The Role of Social Context in the Production of Scientific Knowledge
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The Behavioral Sciences: Essays in Honor of GEORGE A. LUNDBERG
The Behavioral Sciences: Essays in Honor of George A. Lundberg The Behavioral Sciences: Essays in Honor of GEORGE A. LUNDBERG edited by ALFRED DE GRAZIA RoLLoHANDY E. C. HARWOOD PAUL KURTZ published by The Behavioral Research Council Great Barrington, Massachusetts Copyright © 1968 by Behavioral Research Council Preface This volume of collected essays is dedicated to the memory of George A. Lundberg. It is fitting that this volume is published under the auspices of the Behavioral Research Council. George Lundberg, as its first President, and one of its founding members, was dedicated to the goals of the Behavioral Research Council: namely, the encouragement and development of behavioral science research and its application to the problems of men in society. He has been a constant inspiration to behavioral research not only in sociology, where he was considered to be a classic figure and a major influence but in the behavioral sciences in general. Part One of this volume includes papers on George Lundberg and his scientific work, particularly in the field of sociology. Orig inally read at a special conference of the Pacific Sociological Association (March 30-April 1, 1967), the papers are here pub lished by permission of the Society. Part Two contains papers not directly on George Lundberg but on themes and topics close to his interest. They are written by members of the Behavioral Research Council. We hope that this volume is a token, however small, of the pro found contribution that George Lundberg has made to the de velopment of the behavioral sciences. We especially wish to thank the contributors of the George A. -
STEM Education for the Future
STEM 1 STEM STEM 3 STEM SUBCOMMITTEE MEMBERS Dr. Margaret Honey (Chair) | Dr. Bruce Alberts Dr. Hyman Bass | Dr. Carlos Castillo | Dr. Okhee Lee Dr. Marilyn M. Strutchens | Dr. Laurel Vermillion Dr. Francisco Rodriguez (Ex-Officio Member) NSF LIAISON Dr. Robin Wright (Division Director, Undergraduate Education) EXECUTIVE SECRETARY Dr. Alexandra Medina-Borja (NSF EHR/DUE) 4 STEM “All citizens can contribute to our nation’s progress and vibrancy. To be prepared for the STEM careers of the future, all learners must have an equitable opportunity to acquire foundational STEM knowledge. The STEM Education of the Future brings together our advanced understanding of how people learn with modern technology to create more personalized learning experiences, to inspire learning, and to foster creativity from an early age. It will unleash and harness the curiosity of young people and adult learners across the United States, cultivating a culture of innovation and inquiry, and ensuring our nation remains the global leader in science and technology discovery and competitiveness.” A VISION STATEMENT FOR STEM EDUCATION OF THE FUTURE 5 6 PREFACE Rapid technological advancements and societal changes are our daily reality. While the future of work, the economy, and society is uncertain, one thing is not: To maintain the nation’s leadership in science and technology discovery, we must create an approach to science, technology, engineering, and math (STEM) education that prepares and advances the U.S. for this future. Experts agree that science, technology, engineering and math will drive new innovations across disciplines, making use of computational power to accelerate discoveries and finding creative ways to work across disciplinary silos to solve big challenges. -
Scientific Communities in the Developing World Scientific Communities in the Developing World
Scientific Communities in the Developing World Scientific Communities in the Developing World Edited by jacques Caillard V.V. Krishna Roland Waast Sage Publications New Delhiflhousand Oaks/London Copyright @) Jacques Gaillard, V.V. Krishna and Roland Waast, 1997. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage or retrieval system, without permission in writing from the publisher. First published in 1997 by Sage Publications India Pvt Ltd M-32, Greater Kailash Market I New Delhi 110 048 Sage Publications Inc Sage Publications Ltd 2455 Teller Road 6 Bonhill Street Thousand Oaks, California 91320 London EC2A 4PU Published by Tejeshwar Singh for Sage Publications India Pvt Ltd, phototypeset by Pagewell Photosetters, Pondicherry and printed at Chaman Enterprises, Delhi. Library of Congress Cataloging-in-Publication Data Scientific communities in the developing world I edited by Jacques Gaillard, V.V. Krishna, Roland Waast. p. cm. Includes bibliographical references and index. 1. Science-Developing countries--History. 2. Science-Social aspect- Developing countries--History. I. Gaillard, Jacques, 1951- . 11. Krishna, V.V. 111. Waast, Roland, 1940- . Q127.2.S44 306.4'5'091724--dc20 1996 9617807 ISBN: 81-7036565-1 (India-hb) &8039-9330-7 (US-hb) Sage Production Editor: Sumitra Srinivasan Contents List of Tables List of Figures Preface 1. Introduction: Scientific Communities in the Developing World Jacques Gaillard, V.V. Krishna and Roland Waast Part 1: Scientific Communities in Africa 2. Sisyphus or the Scientific Communities of Algeria Ali El Kenz and Roland Waast 3. -
Bringing Science and Scientists to Life in Post-Secondary Science Education
Sci & Educ DOI 10.1007/s11191-010-9310-7 The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education Michael P. Clough Ó Springer Science+Business Media B.V. 2010 Abstract With funding from the United States National Science Foundation, 30 histor- ical short stories designed to teach science content and draw students’ attention to the nature of science (NOS) have been created for post-secondary introductory astronomy, biology, chemistry, geology, and physics courses. The project rationale, story development and structure, and freely available stories at the project website are presented. 1 Introduction The phrase ‘‘nature of science’’ (NOS) has been used for some time, particularly in the science education community, in referring to what science is, how science works, the epistemological and ontological foundations underlying science, the culture of science, and how society both influences and reacts to scientific activities (Clough 2006). Accurately understanding the NOS is crucial for science literacy (AAAS 1989; Matthews 1994; McComas and Olson 1998; NRC 1996) and can perhaps play an important role in enticing students to further their science education. Matthews (1994), McComas et al. (1998) and others have argued that knowledge of scientists and how science works will enhance students’ understanding of science as a human endeavor; increase interest in science and science classes; improve student learning of science content; and promote better social decision-making. Morris Shamos (1995) claimed that understanding the NOS is the most important component of scientific literacy because that knowledge, accurate or not, is what citizens use when assessing public issues involving science and technology. -
A Scientific Enterprise That Is Open by Default and Equitable by Design: the Time Is
A Scientific Enterprise that is Open by Default and Equitable by Design: The Time is Now research without delay or cost to the public. Open Lessons from COVID-19 Science is a collection of policies, practices, and The pandemic brought researchers from across the norms that empower scientists to do just that, by country and the world together to build open making research AI-ready and available under an systems for scientific collaboration - like the open license to accelerate discovery and improve CORD-19 database to quickly share research lives. Without open systems of knowledge sharing articles and data - that have been key to our and collaboration, federally-funded research falls pandemic response including the fastest short of its promise to leverage investments in development of a vaccine in human history. Prior science for public benefit. to the pandemic, federally-funded research was Open Science: A National Strategy only required to be made public one year after publication, prompting the White House Office of to Meet Pressing Challenges Science & Technology Policy to ask publishers to A “status quo” approach to scientific publishing lift 12-month embargoes on COVID-related science impedes the United States’ ability to address current in March 2020. Waiting an entire year to make and future national challenges such as climate change, COVID-related research public would have cost economic competitiveness, public health, and racial more lives, and the continuation of any embargo equity. The impact of open science on COVID-19 period on taxpayer-funded research creates a provides the federal government with an opportunity to dangerous precedent we cannot afford. -
How Science Works
PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
Special Issue Proposal: Replicability in Cognitive Science Editors: Brent
Special Issue proposal: Replicability in Cognitive Science Editors: Brent Strickland and Helen De Cruz Invited authors: Edouard Machery, Deborah Mayo Open Call for papers We are inviting submissions to a special issue on the issue of replicability and systematic error in cognitive science in the Review of Philosophy and Psychology (deadline November 1st, 2017). One of the primary missions of the Review of Philosophy and Psychology is to provide philosophically and theoretically insightful analyses of issues related to the fields of cognitive science and experimental psychology. Currently, authors in these areas are doing some thorough soul searching as they attempt to understand why the published results of psychology studies fail to replicate as often as they should (OSF, 2015). In particular, the OSF (2015) provided evidence that roughly 60% of all studies published in top psychology journals fail to replicate perfectly and 30% fail to replicate even approximately. These and related findings have led to a number of publications, news articles, and blog posts that attempt to (i) assess the extent to which there actually are systematic problems in how psychological science is being carried out (ii) understand the root causes of such problems and (iii) offer practical solutions for systematically improving scientific output. Philosophers have been notably absent in these discussions. This is a missed opportunity, as philosophers of science, mind, or even economics can offer a valuable perspective on these issues, as well as philosophers versed into experimental methods more broadly. To encourage philosophical engagement with the questions of replicability and systematic in cognitive science, we are inviting contributions to this special issue. -
Sacred Rhetorical Invention in the String Theory Movement
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Communication Studies Theses, Dissertations, and Student Research Communication Studies, Department of Spring 4-12-2011 Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement Brent Yergensen University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/commstuddiss Part of the Speech and Rhetorical Studies Commons Yergensen, Brent, "Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement" (2011). Communication Studies Theses, Dissertations, and Student Research. 6. https://digitalcommons.unl.edu/commstuddiss/6 This Article is brought to you for free and open access by the Communication Studies, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Communication Studies Theses, Dissertations, and Student Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT by Brent Yergensen A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Communication Studies Under the Supervision of Dr. Ronald Lee Lincoln, Nebraska April, 2011 ii SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT Brent Yergensen, Ph.D. University of Nebraska, 2011 Advisor: Ronald Lee String theory is argued by its proponents to be the Theory of Everything. It achieves this status in physics because it provides unification for contradictory laws of physics, namely quantum mechanics and general relativity. While based on advanced theoretical mathematics, its public discourse is growing in prevalence and its rhetorical power is leading to a scientific revolution, even among the public. -
Perceptions of Science in America
PERCEPTIONS OF SCIENCE IN AMERICA A REPORT FROM THE PUBLIC FACE OF SCIENCE INITIATIVE THE PUBLIC FACE OF SCIENCE PERCEPTIONS OF SCIENCE IN AMERICA american academy of arts & sciences Cambridge, Massachusetts © 2018 by the American Academy of Arts & Sciences All rights reserved. isbn: 0-87724-120-1 This publication is available online at http://www.publicfaceofscience.org. The views expressed in this publication are those held by the contributors and are not necessarily those of the Officers and Members of the American Academy of Arts and Sciences. Please direct inquiries to: American Academy of Arts & Sciences 136 Irving Street Cambridge ma 02138-1996 Telephone: 617-576-5000 Fax: 617-576-5050 Email: [email protected] Web: www.amacad.org CONTENTS Preface v Top Three Takeaways vii Introduction 1 SECTION 1: General Perceptions of Science 4 Confidence in Scientific Leaders Remains Relatively Stable 4 A Majority of Americans Views Scientific Research as Beneficial . 6 . But Many are Concerned about the Pace of Change 7 Americans Express Strong Support for Public Investment in Research 8 Americans Support an Active Role for Science and Scientists in Public Life 10 Scientists Should Play a Major Role in Shaping Public Policy 11 Discussion and Research Considerations 12 SECTION 2: Demographic Influences on General Views of Science 14 Confidence in Scientific Leaders Varies Based on Demographics and Other Factors 14 Higher Educational Attainment Correlates with Positive Perceptions of Science 16 Trust in Scientists Varies Based on Education and Politics 18 Discussion and Research Considerations 20 SECTION 3: Case Studies of Perceptions on Specific Science Topics 22 There is No Single Anti-Science Population . -
Total Scicomm: a Strategy for Communicating Open Science
publications Communication Total SciComm: A Strategy for Communicating Open Science Manh-Toan Ho * , Manh-Tung Ho and Quan-Hoang Vuong Centre for Interdisciplinary Social Research, Phenikaa University, Hanoi 100803, Vietnam; [email protected] (M.-T.H.); [email protected] (Q.-H.V.) * Correspondence: [email protected] Abstract: This paper seeks to introduce a strategy of science communication: Total SciComm or all-out science communication. We proposed that to maximize the outreach and impact, scientists should use different media to communicate different aspects of science, from core ideas to methods. The paper uses an example of a debate surrounding a now-retracted article in the Nature journal, in which open data, preprints, social media, and blogs are being used for a meaningful scientific conversation. The case embodied the central idea of Total SciComm: the scientific community employs every medium to communicate scientific ideas and engages all scientists in the process. Keywords: preprints; open science; science communication; social media; Total SciComm 1. Introduction Growing skepticism towards scientific findings makes capturing attention from the public an urgent and serious issue for scientists. The attention will help raise the scien- Citation: Ho, M.-T.; Ho, M.-T.; tists’ profiles and provide scientists a channel to communicate through scientific ideas. Vuong, Q.-H. Total SciComm: A On YouTube, and a new form of radio—podcast—the rise of the Intellectual Dark Web Strategy for Communicating Open group is a prominent example of an effort for good and effective science communication [1]. Science. Publications 2021, 9, 31. -
The Scientific Method Is a It Is a Possible Answer and Logical Problem-Solving Explanation to Your Question Process Used by Scientists
How to Communicate What is a Conclusion? Analyzing Data Tips for Recording Data Scientist communicate their A conclusion is a statement Scientists study data to look for Record data in an organized, accurate manner. This makes it easier results through journals, based on experimental meaning. They look for differences to identify patterns/ trends, make predictions, and draw magazines, websites, television, measurements and in the dependent variable between conclusions. Use a scientific journal, tables, charts, and graphs. radio, lectures, and posters. control and test groups. If observations. It includes a What is Data? summary of the results, differences exist, the independent Data are the results of the Variables Why Communicate? whether or not the variable may have had an effect. If Communicating discoveries experiment. They can Variables are what change in an hypothesis was supported, not, the independent variable may advances the knowledge of the include number experiment. The variable being the significance of the not have had any effect. scientific community, and it measurements like time, tested or changed by the scientist study, and future research. improves future studies. temperature, and mass, or is the independent or they can be observations. manipulated variable. Normally, there is only one of these at a Why Ask Questions? time so that experimental results It is important to clearly define 6. Conclusion can be attributed to that variable. the question being answered or Dependent or responding the problem being solved by 7. Communicate variables are what the scientist is the scientific investigation. 5. Analyze Data measuring or observing. If there Tips for Questioning is a direct link between Scientific questions should be The independent and dependent narrow and specific.