Science & Education最新文献_第10页

Secondary School Students’ Reasoning About Science and Personhood 中学生的科学推理与人格推理

3区教育学

Science & Education Pub Date : 2021-04-13 DOI: 10.1007/s11191-021-00199-x

Berry Billingsley, Mehdi Nassaji

{"title":"Secondary School Students’ Reasoning About Science and Personhood","authors":"Berry Billingsley, Mehdi Nassaji","doi":"10.1007/s11191-021-00199-x","DOIUrl":"10.1007/s11191-021-00199-x","url":null,"abstract":"<div><p>Scientific advances, particularly in evolutionary biology, genetics, neuroscience and artificial intelligence, present many challenges to religious and popular notions of personhood. This paper reports the first large-scale study on students’ beliefs about the interactions between science and widely held beliefs about personhood. The paper presents findings from a questionnaire survey (<i>n</i> = 530) administered to English secondary school students (age 15–16) in which their beliefs and concepts regarding personhood and the position of science were investigated. The survey was motivated in part by an interview study and a previous, smaller survey which revealed that many students struggle to reconcile their beliefs with what they suppose science to say and also that some have reluctantly dismissed the soul as a ‘nice story’ which is incompatible with scientific facts. The results from this larger-scale survey indicate that a majority of the students believe in some form of soul. Even so, and regardless of whether or not they identified themselves as religious, most students expressed a belief that human persons cannot be fully explained scientifically, a position that some students perceived as a partial rejection of what it means to hold a scientific worldview.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 4","pages":"967 - 991"},"PeriodicalIF":0.0,"publicationDate":"2021-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00199-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4523619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Mona Lisa - A Prototype for Multidisciplinary Science Education 《蒙娜丽莎》——多学科科学教育的原型

3区教育学

Science & Education Pub Date : 2021-04-13 DOI: 10.1007/s11191-020-00192-w

Kishore Dutta

引用次数: 0

The Evolutionary Thought of Jean-Baptiste Lamarck 拉马克的进化论思想

3区教育学

Science & Education Pub Date : 2021-04-12 DOI: 10.1007/s11191-021-00215-0

Ricardo Noguera-Solano, Juan Manuel Rodríguez-Caso, Rosaura Ruiz-Gutiérrez

{"title":"The Evolutionary Thought of Jean-Baptiste Lamarck","authors":"Ricardo Noguera-Solano, Juan Manuel Rodríguez-Caso, Rosaura Ruiz-Gutiérrez","doi":"10.1007/s11191-021-00215-0","DOIUrl":"10.1007/s11191-021-00215-0","url":null,"abstract":"<div><p>The name Lamarck is very well known in the teaching of biology, being associated with an early effort to explain evolution. Nevertheless, when evolution is taught in the classroom, the only Lamarckian ideas that stand out are related to the ‘inheritance of acquired characters’, invariably illustrated by the example of the lengthening of giraffes’ necks, as a way of contrasting Lamarckian ideas with Darwinian natural selection. Our aim here is to argue that there are other important ideas in Lamarck’s work that are directly related to the origin and transformation of species. These concepts, causal explanations of organic nature, can be taught to students who are learning about the sources and development of evolutionary thought and will moreover provide the student with properly justified reasons as to why Lamarck’s explanation is considered to be the first wide-ranging and well-argued explanation of biological evolution. The Lamarckian concepts that we consider important for teaching evolutionary thought are the following: (1) the species as an arbitrary concept, directly related to the Lamarckian concept of the continuous transformation of species, (2) the ancestor–descendant relationship, and organic diversification from a common plan of organisation to a branching series, (3) gradual change, related to changes in environmental conditions, and (4) the controversy concerning the origin of life (that is, having either a natural cause or a divine origin), life’s transformation, and the natural origin of human beings, including our moral capacity, subjects which were related to Lamarck’s other political and philosophical interests.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 4","pages":"909 - 929"},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00215-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4481543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Scientific Literacy and Social Transformation 科学素养与社会转型

3区教育学

Science & Education Pub Date : 2021-04-10 DOI: 10.1007/s11191-021-00205-2

Liliana Valladares

{"title":"Scientific Literacy and Social Transformation","authors":"Liliana Valladares","doi":"10.1007/s11191-021-00205-2","DOIUrl":"10.1007/s11191-021-00205-2","url":null,"abstract":"<div><p>The paper provides a systematic theoretical analysis of the main visions of the concept of scientific literacy developed in the last 20 years. It is described as a transition from a transmissive educational vision of scientific literacy (Vision-I) to a transformative vision (Vision-III), with a stronger engagement with social participation and emancipation. Using conceptual tools from sociology and the philosophy of education, the notions of science participation and emancipation associated with transformative Vision-III are critically analyzed in order to draw attention to the growing need to define them with greater accuracy as key conceptual components of scientific literacy. Without such an approach, it will be difficult for science education to materialize and consolidate educational actions that are pedagogically sound, culturally and socially sensitive, and coherent with the social transformation of the diverse conditions of oppression. It is concluded that Vision-III should include both a broad conception of participation, which makes visible the invisible and informal acts performed by diverse groups to build society, and an alternative notion of emancipation committed to liberation.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 3","pages":"557 - 587"},"PeriodicalIF":0.0,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00205-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4406009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 53

Does Concrete Content Help People to Reason Scientifically? 具体内容能帮助人们进行科学推理吗?

3区教育学

Science & Education Pub Date : 2021-04-10 DOI: 10.1007/s11191-021-00207-0

Jana Bašnáková, Vladimíra Čavojová, Jakub Šrol

{"title":"Does Concrete Content Help People to Reason Scientifically?","authors":"Jana Bašnáková, Vladimíra Čavojová, Jakub Šrol","doi":"10.1007/s11191-021-00207-0","DOIUrl":"10.1007/s11191-021-00207-0","url":null,"abstract":"<div><p>In this paper, we explored the scientific literacy of a general sample of the Slovak adult population and examined factors that might help or inhibit scientific reasoning, namely the content of the problems. In doing so, we also verified the assumption that when faced with real-life scientific problems, people do not necessarily apply decontextualized knowledge of methodological principles, but reason from the bottom up, i.e. by predominantly relying on heuristics based on what they already know or believe about the topic. One thousand and twelve adults completed three measures of scientific literacy (science knowledge, scientific reasoning, attitudes to science) and several other related constructs (numeracy, need for cognition, PISA tasks). In general, Slovak participants’ performance on scientific reasoning tasks was fairly low and dependent on the context in which the problems were presented—there was a 63% success rate for a version with concrete problems and a 56% success rate for the decontextualized version. The main contribution of this study is a modification and validation of the scientific reasoning scale using a large sample size, which allows for more thorough testing of all components of scientific literacy.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 4","pages":"809 - 826"},"PeriodicalIF":0.0,"publicationDate":"2021-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00207-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4410968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

India’s National Science Talent Search Examination (1963–1976) 印度国家科学人才选拔考试(1963-1976)

3区教育学

Science & Education Pub Date : 2021-03-27 DOI: 10.1007/s11191-021-00210-5

Rachel Philip

{"title":"India’s National Science Talent Search Examination (1963–1976)","authors":"Rachel Philip","doi":"10.1007/s11191-021-00210-5","DOIUrl":"10.1007/s11191-021-00210-5","url":null,"abstract":"<div><p>India’s National Science Talent Search (NSTS) examination (1963 to 1976) was imagined and implemented by some top scientists of the period. It aimed to identify “talented” secondary school students with an aptitude for science and mathematics. Selected students attended undergraduate summer schools, did research in special labs during their Master’s degree, and were supported by a scholarship until the completion of a Ph.D. Today, the extent to which NSTS changed the discourse of “talent” as well as the mode and content of large-scale testing in India is often forgotten. Among the innovations that the examination introduced and legitimized include the multiple-choice question (MCQ) format. It shaped a positivist discourse around a special category of questions called the “thought-type” in scientifically establishing the mental acuity of students. It also defined and used “extra-curricular knowledge” as a proxy for scientific interest. Another legacy of NSTS’s discourse of objectivity was a misplaced confidence in separating the performance of candidates from the social advantages/disadvantages that shaped their school experience. Additionally, the importance of expertise in designing the examination did not give space to the input of school science teachers. Eventually, the design of the scheme fell short of the expectations of policy-makers as well as the aspirations of those who were selected. In 1977, the examination was redesigned as a general National Talent Search Examination (NTSE). A critical analysis of the short history of the NSTS enables us to reflect on the construct of “science talent” and the challenges in identifying and nurturing talented students in science.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 1","pages":"241 - 263"},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-021-00210-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5050952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Correction to: The Connection Between the Body and the Environment: a Changing View 更正:身体与环境之间的联系:一个变化的观点

3区教育学

Science & Education Pub Date : 2021-03-23 DOI: 10.1007/s11191-021-00195-1

Birgitta Mc Ewen

引用次数: 0

Neuroscience as a Contemporary Science Domain to Contextualize Nature of Science Instruction 作为当代科学领域的神经科学:科学教学的语境化

3区教育学

Science & Education Pub Date : 2021-01-20 DOI: 10.1007/s11191-020-00187-7

Kristina Hopkins

{"title":"Neuroscience as a Contemporary Science Domain to Contextualize Nature of Science Instruction","authors":"Kristina Hopkins","doi":"10.1007/s11191-020-00187-7","DOIUrl":"10.1007/s11191-020-00187-7","url":null,"abstract":"<div><p>The purpose of this exploratory study was to investigate if neuroscience, a contemporary example of science-in-the-making, provides a useful domain for contextualized Nature of Science (NOS) instruction. Six pre-service teachers (PSTs) enrolled in an NOS course participated, where the focus of this study was on how NOS views changed as a result of the course and how PSTs attempted to connect neuroscience and NOS. Data included the Student Understanding of Science and Scientific Inquiry (SUSSI) Survey, reflection reports, and audio recordings with transcripts. Results indicated that PSTs held more naïve views of NOS prior to the course. As a result of the course, PSTs improved their understanding of multiple aspects of NOS. Additionally, PSTs grounded their informed understanding of NOS in how science operates as a cultural institution and discovered a conflict between a prescriptive version of NOS via the Lederman tenets versus a descriptive version of how scientists actually operate, influencing the way in which PSTs might teach NOS in their classrooms. The study also found that PSTs connected neuroscience and NOS in different ways. Either PSTs considered neuroscience as a “hard science” that is not subject to NOS tenets, or they found that neuroscience loses its “seductive allure” once it is critically analyzed through a lens of NOS. The findings suggest that neuroscience was a useful context for NOS instruction and, in combination with the explicit reflective approach, had a positive impact on PSTs’ understanding of NOS.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"30 3","pages":"463 - 500"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-020-00187-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4789029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

From Basic to Humane Genomics Literacy 从基础到人道基因组学素养

3区教育学

Science & Education Pub Date : 2020-11-17 DOI: 10.1007/s11191-020-00171-1

Brian M. Donovan, Monica Weindling, Dennis M. Lee

{"title":"From Basic to Humane Genomics Literacy","authors":"Brian M. Donovan, Monica Weindling, Dennis M. Lee","doi":"10.1007/s11191-020-00171-1","DOIUrl":"https://doi.org/10.1007/s11191-020-00171-1","url":null,"abstract":"<p>Genetic essentialism of race is the belief that racial groups have different underlying genetic essences which cause them to differ physically, cognitively, or behaviorally. Apparently, no published studies have explored if belief in genetic essentialism of race among adolescents differs after many weeks of formal instruction about different domains of genetics knowledge. Nor have any studies explored if such differences reflect a coherent change in students’ racial beliefs. We use a quasi-experimental design (<i>N</i>?=?254 students in 7th–12th grade) to explore these gaps. Over the course of 3?months, we compared students who learned from a curriculum on multifactorial inheritance and genetic ancestry to students who learned from their business as usual (BAU) genetics curriculum that discussed Mendelian and molecular genetics without any reference to race, multifactorial genetics, or genetic ancestry. Relative to the BAU condition, classrooms that learned from the multifactorial genetics and ancestry curriculum grew significantly more in their knowledge of multifactorial genetics and decreased significantly more in their genetic essentialist perceptions, attributions, and beliefs. From a conceptual change perspective, these findings suggest that classrooms using a curriculum emphasizing genetic complexity are more likely to shift toward a coherent anti-essentialist understanding of racial difference.</p>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"29 6","pages":"1479 - 1511"},"PeriodicalIF":0.0,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11191-020-00171-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4701111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Genetics and Identity 遗传学和同一性

3区教育学

Science & Education Pub Date : 2020-11-14 DOI: 10.1007/s11191-020-00180-0

Brian Donovan, Ross H. Nehm

引用次数: 4