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The new science and the public sphere in the premodern era.

This paper argues that the New Science, which was seen as essentially a public enterprise, was moreover a major constituent of the public sphere in early modern era. In seventeenth- and eighteenth-century Western Europe the sphere of public experimentation, testing, and discussion related to the new science, manifested itself as a highly diversified, contested, and complex social field. Two general problems arose in constructing this cultural public sphere: the selection of participants in the debate and the inclusion of a heterogenous public in the experimental scene. National authorities employed diverse policies but none denied the necessity of public debate for testing the validity of experimentations. The public sphere had to create its own conditions of existence by imposing manifold regulations in order to make these public meetings possible and enjoyable. The regulations emphasized common interest and the moral code as the most basic condition for the sustenance of the public sphere, thus enhancing self-restraint, tolerance, and politeness on the part of both discussants and participants. The more inclusive and heterogenous the public sphere, the more these norms were required. Thus the sphere of public debate constituted by early modern science implied a civilizing process, quite different from and more encompassing than the one analyzed by Norbert Elias.

Europe↗

The task of explaining sight: Helmholtz's writings on vision as a test case for models of science popularization.

Studies of Helmholtz's popular lectures on science have concentrated on reconstructing his vision of the scientific enterprise, of its nature, its benefits, and its "civilizing power." This paper offers a different perspective by focusing on Helmholtz's attempts to expose his own scientific work to a wider public. Drawing on recent discussions about how to study science popularization, it analyzes how he made his work on sensory physiology accessible to various audiences. It is argued that the exposition of the theory of vision comprises a complex, multilayered transformation of epistemic messages, which includes the recasting of arguments, recontextualizations, shifting emphasis, and significant changes in style. The popular writings on vision were directed to several different audiences, and, as such, manifest a delicate balance between conflicting agendas. An analysis of the texts indicates that neither the traditional two-step model of science popularization nor the more recent attempt to regard popularization as an "expository continuum" provides appropriate historiographical frameworks to study the popularization of scientific knowledge.

Germany↗

Measuring the economic returns from successful NASA life sciences technology transfers.

Since 1958 NASA has invested approximately $3.7 billion in life sciences R&D in the support of the successful human space flight program. There are numerous studies documenting the spin-off technologies that can be traced to NASA research and development activities. Most of these studies describe the technologies and their uses; however only a few measure the economic impact of the spin-offs and most of these are benefit/cost studies that tend to overstate benefits or underestimate costs. This study takes a different approach, measuring only economic impacts to the companies that developed successful spin-off products from NASA life sciences investments. A personal interview was conducted with each company and the benefits are conservatively estimated as the value-added by the NASA technology to the company's output and the amount of additional private R&D stimulated by the NASA R&D. This pilot study of fifteen companies, using a very conservative measurement technique, found a large return to companies that have successfully commercialized NASA life sciences spin-off products. Value-added benefits totaled over $1.5 billion and a NASA R&D total investment in these 15 technologies of $64 million was found to stimulate an additional $200 million in private R&D. The study also found that the largest benefits were from products developed and marketed by large companies, primarily because these companies had the financial and marketing resources to work on a scale unavailable to smaller companies. Many of the small companies reported very profitable product-lines as well as documented evidence of benefits extending to the commercial users of their products. However, the smaller companies often lacked either the ability or the desire to expand into much larger scale production. NASA and other government technology transfer programs may be overlooking an opportunity to enlarge the economic benefits from their spin-off technologies. When a federal R&D grant or contract ends, the formal relationship between the agency and the company also usually ends. However, the companies continue to use the prior connection to NASA for advertising and for developing new business partners. One recommendation of this study is for NASA to be more proactive with "alumni" companies and to help open additional financial and marketing doors for these companies.

Biological Science Disciplines↗

A complexity theory model in science education problem solving: random walks for working memory and mental capacity.

The present study examines the role of limited human channel capacity from a science education perspective. A model of science problem solving has been previously validated by applying concepts and tools of complexity theory (the working memory, random walk method). The method correlated the subjects' rank-order achievement scores in organic-synthesis chemistry problems with the subjects' working memory capacity. In this work, we apply the same nonlinear approach to a different data set, taken from chemical-equilibrium problem solving. In contrast to the organic-synthesis problems, these problems are algorithmic, require numerical calculations, and have a complex logical structure. As a result, these problems cause deviations from the model, and affect the pattern observed with the nonlinear method. In addition to Baddeley's working memory capacity, the Pascual-Leone's mental (M-) capacity is examined by the same random-walk method. As the complexity of the problem increases, the fractal dimension of the working memory random walk demonstrates a sudden drop, while the fractal dimension of the M-capacity random walk decreases in a linear fashion. A review of the basic features of the two capacities and their relation is included. The method and findings have consequences for problem solving not only in chemistry and science education, but also in other disciplines.

Adolescent↗

Selection by consequences: one unifying principle for a transdisciplinary science of prevention.

The principle of selection by consequences is critical to the analysis of a broad range of phenomena in the biological and behavioral sciences from the evolution of species to the selection of cultural practices. This paper reviews the role of that principle in diverse areas of the biobehavioral sciences and discusses how it can provide one dimension along which the diverse disciplines relevant to the prevention of problems of human behavior can be integrated. Such integration should improve the ability of prevention science to reduce the incidence and prevalence of human behavior problems.

Behavioral Sciences↗

[Evaluation of courses in nursing science in Germany. A pilot project on the current state and on perspectives of future development].

Since 1991 more than 40 courses of nursing science have been established in Germany. They differ mainly in two aspects: a) they have different course contents and b) they belong to different faculties. This study focuses on two questions. (i) How is the integration of scientific knowledge proceeding? (ii) Which positive aspects and problems can be identified? For this purpose we used a questionnaire to ask heads of the faculties from all courses of nursing sciences. 32 questionnaires were returned. We have come to the conclusion that there is a broad scientific basis for courses of nursing science in Germany.

Attitude of Health Personnel↗

The value of a questionnaire in assessing the acquisition and retention of basic science knowledge by dental students.

This cross-sectional study aimed to assess and compare, by performances in a questionnaire, the level of knowledge of basic medical sciences in 6th-form school pupils studying science subjects as entrance requirements to University and in 2nd, 3rd and 4th-year undergraduate dental students. A 40-part multiple response, true/false questionnaire, testing recall of factual knowledge in anatomy, biochemistry, physiology and oral biology, was used as the method of assessment. The results suggested that this simple format was an acceptable and useful method of assessment of the knowledge level of the study groups. The difference in scores of knowledge, expected to be higher in 2nd-year students compared to 6th form groups, was greatest in anatomy and oral biology, less in biochemistry and, unexpectedly, was not apparent in physiology. A difference in performance on the knowledge questionnaire was observed between 4th and 2nd year dental students, attributable primarily to decreased scores for 4th year dental students in biochemistry and, to a lesser extent, anatomy. The results obtained with this standardised test of factual knowledge recall may be of value to teachers compiling medical sciences courses for dental undergraduates and to those planning and evaluating new curricula with a less didactic approach.

Cross-Sectional Studies↗

Application of behavioural sciences teaching by UK dental undergraduates.

From 1990, Behavioural Sciences have become a requisite subject of dental undergraduate curricula across the UK (2). However, subject matter taught varies from school to school (4). The aim of this study was to determine the views and experiences of senior dental undergraduates in applying their behavioural sciences teaching across a range of clinical situations. A questionnaire survey was designed in which 5 UK Dental Schools were included to provide a countrywide geographic distribution and where >75% of senior students in each Dental School participated. The questions required the students to evaluate their psychosocial skills in 4 main areas: dentist/patient interactions; enhancing preventive behaviour; anxiety management; coping with personal stress. 252 students participated, 43% were male. In general, students valued their behavioural sciences teaching and 84% rated its inclusion in the curriculum as important. Some patient management situations had been infrequently encountered in their clinical experience and their confidence in dealing with these situations was low. The data was entered into a stepwise logistic regression to determine which factors explained the variation in reported confidence. In relation to dentist-patient interactions and preventive aspects (9 aspects), significant variables were how well students felt they were taught and how often they encountered the situations. Gender contributed to explaining variation in 4 of these aspects. In dealing with patient aggression, men were over 7x more confident than women (Odd's ratio 7.32), but in changing patients' attitudes to oral health, women were more than 2x as confident as men (Odd's ratio 2.08). In anxiety management and dealing with personal stress, additional variables entered the model and these were age, gender and Dental School. For most aspects of confidence in anxiety management, the quality of teaching to manage these situations was the key variable. In conclusion, this survey has provided an evaluation of UK students' perceived psychosocial skills in a range of clinical settings. This should encourage educators to improve curricular content to support the development of clinical competency in this area.

Behavioral Sciences↗

Basic sciences education in the dental curriculum in Southern Europe.

A survey was conducted to determine the current status of the basic sciences education in Southern European dental schools. Responses were collected from schools in Malta, Greece, Portugal, Italy, France and Spain. The results show that there is some uniformity across Southern Europe, even if there are some variations among dental schools both within one country and among the different countries. The links with Medicine seem to be strong. Most basic sciences dental educators have a medical degree and usually have their main appointment in a medical school. The only exception to this is found in France, where the faculty, who are mostly dentists, have their main appointment in a dental school. In half of the countries, courses are given jointly to both dental and medical students. There is, in general, poor coordination between the basic science subjects and other subjects in the dental curriculum. All the surveyed schools maintain traditional curricula and teaching methodologies. However, there is an increased movement towards self-directed learning, computer-assisted learning and improved coordination with clinical subjects.

Computer-Assisted Instruction↗

Math and science motivation: A longitudinal examination of the links between choices and beliefs.

This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender.

Achievement↗

Dispelling the "mystery" of computational cognitive science.

H. Crowther-Heyck (1999) argued that early advocates of computational cognitive science, especially George Miller, aimed to bring about a revival of traditional mentalism, including the issues of consciousness and free will. He therefore found it inexplicable, and even "ironic," that they selected the computer as their main research tool because computers seem no more conscious and no more free than, for instance, the telephone switchboard that was one of the behaviorists' key metaphors. I argue, by contrast, that this misunderstands the main thrust of cognitive science, which was not to bring back all of traditional mentalism, but was rather only to give a rigorous account of intentionality. Once this is recognized, Crowther-Heyck's "mystery" of cognitive science is dispelled because, as is well known, computers use symbolic representations, and thus were seen by the early cognitive scientists as being prime mechanical models of intentional processes.

Cognitive Science↗

Psychology in the human sciences in France, 1920-1940: Ignace Meyerson's historical psychology.

Between World War I and World War II, psychology adopted a direction open to human sciences; I. Meyerson was the main organizer of this choice. Leading the Societe de Psychologie and the Journal de Psychologie Normale et Pathologique, he tried to construct an individual and collective psychology that reflected not only the scientific preoccupations of his masters and friends but also their political choices: They had been the founders of the Human Rights League at the end of the 19th century. Behind Durkheim and Seignobos, with Mauss, Levy-Bruhl, and Blondel, Meyerson answered the new historians' call for a unified science of "mentalities," a historical psychology of collective representations. Meyerson offered to sociologists, anthropologists, linguists, and historians several forums to debate in which psychology was the unifying science. But at the end of the World War II, his psychology was marginalized, and a postivistic and behavioristic way was preferred. Meyerson's historical psychology disappeared from academic psychology, but historians have preserved its legacy.

France↗

Reflections on 200 years of science in the United States.

In spite of its obvious importance today, the history of the sciences in the USA is usually neither the subject for research nor part of courses taught by non-American historians. Nor is this history known and understood, particularly in Europe. This is in marked contrast to an avid interest in current US science policies and developments, which cannot be wholly explicable without an understanding of their historic origins. Broadly speaking, these origins are US variants of certain western European traditions resulting, as it were, in cults of knowledge, nation, and people. Science and scientists have flourished, but uneasily, in the resulting environment.

Education↗

Influencing science policy in Japan.

The administrative structure for the funding of science and technology in Japan is now going through a marked change. The newly formed Council for Science and Technology Policy (CSTP) has been given great powers - but how, in particular, is the funding policy being addressed by the new administrative structure, and how can scientists influence science policy in Japan?

Financing, Organized↗

Identifying alternative linkages among philosophy, theory and method in nursing science.

The major concerns expressed in the literature regarding the development and expansion of nursing science stem from questions related to 'what sorts of science' and 'which scientific methods' are appropriate for nursing. While there is a sector of nursing's scientific community that advocates a unified approach to philosophy and method, a growing sentiment for the position of philosophical and methodological pluralism is apparent. This paper addresses the nature of scientific pluralism by presenting a framework for alternative linkages possible among the philosophy, theory and method appropriate for nursing science. The nature of nursing knowledge that is produced within the discipline will thus depend on various forms of alternative linkages adopted by nursing scientists in addressing nursing's scientific questions. In turn, such pluralism presents problems of choice to nurses in practice with respect to knowledge utilization.

Bias↗

Random reflections on science, art and technique applied to medicine and its evaluation.

Science is aimed at universal knowledge. Art is aimed at action for solving concrete and local problems. Can medical practice therefore ever be a science even when employing important aspects of scientific practice such as precise concepts and vocabulary, and a demand for well-validated facts together with rational reasoning? Evaluation of medical and clinical practices in general has an ambiguous status. According to the domain to be evaluated, it can reach a level of science in providing results of universal value but more often it is closer to art, the results remaining of local interest. There is no strict correlation between the universal-local axis and the practical interest for public health. Epidemiologists should consider these matters very seriously and aim to contribute to, rather than discard, their significance for the advancement of clinical practice.

Clinical Medicine↗

The determination of the relevance of basic sciences learning objectives to clinical practice using a questionnaire survey.

OBJECTIVES: Facilitating sufficient understanding of the basic sciences to underpin clinical practice is important in producing the good doctor. However, the inclusion of irrelevant material in the curriculum not only wastes valuable learning time, but may also hinder learning. The aim of this study was to determine how relevant staff and students thought respiratory basic science learning objectives were to medical practice. DESIGN: The study involved a survey using an anonymous questionnaire to determine whether the respiratory learning objectives stated in Year 1 were perceived as relevant to clinical practice. Each learning objective was rated as being 'relevant', 'not relevant' or of 'uncertain relevance'. SETTING: Dundee Medical School, UK. SUBJECTS: Junior and senior students and staff. RESULTS: Year 1 students considered the majority of the learning objectives to be relevant to clinical practice. Staff and senior students identified some respiratory learning objectives as not relevant to clinical practice, most of which were related to biochemistry. CONCLUSIONS: The identification of learning objectives with questionable relevance to clinical practice requires careful consideration to determine whether these should be removed from the course. Attention needs to be given to both the presentation and process by which material is delivered to students. Strategies to emphasise the clinical relevance of the basic sciences to students are discussed. Further research needs to be conducted to evaluate what knowledge is essential for producing good doctors.

Clinical Competence↗

Development of clinical reasoning from the basic sciences to the clerkships: a longitudinal assessment of medical students' needs and self-perception after a transitional learning unit.

BACKGROUND: To facilitate students' transition from basic, science-oriented, problem-based learning (PBL) to clinical reasoning-oriented PBL, the University of Geneva School of Medicine introduced a 12-week unit of Introduction to Clinical Reasoning (ICR) at the beginning of its fourth or clerkship year. PURPOSE: The aims of the present study were to determine, after 12 weeks in the ICR unit, to what extent students had: (1) identified the learning content set by the faculty while adapting to the hypothetico-deductive reasoning approach; (2) familiarised themselves with the clinical reasoning-oriented learning process, and (3) transferred and further developed this process during the clinical years. METHOD: Students' derived objectives from the problems were compared to the objectives preset by the faculty to determine acquisition of intended learning content. To assess their adaptation to the clinical reasoning-oriented PBL approach, students (n = 124) were asked to list and freely comment on aspects of the unit they felt most at ease with or had difficulty with, and to complete a questionnaire on the clinical reasoning process (CRP). The same questionnaire was administered 6 and 12 months later to assess the evolution of the students' self-perception during clerkships. RESULTS: On average, student objectives matched 62% of faculty objectives. Half of the missed (38%) objectives were in basic sciences. Students generated 16% additional objectives, also predominantly in the basic sciences category (41%). Free comments indicated that the difficulties perceived by students were very similar to those previously reported in studies on reasoning and errors, such as difficulty in gathering, interpreting and weighting relevant data, synthesising information, and organising it hierarchically. These results were confirmed with the CRP questionnaire administered at the end of the unit. For most of the competencies assessed on the CRP questionnaire, a gradual improvement was seen to have occurred by 6 and 12 months after the unit. CONCLUSIONS: To ease students' transition from the preclinical to clinical years, a learning unit should give them the opportunity to train their clinical reasoning processes on standardised and prototypical problems, before encountering real patients with more ill-structured problems during clerkships. Such a transitional structure should particularly emphasise a developed repertoire of problem representations, recognition of key findings and a hierarchical classification of working hypotheses. It should foster the creation of links between the acquired basic clinical knowledge and the diagnostic, management and therapy steps of problem solving.

Clinical Clerkship↗