Development of Social and Culture Aspects Pre-service Science Teachers on Learning for Nature of Science

Understanding aspects of the Nature of Science (NOS) for preservice science teachers is one of the essential components to be able to understand Science and its processes. There are seven aspects of NOS: empirical, inference, creative, latent theory, tentative, scientific procedural myths, theories and laws of science, social and cultural dimensions, and their embedding in science. There are 48 preservice science teachers involved in this study. Researchers explored their views about NOS and Indigenous Knowledge (IK) through a validated questionnaire. Results showed that the students' opinions on NOS consisted of empirical, tentative, inference, law, scientific theory, and creativity. Meanwhile, aspects of laden theory, myths of scientific procedures, and social and cultural dimensions embedded with science have not been described by students. Fortunately, the students presented IK as an authentic context based on the culture in science learning. Students express IK ideas: 1) biomedicine (40 students), Biopesticide (2 students), beauty ingredients (2 students), additives (1 student), and supernatural medicine (1 student). Integrating Science and IK as an authentic context in science learning leads IK toward high technology and strengthens NOS aspects. In addition, the assumption that IK has no future is declining.

“Why MANtoring is not the solution. A Rebuttal to ‘The association between early career informal mentorship in academic collaborations and junior author performance.’”

The findings of AlShebli Makovi & Rahwan1 highlight an endemic problem in science: co-authoring with men is associated with greater numbers of citations for junior scientists than co-authoring with women. The reasons for this likely stem from a long history and culture in science where White, straight, cisgender men are the dominant force. Under the authors’ assumption that authorship is equal to mentorship (a notion we criticize below), the reported citation disparity by coauthor gender for junior scientists may simply reflect that under the current status quo there are more barriers for women to establish strong mentorship programs and secure resources to support their mentees compared to men. In other words, citation disparity is the problem, not the solution as proposed by the authors. We argue that the citation disparity is uncorrelated with mentorship and the quality of the publication. Unfortunately, AlShebli Makovi & Rahwan err in their publication in two ways: they define mentorship as co-authorship (albeit with conditions), and they prescribe the problem as a solution suggesting that junior scientists, especially women, ought to be mentored by men - a proposal we have aptly named “MANtoring”. These faulty interpretations and conclusions reveal a broader problem in scholarship: failure to critically examine structural biases and assumptions when evaluating and interpreting data showing disparity. Much work is needed to improve the culture of science and to provide a more fair and equitable environment for individuals of any background (women in this case, but a similar reasoning would apply to people historically marginalized based on gender, race, sexuality, class, and other dimensions) to thrive2. The AlShebli et al article is a wakeup call to authors in all disciplines to take greater care in interpreting and acting on their disparity data. Failure to do so could have catastrophic effects on science including the irony of exacerbating the very problems researchers are attempting to address.

Discrimination and Career Satisfaction: Perceptions from US Forest Service Scientists

Research, largely focused on academia, has shown demographic differences in perceptions and experiences of workplace culture in science fields, including natural resources. Less is known about experiences of those working for government institutions. This study examined relationships between demographic characteristics (gender, scientific discipline, years as a scientist), experiences of discrimination or harassment, and perceptions of career success and satisfaction as reported in a survey by 100 research scientists in the US Forest Service: a hierarchical federal agency with explicit goals for workforce diversification. Approximately half the survey respondents, and more women than men, indicated that they had experienced work-related discrimination or harassment. Survey respondents identified gender as the most common basis of discrimination. Although most felt successful and satisfied in their careers, this perception was lower among those who had experienced discrimination or harassment. These findings highlight challenges of workforce diversification, especially in hierarchical institutions where organizational structure favors conformity.

Conhecimento científico e tecnológico dos povos africanos: estratégia de resistência à tradição seletiva no ensino de ciências

<p>O presente artigo examina possibilidades de inclusão da história e culturas africanas e afro-brasileiras no ensino de ciências, em atendimento à Lei 10.639/03, defendendo a inserção da diversidade étnico-racial e cultural a partir do recorte histórico referente ao conhecimento científico de povos africanos. A análise é realizada nos conteúdos propostos no currículo escolar oficial da Secretaria de Educação do Estado de São Paulo (SEE/SP), especificamente para o 7º ano do ensino fundamental. A proposta é refletir sobre a atuação pedagógica dos envolvidos na educação escolar, como instrumento capaz de resultar em significações no posicionamento diante as demandas relativas ao enfrentamento do preconceito e da discriminação com fundamento racial.</p><p><strong>Palavras-chave</strong></p><p>Educação antirracista. Ciência e tecnologia africana. Currículo e ensino de ciências.</p><p> </p><p><strong>Scientific and Technological Knowledge of African Peoples: Strategy of Resistance to the Selective Tradition in Science Education</strong></p><p><strong>Abstract</strong></p><p>This article examines possibilities of including African and AfroBrazilian history and culture in science education, in compliance with the Law 10.639 / 03. It advocates the inclusion of ethnic-racial and cultural diversity, based on historical references to the scientific knowledge of African peoples. We analyze the contents proposed in the official curriculum issued by the Education Department of the State of São Paulo (SEE / SP), specifically for the 7th grade of primary education. We propose a reflection on the pedagogical action of those involved in school education as an instrument that can produce significations in stances towards demands related to fighting racially based prejudice and discrimination.</p><p><strong>Keywords</strong></p><p>Anti-racist education. African science and technology. Curriculum. Science teaching.</p>

Making physics a smash hit: The use of popular culture in science outreach

This paper examines the incorporation of popular culture into science outreach activities as a means of improving the engagement level of secondary school pupils. Two activities make up the case studies discussed within this paper: „The Science of Sound‟ and „The Music Festival‟. Both case studies utilise the creation and consumption of popular music as a means to; convey physics principles; promote the continued study of physics and raise awareness of the broad range of careers that physics graduates can pursue. Consultation with a range of stakeholders involved in the development, delivery, and participation in the case study activities has been undertaken. This includes a focus group with participating Year 10 students and interviews with secondary school teachers and outreach coordinators. The purpose of this paper is to explore the advantages, disadvantages, and challenges in using popular culture to stimulate engagement in this way, and to share best practise to aid the effective delivery of similar initiatives.