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PubMed2002

Evolution of a partnership to improve K-16 science education.

This article grew out of a presentation at the 82nd Annual Meeting of the American Association for the Advancement of Science Pacific Division in Irvine, California in June 2001. The symposium "Sharing Science: Successful Scientist Expert-Teacher Practitioner Interactions" was organized by Drs. Nancy J. Pelaez and Barbara L. Gonzalez of California State University at Fullerton. Goodman's presentation was entitled "The Team Approach to Outreach Activities for K-12 Teachers in a Large, Rural State." This personal view report describes the development and evolution of educational outreach programs at the University of South Dakota School of Medicine (USDSM) and the support provided by the administration. The number and strength of the programs at USDSM have grown in direct proportion to the commitment that the institution has been willing to make to faculty members with interests in science education. Currently, USDSM has three Basic Science faculty members who spend significant effort working with K-12 students and teachers and who have been called upon nationally as consultants and reviewers for similar programs.

Community-Institutional Relations↗
PubMed1997

Philosophy of science and physiology education.

Since the mid-1960s, philosophy of science [particularly that derived from Kuhn's work (The Structure of Scientific Revolutions, Chicago: University of Chicago Press, 1962)] has become an informal part of the education of scientists worldwide, including physiologists. However, recent postmodernist developments have enraged a number of scientists, who would like to sever any ties with philosophy of science. The author contends that the perceived conflict is due mainly to a misunderstanding of the implications of constructivist assertions and partially to flawed reasoning in a few constructivist approaches. There is no fundamental conflict that would justify the elimination of philosophy of science from science education.

Philosophy↗
PubMed1985

Psychoanalysis as science: the inductivist's resistance revisited.

The scientific status of psychoanalysis has been the focus of heated debates among philosophers of science and among psychoanalysts. The most recent challenge to psychoanalysis as a science comes from the quarters of the inductivist philosophy of science. Since inductivism is a self-defeating philosophy, it is not surprising that inductivists demand that psychoanalysts pay an unlimited price for their claim of scientific status for psychoanalysis. Most psychoanalysts, in their response to this impossible challenge, unwittingly claim to have paid the price. What is worse, the claim is made in a confused and emotionally charged manner. Hence, psychoanalysts are usually defensive and, thus, in error when repelling (in this way) the attack of the inductivist philosopher. It is not psychoanalysis inductivists attack, but their own commitment to their own logic which leads inexorably to the dissolution of their argument, of all science, and, indeed, of psychoanalysis as well. It seems much more reasonable to postpone any response to the challenges that confront psychoanalysis today and to invest effort in a reformulation of the problem of the scientific status of psychoanalysis. Different rational solutions to the problem may evolve if we take care to become well informed first about the limits of our theoretical frameworks and show readiness to change them, if and when needed. That is to say, we can start with a somewhat tentative, not to say skeptical, frame of mind concerning the very concept of scientific status. We may try to keep and to contain our skepticism to the degree required by the discourse at hand, carry on exploring in our practice, report our results, and discuss them respectfully. We should start by admitting that, quite possibly, our discourse will end inconclusively.

Generalization, Psychological↗
PubMedDate not supplied

Maintaining the relationship between science and special education.

Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning difficulties and reducing the number of students referred for special education. However, I caution that if we want science to have the desired impact on the educational and social outcomes of students with learning disabilities, we must take care not to misuse it.

Education, Special↗
PubMedDate not supplied

Co-teaching as science in the schoolhouse: more questions than answers.

The concept of science in the schoolhouse combines knowledge of research-based practices with the complexities of day-to-day life in schools. In this discussion, co-teaching is offered as an example of how advocacy for a practice can outpace the science that supports it. There is a push for co-teaching in contemporary schools, and special educators in great numbers are being asked to join with general educators in meeting the needs of students with disabilities. However, the science behind co-teaching to date is very limited. Studies have examined the implementation of co-teaching as a general service delivery option, but much less attention has been paid scientifically to the character and quality of the co-taught instruction or to the impact of co-teaching on student outcomes. Within this context, I also examine how Crockett's four recommendations to support science in the schoolhouse could address the questions about co-teaching for which there are few answers.

Humans↗
PubMed2004

Modeling stability of growth between mathematics and science achievement during middle and high school.

In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.

Adolescent↗
PubMed1992

Nursing science and the space age.

This article presents the basic elements of Rogers' science of unitary human beings. It defines science, explicates nursing as a science and an art, addresses the meaning of the principles of hemodynamics, and discusses the building blocks of these principles. Several theories arising from the science of unitary human beings are elaborated, and noninvasive therapeutic modalities are discussed as part of nursing practice.

Homeostasis↗
PubMed2003

State of nursing science: on the edge.

Nurse scientists have had great and important successes contributing to science and to patient care. To review the state of nursing science is an enormous and complex challenge, and yet the pace of discovery constantly quickens. The purpose of this article, which was read at the 2002 State of the Science Congress, was to use the human response model to describe the domains of nursing science and note exemplary, innovative developments in the context of the model's "person" and "environmental" domains. Advances are noted in genetics, aging, development, and gender studies; also noted is work in infection care, disaster care, and identification of health disparities. Asked to predict the future, we chose instead to describe societal challenges and speculate how nursing leaders can contribute importantly by applying nursing's unique perspective. Benchmarks of our success will include reversal of the nursing shortage, patients living to their highest potential, and penetration of evidence based care into clinical practice and health policy. Furthermore, the media and the public will view nurse scientists as key informants related to clinical care. Nurse scientists will be elected to lead major interdisciplinary organizations, our training programs will prepare new scientists with the knowledge and skills to enter a competitive and ever-evolving field, our schools will have adequate infrastructure to support the advancement using cutting-edge technology, centers of excellence will provide research consultation and collaboration beyond university boundaries, and nurse scientists will assume a more visible role in translational research.

Benchmarking↗
PubMed2006

Preparing K-12 students for the new interdisciplinary world of science.

The increasing importance of interdisciplinary science brings with it the need to consider what impact this has on the educational process. Such considerations extend even to the earliest educational years of K-12, and also exhibit a strong overlap with many issues involved in improving science education across the board. I will offer some general remarks, followed by a focus on three educational objectives of importance to interdisciplinary science as well as to improved science education as a whole. I will close with a brief discussion of the challenges involved in implementing such ideas in the educational system.

Adolescent↗
PubMed2006

Attitudes of residents and anesthesiologists toward basic sciences.

The perceived relevance of the subject matter is an essential condition for adult learning. Attitudes refer to internal states that influence learner's choices of personal action, which determine the probability of learning behaviors. Our objectives in this study were to describe and compare attitudes of residents and anesthesiologists towards the relevance of basic sciences to clinical practice. An 8-item questionnaire was given to 105 residents and 142 anesthesiologists. Data were electronically collected. Responses were graded on 5-level Likert scales. Comparisons were made between responses of residents and anesthesiologists. Although a general pattern of acknowledged relevance of basic sciences to clinical practice was observed in both groups, anesthesiologists' ratings were significantly higher than residents' ratings. Both groups emphasized in-depth formal learning of basic sciences before their clinical application, but attending anesthesiologists' scores were significantly higher than residents' scores. Residents were more favorable to a more superficial approach represented by learning general concepts than anesthesiologists, although median scores were below the center of the scale (neutral). In both groups median ratings of the role of instructors in exciting residents' curiosity through the teaching of basic sciences were located in the center of the respective scales. Both groups rated their in-training educational experiences high.

Adult↗
PubMed2003

Objectivity and ethics in environmental health science.

During the past several decades, philosophers of science and scientists themselves have become increasingly aware of the complex ways in which scientific knowledge is shaped by its social context. This awareness has called into question traditional notions of objectivity. Working scientists need an understanding of their own practice that avoids the naïve myth that science can become objective by avoiding social influences as well as the reductionist view that its content is determined simply by economic interests. A nuanced perspective on this process can improve research ethics and increase the capacity of science to contribute to equitable public policy, especially in areas such as environmental and occupational health, which have direct implications for profits, regulation, legal responsibility, and social justice. I discuss research into health effects of the 1979 accident at Three Mile Island near Harrisburg, Pennsylvania, USA, as an example of how scientific explanations are shaped by social concepts, norms, and preconceptions. I describe how a scientific practice that developed under the influence of medical and nuclear physics interacted with observations made by exposed community members to affect research questions, the interpretation of evidence, inferences about biological mechanisms in disease causation, and the use of evidence in litigation. By considering the history and philosophy of their disciplines, practicing researchers can increase the rigor, objectivity, and social responsibility of environmental health science.

Environmental Health↗
PubMed1995

Science and policy in regulatory decision making: getting the facts right about hazardous air pollutants.

Hazardous air pollutants are regulated under Title III of the 1990 Clean Air Act Amendments. The Amendments replace the risk-based approach mandated in the 1977 Amendments with a prescriptive, technology-based approach requiring that maximum achievable control technology (MACT) be applied to all major industrial sources of 189 hazardous air pollutants. The change reflects political, rather than scientific consensus that the public health benefits justify the costs. The choice is put into perspective by looking at the interface between science and policy that occurs as part of regular decisionmaking. Particular emphasis is given to examining the interrelationships among facts (science), judgments (science policy), and policy (values) in the context of the risk assessment paradigm. Science and policy are discussed in relation to Title III, contrasting the political consensus for action with the scientific uncertainty about risks and benefits. It is argued that a balanced research program is needed to get the facts right about hazardous air pollutants, including research to meet statutory requirements, to reduce uncertainties in risk assessment, and to address strategic issues.

Air Pollutants↗
PubMed1981

Teaching the behavioral science component in a family practice residency: social work role.

The article describes a social work-oriented behavioral science component within a family practice residency training program. The identified goal of teaching the behavioral science component is the development of skills in the area of interpersonal (physician-patient) relationships. To this end, a lecture series, self-awareness growth groups, and counseling experiences by residents are used. Whereas a number of disciplines deal with human interaction and behavior and are included under the "behavioral science" rubric, the paper shows the particular effectiveness of a social worker's direction in meeting the behavioral science training needs of family practice residents.

Behavioral Sciences↗
PubMed2002

Science and ministry: confusion and reality.

The professional pastoral care community generates a great deal of heat but precious little light during its debate about the use of scientific process in the practice of ministry. This result is due in large part to confusion about the basic tasks and processes of science and its role in both organized religion and the current health care environment. Clergy have often not understood that science and faith are different enterprises, that science and art are overlapping processes, and that both science and ministry are means and not ends in themselves. In the current health care environment, the ability to use scientific processes and speak its language are not only essential to the survival of professional pastoral care but are necessary to promote the goals of pastoral care and enhance our ministry.

Chaplaincy Service, Hospital↗
PubMedDate not supplied

[Science as a network of actors: philosophical resonance].

The article analyzes what philosophical implications actor-network theory may have in studies of the sciences. Actor-network theory has revitalized the debate on the sciences because it puts the focus on investigating science in action, that is, on science as it is actually practiced in the research laboratory. The concepts of subject and object, along with the concepts of truth, rationality, and scientific facts, are redefined from the perspective of actor-network theory. The article analyzes possible alliances between this theory and the philosophy of difference proposed by Deleuze, Guattari, and Serres.

History, 20th Century↗
PubMed2005

Learning science from museums.

This article provides an overview of current understandings of the science learning that occurs as a consequence of visiting a free-choice learning setting like a science museum. The best available evidence indicates that if you want to understand learning at the level of individuals within the real world, learning does functionally differ depending upon the conditions, i.e., the context, under which it occurs. Hence, learning in museums is different than learning in any other setting. The contextual model of learning provides a way to organize the myriad specifics and details that give richness and authenticity to the museum learning process while still allowing a holistic picture of visitor learning. The results of a recent research investigation are used to show how this model elucidates the complex nature of science learning from museums. This study demonstrates that learning form museums can be meaningfully analyzed and described. The article concludes by stating that only by appreciating and accounting for the full complexities of the museum experience will a useful understanding of how and what visitors learn from science museums emerge.

Education↗
PubMed2005

[Latin American science museums and equity].

Latin America and the Caribbean form a region of great variations yet marked by cultural resemblances. The origins of the region's countries, of their wealth, and also of their problems are quite similar. Indeed, there are clear points of contact in the most basic aspects, such as each society's worldview. Throughout the region there is a very strong democratizing trend that seeks more just and more educated societies. Science plays a key role in the development as a powerful weapon for tolerance and equity and therefore should be disseminated among the greatest possible number of Latin Americans. Red POP the network for the Popularization of Science and Technology in Latin America and the Caribbean - was created to help reach this goal. Under the auspices of ORCYT-UNESCO, Red POP is an interactive network of centers and programs that work to bring science and technology to the public at large. It fosters exchange, skill-acquisition, and resource use among its members. Based on the network's experience, we explore to what extent science museums favor equity in their home societies.

Education↗
PubMed2003

The value of public health research and the division between basic vs. applied science.

We question the movement towards exclusion of population and social health research from the field of science. The background under analysis is contemporary Brazil, where the scientific field that hosts this kind of research is known as Collective Health. First, the problem is formalized on logical grounds, evaluating the pertinence of considering unscientific the many objects and methods of public health research. Secondly, the cases of pulmonary tuberculosis and external causes are brought in as illustrations of the kind of scientific problem faced in health research today. The logical and epistemological basis of different forms of "scientific segregation" based on biomedical reductionism is analyzed, departing from three theses: (i) the ethics of the general application of science; (ii) the inappropriateness of monopolies for objectivity in the sciences; (iii) the specificity of scientific fields. In the current panorama of health research in Brazil, a residual hegemonic position that defends a narrow and specific definition of the object of knowledge was found. The denial of validity and specificity to objects, methods and research techniques that constitute social and population research in health is linked to elements of irrationality in reductionism approaches. Nevertheless, efforts should be directed to overcome this scientific division, in order to develop a pluralist and interdisciplinary national science, committed to the health care realities of our country.

Brazil↗