Acceptance: Science Studies and the Empirical Understanding of Science

1999 ◽  
Vol 24 (3) ◽  
pp. 376-383 ◽  
Author(s):  
Barry Barnes
Keyword(s):  
Science Studies ◽  
Understanding Of Science

scholarly journals The development of science epistemology in senior science courses: A quantitative study

2021 ◽  
Author(s):  
◽  
Edit McIntosh
Keyword(s):  
Quantitative Study ◽  
Science Studies ◽  
Sociology Of Science ◽  
Epistemological Development ◽  
Authentic Inquiry ◽  
Science Courses ◽  
Quasi Experimental ◽  
Understanding Of Science ◽  
The Relationship ◽  
Science Epistemology

<p>Epistemological development is a pivotal aspect of liberal education because the ability to distinguish between knowledge and pseudo-knowledge and the ability to use the particular methods of reasoning associated with various disciplinary fields equips people to make judgements in complex issues. The present study examines the extent to which studying each of the different science disciplines in secondary years 12 and 13 supports the development of science epistemology. A further aim was to determine the relationship between epistemological development in science and the completion of inquiry-type coursework. Data were collected from 735 year 12 and 13 students from 11 schools, mainly from the Wellington region. A survey, designed for this study, comprised statements about the nature of science and scientific argumentation conceptions, two pivotal aspects of science epistemology. Using a quasi-experimental design, this quantitative study explores the extent of the development of science epistemology over a year of studying science, by comparing students’ scores in Term 1 with scores in Term 3 on the instrument.  The findings showed a more advanced epistemic view among science students; however, a positive effect of science studies on epistemic development was not evident. It was concluded that a greater emphasis on authentic inquiry is essential for epistemic development and, while understanding of the philosophical assumptions underpinning scientific knowledge is important, this should arise from authentic science inquiries – or the processes of science – rather than being taught in isolation from the practice of the discipline of science. This leads to a question the extent to which an emphasis should be placed on the ontological aspects of the philosophy and the sociology of science, potentially at the expense of developing sound understanding of science epistemology.</p>

scholarly journals Understanding “understanding” in Public Understanding of Science

2017 ◽  
Vol 27 (7) ◽  
pp. 756-771 ◽  
Author(s):  
Joanna K. Huxster ◽  
Matthew H. Slater ◽  
Jason Leddington ◽  
Victor LoPiccolo ◽  
Jeffrey Bergman ◽  
...  
Keyword(s):  
Text Analysis ◽  
Science Studies ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Analysis Tool ◽  
Digital Text ◽  
Epistemic States ◽  
Understanding Of Science

This study examines the conflation of terms such as “knowledge” and “understanding” in peer-reviewed literature, and tests the hypothesis that little current research clearly distinguishes between importantly distinct epistemic states. Two sets of data are presented from papers published in the journal Public Understanding of Science. In the first set, the digital text analysis tool, Voyant, is used to analyze all papers published in 2014 for the use of epistemic success terms. In the second set of data, all papers published in Public Understanding of Science from 2010–2015 are systematically analyzed to identify instances in which epistemic states are empirically measured. The results indicate that epistemic success terms are inconsistently defined, and that measurement of understanding, in particular, is rarely achieved in public understanding of science studies. We suggest that more diligent attention to measuring understanding, as opposed to mere knowledge, will increase efficacy of scientific outreach and communication efforts.

scholarly journals PEMBELAJARAN INTEGRATIF OUTBOUND SAINS DAN PAI SEBAGAI INOVASI PEMBELAJARAN DI MADRASAH IBTIDAIYAH

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Alfu Nikmah
Keyword(s):  
Everyday Life ◽  
Science Studies ◽  
Research Literature ◽  
Educational Process ◽  
Learning Science ◽  
Integrative Learning ◽  
Innovation Study ◽  
Understanding Of Science ◽  
Science Innovation ◽  
Basic Level

<p>Abstrak</p><p>Pembelajaran sains yang ada di madrasah terkesan banyak membebani siswa dengan banyaknya  materi yang diberikan oleh guru. Banyaknya materi yang diberikan oleh guru membuat siswa tidak dapat memahami informasi secara tepat dengan tanpa  menghubungkan informasi dalam kehidupan sehari-hari. Pemahaman materi sains akan sangat bermakna apabila dikaitkan dengan lingkungan secara aplikatif dalam kehidupan sehari-hari dan mengacu pada kurikulum 2013 metode pembelajaran integratif diterapkan mulai level dasar yaitu sekolah dasar. Artikel ini membahas tentang inovasi pembelajaran integrative IPA dan sains melalui kegiatan outbound. Artikel ini menelah dengan menggunakan metode kajian pustaka dari beberapa sumber. Hasil dari penelitian kepustakaan ini menunjukkan bahwa Pembelajaran integrative antara IPA atau sains dan PAI menjadi suatu inovasi pembelajaran di madrasah yang dapat meningkatkan motivasi belajar siswa. Pembelajarn sains yang diimplemantasikan dengan pembelajaran di luar atau outbound sekarang banyak dikembangkan dalam proses pendidikan. Outbound sains yang mekankan pembelarana secara langsung di lapangan membuat siswa dapat belajar dan berinteraksi secara langsung dengan sekitar atau lingkungan. Kandungan alam yang banyak dipelajari ini sangat bersentuhan secara langsung dengan pembelajaran PAI yang mengkaitkan penciptaan femonema alam terhadap sang pencipta.</p><p>Kata kunci: pembelajaran integrative, <em>out-bound science</em>, inovasi pembelajaran di madrasah</p><p>Abstract</p><p>Science learning in madrasah seemes giving many burden for the students with the amount of materials given by the teacher. The amount of materials given by the teacher  makes students can not understand the information appropriately without linking information in everyday life. Understanding of science materials will be very significant when it is associated with the applicative environment in everyday life and refers to the 2013 curriculum which applies  integrative learning methods , starts with the basic level, namely the primary school. This article discussed the innovation of learning  and integrative learning science through outbound activities and <em>PAI</em> learning. This article was conducted by using the method of literature review of several sources. The Results from the research literature showed that integrative learning of science and <em>PAI</em> is an innovation study in <em>Madrasah</em> which  can increase students' motivation. Learning  science can  be implemented on the outside or outbound learning that  now it has  been developed in the educational process. Outbound science implemented the learning in the field directly . it enables students to learn and interact directly with the surrounding or environment. The science studies the natural phenomena that is is related to  PAI learning which learn the  creation of nature against the creator.</p><p>Keywords: integrative learning, out-bound science, innovation learning in madrasah</p>

scholarly journals Building the economic-public relationship: learning from science communication and science studies.

2017 ◽  
Vol 16 (02) ◽  
pp. A01 ◽  
Author(s):  
Fabien Medvecky ◽  
Vicki Macknight
Keyword(s):  
Science Communication ◽  
Public Economics ◽  
Science Studies ◽  
Public Understanding ◽  
The Public ◽  
Participatory Science ◽  
Fertile Ground ◽  
Understanding Of Science ◽  
Economic Engagement ◽  
Critical Democracy

There is a gap between the discipline of economics and the public it is supposedly about and for. This gap is reminiscent of the divide that led to movements for the public understanding of and public engagement with the natural sciences. It is a gap in knowledge, trust, and opinions, but most of all it is a gap in engagement. In this paper we ask: What do we need to think about ― and what do we need to do ― in order to bring economics and its public into closer dialogue? At stake is engaged, critical democracy. We turn to the fields of public understanding of science and science studies for our approach, finding three themes of particular relevance: understanding, expertise, and audience. We then discuss participatory budgeting (PB) as an example of fertile ground for engagement. We argue that with an economic-engagement focus, activities such as PB could be extended into the public-economics gap and provide avenues for an economic equivalent of participatory science: a form of participatory economics.

Making systematic sense of public discontents with expert knowledge: two analytical approaches and a case study

2000 ◽  
Vol 9 (2) ◽  
pp. 105-122 ◽  
Author(s):  
Steven Yearley
Keyword(s):  
Science Studies ◽  
Expert Knowledge ◽  
Physical Reality ◽  
Public Understanding ◽  
Air Quality Model ◽  
Quality Model ◽  
Understanding Of Science ◽  
Environmental Policy Analysis ◽  
Analytical Approaches

Several recent strands of work within science studies, risk analysis, the public understanding of science, and environmental policy analysis have focused on the significance of lay knowledge and expertise. In case after case, it has been suggested that “expert” accounts of physical reality have conflicted with local people's knowledge and that rather than local knowledge being routinely inferior and defective, it has commonly proven more sensitive to local “realities.” These cases have become favored sites for studying public discontents with expert knowledge. Though the primary style of analysis in this emerging tradition has consisted of the case study, two conceptual schema for clarifying this topic have recently been proposed by Funtowicz and Ravetz and by Wynne. This paper uses a case study in the local understanding of an air-quality model to undertake a conceptual and empirical assessment of these contrasting analytical frameworks.

scholarly journals Causal theory error in college students’ understanding of science studies

2022 ◽  
Vol 7 (1) ◽  
Author(s):  
Colleen M. Seifert ◽  
Michael Harrington ◽  
Audrey L. Michal ◽  
Priti Shah
Keyword(s):  
College Students ◽  
Science Studies ◽  
Behavioral Science ◽  
Causal Theory ◽  
Science Students ◽  
Causal Claim ◽  
Media Report ◽  
Understanding Of Science ◽  
Causal Theories ◽  
Theory Error

AbstractWhen reasoning about science studies, people often make causal theory errors by inferring or accepting a causal claim based on correlational evidence. While humans naturally think in terms of causal relationships, reasoning about science findings requires understanding how evidence supports—or fails to support—a causal claim. This study investigated college students’ thinking about causal claims presented in brief media reports describing behavioral science findings. How do science students reason about causal claims from correlational evidence? And can their reasoning be improved through instruction clarifying the nature of causal theory error? We examined these questions through a series of written reasoning exercises given to advanced college students over three weeks within a psychology methods course. In a pretest session, students critiqued study quality and support for a causal claim from a brief media report  suggesting an association between two variables. Then, they created diagrams depicting possible alternative causal theories. At the beginning of the second session, an instructional intervention introduced students to an extended example of a causal theory error through guided questions about possible alternative causes. Then, they completed the same two tasks with new science reports immediately and again 1 week later. The results show students’ reasoning included fewer causal theory errors after the intervention, and this improvement was maintained a week later. Our findings suggest that interventions aimed at addressing reasoning about causal claims in correlational studies are needed even for advanced science students, and that training on considering alternative causal theories may be successful in reducing casual theory error.

scholarly journals The development of science epistemology in senior science courses: A quantitative study

2021 ◽  
Author(s):  
◽  
Edit McIntosh
Keyword(s):  
Quantitative Study ◽  
Science Studies ◽  
Sociology Of Science ◽  
Epistemological Development ◽  
Authentic Inquiry ◽  
Science Courses ◽  
Quasi Experimental ◽  
Understanding Of Science ◽  
The Relationship ◽  
Science Epistemology

<p>Epistemological development is a pivotal aspect of liberal education because the ability to distinguish between knowledge and pseudo-knowledge and the ability to use the particular methods of reasoning associated with various disciplinary fields equips people to make judgements in complex issues. The present study examines the extent to which studying each of the different science disciplines in secondary years 12 and 13 supports the development of science epistemology. A further aim was to determine the relationship between epistemological development in science and the completion of inquiry-type coursework. Data were collected from 735 year 12 and 13 students from 11 schools, mainly from the Wellington region. A survey, designed for this study, comprised statements about the nature of science and scientific argumentation conceptions, two pivotal aspects of science epistemology. Using a quasi-experimental design, this quantitative study explores the extent of the development of science epistemology over a year of studying science, by comparing students’ scores in Term 1 with scores in Term 3 on the instrument.  The findings showed a more advanced epistemic view among science students; however, a positive effect of science studies on epistemic development was not evident. It was concluded that a greater emphasis on authentic inquiry is essential for epistemic development and, while understanding of the philosophical assumptions underpinning scientific knowledge is important, this should arise from authentic science inquiries – or the processes of science – rather than being taught in isolation from the practice of the discipline of science. This leads to a question the extent to which an emphasis should be placed on the ontological aspects of the philosophy and the sociology of science, potentially at the expense of developing sound understanding of science epistemology.</p>

scholarly journals A Knotty Problem: Arts Based Action Research in and out of a Community Garden

2017 ◽  
Vol 3 (2) ◽  
pp. 1-13
Author(s):  
Sam Smiley
Keyword(s):  
Science Studies ◽  
Public Understanding ◽  
Community Garden ◽  
Japanese Knotweed ◽  
Public Event ◽  
Arts Based Research ◽  
Research Perspective ◽  
The Public ◽  
Arts Festival ◽  
Understanding Of Science

What happens when A/R/Tographers attempt to build a sculpture out of Japanese Knotweed,  an “invasive species” in a community garden in Provincetown, MA, U.S.?  Using an arts based performative approach, media artist and researcher sam smiley organized a series of community interventions with gardeners, and naturalists and sculptors during the Appearances Environmental Arts Festival in May of 2016. This article is a debrief of the journey of a Knotweed Sculpture from the B-Street community garden, to the side of the highway, and its ultimate destruction in a bonfire on National Seashore, in a public event called Smouldering Thing. The article is primarily methodological from an arts based research perspective, but draws theoretically on the STS fields of the public understanding of science, as well as media and science studies.

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