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1.
Rita R. Culross 《Roeper Review》2013,35(3):126-127
This article discusses the individual and contextual factors that are salient to high levels of creativity among scientists working in organizational settings in the modern world. The article contrasts such scientists with traditional depictions of creative scientists and draws implications for future directions for creativity research and for the education and development of young scientists. 相似文献
2.
The Chronicle of Higher Education recently reported that the number of doctoral degrees awarded in the U.S. rose 3.4 percent in 2004, largely because of an
increase in foreign students [Smallwood (2005). Doctoral degrees rose 3.4% in 2004, survey finds. The Chronicle of Higher
Education, December 9, 2005]. Currently, 20.9 percent [National Science Board (2003). The science and engineering workforce
realizing America’s potential. NSB, vol. 3, National Science Foundation] of all science and engineering faculty positions
at U.S. universities are held by foreign-born scientists (with even larger percentages in computer science and engineering)—and
we can expect higher numbers of foreign-born faculty at U.S. universities in the future. In this paper, we use 2001 Survey of Doctorate Recipients (SDR) data from the National Science Foundation to compare productivity levels, work satisfaction levels and career trajectories
of foreign-born scientists and U.S.-born scientists. The results indicate that foreign-born academic scientists and engineers
are more productive than their U.S.-born peers in all areas. Yet, average salaries and work satisfaction levels for foreign-born
scientists are lower than for U.S.-born scientists.
The use of NSF data does not imply NSF endorsement of the research methods or conclusions contained in this report. 相似文献
3.
Written and oral communications and the processes of writing and reading are highly valued within the scientific community; scientists who communicate well are successful in gaining recognition and support from members of their own communities, the research funding agencies, and the wider society. Yet how do scientists achieve this proficiency? Are expert scientists equally expert writers in and of science? Do scientists' perceptions of the nature of science influence their writing strategies and processes, and their beliefs about the role of writing in knowledge construction? This study used a questionnaire and semistructured interviews to document these perceptions, strategies, processes, and beliefs in a nonrandom sample of Canadian university scientists and engineers. The results indicate that the scientists subscribed to a contemporary evaluativist view of science, used common writing strategies, held similar beliefs about scientific writing and nonscientific writing, and agreed that writing generates insights and clarifies ambiguity in science. The engineers held a different view of technology than the common views of science or technology as simply applied science. These findings were slightly different than those found for American scientists from a large land‐grant university. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 338–369, 2004 相似文献
4.
Constructivist science education typically presents a relativist image of scientific knowledge that is not shared by scientists. Truth and time are defined differently by scientists than by postmodern observers of science; a theoretical definition of truth is often applied to scientific knowledge within science education, whereas a practical definition, supported by evidence, is used within science. Similarly, time is sometimes taken out of context within science education when scientific concepts that have developed slowly and are well accepted by scientists are treated as though they were tentative. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 225–236, 2000. 相似文献
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6.
科学界频繁出现的科学发现优先权争夺现象给科学的正常发展带来了一定的负面影响：科研工作者常常为了优先权将远未成熟的科研成果发表出来,造成遗憾;有时为了保护优先权被侵犯影响了正常的学术交流,影响科学发展进程;甚至有人不惜违背道德规范,在科研中作伪。这些为争夺科学发现优先权而引发的影响严重阻碍了科学技术的发展。因此,为了消除... 相似文献
7.
Eylem Bayir Yilmaz Cakici Ozge Ertas 《International Journal of Science Education》2013,35(8):1286-1312
Science education researchers recently turned their attention to exploring views about nature of science (NOS). A large body of research indicates that both students and teachers have many naïve views about the NOS. Unfortunately, less attention has been directed at the issue of exploring the views of the scientists. Also, the little research in the literature generally took into consideration NOS views of only natural scientists. This study primarily proposes to explore the views of scientists in both the natural and social sciences regarding the seven target aspects of NOS. The second aim of the study is to find out the similarities and dissimilarities between the views of scientists who majored in social sciences and those who majored in natural sciences in terms of the target aspects of NOS. The sample was 69 scientists representing 5 scientific disciplines from natural and social sciences. Interviews were employed for obtaining data. The data were analyzed by means of cognitive maps. This study revealed that the scientists in the sample have neither completely informed views nor completely naïve views according to contemporary scientific understanding. Their views were a blend of the two in terms of almost all the target aspects of NOS. The views of the scientists in natural science and in social science were not substantially different. The scientists from both groups generally had similar viewpoints. This situation suggested that the scientists' views about NOS are not related to their scientific disciplines. 相似文献
8.
Cecília Galvão 《International Journal of Science Education》2013,35(13):1621-1633
This article discusses the results of a mainly qualitative study into possible impacts of recent controversial socio‐scientific issues on a group of Portuguese secondary school students regarding their conceptions about scientists. The 86 participants: (1) answered a questionnaire with open‐ended questions; and (2) wrote a science fiction story involving a group of scientists working on a particular situation of her/his choice. Next, semi‐structured interviews were carried out to clarify and discuss the ideas embodied in the stories and mentioned in the questionnaire. All data underwent a process of content analysis. The socio‐scientific controversies recently discussed, and the way science and scientists are depicted in the media, seem to have produced some impact on students' conceptions about scientists. Based on the results obtained, some remarks and educational implications are discussed. 相似文献
9.
Robyn Yucel 《Science & Education》2018,27(5-6):407-433
Including the perspectives of scientists about the nature and process of science is important for an authentic and nuanced portrayal of science in science education. The small number of studies that have explored scientists’ worldviews about science has thus far generated contradictory findings, with recent studies claiming that scientists simultaneously hold contradictory sophisticated and naïve views. This article reports on an exploratory study that uses the framework of Bhaskar’s critical realism to elicit and separately analyse academic scientists’ ontological and epistemological views about science in semi-structured interviews. When the views of scientists are analysed through the lens of critical realism, it is clear that it is possible to hold a realist ontological commitment about what knowledge is of, simultaneously with a fallibilist epistemological commitment about knowledge itself. The apparent incongruence of scientists’ so-called naïve and sophisticated views about science is resolved when analysed using a critical realist framework. Critical realism offers a simple and coherent framework for science educators that avoids many of the problems of positivism and social constructivism by finding a middle ground between them. The three pillars of critical realism: ontological realism, epistemological fallibilism and judgmental rationality help to make sense of how socially constructed scientific knowledge can be anchored in an independent reality. 相似文献
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11.
Kamal Lodaya 《Resonance》2009,14(4):367-379
To solve problems occurring in the real world, computing scientists devise algorithms. These algorithms are programmed on
computers and used to solve the problems. But computing scientists also talk about ‘machines’ of various kinds, such as Turing
machines, Mealy machines and von Neumann machines. (These are quite different from actual computers.) This article examines
how algorithms turn into machines. The problems considered are the very elementary ones of addition, multiplication and factoring. 相似文献
12.
Hanne Moeller Andersen Lars Brian Krogh Eva Lykkegaard 《Research in Science Education》2014,44(3):439-460
Students' images of science and scientists are generally assumed to influence their related subject choices and aspirations for tertiary education within science and technology. Several research studies have shown that many young people hold rather stereotypical images of scientists, making it hard for them to see themselves as future scientists. Adolescents' educational choices are important aspects of their identity work, and recent theories link individual choice to the perceived match between self and prototypical persons associated with that choice. In the present study, we have investigated images of scientists among the segment of the upper secondary school students (20 % of the cohort) from which future Danish scientists are recruited. Their images were rather realistic, only including vague and predominantly positive stereotypical ideas. With a particular Science-and-Me (SAM) interview methodology, we inquired into the match between self- and prototypical-scientists (N?=?30). We found high perceived similarity within a core of epistemological characteristics, while dissimilarities typically related to a social domain. However, combining interview data with survey data, we found no significant statistical relation between prototype match and aspirations for tertiary education within science and technology. Importantly, the SAM dialogue revealed how students negotiate perceived differences, and we identified four negotiation patterns that all tend to reduce the impact of mismatches on educational aspirations. Our study raises questions about methodological issues concerning the traditional use of self-to-prototype matching as an explanatory model of educational choice. 相似文献
13.
This article presents an analysis of how scientists are portrayed in the Lebanese national science textbooks. The purpose of this study was twofold. First, to develop a comprehensive analytical framework that can serve as a tool to analyze the image of scientists portrayed in educational resources. Second, to analyze the image of scientists portrayed in the Lebanese national science textbooks that are used in Basic Education. An analytical framework, based on an extensive review of the relevant literature, was constructed that served as a tool for analyzing the textbooks. Based on evidence-based stereotypes, the framework focused on the individual and work-related characteristics of scientists. Fifteen science textbooks were analyzed using both quantitative and qualitative measures. Our analysis of the textbooks showed the presence of a number of stereotypical images. The scientists are predominantly white males of European descent. Non-Western scientists, including Lebanese and/or Arab scientists are mostly absent in the textbooks. In addition, the scientists are portrayed as rational individuals who work alone, who conduct experiments in their labs by following the scientific method, and by operating within Eurocentric paradigms. External factors do not influence their work. They are engaged in an enterprise which is objective, which aims for discovering the truth out there, and which involves dealing with direct evidence. Implications for science education are discussed. 相似文献
14.
Juan Miguel Campanario 《International Journal of Science Education》2013,35(10):1095-1110
This paper compares resistance by scientists to new ideas in scientific discovery with students' resistance to conceptual change in science learning. First, the resistance by students to abandon their misconceptions concerning scientific topics is studied. Next, the resistance by scientists to scientific discovery is studied and some of the causes of such resistance are explored. Some conclusions and direct implications for science teaching are suggested. 相似文献
15.
As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed
by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although
teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume
in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students
to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists
and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted
of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist
partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The
results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social,
pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support
related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers
played a critical role in ensuring students’ access to this knowledge. The results have implications for managing the division
of labor between scientists and teachers in partnership programs. 相似文献
16.
一段时期以来,人们把科学教育作为衡量成功大学的标准,忽略了人文教育的功能,想当然地认为科学家们应站在自己的立场和角度上阐扬科学教育.然而事实却相反,一般有造诣的科学家不仅对科学教育有深刻的理解,而且对人文教育也有独到的见解和体悟,他们不仅是人文教育的受益者,而且还是人文教育的捍卫者.从爱因斯坦、彭加勒、居里夫人到中国科学家陈省身、杨振宁、丘成桐等,无一例外,他们都把大学人文教育看成是塑造科学家品格、培育受教育者创造潜能、自觉担当社会责任重要载体,他们对人文教育的理解和实践,是我们大学建设和大学教育可资借鉴的精神财富. 相似文献
17.
Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists. 相似文献
18.
Myriam Krasilchik 《International Journal of Science Education》2013,35(3):282-287
In an attempt to provide school science students with an appreciation and understanding of the work of scientists and the nature of scientific discovery, a project called ‘The Scientists’ was set up. The project is concerned with the development of curriculum materials which include biographies of scientists, instruction manuals and materials for carrying out experiments. The scope and nature of this project are briefly described. 相似文献
19.
Garry Falloon 《Journal of Science Education and Technology》2013,22(6):858-876
Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school–scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions. 相似文献
20.
Valarie L. Akerson Cary A. Buzzelli Jennifer Eastwood 《Journal of Science Teacher Education》2010,21(2):205-214
This paper describes research that compares preservice early childhood teachers’ cultural values and the values they believe
are held by scientists. Using the Schwartz Values Inventory (SVI) (Schwartz (1992) Adv Exp Soc Psychol 25:331–351) preservice early childhood teachers cultural values were assessed, followed by an assessment
of the values they believed were held by scientists. Schwartz postulated that cultural values could be aggregated into 11
domains (universalism, benevolence, tradition, self-direction, stimulation, hedonism, achievement, power, conformity, spirituality,
and security). Paired T-tests indicated significant differences between preservice early childhood teachers’ cultural values from those they believed
scientists held on the domains of power, achievement, stimulation, benevolence, conformity, and security. The discussion explores
the meaning of these results and provides implications for early childhood science teacher education. 相似文献