader

PubMed Central

Willis, Ethan; Sakauye, Mark; Jose, Rony; Chen, Hao; Davis, Robert L

2016-01-01

We present an article viewer application that allows a scientific reader to easily discover and share knowledge by linking genomics-related concepts to knowledge of disparate biomedical databases. High-throughput data streams generated by technical advancements have contributed to scientific knowledge discovery at an unprecedented rate. Biomedical Informaticists have created a diverse set of databases to store and retrieve the discovered knowledge. The diversity and abundance of such resources present biomedical researchers a challenge with knowledge discovery. These challenges highlight a need for a better informatics solution. We use a text mining algorithm, Genomine, to identify gene symbols from the text of a journal article. The identified symbols are supplemented with information from the GenoDB knowledgebase. Self-updating GenoDB contains information from NCBI Gene, Clinvar, Medgen, dbSNP, KEGG, PharmGKB, Uniprot, and Hugo Gene databases. The journal viewer is a web application accessible via a web browser. The features described herein are accessible on www.genotation.org. The Genomine algorithm identifies gene symbols with an accuracy shown by .65 F-Score. GenoDB currently contains information regarding 59,905 gene symbols, 5633 drug–gene relationships, 5981 gene–disease relationships, and 713 pathways. This application provides scientific readers with actionable knowledge related to concepts of a manuscript. The reader will be able to save and share supplements to be visualized in a graphical manner. This provides convenient access to details of complex biological phenomena, enabling biomedical researchers to generate novel hypothesis to further our knowledge in human health. This manuscript presents a novel application that integrates genomic, proteomic, and pharmacogenomic information to supplement content of a biomedical manuscript and enable readers to automatically discover actionable knowledge. PMID:26900164

Featured Article: Genotation: Actionable knowledge for the scientific reader.

PubMed

Nagahawatte, Panduka; Willis, Ethan; Sakauye, Mark; Jose, Rony; Chen, Hao; Davis, Robert L

2016-06-01

We present an article viewer application that allows a scientific reader to easily discover and share knowledge by linking genomics-related concepts to knowledge of disparate biomedical databases. High-throughput data streams generated by technical advancements have contributed to scientific knowledge discovery at an unprecedented rate. Biomedical Informaticists have created a diverse set of databases to store and retrieve the discovered knowledge. The diversity and abundance of such resources present biomedical researchers a challenge with knowledge discovery. These challenges highlight a need for a better informatics solution. We use a text mining algorithm, Genomine, to identify gene symbols from the text of a journal article. The identified symbols are supplemented with information from the GenoDB knowledgebase. Self-updating GenoDB contains information from NCBI Gene, Clinvar, Medgen, dbSNP, KEGG, PharmGKB, Uniprot, and Hugo Gene databases. The journal viewer is a web application accessible via a web browser. The features described herein are accessible on www.genotation.org The Genomine algorithm identifies gene symbols with an accuracy shown by .65 F-Score. GenoDB currently contains information regarding 59,905 gene symbols, 5633 drug-gene relationships, 5981 gene-disease relationships, and 713 pathways. This application provides scientific readers with actionable knowledge related to concepts of a manuscript. The reader will be able to save and share supplements to be visualized in a graphical manner. This provides convenient access to details of complex biological phenomena, enabling biomedical researchers to generate novel hypothesis to further our knowledge in human health. This manuscript presents a novel application that integrates genomic, proteomic, and pharmacogenomic information to supplement content of a biomedical manuscript and enable readers to automatically discover actionable knowledge. © 2016 by the Society for Experimental Biology and Medicine.

Scientific Caricatures in the Earth Science Classroom: An Alternative Assessment for Meaningful Science Learning

NASA Astrophysics Data System (ADS)

Clary, Renee M.; Wandersee, James H.

2010-01-01

Archive-based, historical research of materials produced during the Golden Age of Geology (1788-1840) uncovered scientific caricatures (SCs) which may serve as a unique form of knowledge representation for students today. SCs played important roles in the past, stimulating critical inquiry among early geologists and fueling debates that addressed key theoretical issues. When historical SCs were utilized in a large-enrollment college Earth History course, student response was positive. Therefore, we offered SCs as an optional assessment tool. Paired t-tests that compared individual students’ performances with the SC option, as well as without the SC option, showed a significant positive difference favoring scientific caricatures ( α = 0.05). Content analysis of anonymous student survey responses revealed three consistent findings: (a) students enjoyed expressing science content correctly but creatively through SCs, (b) development of SCs required deeper knowledge integration and understanding of the content than conventional test items, and (c) students appreciated having SC item options on their examinations, whether or not they took advantage of them. We think that incorporation of SCs during assessment may effectively expand the variety of methods for probing understanding, thereby increasing the mode validity of current geoscience tests.

Word add-in for ontology recognition: semantic enrichment of scientific literature

PubMed Central

2010-01-01

Background In the current era of scientific research, efficient communication of information is paramount. As such, the nature of scholarly and scientific communication is changing; cyberinfrastructure is now absolutely necessary and new media are allowing information and knowledge to be more interactive and immediate. One approach to making knowledge more accessible is the addition of machine-readable semantic data to scholarly articles. Results The Word add-in presented here will assist authors in this effort by automatically recognizing and highlighting words or phrases that are likely information-rich, allowing authors to associate semantic data with those words or phrases, and to embed that data in the document as XML. The add-in and source code are publicly available at http://www.codeplex.com/UCSDBioLit. Conclusions The Word add-in for ontology term recognition makes it possible for an author to add semantic data to a document as it is being written and it encodes these data using XML tags that are effectively a standard in life sciences literature. Allowing authors to mark-up their own work will help increase the amount and quality of machine-readable literature metadata. PMID:20181245

WWW: The Scientific Method

ERIC Educational Resources Information Center

Blystone, Robert V.; Blodgett, Kevin

2006-01-01

The scientific method is the principal methodology by which biological knowledge is gained and disseminated. As fundamental as the scientific method may be, its historical development is poorly understood, its definition is variable, and its deployment is uneven. Scientific progress may occur without the strictures imposed by the formal…

Methodological Problems of Nanotechnoscience

NASA Astrophysics Data System (ADS)

Gorokhov, V. G.

Recently, we have reported on the definitions of nanotechnology as a new type of NanoTechnoScience and on the nanotheory as a cluster of the different natural and engineering theories. Nanotechnology is not only a new type of scientific-engineering discipline, but it evolves also in a “nonclassical” way. Nanoontology or nano scientific world view has a function of the methodological orientation for the choice the theoretical means and methods toward a solution to the scientific and engineering problems. This allows to change from one explanation and scientific world view to another without any problems. Thus, nanotechnology is both a field of scientific knowledge and a sphere of engineering activity, in other words, NanoTechnoScience is similar to Systems Engineering as the analysis and design of large-scale, complex, man/machine systems but micro- and nanosystems. Nano systems engineering as well as Macro systems engineering includes not only systems design but also complex research. Design orientation has influence on the change of the priorities in the complex research and of the relation to the knowledge, not only to “the knowledge about something”, but also to the knowledge as the means of activity: from the beginning control and restructuring of matter at the nano-scale is a necessary element of nanoscience.

[Problems of world outlook and methodology of science integration in biological studies].

PubMed

Khododova, Iu D

1981-01-01

Problems of worldoutlook and methodology of the natural-science knowledge are considered basing on the analysis of tendencies in the development of the membrane theory of cell processes and the use of principles of biological membrane functioning when solving some scientific and applied problems pertaining to different branches of chemistry and biology. The notion scientific knowledge integration is defined as interpenetration of approaches, methods and ideas of different branches of knowledge and enrichment on this basis of their content resulting in knowledge augmentation in each field taken separately. These processes are accompanied by appearance of new branches of knowledge - sciences "on junction" and their subsequent differentiations. The analysis of some gnoseological situations shows that integration of sciences contributes to coordination and some agreement of thinking styles of different specialists, puts forward keen personality of a scientist demanding, in particular, his high professional mobility. Problems of scientific activity organization are considered, which involve social sciences into the integration processes. The role of philosophy in the integration processes is emphasized.

Managing scientific complexity in public policy: the case of U.S. climate change legislation in the 111th Congress

NASA Astrophysics Data System (ADS)

Mueller, J. A.; Runci, P. J.

2009-12-01

The recent passage of the American Climate and Energy Security Act by the U.S. House of Representatives in June of this year was a landmark in U.S. efforts to move climate change legislation through Congress. Although an historic achievement, the bill (and surrounding debate) highlights many concerns about the processes by which lawmakers and the public inform themselves about scientifically relevant problems and, subsequently, by which policy responses are crafted in a context of complexity, uncertainty, and competition for resources and attention. In light of the ever-increasing specialization of expertise in the sciences and other technical fields, and the inherent complexity of scientifically relevant problems such as climate change, society faces significant hurdles in its efforts to integrate knowledge and develop sufficient understanding of these problems to which it must respond with legislation or other effective collective or individual action. The emergence of a new class of experts who act as science-policy brokers may not be sufficient to cross these hurdles. Herein, we explore how society and the scientific community in particular can work toward closing the ever-growing gap between technical knowledge and society’s ability to comprehend and use it. Both authors are currently legislative fellows working on energy and climate change issues in the U.S. Senate.

Lessons from the Trenches

NASA Astrophysics Data System (ADS)

Lubchenco, J.

2006-12-01

One of the most important roles of science is to inform the discussions and decisions of individuals and institutions. In a world that is changing rapidly, information is urgently needed to help citizens and leaders understand what's happening, what's causing changes, what the implications are and what are the likely consequences of various options. Most everyone agrees that decisions should be informed (not dictated) by scientific information, but achieving that goal has proven a challenge. Decision-makers need to have access to scientific information that is understandable, relevant, useable, current and credible. However, the science is complex, nuanced and difficult to communicate simply. Most scientists are ill equipped to speak in language that is non-technical. Many academic scientists are wary of talking to the press. Academia does not generally reward time spent doing outreach. As a consequence, others step into the breach and communicate their version of `the science.' All too often this means that vested interests spin, distort or cherry-pick information. The result is that decisions are made without good scientific knowledge and science is seen increasingly as a weapon, not as useful knowledge. The presentation will focus on how one program, the Aldo Leopold Leadership Program is training academic environmental scientists to be better communicators of their science to non-scientists. Lessons learned and suggestions for revolutionizing the communication of scientific information will be offered.

Stop the Spam! Conference Ethics and Decoding the Subtext in Post-Truth Science. What Would Denis Diderot Say?

PubMed

Özdemir, Vural; Dandara, Collet; Hekim, Nezih; Birch, Kean; Springer, Simon; Kunej, Tanja; Endrenyi, Laszlo

2017-11-01

Science and its practice always had a subtext, subject to influence by scientists', funders', and other innovation actors' values and assumptions. The recent emergence of post-truth, authoritarian and populist penchants, in both developed and developing countries, has further blurred the already fluid boundaries between material scientific facts and their social construction/shaping by scientific subtext, human values, powers, and hegemony. While there are certain checks, balances, and oversight mechanisms for publication ethics, other pillars of science communication, most notably, scientific conferences and their governance, are ill prepared for post-truth science. Worrisomely, the proliferation of spam conferences is a major cause for concern for integrative biology and postgenomic science. The current gaps in conference ethics are important beyond science communication because conferences help build legitimacy of emerging technologies and frontiers of science and, thus, bestows upon the organizers, funders, enlisted scientific advisors, speakers, among others, power, which in turn needs to be checked. Denis Diderot (1713-1784), a prominent intellectual during the Enlightenment period, has aptly observed that the very act of organizing brings about power, influence, and control. If the subtext of conference practices is left unchecked, it can pave the way for hegemony, and yet more volatile and violent authoritarian governance systems in science and society. This begs for innovative solutions to increase accountability, resilience, and capacity of technology experts and scientists to discern and decode the subtext in science and its communication in the current post-truth world. We propose that the existing undergraduate and graduate programs in life and physical sciences and medicine could be redesigned to include a rotation for exposure to and training in political science. Such innovative PhD+ programs straddling technical and political science scholarship would best equip future students and citizens to grasp and respond to subtext and embedded opaque value and power systems in scientific practices in an increasingly post-truth world. Political science scholarship unpacks the inner workings, subtext, and power dynamics in science and society. Thus, knowledge of political science competency is akin to molecular biology in life sciences. Both make the invisible (e.g., cell biology versus subtext of knowledge) visible. The ability to read subtext in science and claims of post-truth knowledge is a new and essential form of societal literacy in 21 st century science and integrative biology.

Use, knowledge, and perception of the scientific contribution of Sci-Hub in medical students: Study in six countries in Latin America.

PubMed

Mejia, Christian R; Valladares-Garrido, Mario J; Miñan-Tapia, Armando; Serrano, Felipe T; Tobler-Gómez, Liz E; Pereda-Castro, William; Mendoza-Flores, Cynthia R; Mundaca-Manay, Maria Y; Valladares-Garrido, Danai

2017-01-01

Sci-Hub is a useful web portal for people working in science as it provides access to millions of free scientific articles. Satisfaction and usage should be explored in the Latino student population. The objective of this study was to evaluate the use, knowledge, and perception of the scientific contribution of Sci-Hub in medical students from Latin America. A multicenter, observational, analytical study was conducted in 6632 medical students from 6 countries in Latin America. We surveyed from a previously validated instrument, delving into knowledge, monthly average usage, satisfaction level, and perception of the scientific contributions provided by Sci-Hub. Frequencies and percentages are described, and generalized linear models were used to establish statistical associations. Only 19.2% of study participants knew of Sci-Hub and its function, while the median use was twice a month. 29.9% of Sci-Hub-aware participants claimed they always find the desired scientific information in their Sci-Hub search; 62.5% of participants affirmed that Sci-Hub contributes to scientific investigation; only 2.2% reported that Sci-Hub does not contribute to science. The majority of Latino students are not aware of Sci-Hub.

The Power of Storytelling: A Native Hawaiian Approach to Science Communication

NASA Astrophysics Data System (ADS)

Frank, K. L.

2016-12-01

Generational assimilation of observational data enabled Native Hawaiians to preserve a holistic understanding of the connectivity, structure and function - from mountain to sea - within their island ecosystems. Their intimate understandings of the geographic and temporal variability in winds, rains, and currents, and how these factors governed the extent and distribution of biodiversity were perpetuated through stories, songs and chants. Many of these oral histories - which conveyed information via anthropomorphized characters in entertaining and engaging plots - preserved the scientific integrity of traditional phenomenological observations and remain shockingly consistent with contemporary biogeochemical and geophysical observations. These indigenous methods of communicating scientific knowledge are clear models for contemporary best practices in geoscience communication. Storytelling is a tried and true mechanism that both engages and teaches diverse audiences of all ages, ethnicities and skill levels. Scientific storytelling - which can either be examinations of indigenous stories through scientific lenses, or generations of new stories based on scientific observation - enables multiple layers of meaning and levels of knowledge acquisition that bridge cultural and historical place-based knowledge with contemporary knowledge systems. Here, I will share my journey of optimizing the engagement of Native Hawaiian communities (students, land managers, stewards, practitioners, etc…) with my biogeochemical research on a Native Hawaiian coastal estuarine environment (Héeia Fishpond). I will speak about the importance and effectiveness of disseminating research in culturally accessible formats by framing research in the context of traditional knowledge to help elevate the perception of "science" in the Hawaiian community.

Interactive Visualization of Large-Scale Hydrological Data using Emerging Technologies in Web Systems and Parallel Programming

NASA Astrophysics Data System (ADS)

Demir, I.; Krajewski, W. F.

2013-12-01

As geoscientists are confronted with increasingly massive datasets from environmental observations to simulations, one of the biggest challenges is having the right tools to gain scientific insight from the data and communicate the understanding to stakeholders. Recent developments in web technologies make it easy to manage, visualize and share large data sets with general public. Novel visualization techniques and dynamic user interfaces allow users to interact with data, and modify the parameters to create custom views of the data to gain insight from simulations and environmental observations. This requires developing new data models and intelligent knowledge discovery techniques to explore and extract information from complex computational simulations or large data repositories. Scientific visualization will be an increasingly important component to build comprehensive environmental information platforms. This presentation provides an overview of the trends and challenges in the field of scientific visualization, and demonstrates information visualization and communication tools developed within the light of these challenges.

Guard dogs of perception: the corporate takeover of science.

PubMed

Monbiot, George

2003-01-01

The belief that science is "a driver of growth in the knowledge economy" has led in recent decades to increasing encouragement by government of the involvement of industry and of commerce in the sponsorship and direction of research in universities, and to the increasing influence of industrial representatives on advisory panels associated with the publicly funded scientific research councils. By extending the doctrine of commercial confidentiality into university laboratories, inconvenient findings have been suppressed, and both free endeavour and free speech undermined. This has narrowed our scientific horizons and compromised government advisors. It is argued that scientific freedom is a guarantor of our wider liberties. Science, which tells us who we are and how we can live better, is being distorted so twisting our understanding of the ways in which we might progress, shutting off alternatives to existing models of development. Business now stands as a guard dog at the gates of perception. Only the inquiries which suit its needs are allowed to pass.

Air Toxics Under the Big Sky: Examining the Effectiveness of Authentic Scientific Research on High School Students' Science Skills and Interest.

PubMed

Ward, Tony J; Delaloye, Naomi; Adams, Earle Raymond; Ware, Desirae; Vanek, Diana; Knuth, Randy; Hester, Carolyn Laurie; Marra, Nancy Noel; Holian, Andrij

2016-01-01

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. A quasi-experimental design was used in order to understand: 1) how the program affects student understanding of scientific inquiry and research and 2) how the open inquiry learning opportunities provided by the program increase student interest in science as a career path . Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.

Air Toxics Under the Big Sky: examining the effectiveness of authentic scientific research on high school students' science skills and interest

NASA Astrophysics Data System (ADS)

Ward, Tony J.; Delaloye, Naomi; Adams, Earle Raymond; Ware, Desirae; Vanek, Diana; Knuth, Randy; Hester, Carolyn Laurie; Marra, Nancy Noel; Holian, Andrij

2016-04-01

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. This research explored: (1) how the program affects student understanding of scientific inquiry and research and (2) how the open-inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.

Air Toxics Under the Big Sky: Examining the Effectiveness of Authentic Scientific Research on High School Students’ Science Skills and Interest

PubMed Central

Delaloye, Naomi; Adams, Earle Raymond; Ware, Desirae; Vanek, Diana; Knuth, Randy; Hester, Carolyn Laurie; Marra, Nancy Noel; Holian, Andrij

2016-01-01

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. A quasi-experimental design was used in order to understand: 1) how the program affects student understanding of scientific inquiry and research and 2) how the open inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom. PMID:28286375

High-School Students' Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning

NASA Astrophysics Data System (ADS)

Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung

2017-04-01

The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students' understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants' understanding of the epistemic knowledge of science; and (3) students' interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.

A data management life-cycle

USGS Publications Warehouse

Ferderer, David A.

2001-01-01

Documented, reliable, and accessible data and information are essential building blocks supporting scientific research and applications that enhance society's knowledge base (fig. 1). The U.S. Geological Survey (USGS), a leading provider of science data, information, and knowledge, is uniquely positioned to integrate science and natural resource information to address societal needs. The USGS Central Energy Resources Team (USGS-CERT) provides critical information and knowledge on the quantity, quality, and distribution of the Nation's and the world's oil, gas, and coal resources. By using a life-cycle model, the USGS-CERT Data Management Project is developing an integrated data management system to (1) promote access to energy data and information, (2) increase data documentation, and (3) streamline product delivery to the public, scientists, and decision makers. The project incorporates web-based technology, data cataloging systems, data processing routines, and metadata documentation tools to improve data access, enhance data consistency, and increase office efficiency

Information retrieval, critical appraisal and knowledge of evidence-based dentistry among Finnish dental students.

PubMed

Nieminen, P; Virtanen, J I

2017-11-01

One of the core skills of competent dentist is the ability to search and analyse high-quality evidence. Problems in understanding the basic aspects of knowledge-based information may impede its implementation into clinical practice. We examined how Finnish dental students acquire scientific information and how familiar they are with methods for evaluating scientific evidence related to clinical questions. All fifth-year dental students (n = 120) at the three universities in Finland received a self-administered questionnaire. The three most commonly used sources of information were colleagues, the commercial Health Gate Portal for dental practitioners and personal lecture notes. Although students rarely read scientific journals, they did find that they possess at least passable or even good skills in literature retrieval. Three questions related to the appraisal of evidence in dentistry revealed that students' knowledge of evidence-based dentistry was inadequate to critically evaluate clinical research findings. Most students seem to lack knowledge of key methodological evidence-based terms. The present curricula in dental schools fail to encourage the students to search and acquire knowledge wider than their patients themselves do. Universities have the responsibility to teach dentists various methods of critical appraisal to cope with scientific information. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Teaching research methodology in medical schools: students' attitudes towards and knowledge about science.

PubMed

Hren, Darko; Lukić, Ivan Kresimir; Marusić, Ana; Vodopivec, Ivana; Vujaklija, Ana; Hrabak, Maja; Marusić, Matko

2004-01-01

To explore the relationship between teaching scientific methodology in Year 2 of the medical curriculum and student attitudes towards and knowledge about science and scientific methodology. Anonymous questionnaire survey developed for this purpose. Zagreb University School of Medicine, Croatia. A total of 932 students (response rate 58%) from all 6 years were invited to participate. Score on attitude scale with 45 Likert-type statements and score on knowledge test consisting of 8 multiple choice questions. The average attitude score for all students was 166 +/- 22 out of a maximum of 225, indicating a positive attitude towards science and scientific research. The students' average score on the knowledge test was 3.2 +/- 1.7 on 8 questions. Students who had finished Year 2 had the highest mean attitude (173 +/- 24) and knowledge (4.7 +/- 1.7) scores compared with other year groups (P < 0.001, anova and Tukey posthoc test). For students who had attended a mandatory Year 2 course on the principles of scientific research in medicine (Years 3 to 6), multiple linear regression analysis showed that knowledge test score (B = 3.4; SE = 0.4; 95% confidence interval 2.5-4.2; P < 0.001) and average grades (B = 7.6; SE = 1.5; 95% CI 4.6-10.6; P < 0.001) were significant predictors of attitude towards science, but not sex or failure to pass a year (B = - 0.6; SE = 1.7; 95% CI - 3.9-2.6; P = 0.707; and B = - 3.1; SE = 1.9; 95% CI - 6.8-5.7; P = 0.097, respectively). Medical students have generally positive attitudes towards science and scientific research in medicine. Attendance of a course on research methodology is related to a positive attitude towards science.

Korean Secondary Students' Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire

ERIC Educational Resources Information Center

Mun, Kongju; Shin, Namsoo; Lee, Hyunju; Kim, Sung-Won; Choi, Kyunghee; Choi, Sung-Youn; Krajcik, Joseph S.

2015-01-01

We re-conceptualized the meaning of scientific literacy and developed an instrument, which we call the Global Scientific Literacy Questionnaire (GSLQ) based on a new conceptual framework for scientific literacy in the twenty-first century. We identified five dimensions, each with key elements. The five dimensions are (1) content knowledge (core…

The effects of a socioscientific issues instructional model in secondary agricultural education on students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science

NASA Astrophysics Data System (ADS)

Shoulders, Catherine Woglom

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after the treatment. These findings indicate that socioscientific issues-based instruction can provide benefits for students in agricultural education. Teacher educators should work with teachers to maximize the learning that can occur through the various aspects of socioscientific issues-based instruction. Curriculum focusing on socioscientific issues-based instruction should be developed for specific courses in agricultural education. Finally, further investigation should be conducted to better understand how the aspects of socioscientific issues-based instruction can be altered to further enhance student learning.

Transgenes and transgressions: scientific dissent as heterogeneous practice.

PubMed

Delborne, Jason A

2008-08-01

Although scholars in science and technology studies have explored many dynamics and consequences of scientific controversy, no coherent theory of scientific dissent has emerged. This paper proposes the elements of such a framework, based on understanding scientific dissent as a set of heterogeneous practices. I use the controversy over the presence of transgenic DNA in Mexican maize in the early 2000s to point to a processual model of scientific dissent. 'Contrarian science' includes knowledge claims that challenge the dominant scientific trajectory, but need not necessarily lead to dissent. 'Impedance' represents efforts to undermine the credibility of contrarian science (or contrarian scientists) and may originate within or outside of the scientific community. In the face of impedance, contrarian scientists may become dissenters. The actions of the scientist at the center of the case study, Professor Ignacio Chapela of the University of California, Berkeley, demonstrate particular practices of scientific dissent, ranging from 'agonistic engagement' to 'dissident science'. These practices speak not only to functional strategies of winning scientific debate, but also to attempts to reconfigure relations among scientists, publics, institutions, and politics that order knowledge production.

The women in science and engineering scholars program

NASA Technical Reports Server (NTRS)

Falconer, Etta Z.; Guy, Lori Ann

1989-01-01

The Women in Science and Engineering Scholars Program provides scientifically talented women students, including those from groups underrepresented in the scientific and technical work force, with the opportunity to pursue undergraduate studies in science and engineering in the highly motivating and supportive environment of Spelman College. It also exposes students to research training at NASA Centers during the summer. The program provides an opportunity for students to increase their knowledge of career opportunities at NASA and to strengthen their motivation through exposure to NASA women scientists and engineers as role models. An extensive counseling and academic support component to maximize academic performance supplements the instructional and research components. The program is designed to increase the number of women scientists and engineers with graduate degrees, particularly those with an interest in a career with NASA.

Meta-Sticks: Having Children Consider the Source of Knowledge Promotes Scientific Thinking

ERIC Educational Resources Information Center

Kuhn, Mason

2016-01-01

Many elementary science teachers understand that the best way to enhance reasoning and thinking skills in their students is to have them engage in scientific negotiation. They know that teaching is not the simple transmission of information but a complex act that requires teachers to apply knowledge from multiple sources, including student…

Modern Education in China. Bulletin, 1919, No. 44

ERIC Educational Resources Information Center

Edmunds, Charles K.

1919-01-01

The Chinese conception of life's values is so different from that of western peoples that they have failed to develop modern technique and scientific knowledge. Now that they have come to see the value of these, rapid and fundamental changes are taking place. When modern scientific knowledge is added to the skill which the Chinese already have in…

THE IMPACT OF CHANGING SCIENTIFIC KNOWLEDGE ON SCIENCE EDUCATION IN THE UNITED STATES SINCE 1850.

ERIC Educational Resources Information Center

DEL GIORNO, BETTE JOYCE

ANALYZED WAS THE IMPACT OF CHANGING SCIENTIFIC KNOWLEDGE ON SCIENCE EDUCATION IN THE UNITED STATES FROM 1850 THROUGH 1954. THE OBJECTIVES WERE TO IDENTIFY (1) MAJOR DEVELOPMENTS IN SCIENCE, (2) IMPORTANT EVENTS IN EDUCATION, (3) THE PHILOSOPHICAL AND PSYCHOLOGICAL CLIMATE, (4) THE SCIENCE CURRICULUM AND SUBJECT MATTER, AND (5) THE APPROACH TO…

76 FR 8735 - Release of Final Document Related to the Review of the Secondary National Ambient Air Quality...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-15

... ``criteria pollutants.'' The air quality criteria are to ``accurately reflect the latest scientific knowledge... criteria. The revised air quality criteria reflect advances in scientific knowledge on the effects of the... Related to the Review of the Secondary National Ambient Air Quality Standards for Oxides of Nitrogen and...

Enhancing Students' NOS Views and Science Knowledge Using Facebook-Based Scientific News

ERIC Educational Resources Information Center

Huang, Hsi-Yu; Wu, Hui-Ling; She, Hsiao-Ching; Lin, Yu-Ren

2014-01-01

This study investigated how the different discussion approaches in Facebook influenced students' scientific knowledge acquisition and the nature of science (NOS) views. Two eighth- and two ninth-grade classes in a Taiwanese junior high school participated in the study. In two of the classes students engaged in synchronous discussion, and in the…

Developing the Ability to Recontextualise Cellular Respiration: An Explorative Study in Recontextualising Biological Concepts

ERIC Educational Resources Information Center

Wierdsma, Menno; Boersma, Kerst Th.; Knippels, Marie-Christine; van Oers, Bert

2016-01-01

In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used.…

Fourth-Grade Emergent Bilingual Learners' Scientific Reasoning Complexity, Controlled Experiment Practices, and Content Knowledge When Discussing School, Home, and Play Contexts

ERIC Educational Resources Information Center

Buxton, Cory A.; Salinas, Ale; Mahotiere, Margarette; Lee, Okhee; Secada, Walter G.

2015-01-01

Background: In exploring how emergent bilingual learners' prior knowledge from home and play contexts might influence their scientific reasoning, this study drew upon two distinct research traditions: (a) experimental research from the developmental and cognitive psychology tradition, and (b) research on culturally and linguistically diverse…

Targeting the Development of Content Knowledge and Scientific Reasoning: Reforming College-Level Chemistry for Nonscience Majors

ERIC Educational Resources Information Center

Carmel, Justin H.; Jessa, Yasmin; Yezierski, Ellen J.

2015-01-01

A liberal education curriculum requires discipline-specific courses that develop intellectual and practical skills. With this promise of development, it is crucial that instruction focuses on content knowledge as well as the thinking patterns associated with the content. In chemistry, scientific reasoning is one such skill that students should…

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

ERIC Educational Resources Information Center

van Vondel, Sabine; Steenbeek, Henderien; van Dijk, Marijn; van Geert, Paul

2018-01-01

The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of…

Slow off the Mark: Elementary School Teachers and the Crisis in STEM Education

ERIC Educational Resources Information Center

Epstein, Diana; Miller, Raegen T.

2011-01-01

Prospective teachers can typically obtain a license to teach elementary school without taking a rigorous college-level STEM class such as calculus, statistics, or chemistry, and without demonstrating a solid grasp of mathematics knowledge, scientific knowledge, or the nature of scientific inquiry. This is not a recipe for ensuring students have…

How Historical Experiments Can Improve Scientific Knowledge and Science Education: The Cases of Boiling Water and Electrochemistry

ERIC Educational Resources Information Center

Chang, Hasok

2011-01-01

I advance some novel arguments for the use of historical experiments in science education. After distinguishing three different types of historical experiments and their general purposes, I define "complementary experiments", which can recover lost scientific knowledge and extend what has been recovered. Complementary experiments can help science…

The Seduction of Easiness: How Science Depictions Influence Laypeople's Reliance on Their Own Evaluation of Scientific Information

ERIC Educational Resources Information Center

Scharrer, Lisa; Bromme, Rainer; Britt, M. Anne; Stadtler, Marc

2012-01-01

The present research investigated whether laypeople are inclined to rely on their own evaluations of the acceptability of scientific claims despite their knowledge limitations. Specifically, we tested whether laypeople are more prone to discount their actual dependence on expert knowledge when they are presented with simplified science texts. In…

Exploring Relationships among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors

ERIC Educational Resources Information Center

Gericke, Niklas; Carver, Rebecca; Castéra, Jérémy; Evangelista, Neima Alice Menezes; Marre, Claire Coiffard; El-Hani, Charbel N.

2017-01-01

Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster…

Representations of the Nature of Scientific Knowledge in Turkish Biology Textbooks

ERIC Educational Resources Information Center

Irez, Serhat

2016-01-01

Considering the impact of textbooks on learning, this study set out to assess representations of the nature of scientific knowledge in Turkish 9th grade biology textbooks. To this end, the ten most commonly used 9th grade biology textbooks were analyzed. A qualitative research approach was utilized and the textbooks were analyzed using…

The Concept and Role of Knowledge Worker and Workplace Fit in Learning Organisation

ERIC Educational Resources Information Center

Gaižauskiene, Laura; Tuncikiene, Živile

2016-01-01

The theoretical research was conducted in order to identify the phenomena of "fit", to see its roots and development as well as theoretical progress in the main scientific areas and identify its position in management scientific field. Two elements of the fit model are highlighted: knowledge workers and workplaces in a broad sense. The…

Anomalies as a Catalyst for Middle School Students' Knowledge Construction and Scientific Reasoning during Science Inquiry.

ERIC Educational Resources Information Center

Echevarria, Marissa

2003-01-01

Knowledge construction and scientific reasoning were examined during a unit in genetics, in which anomalies were used as a catalyst for student learning. Students used genetics simulation software to develop hypotheses and run tests of fruit fly crosses to develop mental models of simple dominance trait transmission. Instruction was intended to…

Students' satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain.

PubMed

Fernández, Esteve; García, Ana M; Serés, Elisabet; Bosch, Fèlix

2018-01-27

This study aimed to determine students' satisfaction with a 2-day course on scientific writing in health sciences and to assess their perceptions of the long-term impact on their knowledge, attitudes and skills. 27 iterations of a 2-day course on writing and publishing scientific articles in health sciences. 741 students attending the 27 courses. Prospective longitudinal study. Immediately after each course, students completed a first questionnaire, rating their satisfaction with different aspects of the classroom sessions on a Likert scale (0-5). Approximately 2 years after the course, students completed a follow-up questionnaire, using a Likert scale (0-4) to rate their knowledge, skills and attitudes in relation to scientific writing before and after attending the course. 741 students (70% women) participated in the 27 iterations of the course; 568 (76.8%) completed the first questionnaire and 182 (24.6%) completed the follow-up questionnaire. The first questionnaire reflected high overall satisfaction (mean score, 4.6). In the second questionnaire, students reported that the course had improved their knowledge (mean improvement: 1.6; 95% CI 1.6 to 1.7), attitudes (mean improvement: 1.3; 95% CI 1.2 to 1.4) and skills (mean improvement: 1.4; 95% CI 1.3 to 1.4) related to writing and publishing scientific papers. Most respondents (n=145, 79.7%) had participated in drafting a scientific paper after the course; in this subgroup, all the specific writing skills assessed in the second questionnaire significantly improved. Students were satisfied with the format and the contents of the course, and those who responded to the follow-up survey considered that the course had improved their knowledge, attitudes and skills in relation to scientific writing and publishing. Courses are particularly important in countries without strong traditions in scientific publication. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Scientific Communication and the Nature of Science

ERIC Educational Resources Information Center

Nielsen, Kristian H.

2013-01-01

Communication is an important part of scientific practice and, arguably, may be seen as constitutive to scientific knowledge. Yet, often scientific communication gets cursory treatment in science studies as well as in science education. In Nature of Science (NOS), for example, communication is rarely mentioned explicitly, even though, as will be…

Evolution and Natural Selection: Learning by Playing and Reflecting

ERIC Educational Resources Information Center

Herrero, David; del Castillo, Héctor; Monjelat, Natalia; García-Varela, Ana Belén; Checa, Mirian; Gómez, Patricia

2014-01-01

Scientific literacy is more than the simple reproduction of traditional school science knowledge and requires a set of skills, among them identifying scientific issues, explaining phenomena scientifically and using scientific evidence. Several studies have indicated that playing computer games in the classroom can support the development of…

Forest Owners' Response to Climate Change: University Education Trumps Value Profile

PubMed Central

Persson, Erik; Hanewinkel, Marc

2016-01-01

Do forest owners’ levels of education or value profiles explain their responses to climate change? The cultural cognition thesis (CCT) has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile. PMID:27223473

Teaching Scientific Reasoning to Liberal Arts Students

NASA Astrophysics Data System (ADS)

Rubbo, Louis

2014-03-01

University courses in conceptual physics and astronomy typically serve as the terminal science experience for the liberal arts student. Within this population significant content knowledge gains can be achieved by utilizing research verified pedagogical methods. However, from the standpoint of the Univeristy, students are expected to complete these courses not necessarily for the content knowledge but instead for the development of scientific reasoning skills. Results from physics education studies indicate that unless scientific reasoning instruction is made explicit students do not progress in their reasoning abilities. How do we complement the successful content based pedagogical methods with instruction that explicitly focuses on the development of scientific reasoning skills? This talk will explore methodologies that actively engages the non-science students with the explicit intent of fostering their scientific reasoning abilities.

Strategy to increase research in Latin America: project on education in research by AOSpine Latin America.

PubMed

Falavigna, Asdrubal; Martins Filho, Délio Eulálio; Avila, José María Jiménez; Guyot, Juan Pablo; Gonzáles, Alvaro Silva; Riew, Daniel K

2015-07-01

The emancipatory nature of education requires research as its fundamental base, because physicians can only improve their skills and knowledge through enquiry. The number and quality of scientific publications by Latin-American spine surgeons found in the Medline database was low between 2000 and 2011. Nevertheless, the research Bank Survey of AOSpine Latin America (AOSLA) members showed that 96% of responders were very interested and motivated to perform scientific research. The research officer of AOSLA together with the Country Council and the AOSpine Research Commission established a competency-based curriculum to improve understanding of what is necessary to produce research and the best methods to achieve this goal. The research curriculum was divided into four main components: (1) research educational plan, (2) performing research, (3) technical and professional support and (4) assessment. The competences, learning outcomes and a syllabus on knowledge in research were developed to enable the participants to understand and perform investigations effectively. The eLearning module was designed to improve the competences to access, evaluate and use scientific information available in the main databases efficiently. Research courses were given as an isolated activity four times in Brazil and Mexico and as precourse activities six times in Brazil, Mexico and Peru. The result was an increased number of articles published and works presented at congresses. The project of education in research can be effectively disseminated and applied across regions, across students and across specialties.

Conscious worst case definition for risk assessment, part I: a knowledge mapping approach for defining most critical risk factors in integrative risk management of chemicals and nanomaterials.

PubMed

Sørensen, Peter B; Thomsen, Marianne; Assmuth, Timo; Grieger, Khara D; Baun, Anders

2010-08-15

This paper helps bridge the gap between scientists and other stakeholders in the areas of human and environmental risk management of chemicals and engineered nanomaterials. This connection is needed due to the evolution of stakeholder awareness and scientific progress related to human and environmental health which involves complex methodological demands on risk management. At the same time, the available scientific knowledge is also becoming more scattered across multiple scientific disciplines. Hence, the understanding of potentially risky situations is increasingly multifaceted, which again challenges risk assessors in terms of giving the 'right' relative priority to the multitude of contributing risk factors. A critical issue is therefore to develop procedures that can identify and evaluate worst case risk conditions which may be input to risk level predictions. Therefore, this paper suggests a conceptual modelling procedure that is able to define appropriate worst case conditions in complex risk management. The result of the analysis is an assembly of system models, denoted the Worst Case Definition (WCD) model, to set up and evaluate the conditions of multi-dimensional risk identification and risk quantification. The model can help optimize risk assessment planning by initial screening level analyses and guiding quantitative assessment in relation to knowledge needs for better decision support concerning environmental and human health protection or risk reduction. The WCD model facilitates the evaluation of fundamental uncertainty using knowledge mapping principles and techniques in a way that can improve a complete uncertainty analysis. Ultimately, the WCD is applicable for describing risk contributing factors in relation to many different types of risk management problems since it transparently and effectively handles assumptions and definitions and allows the integration of different forms of knowledge, thereby supporting the inclusion of multifaceted risk components in cumulative risk management. Copyright 2009 Elsevier B.V. All rights reserved.

Surgical Skills Beyond Scientific Management

PubMed Central

Whitfield, Nicholas

2015-01-01

During the Great War, the French surgeon Alexis Carrel, in collaboration with the English chemist Henry Dakin, devised an antiseptic treatment for infected wounds. This paper focuses on Carrel’s attempt to standardise knowledge of infected wounds and their treatment, and looks closely at the vision of surgical skill he espoused and its difference from those associated with the doctrines of scientific management. Examining contemporary claims that the Carrel–Dakin method increased rather than diminished demands on surgical work, this paper further shows how debates about antiseptic wound treatment opened up a critical space for considering the nature of skill as a vital dynamic in surgical innovation and practice. PMID:26090737

Enhancing US competitiveness through Federal scientific and technical information: Issues and opportunities

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.

1990-01-01

The possibility of using Federally funded scientific and technical information (STI) to increase U.S. industrial innovation and productivity is discussed. The history of Federally funded research and development in the fields of agriculture and aviation is reviewed as an example of successful government-sponsored research. Issues related to the production and utilization of information are considered and Federal STI policy is outlined. Issues related to the transfer of knowledge between government agencies and industry are examined and a model depicting the transfer of STI in aerospace research and development is presented. Also, consideration is given to the problem of open communication versus restricted access to STI.

The Phenomenon of the Styrian Arsenic Eaters from the Perspective of Literature, Chemistry, Toxicology, and History of Science-"Strong Poison" or "Simple-Minded Reasoning"?

PubMed

Wallau, W Martin

2015-12-21

The arsenic eaters of Styria, who were supposedly immunized against the toxic effects of arsenic (As2 O3 ), appeared increasingly in scientific and popular literature in the second half of the 19th century. This Essay starts with a depiction of this phenomenon from a detective novel and questions whether the observations and scientific knowledge at that time can confirm this legend. Figure from J. H. Pepper, The Boy's Book of Metals, p. 433. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Science with society in the anthropocene.

PubMed

Seidl, Roman; Brand, Fridolin Simon; Stauffacher, Michael; Krütli, Pius; Le, Quang Bao; Spörri, Andy; Meylan, Grégoire; Moser, Corinne; González, Monica Berger; Scholz, Roland Werner

2013-02-01

Interdisciplinary scientific knowledge is necessary but not sufficient when it comes to addressing sustainable transformations, as science increasingly has to deal with normative and value-related issues. A systems perspective on coupled human-environmental systems (HES) helps to address the inherent complexities. Additionally, a thorough interaction between science and society (i.e., transdisciplinarity = TD) is necessary, as sustainable transitions are sometimes contested and can cause conflicts. In order to navigate complexities regarding the delicate interaction of scientific research with societal decisions these processes must proceed in a structured and functional way. We thus propose HES-based TD processes to provide a basis for reorganizing science in coming decades.

Community-Based Inquiry in Allied Health Biochemistry Promotes Equity by Improving Critical Thinking for Women and Showing Promise for Increasing Content Gains for Ethnic Minority Students

ERIC Educational Resources Information Center

Goeden, Terrah J.; Kurtz, Martha J.; Quitadamo, Ian J.; Thomas, Carin

2015-01-01

In the Community-Based Inquiry (CBI) instructional method, cooperative student groups complete case study activities based on scientific literature and conduct their own laboratory investigations that address authentic community needs. This study compared critical thinking and content knowledge outcomes between traditional Introduction to…

Effect of environmental and seasonal factors on the susceptibility of different rhododendron species and hybrids to Phytophthora ramorum

Treesearch

Isabelle De Dobbelaere; Kurt Heungens; Martine Maes

2008-01-01

Although Rhododendron is the most important host of Phytophthora ramorum. in Europe, there is little scientific information about the susceptibility levels of different Rhododendron species and cultivars. Increasing this knowledge would help nurseries in the management of the disease and could be used by plant protection services to target their...

Using a Module-Based Laboratory to Incorporate Inquiry into a Large Cell Biology Course

ERIC Educational Resources Information Center

Howard, David R.; Miskowski, Jennifer A.

2005-01-01

Because cell biology has rapidly increased in breadth and depth, instructors are challenged not only to provide undergraduate science students with a strong, up-to-date foundation of knowledge, but also to engage them in the scientific process. To these ends, revision of the Cell Biology Lab course at the University of Wisconsin-La Crosse was…

Mapping the Future of Non-Formal Education and the Scientific Dissemination of Astronomy in Brazil: A Delphi Study

ERIC Educational Resources Information Center

Marques, Joana Brás Varanda; de Freitas, Denise

2016-01-01

Non-formal education and the dissemination of science are increasingly gaining importance around the world. Whilst astronomy in Brazil is no exception, its growth has however been slow and dispersed, institutions and activities across the country are uncoordinated, and no source exists that integrates relevant information and knowledge. To address…

Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change

ERIC Educational Resources Information Center

Sinatra, Gale M.; Kienhues, Dorothe; Hofer, Barbara K.

2014-01-01

Science is of critical importance to daily life in a knowledge society and has a significant influence on many everyday decisions. As scientific problems increase in their number and complexity, so do the challenges facing the public in understanding these issues. Our objective is to focus on 3 of those challenges: the challenge of reasoning about…

Summer Teacher Enhancement Institute for Science, Mathematics, and Technology Using the Problem-Based Learning Model

NASA Technical Reports Server (NTRS)

Petersen, Richard H.

1997-01-01

The objectives of the Institute were: (a) increase participants' content knowledge about aeronautics, science, mathematics, and technology, (b) model and promote the use of scientific inquiry through problem-based learning, (c) investigate the use of instructional technologies and their applications to curricula, and (d) encourage the dissemination of TEI experiences to colleagues, students, and parents.

Social inequality, health policies and the training of physicians, nurses and dentists in Brazil and in Portugal.

PubMed

Craveiro, Isabel Maria Rodrigues; Hortale, Virginia Alonso; de Oliveira, Ana Paula Cavalcante; Dussault, Gilles

2015-10-01

This study analyzes the production of scientific knowledge on Health Inequalities (HI) and its use in policies of education of dentists, nurses and physicians in Brazil and Portugal. Documents published between January 2000 and December 2001, in Portuguese, French, English and Spanish, were identified by means of a combination of a manual and intentional electronic database survey of the grey literature. Fifty-three documents were selected from a total of 1,652. The findings revealed that there is still little knowledge available to enable an assessment of policies for human resource training in healthcare in general and for those related to physicians, nurses and dentists in particular. In Brazil, few studies have thus far been made to understand how such training can contribute towards reducing these inequalities and, in the case of Portugal, no studies were found that established a direct relationship between human resource training and the future role that these could play in combating inequality. Despite a vast increase in scientific production, many lacunae still exist in this field. Knowledge production and its relationship with decision-making still seem to be separate processes in these two countries.

Connecting Urban Youth with their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors

NASA Astrophysics Data System (ADS)

Hashimoto-Martell, Erin A.; McNeill, Katherine L.; Hoffman, Emily M.

2012-10-01

This study explores the impact of an urban ecology program on participating middle school students' understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the environment. We interviewed 12 students to better understand their beliefs. Although student responses showed they had learned discrete content knowledge, they lacked any ecological understanding of the environment and had mixed perceptions of the course's relevance in their lives. Students reported doing pro-environmental behaviors, but overwhelmingly contributed such actions to influences other than the urban ecology course. Analyses indicated a disconnect between the course, the environment, and the impact on the students' lives. Consequently, this suggests the importance of recognizing the implications of context, culture, and identity development of urban youth. Perhaps by providing explicit connections and skills in urban environmental programs through engaging students in environmental scientific investigations that stem from their own issues and questions can increase student engagement, motivation, and self-efficacy of environmental issues.

Archives and the Boundaries of Early Modern Science.

PubMed

Popper, Nicholas

2016-03-01

This contribution argues that the study of early modern archives suggests a new agenda for historians of early modern science. While in recent years historians of science have begun to direct increased attention toward the collections amassed by figures and institutions traditionally portrayed as proto-scientific, archives proliferated across early modern Europe, emerging as powerful tools for creating knowledge in politics, history, and law as well as natural philosophy, botany, and more. The essay investigates the methods of production, collection, organization, and manipulation used by English statesmen and Crown officers such as Keeper of the State Papers Thomas Wilson and Secretary of State Joseph Williamson to govern their disorderly collections. Their methods, it is shown, were shared with contemporaries seeking to generate and manage other troves of evidence and in fact reflect a complex ecosystem of imitation and exchange across fields of inquiry. These commonalities suggest that historians of science should look beyond the ancestors of modern scientific disciplines to examine how practices of producing knowledge emerged and migrated throughout cultures of learning in Europe and beyond. Creating such a map of knowledge production and exchange, the essay concludes, would provide a renewed and expansive ambition for the field.

CO2 Urban Synthesis and Analysis ("CO2-USA") Network

NASA Astrophysics Data System (ADS)

Lin, J. C.; Hutyra, L.; Loughner, C.; Stein, A. F.; Lusk, K.; Mitchell, L.; Gately, C.; Wofsy, S. C.

2017-12-01

Emissions of carbon associated with cities comprise a large component of the anthropogenic source. A number of cities have announced plans to reduce greenhouse gas emissions, but the scientific knowledge to quantitatively track emissions and assess the efficacy of mitigation is lacking. As the global population increasingly resides in urban regions, scientific knowledge about how much, where, and why a particular city emits carbon becomes increasingly important. To address this gap, researchers have initiated studies of carbon emissions and cycling in several U.S. cities, making it timely to develop a collaborative network to exchange information on community standards and common measurements, facilitate data sharing, and create analysis frameworks and cross-city syntheses to catalyze a new generation of researchers and enable new collaborations tackling important objectives that are difficult to address in isolation. We describe initial results from an incipient network focusing initially on cities in the U.S. with low barriers of entry that entrains a cross-section of U.S. urban centers with varying characteristics: size, population density, vegetation, urban form, infrastructure, development rates, climate, and meteorological patterns. Results will be reported that emerge from an initial workshop covering data harmonization & integration, inventory comparison, stakeholder outreach, network design, inverse modeling, and collaboration.

Bridging the Gap between Scientific Data Producers and Consumers: A Provenance Approach

DOE Office of Scientific and Technical Information (OSTI.GOV)

Stephan, Eric G.; Pinheiro da Silva, Paulo; Kleese van Dam, Kerstin

2013-06-03

Despite the methodical and painstaking efforts made by scientists to record their scientific findings and protocols, a knowledge gap problem continues to persist today between producers of scientific results and consumers because technology is performing the exchange of data as opposed to scientists making direct contact. Provenance is a means to formalize how this knowledge is transferred. However, for it to be meaningful to scientists, the provenance research community needs continued contributions from the scientific community to extend and leverage provenance-based vocabularies and technology from the provenance community. Going forward the provenance community must also be vigilant to meet scalabilitymore » needs of data intensive science« less

Is It Believable When It's Scientific? How Scientific Discourse Style Influences Laypeople's Resolution of Conflicts

ERIC Educational Resources Information Center

Bromme, Rainer; Scharrer, Lisa; Stadtler, Marc; Hömberg, Johanna; Torspecken, Ronja

2015-01-01

Scientific texts are a genre in which adherence to specific discourse conventions allows for conclusions on the scientific integrity of the information and thus on its validity. This study examines whether genre-typical features of scientific discourse influence how laypeople handle conflicting science-based knowledge claims. In two experiments…

Disciplinary Knowledge Revisited: The Social Construction of Sociology

ERIC Educational Resources Information Center

Cole, Stephen

2006-01-01

In "Making Science" (1992) I make the distinction between two types of knowledge: research frontier knowledge and core knowledge. Core knowledge is the small body of knowledge for which the entire scientific community treats as indisputable facts. The research frontier is all new knowledge which makes claim to being facts but in practice there is…

Knowledge, its Application, and Attitudes Associated with the Reading of Diverse Genres of Science Texts

NASA Astrophysics Data System (ADS)

Gonçalves Nigro, Rogerio; Frateschi Trivelato, Silvia

2012-11-01

The purpose of this article is to assess the knowledge, application of knowledge, and attitudes associated with the reading of different genres of expository science texts. We assigned approximately half of a sample consisting of 220 students 14-15 years of age, chosen at random, to read an excerpt from a popular scientific text, and the other half to read an excerpt from a textbook addressing the same topic. Readers took knowledge and application tests immediately after the reading and again 15 days later. Students also took knowledge and reading proficiency pre-tests, and attitude tests related to the selected texts. Overall, girls scored higher than boys and readers of the popular scientific text scored higher than their colleagues who read the textbook excerpt. We noted interaction between 'reader gender' and 'genre of the text read' in terms of long-term learning based on the reading. Attitude regarding the text read appears as an important factor in explaining behavior of boys who read the popular scientific text. Surprisingly, knowledge and application test scores were not statistically different among girls with different degrees of reading proficiency who read the textbook excerpt. In addition, on the application tests, among the boys who read the popular scientific text, good readers scored lower than their colleagues who read the textbook excerpt. In our opinion, this study can serve to show that 'reading in science education' is not a trivial matter and we feel that the subject merits more in-depth investigation.

Designing a post-genomics knowledge ecosystem to translate pharmacogenomics into public health action.

PubMed

Dove, Edward S; Faraj, Samer A; Kolker, Eugene; Ozdemir, Vural

2012-01-01

Translation of pharmacogenomics to public health action is at the epicenter of the life sciences agenda. Post-genomics knowledge is simultaneously co-produced at multiple scales and locales by scientists, crowd-sourcing and biological citizens. The latter are entrepreneurial citizens who are autonomous, self-governing and increasingly conceptualizing themselves in biological terms, ostensibly taking responsibility for their own health, and engaging in patient advocacy and health activism. By studying these heterogeneous 'scientific cultures', we can locate innovative parameters of collective action to move pharmacogenomics to practice (personalized therapeutics). To this end, we reconceptualize knowledge-based innovation as a complex ecosystem comprising 'actors' and 'narrators'. For robust knowledge translation, we require a nested post-genomics technology governance system composed of first-order narrators (for example, social scientists, philosophers, bioethicists) situated at arm's length from innovation actors (for example, pharmacogenomics scientists). Yet, second-order narrators (for example, an independent and possibly crowd-funded think-tank of citizen scholars, marginalized groups and knowledge end-users) are crucial to prevent first-order narrators from gaining excessive power that can be misused in the course of steering innovations. To operate such 'self-calibrating' and nested innovation ecosystems, we introduce the concept of 'wiki-governance' to enable mutual and iterative learning among innovation actors and first- and second-order narrators. '[A] scientific expert is someone who knows more and more about less and less, until finally knowing (almost) everything about (almost) nothing.' [1] 'Ubuntu: I am because you are.' [2].

Designing a post-genomics knowledge ecosystem to translate pharmacogenomics into public health action

PubMed Central

2012-01-01

Translation of pharmacogenomics to public health action is at the epicenter of the life sciences agenda. Post-genomics knowledge is simultaneously co-produced at multiple scales and locales by scientists, crowd-sourcing and biological citizens. The latter are entrepreneurial citizens who are autonomous, self-governing and increasingly conceptualizing themselves in biological terms, ostensibly taking responsibility for their own health, and engaging in patient advocacy and health activism. By studying these heterogeneous 'scientific cultures', we can locate innovative parameters of collective action to move pharmacogenomics to practice (personalized therapeutics). To this end, we reconceptualize knowledge-based innovation as a complex ecosystem comprising 'actors' and 'narrators'. For robust knowledge translation, we require a nested post-genomics technology governance system composed of first-order narrators (for example, social scientists, philosophers, bioethicists) situated at arm's length from innovation actors (for example, pharmacogenomics scientists). Yet, second-order narrators (for example, an independent and possibly crowd-funded think-tank of citizen scholars, marginalized groups and knowledge end-users) are crucial to prevent first-order narrators from gaining excessive power that can be misused in the course of steering innovations. To operate such 'self-calibrating' and nested innovation ecosystems, we introduce the concept of 'wiki-governance' to enable mutual and iterative learning among innovation actors and first- and second-order narrators. '[A] scientific expert is someone who knows more and more about less and less, until finally knowing (almost) everything about (almost) nothing.' [1] 'Ubuntu: I am because you are.' [2] PMID:23194449

Deep brain stimulation for obsessive-compulsive disorder: Knowledge and concerns among psychiatrists, psychotherapists and patients.

PubMed

Naesström, Matilda; Blomstedt, Patric; Hariz, Marwan; Bodlund, Owe

2017-01-01

Deep brain stimulation (DBS) is under investigation for severe obsessive-compulsive disorder (OCD) resistant to other therapies. The number of implants worldwide is slowly increasing. Therefore, it is of importance to explore knowledge and concerns of this novel treatment among patients and their psychiatric healthcare contacts. This information is relevant for scientific professionals working with clinical studies for DBS for this indication. Especially, for future study designs and the creation of information targeting healthcare professionals and patients. The aim of this study was to explore the knowledge and concerns toward DBS among patients with OCD, psychiatrists, and cognitive behavioral therapists. The study was conducted through web-based surveys for the aimed target groups -psychiatrist, patients, and cognitive behavioral therapists. The surveys contained questions regarding previous knowledge of DBS, source of knowledge, attitudes, and concerns towards the therapy. The main source of information was from scientific sources among psychiatrists and psychotherapists. The patient's main source of information was the media. Common concerns among the groups included complications from surgery, anesthesia, stimulation side effects, and the novelty of the treatment. Specific concerns for the groups included; personality changes mentioned by patients and psychotherapists, and ethical concerns among psychiatrists. There are challenges for DBS in OCD as identified by the participants of this study; source and quality of information, efficacy, potential adverse effects, and eligibility. In all of which the current evidence base still is limited. A broad research agenda is needed for studies going forward.

On the formalization and reuse of scientific research.

PubMed

King, Ross D; Liakata, Maria; Lu, Chuan; Oliver, Stephen G; Soldatova, Larisa N

2011-10-07

The reuse of scientific knowledge obtained from one investigation in another investigation is basic to the advance of science. Scientific investigations should therefore be recorded in ways that promote the reuse of the knowledge they generate. The use of logical formalisms to describe scientific knowledge has potential advantages in facilitating such reuse. Here, we propose a formal framework for using logical formalisms to promote reuse. We demonstrate the utility of this framework by using it in a worked example from biology: demonstrating cycles of investigation formalization [F] and reuse [R] to generate new knowledge. We first used logic to formally describe a Robot scientist investigation into yeast (Saccharomyces cerevisiae) functional genomics [f(1)]. With Robot scientists, unlike human scientists, the production of comprehensive metadata about their investigations is a natural by-product of the way they work. We then demonstrated how this formalism enabled the reuse of the research in investigating yeast phenotypes [r(1) = R(f(1))]. This investigation found that the removal of non-essential enzymes generally resulted in enhanced growth. The phenotype investigation was then formally described using the same logical formalism as the functional genomics investigation [f(2) = F(r(1))]. We then demonstrated how this formalism enabled the reuse of the phenotype investigation to investigate yeast systems-biology modelling [r(2) = R(f(2))]. This investigation found that yeast flux-balance analysis models fail to predict the observed changes in growth. Finally, the systems biology investigation was formalized for reuse in future investigations [f(3) = F(r(2))]. These cycles of reuse are a model for the general reuse of scientific knowledge.

Teaching science vs. the apprentice model--do we really have the choice?

PubMed

Marckmann, G

2001-01-01

The debate about the appropriate methodology of medical education has been (and still is) dominated by the opposing poles of teaching science versus teaching practical skills. I will argue that this conflict between scientific education and practical training has its roots in the underlying, more systematic question about the conceptual foundation of medicine: how far or in what respects can medicine be considered to be a science? By analyzing the epistemological status of medicine I will show that the internal aim of medicine ("promoting health through the prevention and treatment of disease") differs from the internal aim of science ("the methodological and systematic acquisition of knowledge"). Therefore, medicine as a whole discipline should not be considered as a science. However, medicine can be conceptually and methodologically scientific in so much as it is based on scientific knowledge. There is evidence from cognitive science research that diagnostic reasoning not only relies on the application of scientific knowledge but also--especially in routine cases--on a process of pattern recognition, a reasoning strategy based on the memory of previously encountered patients. Hence, medical education must contain both: the imparting of scientific knowledge and the rich exposure to concrete cases during practical training. Hence, the question of teaching science vs. the apprentice model will not be "either-or" but rather "both--but in which proportion?"

Collaborative Group Learning Approaches for Teaching Comparative Planetology

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.

2013-12-01

Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. Students are asked to reason about difficult concepts, while working in pairs, and to discuss their ideas openly. Extensive evaluation results consistently suggest that both the backwards faded-scaffolding and the Lecture-Tutorials approaches are successful at engaging students in self-directed scientific discourse as measured by the Views on Scientific Inquiry (VOSI) as well as increasing their knowledge of science as measured by the Test Of Atronomy STandards (TOAST).

The story of rising voices: Facilitating collaboration between indigenous and western ways of knowing

USGS Publications Warehouse

Maldonado, Julie; Lazrus, Heather; Bennett, Shiloh-Kay; Chief, Karletta; Dhillon, Carla May; Gough, Bob; Kruger, Linda; Morisette, Jeffrey T.; Petrovic, Stefan; Whyte, Kyle P.; Companion, Michele; Chaiken, Miriam S.

2016-01-01

Indigenous community self-determination, cultures, and ways of life are at high risk from climate change impacts and ecological dispossession. Partnerships between experts with backgrounds in Indigenous and western knowledge may be productive and effective ways to reduce vulnerability and foster resilience. This chapter examines collaborations among scientific and Native American, Alaska Native, and Pacific Island communities to support climate solutions. We draw examples from the "Rising Voices: Collaborative Science with Indigenous Knowledge for Climate Solutions" program (Rising Voices) to examine how boundary organizations function cross-culturally to increase communities' adaptive capacity through knowledge exchange, as well as building the decision-making capacity needed to exercise sovereignty and make adaptive decisions in a changing climate.

Theory in Practice: Why "Good Medicine" and "Scientific Medicine" Are Not Necessarily the Same Thing

ERIC Educational Resources Information Center

De Camargo, Kenneth, Jr.; Coeli, Claudia Medina

2006-01-01

The term "scientific medicine", ubiquitous in medical literature although poorly defined, can be traced to a number of assumptions, three of which are examined in this paper: that medicine is a form of knowledge-driven practice, where the established body of proven medical knowledge determines what doctors do; if what doctors do is either…

The Influence of Anomalies on Knowledge Construction and Scientific Reasoning during Inquiry.

ERIC Educational Resources Information Center

Echevarria, Marissa

The knowledge construction and scientific reasoning of two classes of seventh grade students (22 to 24 students in each class) were examined during a 3-week inquiry unit in genetics, in which anomalies were used as a catalyst for conceptual change. During the unit, students used genetics simulation software to mate fruit flies that varied on a…

Using a Historical Controversy to Teach Critical Thinking, the Meaning of "Theory", and the Status of Scientific Knowledge

ERIC Educational Resources Information Center

Montgomery, Keith

2009-01-01

It is important that students understand the "open-ended" nature of scientific knowledge and the correct relationship between facts and theory. One way this can be taught is to examine a past controversy in which the interpretation of facts was contested. The controversy discussed here, with suggestions for teaching, is "Expanding…

Provision and Preservation of Knowledge: A Department of Educational and Psychological Research as Laboratory for Analyzing Scientific Discourse.

ERIC Educational Resources Information Center

Bierschenk, Bernhard

Two kinds of perspectives governing the provision and preservation of knowledge, a universal and an ecological perspective, are discussed in this paper. In the first case, scientific observations are represented through a semantic interpretation of facts. This is illustrated with a series of experiments on semantic feature perception in the recall…

Use, knowledge, and perception of the scientific contribution of Sci-Hub in medical students: Study in six countries in Latin America

PubMed Central

Mejia, Christian R.; Valladares-Garrido, Mario J.; Miñan-Tapia, Armando; Serrano, Felipe T.; Tobler-Gómez, Liz E.; Pereda-Castro, William; Mendoza-Flores, Cynthia R.; Mundaca-Manay, Maria Y.; Valladares-Garrido, Danai

2017-01-01

Introduction Sci-Hub is a useful web portal for people working in science as it provides access to millions of free scientific articles. Satisfaction and usage should be explored in the Latino student population. The objective of this study was to evaluate the use, knowledge, and perception of the scientific contribution of Sci-Hub in medical students from Latin America. Methodology A multicenter, observational, analytical study was conducted in 6632 medical students from 6 countries in Latin America. We surveyed from a previously validated instrument, delving into knowledge, monthly average usage, satisfaction level, and perception of the scientific contributions provided by Sci-Hub. Frequencies and percentages are described, and generalized linear models were used to establish statistical associations. Results Only 19.2% of study participants knew of Sci-Hub and its function, while the median use was twice a month. 29.9% of Sci-Hub-aware participants claimed they always find the desired scientific information in their Sci-Hub search; 62.5% of participants affirmed that Sci-Hub contributes to scientific investigation; only 2.2% reported that Sci-Hub does not contribute to science. Conclusion The majority of Latino students are not aware of Sci-Hub. PMID:28982181

Opinions of medical students on the pre-graduate scientific activities--how to improve the situation?

PubMed

Mokry, Juraj; Mokra, Daniela

2007-06-01

The number of medical undergraduates taking part in Student Scientific Activities (SSA) at Jessenius Faculty of Medicine Comenius University in Slovakia remains low. The aim of this study was to discover some of the factors responsible and suggest improvements. An anonymous 30-item questionnaire was devised and sent to 245 medical undergraduates (UG) of the 1st, 2nd, 3rd and 5th years. Foreign fellowships, postgraduate research, assistant posts at universities and financial incentives were cited as the main positive motivators for participation in UG student scientific research. Characteristics in tutors that encouraged student research were scientific knowledge, giving time to students and enthusiasm for research while poor infrastructure, tutor lack of time/interest, own time constraints, weak career motivation and lack of information were the strongest discouraging factors. Involvement of students in SSA is influenced by many factors. To increase the number of students taking part in SSA, student research and/or continuing to Ph.D and scientific career, these factors need to be addressed by medical schools.

Implementing Science-Technology-Society Approaches in Middle School Science Teaching

ERIC Educational Resources Information Center

Akcay, Hakan; Yager, Robert E.

2010-01-01

The National Science Education Standards emphasize a goal that students should achieve scientific literacy, which is defined as the knowledge and understanding of scientific concepts needed in daily living. Scientific literacy enables people to not only use scientific principles and processes in making personal decisions but also to participate in…

Proportional Reasoning: An Essential Component of Scientific Understanding

ERIC Educational Resources Information Center

Hilton, Annette; Hilton, Geoff

2016-01-01

In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of…

The Nature of Students' Chemical Reasoning Employed in Scientific Argumentation in Physical Chemistry

ERIC Educational Resources Information Center

Moon, A.; Stanford, C.; Cole, R.; Towns, M.

2016-01-01

Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations.…

SCIENTIFIC AUTHORSHIP, PART I: A WINDOW INOT SCIENTIFIC FRAUD SCIENTIFIC AUTHORSHIP, PART II: HISTORY, REOCCURRING ISSUES, PRACTICES, AND GUIDELINES (SEE COMMENTS)

EPA Science Inventory

Scientific Authorship: History, Reoccurring Issues, Practices, and Guidelines
Introduction
Often, the most challenging aspect of being a scientist is dealing with the intricacies of publishing one's research and knowledge. One must do much more than just accurately record...

Science Teachers' Conceptions of Nature of Science: The Case of Bangladesh

ERIC Educational Resources Information Center

Sarkar, Md. Mahbub Alam; Gomes, Jui Judith

2010-01-01

This study explored Bangladeshi science teachers' conceptions of nature of science (NOS) with a particular focus on the nature of (a) scientific knowledge, (b) scientific inquiry and (c) scientific enterprise. The tentative, inferential, subjective and creative NOS, in addition to the myths of the scientific method and experimentation, the nature…

Transportable educational programs for scientific and technical professionals: More effective utilization of automated scientific and technical data base systems

NASA Technical Reports Server (NTRS)

Dominick, Wayne D.

1987-01-01

This grant final report executive summary documents a major, long-term program addressing innovative educational issues associated with the development, administration, evaluation, and widespread distribution of transportable educational programs for scientists and engineers to increase their knowledge of, and facilitate their utilization of automated scientific and technical information storage and retrieval systems. This educational program is of very broad scope, being targeted at Colleges of Engineering and Colleges of Physical sciences at a large number of colleges and universities throughout the United States. The educational program is designed to incorporate extensive hands-on, interactive usage of the NASA RECON system and is supported by a number of microcomputer-based software systems to facilitate the delivery and usage of the educational course materials developed as part of the program.