Selective flows of knowledge in technoscientific interaction: information control in genome research

2012 ◽  
Vol 45 (2) ◽  
pp. 267-280 ◽  
Author(s):  
STEPHEN HILGARTNER

AbstractIn recent years, the selective flow of knowledge has emerged as an important topic in historical and social studies of science. Related questions about the production of ignorance have also captured attention under the rubric of agnotology. This paper focuses on information control in interaction, examining how actors seek to control the flow of scientific knowledge as they interact with others, either in face-to-face encounters or in modes of communication involving circulating documents, data, materials and other entities containing knowledge. The analysis uses an ethnographic approach to study how actors work to control which knowledge becomes available to whom, when, under what terms and conditions, and with what residual encumbrances. Secrecy, for example, is not framed as an isolated, sui generis phenomenon, nor as one side of a secrecy/openness dichotomy, nor even as a pole on a secrecy/openness continuum. Instead, the analysis explores how actors manage a dialectic of revelation and concealment through which knowledge is selectively made available and unavailable to others, often in the same act. The emphasis on selective revelation highlights partial transfers of knowledge, targeted distribution, matters of timing, and the rights and encumbrances that attach to knowledge at different points in its transit. Examples are drawn from genome research, a field marked by ongoing disputes about modes of information control.

1994 ◽  
Vol 13 (2) ◽  
pp. 205-216 ◽  
Author(s):  
Stephen C. Zehr

Much research in social studies of science addresses scientists' interpretative flexibility in the construction of scientific knowledge. This flexibility is readily visible among different scientists' competing knowledge-claims as well as in their accounts across different social settings. This article illustrates this process and discusses some of its implications through a case study of descriptions of acid rain in published scientific papers and Congressional testimony. As acid rain was flexibly reconstructed in Congressional testimony, its meanings and implications for control legislation became more contested. Some descriptions of acid rain that were intended to usefully clarify the phenomenon actually contributed to an impression of scientific uncertainty, and thereby further polarized debate.


2017 ◽  
Author(s):  
Petri Ylikoski

This paper provides a conceptual analysis of the notion of interests as it is used in the social studies of science. After describing the theoretical background behind the Strong Program’s adoption of the concept of interest, the paper outlines a reconstruction of the everyday notion of interest and argues that the same notion is used also by the sociologists of scientific knowledge. However, there are a couple of important differences between the everyday use of this notion and the way in which it used by the sociologists. The sociologists do not use the term in evaluative context and they do not regard interests as purely non-epistemic factors. Finally it is argued that most of the usual critiques of interest explanations, by both philosophers and fellow sociologists, are misguided.


2018 ◽  
Vol 4 ◽  
pp. 366 ◽  
Author(s):  
Malte Ziewitz ◽  
Michael Lynch

Why would anyone still want to go to the laboratory in 2018? In this interview, Michael Lynch answers this and other questions, reflecting on his own journey in, through, and alongside the field of science and technology studies (STS). Starting from his days as a student of Harold Garfinkel’s at UCLA to more recent times as editor of Social Studies of Science, Lynch talks about the rise of origin stories in the field; the role of ethnomethodology in his thinking; the early days of laboratory studies; why “turns” and “waves” might better be called “spins”; what he learned from David Edge; why we should be skeptical of the presumption that STS enhances the democratization of science; and why it might be time to “blow up STS”––an appealing idea that Malte Ziewitz takes up in his reflection following the interview.


2020 ◽  
Vol 3 (2) ◽  
pp. 70
Author(s):  
Emine Özlem Yiğit

The purpose of the present study is to determine the pre-service social studies teachers’ opinions about digital storytelling process that they were experienced during 2018-2019 fall term. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through programs like windows movie maker, IMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depended on their answers to survey questions. Three of them were who generally stated most positive views towards the digital storytelling process and other three were who generally reflected the challenges and difficulties during the process.


Author(s):  
Tina L. Heafner ◽  
Teresa Petty ◽  
Richard Hartshorne

In this qualitative research study, the authors explore the use of the Remote Observation of Graduate Interns (ROGI) as a tool for expanding online instruction for teacher licensure programs. Data are presented evaluating the differences between remote (synchronous) and face to face observational processes for a social studies lateral entry teacher, a student teaching social studies graduate intern, a social studies methods instructor, and a generalist. Through their rich, thick descriptions of the data, they conclude that remote and face to face observations are not equivalent methods; however, they are comparable and thus interchangeable, providing an innovative alternative for addressing constraints of traditional observation processes and shrinking operational budgets. Finally, the authors describe how ROGI moved learning and assessment beyond four walls and the potential ROGI offers in redefining teacher preparation using a multimedia video conferencing platform.


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