History, Didactics, and the Transformation of Scientific Content

2020 ◽  
pp. 367-393
Keyword(s):  
Scientific Content

scholarly journals The language of conspiracy: A psychological analysis of speech used by conspiracy theorists and their followers on Twitter

2021 ◽  
Vol 24 (4) ◽  
pp. 606-623
Author(s):  
Amos Fong ◽  
Jon Roozenbeek ◽  
Danielle Goldwert ◽  
Steven Rathje ◽  
Sander van der Linden
Keyword(s):  
Random Sample ◽  
Cognitive Processes ◽  
Language Use ◽  
Negative Emotion ◽  
Psychological Characteristics ◽  
Scientific Content ◽  
Psychological Analysis

This paper analyzes key psychological themes in language used by prominent conspiracy theorists and science advocates on Twitter, as well as those of a random sample of their follower base. We conducted a variety of psycholinguistic analyses over a corpus of 16,290 influencer tweets and 160,949 follower tweets in order to evaluate stable intergroup differences in language use among those who subscribe or are exposed to conspiratorial content and those who are focused on scientific content. Our results indicate significant differences in the use of negative emotion (e.g., anger) between the two groups, as well as a focus, especially among conspiracy theorists, on topics such as death, religion, and power. Surprisingly, we found less pronounced differences in cognitive processes (e.g., certainty) and outgroup language. Our results add to a growing literature on the psychological characteristics underlying a “conspiracist worldview.”

scholarly journals Impact of Mixed Reality Presentation on STEM Engagement and Comprehension: A Pilot Study on Adult Scientists

2021 ◽  
Author(s):  
Peter Geller ◽  
Jaymie Stein ◽  
Daniel Du ◽  
Jason R. Webb ◽  
Zack Lieberman ◽  
...  
Keyword(s):  
Student Engagement ◽  
Pilot Study ◽  
Mixed Reality ◽  
Academic Research ◽  
Bachelor's Degree ◽  
Dependent Manner ◽  
Scientific Content ◽  
Presentation Software ◽  
On Line ◽  
Stem Engagement

AbstractCurrent educational presentation software used in STEM education fail to maximize student engagement and comprehension. Mixed reality presentation is one specific type of digital presentation software that has shown to significantly improve student engagement and comprehension. In this paper, we describe a pilot study on adult scientists which evaluates the usage of an integrated mixed reality presentation software in the Zyndo platform as an enhanced alternative to Adobe PDFs. A group of adult scientists (N = 20), with higher education of at least a bachelor’s degree, from an academic research center at Harvard Medical School were randomized and asked to read two articles (one on Immunology and the other on Bioengineering) presented through either the mixed reality presentation or PDFs. Our results indicate that participants improved in nearly all metrics for engagement (ranging from + 4 to 51% improvement depending on engagement metric and subject matter) when viewing the mixed reality presentation over the traditional PDFs for both articles. Specifically, the participants demonstrated improved comprehension of the scientific content and time spent viewing the presentation in a content-dependent manner. Therefore, 3D mixed reality environments can potentially be applied to enhance student learning in STEM fields, particularly Biomedical Engineering in both on-line and in person classroom settings.

Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

1994 ◽  
Vol 74 (3) ◽  
pp. 1035-1040 ◽  
Author(s):  
Ashton D. Trice
Keyword(s):  
Art History ◽  
Women's Colleges ◽  
Introductory Courses ◽  
Short Term ◽  
Scientific Content ◽  
College Classrooms ◽  
Course Syllabi ◽  
Institutional Selectivity ◽  
And Mathematics ◽  
Introductory Classes

This study examined the number of assignments in 502 course syllabi collected from 18 women's colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at women's colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), women's colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Women's colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at women's colleges.

Enhancing Science Instruction through Student-Created PowerPoint Presentations

2014 ◽  
Vol 76 (9) ◽  
pp. 627-631 ◽  
Author(s):  
Leona Gerido ◽  
Mary Carla Curran
Keyword(s):  
Technology Use ◽  
Science Instruction ◽  
Multimedia Presentation ◽  
Scientific Content ◽  
Estuarine Ecosystems ◽  
The Creation ◽  
Science Classes

Technology use in science classes can enhance lessons and reinforce scientific content. The creation of multimedia projects is a great way to engage students in lessons about estuarine ecosystems. In this activity, students can learn about estuarine organisms and use their creativity to write a story, create artwork, and develop a multimedia presentation about the organisms using the Microsoft PowerPoint program. The projects can then be shared to inform others about life in an estuary.

scholarly journals An exercise in scientific writing for physicians in training

2020 ◽  
Vol 43 (1) ◽  
pp. E35-E38
Author(s):  
Heather T. Whittaker ◽  
Lashanda Skerritt ◽  
Matthew Dankner ◽  
Mark J. Eisenberg
Keyword(s):  
Scientific Literature ◽  
Medical Training ◽  
Scientific Writing ◽  
Research Strategies ◽  
Scientific Content ◽  
High Impact Journal ◽  
Letters To The Editor ◽  
Journal Clubs ◽  
Interactive Workshop ◽  
Academic Communication

It is important to strengthen critical thinking and scientific writing abilities during medical training to support trainees in their research endeavors and prepare students for careers in academic medicine. This commentary describes an interactive workshop to encourage student engagement with scientific literature and contribution to scholarly discourse by writing letters to the editor (LTEs). Students in the MD-PhD program at McGill University were asked to identify an article from a high-impact journal and think about ways in which they could address its scientific content. Students completed this preparation on their own time and then attended a 90-minute workshop where their LTEs were finalized and submitted. The LTE workshops were conducted in 2017 and 2019, and student participation and informal feedback indicated that perceptions of the workshops were positive. The workshops provided students an opportunity to strengthen their critical appraisal and academic communication skills while also contributing to the scientific literature. Letters written by aspiring and practicing physicians add valuable clinical insight to the literature and promote physician engagement with research. Strategies to support the adoption of LTE workshops include incorporating them into longitudinal curricula in medical school and integrating them into journal clubs during residency or fellowship.

scholarly journals Jewel in the Crown

2018 ◽  
Vol 39 (2) ◽  
pp. 111-126
Author(s):  
Hillevi Ganetz
Keyword(s):  
Nobel Prize ◽  
Public Service ◽  
Social Institutions ◽  
Scientific Content ◽  
Service Company ◽  
The Status ◽  
Unexpected Findings

Abstract This study explores the aims of the Nobel Banquet broadcast, produced by the Swedish public service company SVT and the Nobel Foundation. The study suggests that the programme can be viewed as a co-construction of science and media, and that the Nobel Foundation has three primary purposes: 1) to teach the audience about science; 2) to honour the laureates; and 3) to maintain and increase the status of the Nobel prize. SVT, for their part, has two main purposes: 1) to teach their audience about science, and 2) to entertain. The aims of the Nobel Foundation and SVT may seem disparate, but they are interrelated. At the same time, the subtleties between the entities create a tension that develops through mutual negotiations. The study ends with a discussion of two unexpected findings: 1) the shared, yet essentially differently-grounded aims of both parties to inform about science, and 2) the fact that their scientific content has increased in both absolute and relative terms over the years, a finding that questions notions of a continuous mediatisation of social institutions.

scholarly journals Science Slams as Edutainment: A Reception Study

2020 ◽  
Vol 8 (1) ◽  
pp. 177-190 ◽  
Author(s):  
Philipp Niemann ◽  
Laura Bittner ◽  
Philipp Schrögel ◽  
Christiane Hauser
Keyword(s):  
Scientific Knowledge ◽  
Empirical Data ◽  
Science Communication ◽  
Scientific Content ◽  
Explorative Study ◽  
Reception Study ◽  
Positive Sense ◽  
The Common ◽  
Scientific Value ◽  
Method Analysis

Science slams are a prominent form of science communication especially in Germany that seeks to entertain. While some view science slams as an excellent vehicle for disseminating knowledge, others argue that the imperative to entertain undermines the scientific value of this form of presentation. Drawing on empirical data from three science slam events, this explorative study examines how audiences and presenters perceive the science slam, particularly as it relates to entertainment and the communication of scientific knowledge. Our multi-method analysis includes audience surveys (n = 469), an eye-tracking study, and interviews with science slammers (n = 18). Our results show that the main reason audiences attend a science slam is for entertainment, yet they also have a strong interest in scientific content. Assessing the slammers’ aspirations concerning the audience, we find entertainment to be an important part, but the motivation to impart scientific knowledge is key for most. When asked to evaluate individual presentations (n = 20), spectators tended to rate both the entertainment and scientific value of the presentations as high. However, in terms of visual attention within individual presentations, spectators spent more time considering scientific content than entertainment content. Overall, we do not find evidence for the common claim that the focus on entertainment undermines the scientific value of science slam presentations—rather, entertainment and scientific content are combined to produce “edutainment” in a positive sense.

scholarly journals Design and Development of a Video Game to Assess Problem-Solving Competence in Chemistry Education

2019 ◽  
Author(s):  
Amany Annaggar ◽  
Rüdiger Tiemann
Keyword(s):  
Problem Solving ◽  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Chemistry Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Scientific Content ◽  
3D Game ◽  
Problem Solving Model

<p>The aim of this study is to present how to implement the constructive learning theory and self-determination theory into a video game. This video game is designed as a new kind of teaching tool for chemistry concepts and as an assessment tool for domain-specific problem-solving competence, by applying a problem-solving model and the factors of self-determination theory through game elements. These types of video games are designed not only to have fun and motivate students, but also to help the teachers and educators to assess their students according to their weaknesses and strengths in each particular phase of the competence. Thus, educators could improve their teaching strategy or use the tools to improve weak areas. Based on this idea, we developed ALCHEMIST. ALCHEMIST targeted the 9th-grade students in the German chemistry curriculum. The scientific content is about acids, bases, and indicators, and is designed and based on the problem-solving model to access this competence of the students. The 3D game framework was chosen for this game since it makes the game efficient, interactive and drives it into more virtual reality. The designing process was complicated, as it includes multidisciplinary work across psychology, design, scientific content, development and programming, which makes it challenging. To cover these points, we followed a game design model, adding some steps to cover the educational needs and the aim of the game.</p><p>In order to make the game more effective and interactive, and to drive it into a more virtual world, the 3D game framework was chosen for this game since for this age group a 3D educational game is expected to be more effective (Gunter et al, 2008; Terzidou et al, 2012) . Moreover, the use of avatars in the 3D virtual environment establishes non-verbal communication (NVC) features, which can foster collaboration interactions, and enhance the student’s ability to apply abstract knowledge later in reality (Dede, 1992; Tsiatsos and Terzidou, 2010). The log file provided shows the player points and gameplay path which indicates the performance levels for each problem set. Also, it can help teachers to evaluate each particular phase of problem-solving competence. After the success of the development of our game-based theoretical background, it will be tested and validated by experts in chemistry education. This validation process should examine if the problem-solving model is correctly applied and test the significance of the game design, scientific content and the game’s objective.</p><p>It may also be of interest to develop such video games with scientific content and educational background in other fields. It also would be a success for the scientist to apply the scientific content through a fantasy 3D video game to the students at different ages to have fun, to learn, and to assess their competencies.</p>

scholarly journals Sustainable development in the light of the philosophy of science and ethics

2021 ◽  
Vol 34 (01) ◽  
pp. 370-378
Author(s):  
Victor Andreevich Kanke ◽  
Vladimir Korotenko ◽  
V.N. Remarchuk ◽  
Mikhail Viktorovich Kibakin ◽  
Maria Mikhailovna Kryukova
Keyword(s):  
Sustainable Development ◽  
Philosophy Of Science ◽  
Present Article ◽  
Development Project ◽  
Natural Sciences ◽  
Scientific Content ◽  
The Sustainable Development ◽  
Everyday Language ◽  
Science Philosophy ◽  
Scientific Ethics

The present article provides a substantiation of the need to use the potential of the philosophy of science in designing a sustainable development project. Along with mathematics and informatics, the philosophy of science is viewed as an auxiliary science designed to help clarify the conceptual and methodological nature of scientific theories. New provisions of science philosophy are presented. The proposition that all axiological theories culminate in ethics is proved. It is also substantiated that natural sciences demonstrate ethical relativity. The project, i.e. both the concept and conception (theory) of sustainable development was designed with no consideration of the achievements of science philosophy including scientific ethics. As the project developed its content became not clearer but, on the contrary, more obscured. The project of sustainable development is reevaluated in light of the philosophy of science. It turns out to be nothing more than a paraphrase of the need for the proper development of the ethical relativity of ecology and its place in the system of balanced scientific ethics. The project of sustainable development presents a paraphrase of certain scientific content that has to be properly addressed. Without this, it has no scientific meaning and should be attributed to the field of everyday language. Thus, the time to put the sustainable development project on a scientific track has come.

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