Scientific Culture and Education Sector: Literacy, Understanding, or Engagement?

<p style="text-align: justify;">Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age</p>

Understanding Mentoring Style of Mentors and Science Identity Formation in Historically Excluded Undergraduate Students in Natural History Collections

Background: Science identity formation is integral to the transformation from a student to a member of the STEM workforce. However, the formation of a student’s science identity is affected by various factors such as support from mentors and community members, the student’s perception of their peers’ acceptance of them, as well as the student’s own perception of their role in research. The aim of this study is to investigate mentors’ understanding of science identity formation, their mentoring style, and if it is effective when working with students from historically excluded populations. A phenomenological approach was used to conduct this study. Structured interviews were conducted with natural history collections faculty members of various backgrounds and career levels. Results: Three themes emerged that contribute to science identity formation through mentoring: 1. Factors for science identity formation; 2. Mentorship among different career stages, and 3. Defining own mentoring style. Predominantly, participants realized that their own experience as a mentee shapes how they approach mentoring.Conclusions: Although this study describes the mentee’s science identity formation from the mentor’s point of view, the study’s participants realized the importance they play in a student’s science identity formation, and that mindful mentoring is necessary for success when engaging historically excluded groups in the STEM workforce.

Causal theory error in college students’ understanding of science studies

When 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.

Mapping mental models of science communication: How academics in Germany, Austria and Switzerland understand and practice science communication

The mental models that individual scholars have of science communication – how it works, what it is supposed to achieve and so on – shape the way these academics actually communicate to the public. But these mental models, and their prevalence among scholars, have rarely been analysed. Drawing on a large-scale, representative web survey of academics at universities in Germany, Austria and Switzerland ( n = 15,778) from 2020, we identify three mental models that are prevalent among scholars, and that correspond to conceptual models found in science communication theory: ‘Public Understanding of Science’, ‘Public Engagement with Science’ and ‘Strategic Science Communication’. The results suggest that the ‘Strategic Science Communication’ model is particularly prevalent among academics in precarious employment and female scholars. Extrinsically motivated academics, that is, those under pressure to win grants, also seem to use science communication more strategically. The ‘Public Engagement’ model is prevalent among older and female scholars, while ‘Public Understanding’ is particularly prevalent among scholars who find their work especially meaningful. Findings also reveal that academics’ mental models largely align with the way they practice science communication.

Using Fan Fiction to Bridge Students' Understanding of Science

The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourth-grade classroom. Ms. Bardon's instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.

Annual Celebratory Days for Scientific Awareness

There is an extreme lack of understanding of science among much of the public. This has many negative repercussions with people denying climate change, believing the earth is flat, thinking that COVID-19 is a hoax, etc. To increase awareness of science and get people interested in studying science, this chapter proposes 17 new annual celebratory days for frequently-used fundamental physical constants. Also, this chapter describes six annual celebratory days previously proposed in publications by Ashu M. G. Solo for increasing awareness of science, especially greenhouse gas emissions that are increasing the severity of climate change.

ANALISIS PERSEPSI GURU SAAT PEMBELAJARAN DARING DI MASA PPKM (PEMBERLAKUAN PEMBATASAN KEGIATAN MASYARAKAT)

Learning activity during public activity restrictions at Muhammadiyah Elementary School, Taman Sub-district, Sidoarjo Regency, is carried out through online learning; however, teachers at SD Muhammadiyah Taman continue to face a number of challenges in this teaching and learning activity. This research aims to examine online learning implementation during the public activity restrictions. There are still many teachers who lack an understanding of science and technology, let alone old or traditional teachers who make online learning uninteresting. This research applied the survey research method. Data were collected using an open questionnaire accessible via Google Forms. The data was analyzed using descriptive statistics. There were 97 teachers at SD Muhammadiyah Taman who filled out the questionnaire. Based on the questionnaire responses, 70.1% had implemented online learning. The issue during online learning was that many students did not have their own mobile phones or laptops because their siblings were still using them for online learning or their parents were still using them for work, so teachers felt that the material presented could not be fully absorbed by the students. Meanwhile, parents struggled with not being able to control their children when learning at home, which differed from face-to-face learning at school

Exploration of attitudes regarding uptake of COVID-19 vaccines among vaccine hesitant adults in the UK: A qualitative analysis.

Background The aim of this work was to explore barriers and facilitators to uptake of COVID-19 vaccines and to explore views and reactions to efforts to improve vaccine uptake among those who were vaccine hesitant. Methods Semi-structured interviews were conducted with people between the age of 18-29 years who had not had a COVID-19 vaccine, and those between 30-49 years who have not received a second dose of a COVID-19 vaccine (more than 12 weeks after receiving a first). Results A total of 70 participants took part in the study, 35 participants had received one dose of the vaccine, and 35 had not received any vaccine. Participants described a possible willingness to be vaccinated to keep themselves and those around them safe, and to avoid restrictions and return to normal. Barriers to uptake included: 1) perceived lack of need for COVID-19 vaccinations, 2) concerns about the efficacy of vaccinations, 3) concerns about safety 4) access. Uptake appeared to be influenced by the age and health status of the individual, trust in government and knowledge and understanding of science. Introduction of vaccine passes may provide a motive for having a vaccine but may also be viewed as coercive. Conclusion Participants were hesitant, rather than opposed, and had questions about their need for, and the safety and efficacy of the vaccine. Young people did not consider themselves to be at risk of becoming ill from COVID-19, did not think the vaccination was effective in preventing infection and transmission, and did not think sufficient research had been conducted with regard to the possible long-term side-effects. These concerns were exacerbated by a lack of trust in the government and misunderstanding of science. In order to promote uptake, public health campaigns should focus on the provision of information from trusted sources that carefully explains the benefits of vaccination and addresses safety concerns more effectively. To overcome inertia in people with low levels of motivation to be vaccinated, appointments must be easily accessible.

Follow the leader: Child-led inquiries to develop science learning of young children

Science education in the early years has been found to be lacking when compared to other content areas, specifically numeracy and literacy. It has been suggested that this lack of opportunity for young children to learn science is due to educator’s lack of confidence to teach science, fuelled by concerns regarding a reduced understanding of science concepts. For young children, however, science is everywhere and is embedded in all aspects of their lives as they explore and interact to make sense of the world around them. Given this natural connection to science, it is important for educators to notice and respond to children’s interest to encourage science learning to occur. This paper reports on an exploratory research study in which children took the leading role in inquiry-based interactions during off-site school days that took place within a metropolitan city zoo. Through the collection of observations and interactions with the research, several inquiries were documented. The children challenged the educators within the program to follow up on questions posed by them and engage the children across a broad age range in an inquiry to answer these questions.

The Scientific Supernatural in the Fin de Siècle Novel

<p>Nineteenth-century literary criticism has mainly focused on lasting scientific advancements, at the expense of a more comprehensive history, when examining the legacy of science in fiction. Yet there were many sciences that were considered plausible during the nineteenth century which have since been disproven and the ideas relegated to the realms of pseudo-science. This thesis examines novels by Bram Stoker, Marie Corelli, Florence Marryat, and Arthur Machen with attention to the scientific supernatural. Throughout this thesis, the term “scientific supernatural” will be used to reference mid- to late nineteenth-century scientific investigations conducted by various types of scientists into the supernatural and the set of phenomena that were the subject of these investigations, regardless of the twenty-first century status of the topics under investigation. Phenomena such as mesmerism, clairvoyance, and Spiritualism, which seem to be supernatural in their interactions with material aspects of the world or the supernatural realm, were studied by scientists with the understanding that they were engaged in scientific pursuits. “Scientific supernatural” is, therefore, intended to represent the scientific inquiries into the supernatural and only the areas of study that were, for a time at least, accepted as scientific by some scientists and often by society at large, evident in scientific periodicals, books, and personal documents, into the fin de siècle. Many supernatural elements in literature at the end of the nineteenth century are representations of phenomena that were being investigated by contemporary scientists and, as such, are represented within fiction as having a claim to scientific validity. This term represents the status of the various phenomena in the historical moment where the supernatural realm seemed to be the next place for science to explore. This thesis is separated into an introduction and three chapters that discuss different depictions of the scientific supernatural. The Introduction surveys criticism of the scientific supernatural and of science in connection with late nineteenth-century literature to lay a foundation of the historical context for this science and establish a gap in current criticism of science and the fin de siècle novel. Chapter 1 explores two different representations of Spiritualism and the way the authors use science to support the worldviews taught through their fiction. The novels discussed in Chapter 2 deal with observed effects of the supernatural in the material world and the problem of explaining these occurrences when science had no certain explanation for them. Chapter 3 examines fictional depictions of scientific experimentation that represent the author’s hope that scientific evidence of the supernatural will be uncovered. In each case, the authors suggest there is something yet to be discovered which will allow science to explain the supernatural as definitely real and capable of interacting with the material world. Fictional representations of the scientific supernatural such as those discussed throughout this thesis reveal a wider understanding of science at the fin de siècle than has previously been addressed in literary criticism. As such, this thesis suggests the need for a broader critical understanding of science, and scientific potential, that mirrors that of fin de siècle English conception of science to more fully inform the scientific legacy left in fiction of the time.</p>