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PubMed2006

Journalism and science: how to erode the idea of knowledge.

This paper discusses aspects of the relationship between the scientific community and the public at large. Inspired by the European public debate on genetically modified crops and food, ethical challenges to the scientific community are highlighted. This is done by a discussion of changes that are likely to occur to journalistic attitudes--mirroring changing attitudes in the wider society--towards science and scientific researchers. Two journalistic conventions--those of science transmission and of investigative journalism--are presented and discussed in relation to the present drive towards commercialization within the world of science: how are journalists from these different schools of thought likely to respond to the trend of commercialization? Likely journalistic reactions could, while maintaining the authority of the scientific method, be expected to undermine public trust in scientists. In the long term, this may lead to an erosion of the idea of knowledge as something that cannot simply be reduced to the outcome of negotiation between stakeholders. It is argued that science is likely to be depicted as a fallen angel. This may be countered, it is posited, by science turning human, by recognizing its membership of society, and by recognizing that such membership entails more than just commercial relations. To rethink its relationship with the public at large--and, in particular, to rethink the ideal of disinterested science--is an ethical challenge facing the scientific community.

Biotechnology↗
PubMed2000

Transforming science curricula in higher education: feminist contributions.

Feminist contributions to the science curricula in higher education constitute invaluable but often overlooked resources for truly effective communication about science. Here I share a sampling of feminist science studies and discuss the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens. Challenges from scientists center on assumptions and values about the appropriate relationship between science and politics, while challenges from educators extend to assumptions about how science has been taught. Currently, national and local curriculum transformation efforts are producing useful insights and materials.

Communication↗
PubMed1984

The Life Sciences Programme of the European Space Agency, and opportunities for radiation biology experiments.

With the advent of Europe's commitment to contribute the European Space Agency (ESA) to the NASA Space Transportation System (STS) by means of the Spacelab programme, a new area for research opportunities on Life Sciences has been created for the European scientific community. Although considered as a young and new discipline, the goals of Life Sciences research in space had soon been defined by the ESA advising Life Sciences Working Group in the beginning of 1977. The programme proposals of the various subdisciplines concentrated on the advantageous use of the microgravity environment, to study in more depth the gravity relevance of biological systems. It included, however, also the use of other factors during space flight which cannot be reproduced or adequately simulated on the ground: cosmic radiation in its total spectrum, particularly HZE particles, solar and UV radiation, vacuum, and the combination of radiation and weightlessness, etc. On this basis, call for proposals in the various subdisciplines resulted in experiments also in the field of radiation biology which were flown on the Spacelab 1 mission and which were selected for later missions. In particular, ESA is providing the science community with mission opportunities on Spacelab, either European or International, with platforms to be launched by STS, and with so called multi-user facilities (e.g. Biorack). Typically, the experiments will be the responsibility of the scientists, the integration and mission phase the responsibility of ESA. Both mission definition and experiment selection rests with the ultimate decision of the responsible ESA Programme Board. A further description of missions envisioned, the Spacelab facility, platforms, multi-user facilities and areas of research applicable to radiobiology will be given. ESA's continuing interaction with the scientific community through the Life Sciences Working Group, and the advice on future programmes will be stressed as a vital factor contributing to a European Life Sciences Programme in Space.

Adaptation, Physiological↗
PubMed2004

Values in science and risk assessment.

It is a widely accepted claim that scientific practice contains value judgments, i.e. decisions made on the basis of values. This paper clarifies the concepts involved in this claim and explains its implications for risk assessment. It is explained why values are necessarily a part of science and of risk assessment. A certain type of values that contribute to the aim of science, so-called epistemic values, are identified as rationally justified as basis for judgment in science. It is argued that the aims of pure science and risk assessment differ in some aspects and that consequently pure science's epistemic values are not sufficient for risk assessment. I suggest how the epistemic values may be supplemented in order to align better with the aim of risk assessment. It is concluded that since risk assessment is no less value-laden than pure science, it is important (a) that risk assessors become aware of what values they are (often implicitly) relying on, (b) that the values are justifiable, and (c) that transparency is ensured, i.e. that the values and value-based assumptions applied in particular risk assessments are explicitly acknowledged.

Decision Making↗
PubMedDate not supplied

Which articles and which topics in the forensic sciences are most highly cited?

Forensic science is a multidisciplinary field, which covers many branches of the pure, the applied and the biomedical sciences. Writing-up and publishing research findings helps to enhance the reputation of the investigators and the laboratories where the work was done. The number of times an article is cited in the reference lists of other articles is generally accepted as a mark of distinction. Indeed, citation analysis has become widely used in research assessment of individual scientists, university departments and entire nations. This article concerns the most highly cited papers published in the Journal of Forensic Sciences (JFS) between 1956 and 2005. These were identified with the help of Web-of-Science, which is the on-line version of Science Citation Index, produced by Thomson Institute for Scientific Information (Thomson ISI) with head offices in Philadelphia, USA. This database tracks, among other things, the annual citation records of articles published in several thousand scientific journals worldwide. Those JFS articles accumulating 50 or more citations were identified and rank-ordered according to the total number of citations. These articles were also evaluated according to the name of first author, the subject category of the article, the country of origin and the pattern of co-authorship. This search strategy located 46 articles cited between 50 and 292 times since they first appeared in print. The most highly cited paper by far was by Kasai, Nakamura and White (USA and Japan) concerning DNA profiling and the application of the polymerase chain reaction (PCR) in forensic science. Some forensic scientists appeared as first author on two to three highly cited articles, namely Wetli (USA), Budowle (USA) and Comey (USA). When the highly cited articles were sub-divided into subject category, 15 were identified as coming from toxicology, closely followed by criminalistics (14 articles), pathology (nine articles), physical anthropology (five articles), forensic psychiatry (two articles) and one from odontology. The number of co-authors on these highly cited articles ranged from one to nine and the names of some investigators appeared on as many as four highly cited papers. The vast majority of papers originated from US laboratories although five came from Japan, two each from Sweden and Canada and there was also a joint USA-Swiss collaboration. The Thompson ISI citation databases provide unique tools for tracking citations to individual articles and impact and citation records of scholarly journals.

Bibliometrics↗
PubMed2005

Interdisciplinary research and education at the biology-engineering-computer science interface: a perspective.

Progress in the life sciences, including genome sequencing and high-throughput experimentation, offers an opportunity for understanding biology and medicine from a systems perspective. This 'new view', which complements the more traditional component-based approach, involves the integration of biological research with approaches from engineering disciplines and computer science. The result is more than a new set of technologies. Rather, it promises a fundamental reconceptualization of the life sciences based on the development of quantitative and predictive models to describe crucial processes. To achieve this change, learning communities are being formed at the interface of the life sciences, engineering and computer science. Through these communities, research and education will be integrated across disciplines and the challenges associated with multidisciplinary team-based science will be addressed.

Biological Science Disciplines↗
PubMed2002

The structure of science information.

The organization of information within science can be investigated in a principled way through analysis of science language. The restricted use of language in science enables description of the informational structure of science and of particular subfields, with strong similarities to structures in mathematics and programming languages. This result rests on decades of research into the relation between form and content in language, based on an information-theoretic approach to the structure of information. Examples are provided from immunology and the social sciences. Practical applications include storage of science information in databases, indexing the literature, and identification and resolution of controversy.

Abstracting and Indexing↗
PubMed2004

[Where are the boundaries of science in medicine?].

Medicine in general can be described as science and praxis. A central aspect of every science is the formation of theories and the testing of these theories and hypotheses with methods accepted by the scientific community as the adequate way to do it. Modern medicine defined as science is based on knowledge from natural sciences as well as the humanities. Medicine, defined as practice or in some instances as art, is not science. Medical practice can be described as the application and integration of scientific knowledge in the process of medical decision making and thereby the care of patients and the prevention of illnesses. The main problem in modern medicine is the lack of a "theory of medicine", elucidating the relation between science and practice.

Critical Pathways↗
PubMed2003

Parent-child conversations about science: the socialization of gender inequities?

This study investigated the family as a context for the gender typing of science achievement. Adolescents (N = 52) from 2 age levels (mean ages = 11 and 13 years) participated with their mothers and fathers on separate occasions; families were from predominantly middle-income European American backgrounds. Questionnaires measured the parents' and the child's attitudes. Each parent also engaged his or her child in 4 structured teaching activities (including science and nonscience tasks). There were no child gender or grade-level differences in children's science-related grades, self-efficacy, or interest. However, parents were more likely to believe that science was less interesting and more difficult for daughters than sons. In addition, parents' beliefs significantly predicted children's interest and self-efficacy in science. When parents' teaching language was examined, fathers tended to use more cognitively demanding speech with sons than with daughters during one of the science tasks.

Adolescent↗
PubMed1996

Biological sciences in Project 2000: an exploration of status.

Through Project 2000 preregistration nursing courses it was intended to establish a broad knowledge base for nurse education. This is likely to affect the way biological sciences are viewed as subjects within the curriculum. The aim of this study was to investigate the status of biological sciences in the curriculum following educational reform. A small-scale, descriptive study was undertaken investigating one institution. Quantitative and qualitative data were gathered using a postal questionnaire; this was complemented by contextual information obtained from documents. Findings indicated that there was a lack of consensus amongst teachers regarding what emphasis should be given to different subjects within the curriculum. It was commented that 'nursing' may have been displaced by pure subject disciplines, and that application of biological theory to practice was inadequate. Biological sciences, social sciences and behavioural sciences were allotted equal hours in the curriculum; concern was expressed, however, that there was insufficient time available for some subjects. This appeared to foster competition and tension, in particular between proponents of biological and social sciences. Teachers demonstrated subject loyalty, and promoted their own discipline within the curriculum. In an attempt to explain findings a conceptual framework based upon the sociology of knowledge and conflicts and tensions between groups within a profession was employed. Issues identified in the study suggest that there is cause for concern with respect to the structuring, teaching and learning of biological concepts, and their application to nursing practice.

Biological Science Disciplines↗
PubMed2004

The idea of nursing science.

BACKGROUND: In response to the question of the idea of nursing as a legitimate science, Edwards (1999) claims that it does not qualify as a legitimate science. He bases his claim on the assumption that legitimate science must be empirical. Edwards defends his claim based on the lack of consensus and development in nursing philosophy during the past 40 years and, as he describes it, the lack of ends (or truth) of nursing science. AIM: The aim of this response is to refute Edwards' conclusion. The basis for this refutation is twofold. First, legitimate science includes both empirical and non-empirical scientific methods. Second, evidence of development of a nursing school of philosophical thought is found in the nursing literature. DISCUSSION: Empirical science is only one mode of inquiry in nursing. Philosophical and non-empirical methodologies are gaining increasing importance as modes of scientific inquiry. I therefore contend that nursing would be better served to continue applying an offensive effort into integrating all applicable modes of scientific inquiry into the discipline.

Humans↗
PubMed2002

Medical students' attitudes towards and perception of the basic sciences: a comparison between students in the old and the new curriculum at the University Medical Center Utrecht, The Netherlands.

OBJECTIVES: The attitudes towards the basic sciences of medical students enrolled in either of 2 different curricula at the University of Utrecht Medical School in The Netherlands were investigated. The purpose of this study was threefold: first, to compare students (beginning clerks) in a conventional and an innovative curriculum; second, to compare beginning clerks with advanced clerks; and third to compare the present results with those of 2 previous American and Canadian studies in which the same questionnaire was used. SETTING: Beginning clerks in the old and in the innovative curriculum, and advanced clerks in the old curriculum, rated 9 statements on a 5-point (disagree - agree) Likert scale. The statements assessed students' attitudes toward the basic sciences. RESULTS: The results showed that beginning clerks in our innovative curriculum, unlike those in a conventional curriculum, consider the basic sciences as somewhat less important for medical practice and do not think that as many biomedical facts as possible should be learned before entering clinical practice. On the other hand, students in the innovative curriculum are more excited by the faculty's teaching of the basic sciences. This latter result confirms the findings in a previous Canadian study. No significant differences were found between beginning and advanced clerks in the conventional curriculum. CONCLUSION: Students experience teaching of the basic sciences as more exciting when they are integrated in organ system blocks with clinical bearings, though they are somewhat less positive about the actual importance of these sciences.

Attitude↗
PubMed2002

Why is biological science difficult for first-year nursing students?

Many factors contribute to poor performance in examinations in nurse education. Some of these are specific to the biological science subject area. In this study the results of two cohorts of first-year nursing students' biological science examination results were analysed to see if entry criteria and study habits significantly affected examination results. chi(2) contingency tables were used. The following parameters were shown to have a significant effect on biological science examination results: 1. Studied biology previously, chi(2)=48.06, DF=20, n=112 (significant at 0.001); 2. Level of achievement in school biology, chi(2)=11.15, DF=8, n=104 (significant at 0.05); 3. Attendance in class, chi(2)=60.71, DF=36, n=201 (significant at 0.001); 4. Use of recommended readings, chi(2)=34.86, DF=20, n=119 (significant at 0.05). Are nursing students of today giving themselves a decent chance through their study and attendance behaviour in a busy demanding course? Is overloading within the curriculum leading to these behaviours? This study shows that poor previous theoretical biological science significantly influenced biological science examination results. Biological science will continue to prove difficult, particularly for students who have a poor biological background, unless appropriate strategies are put in place both within the course and prior to entry.

Adaptation, Psychological↗
PubMed2004

Slouching toward policy: lazy bioethics and the perils of science fiction.

Too much contemporary bioethical discourse is weak on science, lazily citing and adopting science fiction scenarios rather than science facts in the framing of analyses and policies. We challenge bioethicists to take more seriously the role of providing informed insight into and oversight over contemporary science and its implications and applications. Bioethicists must work harder to understand the fast-changing truths and limits of basic science, and they must incorporate only appropriate and authentic science into their discourse, just as they did in the past when addressing the quandaries of clinical medicine. The field of bioethics is not so old and entrenched that its future is assured. Bioethicists must make themselves useful to society in order to deserve and retain the public's trust. They can best do this by ensuring that decision making and public policy are grounded in facts, not fictions and fantasies.

Advisory Committees↗
PubMed2003

A women's scientific society in the west. The late eighteenth-century assimilation of science.

The Natuurkundig Genootschap der Dames (Women's Society for Natural Knowledge), formally established by and for women, met regularly from 1785 to 1881 and sporadically until 1887. It challenges our stereotypes both of women and the physical sciences during the eighteenth century and of the intellectual interests open to women in the early European republics. This essay aims not simply to identify the society and its members but to describe their pursuits and consider what their story adds to the history of Western science. What does this society's existence tell us about the relationship between women and early science in general and about science and society in the Dutch setting in particular? Science and gender look rather different when observed through the activities of the immensely prosperous women of Middelburg, citizens of one of the most highly literate Western countries. The elite lives of the first-generation members of the women's society also offer us a glimpse into the early domestication of science, a process vital to its acceptance and assimilation.

Female↗
PubMed1992

The role of natural science in the premedical curriculum.

The authors examined the role of natural sciences in entering students' academic preparation for admission to the University of California, Los Angeles (UCLA), School of Medicine by analyzing the college transcripts of 290 students in the classes of 1990 and 1995 to determine the breadth of the students' college course work. In addition, during 1990 the authors surveyed 126 full-time basic science and clinical faculty about their views regarding the optimal requirements for admission. The vast majority of the students' college courses had been in the natural sciences, with no significant change in this finding over the five-year period. Of the faculty surveyed, 97 (77%) responded, stating that the majority of prerequisites should be in the natural sciences; their prerequisites were similar to UCLA's 1991-92 admission requirements. The authors suggest that the persistently narrow focus on the natural sciences as a preparation for medical school may explain the nationwide need to instruct medical students in the humanities, and that perhaps it is time to require non-science courses to broaden the educational backgrounds of entering students.

Adolescent↗
PubMed1995

Relationship between quantity of undergraduate science preparation and preclinical performance in medical school.

PURPOSE: The primary purpose of this study was to determine whether a relationship existed between the quantities of undergraduate science education completed by medical students and their subsequent preclinical performances in medical school. The secondary purpose of the study was to determine the nature of any relationship present and to re-verify standard predictors of preclinical performance in medical school. METHOD: This study was undertaken at Albany Medical College in conjunction with Sage Graduate School, Albany, New York. The analysis encompassed 120 systematically and 80 randomly selected medical student academic records (200 total cases) from the entering classes of 1977 through 1992. Twelve distinct variables were collected. Data transformations were completed as required, and the data subsequently standardized. Standard descriptive statistics, correlation between variables, t-tests between systematically and randomly selected groups, and factor analysis were performed on the data collected. RESULTS: It was determined that there was no significant relationship between total hours of undergraduate science completed and average preclinical performance in medical school. In addition, correlation between subdivisions of total hours of undergraduate science (total hours of chemistry, total hours of biology, total hours of math, and total hours of physics) and subdivisions of average preclinical performance (year-one preclinical performance and year-two preclinical performance) also proved to be nonsignificant. However, significant relationships between average preclinical performance and its subdivisions and other standard predictors of preclinical performance (Medical College Admission Test score and science grade-point average) were found to be in line with values in recent literature. In addition, significant relationships were found with the National Board of Medical Examiners Part I examination. Factor analysis of all variables yielded three underlying factors: medical school preclinical performance factor, undergraduate performance factor, and quantity of non-life-sciences factor. CONCLUSION: Quantity of science-based undergraduate premedical education, either in its entirety or in subdivisions, did not materially affect the performances of the selected medical school students in their preclinical years of medical school.

Achievement↗
PubMed1992

(Mis)conceptions and reconceptions about traditional science.

"Traditional" science (ie, scientific work that has evolved from the natural sciences) is still said to rely on theory-neutral facts, quantitative data, and the search for universal laws. This depiction of science is incongruent with much contemporary thinking. This article examines three shifts in recent philosophy that are relevant for nursing science philosophy: the move from foundationalism to an understanding of the fallibility of science, the shift in emphasis from verification to justification of knowledge claims, and the recent examination of explanation by scientific realists. It is suggested that scientific realism may be a fruitful area of inquiry for philosophers of nursing science.

Cognition↗