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PubMed1997

[Choose science! in a historical perspective: changing views on girls' education and the sciences, 1650-1880].

According to recent historiography on women/gender and science, the uneasy relationship between women and the exact sciences only arose when in the last quarter of the nineteenth century secondary education for girls was organised and structured in opposition to boys' education, stressing the importance of a 'modern' curriculum. Before that moment women had taken part in the popular science culture as visitors of public lectures, as amateur and rather more professional scientists and as writers of best selling books on botany, chemistry or physics. This thesis, as argued most convincingly by Patricia Phillips in her book The Scientific Lady (1990), is tested for the Netherlands. Part I deals with recent literature on the history of gender and science. Part II explores the extent to which women had access to eighteenth-century science culture in the Netherlands, and the traces this left on early nineteenth-century education for girls. The author shows that the educational reformer Barbara van Meerten-Schilperoort did indeed pay quite some attention to the 'sciences' in her curriculum proposal as well as in her publications. This confirms the thesis that only when women gained access to formal education in girls' schools next to the state regulated boys' schools for secondary education, were the exact sciences labelled 'masculine', and contrasted with the 'feminine' humanities, in part as a reflection of the respective curricula.

Adolescent↗

PubMed2001

[Definition of the real domain of the history of sciences and exploring the relationship with the philosophy of science].

The specific field of the history of science is the study and explanation of the origin and transformation of the structures of scientific knowledge. The historian of science should render understandable the reality of scientific research. The relationships between the history of science and the philosophy of science are examined stating that (1) the philosophical theories on the development of science have a scientific content only as much as they may be compared with the results of the history of science, and (2) the philosophy of science does not refer to an immediate historical reality but to an intellectual reconstruction of the past.

Biological Science Disciplines↗

PubMed1992

Research in health sciences library and information science: a quantitative analysis.

A content analysis of research articles published between 1966 and 1990 in the Bulletin of the Medical Library Association was undertaken. Four specific questions were addressed: What subjects are of interest to health sciences librarians? Who is conducting this research? How do health sciences librarians conduct their research? Do health sciences librarians obtain funding for their research activities? Bibliometric characteristics of the research articles are described and compared to characteristics of research in library and information science as a whole in terms of subject and methodology. General findings were that most research in health sciences librarianship is conducted by librarians affiliated with academic health sciences libraries (51.8%); most deals with an applied (45.7%) or a theoretical (29.2%) topic; survey (41.0%) or observational (20.7%) research methodologies are used; descriptive quantitative analytical techniques are used (83.5%); and over 25% of research is funded. The average number of authors was 1.85, average article length was 7.25 pages, and average number of citations per article was 9.23. These findings are consistent with those reported in the general library and information science literature for the most part, although specific differences do exist in methodological and analytical areas.

Humans↗

PubMed2002

Foundations of "new" social science: institutional legitimacy from philosophy, complexity science, postmodernism, and agent-based modeling.

Since the death of positivism in the 1970s, philosophers have turned their attention to scientific realism, evolutionary epistemology, and the Semantic Conception of Theories. Building on these trends, Campbellian Realism allows social scientists to accept real-world phenomena as criterion variables against which theories may be tested without denying the reality of individual interpretation and social construction. The Semantic Conception reduces the importance of axioms, but reaffirms the role of models and experiments. Philosophers now see models as "autonomous agents" that exert independent influence on the development of a science, in addition to theory and data. The inappropriate molding effects of math models on social behavior modeling are noted. Complexity science offers a "new" normal science epistemology focusing on order creation by self-organizing heterogeneous agents and agent-based models. The more responsible core of postmodernism builds on the idea that agents operate in a constantly changing web of interconnections among other agents. The connectionist agent-based models of complexity science draw on the same conception of social ontology as do postmodernists. These recent developments combine to provide foundations for a "new" social science centered on formal modeling not requiring the mathematical assumptions of agent homogeneity and equilibrium conditions. They give this "new" social science legitimacy in scientific circles that current social science approaches lack.

Journal Article↗

PubMed2001

The emergence of complexity: science coming of age or science growing old?

The emergence of a new field of science called complexity theory has made an impact on the community of scientists as well as the general public. This brief tutorial takes a very special view of this. The thesis is that complexity science has grown out of a general lack of satisfaction with traditional scientific practices and their failure to find a way of capturing anything but a shadow of complex reality. In spite of the many impressive advances from science and technology, it is clear that the picture delivered of the world is that of a surrogate world populated by machines and mechanisms. The nature of the real world demands more than traditional science can deliver. Yet traditional science has constraints and bounds on its universe of discourse. Complexity science, as presented here, demands that the barriers and constraints be removed in order to gain a more complete view of nature. This tutorial presents a summary of what is entailed by this new methodology.

Computer Simulation↗

PubMed1998

Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues.

In this chapter, the author describes integrating the teaching of the basic sciences, clinical sciences, and biopsychosocial issues in medical education as part of the curricular reform efforts initiated by schools that participated in The Robert Wood Johnson Foundation's project "Preparing: Physicians for the Future: Program in Medical Education." The author focuses on the approaches the eight schools adopted, the challenges they encountered, and the lessons they learned in attempting to implement more integrated curricula. Integration was promoted both within and among various components of medical education. For example, in some cases discipline-based courses in the basic sciences were replaced with interdisciplinary courses. Further, efforts were made both to bring clinical relevance to the basic sciences and to strengthen basic science in the clinical years. All the schools also promoted the study of the humanities and biopsychosocial sciences throughout the curriculum. The author describes problems encountered in these endeavors, resources needed to support interdisciplinary courses, the benefits of integration, and common lessons learned by the eight schools.

Biology↗

PubMedDate not supplied

Supported inquiry science: teaching for conceptual change in urban and suburban science classrooms.

Science education professionals generally agree that hands-on, inquiry-based science potentially benefits all students, yet there are few specific guidelines for helping students with learning disabilities (LD) achieve success in general education science classrooms. This study compared the effects of two approaches to hands-on science--supported inquiry science (SIS) and activity-based science--in six urban and two suburban fourth-grade general education classrooms. Participants included 172 students, 33 of whom had learning disabilities. The study found that students with and without LD demonstrated greater concept learning in the SIS classrooms, which focused on eliciting and reworking students' misconceptions and co-constructing knowledge under the guidance of a teacher-coach.

Achievement↗

PubMed1992

Basic science and applied science instruction: are they compatible?

Basic science and applied science instruction are compatible and essential for animal science professionals to succeed in their chosen career. Application of science is a continuum. Although production methods are constantly evolving, the science on which changes are made is fixed and fundamental. Only our understanding changes. We are educating students in preparation for a life-long learning process. Viability of animal science departments depends on attracting and challenging students with curricula that are demanding, create curiosity, and prepare students to understand the "whys and hows" of the phenomena of animal biology.

Animal Husbandry↗

PubMed2003

A greater voice for academic health sciences libraries: the Association of Academic Health Sciences Libraries' vision.

The founders of the Association of Academic Health Sciences Libraries (AAHSL) envisioned the development of a professional organization that would provide a greater voice for academic health sciences libraries, facilitate cooperation and communication with the Association of American Medical Colleges, and create a forum for identifying problems and solutions that are common to academic health sciences libraries. This article focuses on the fulfillment of the "greater voice" vision by describing action and leadership by AAHSL and its members on issues that directly influenced the role of academic health sciences libraries. These include AAHSL's participation in the work that led to the publication of the landmark report, Academic Information in the Academic Health Sciences Center: Roles for the Library in Information Management; its contributions to the recommendations of the Physicians for the Twenty-first Century: The GPEP Report; and the joint publication with the Medical Library Association of Challenge to Action: Planning and Evaluation Guidelines for Academic Health Sciences Libraries.

Consumer Advocacy↗

PubMed2000