The Big Freeze: Water and the Scientific Process

2000 ◽  
Vol 5 (3) ◽  
pp. 133-135 ◽  
Author(s):  
Andrew R. Bressette
Keyword(s):  
Scientific Process ◽  
Freeze Water

Using the Scientific Process to Engage Students With Our Changing Planet

Science Scope ◽  
2015 ◽  
Vol 038 (8) ◽  
Author(s):  
Daniel Preston ◽  
Phillip Taylor ◽  
Nora Brown ◽  
John Mischler
Keyword(s):  
Scientific Process

METHODOLOGICAL ANALYSIS OF THE EXISTING PRACTICE OF UNIVERSITY TRAINING IN TERMS OF GRADUATES' INTEGRATED COMPETENCIES

2020 ◽  
Author(s):  
P. A. Strelnikov
Keyword(s):  
Professional Activity ◽  
Scientific Process ◽  
Educational Productivity ◽  
Interdisciplinary Approaches ◽  
Educational Integration ◽  
General Scientific ◽  
Scientific Competence ◽  
Definition Of ◽  
University Training ◽  
Training Practice

The article presents the results of the methodological analysis of the existing practice of University training in terms of graduates' integrated competencies. The analysis was carried out at the general philosophical (system and genetic approaches), general scientific (process-effect approach), specific scientific (competence, personal-activity and situation-problem approaches) and methodological and procedural levels (integrative and interdisciplinary approaches). Systemic shortcomings that impede the educational productivity of the existing training practice in terms of the efficiency of educational integration are identified and described. The definition of educational integration is given as the process of integration of individual competencies acquired by a student in the process of mastering individual disciplines into a single system totality, which is an integral tool for the graduate's professional activity.

The Fight Against Doubt

2018 ◽  
Author(s):  
Inmaculada de Melo-Martín ◽  
Kristen Intemann
Keyword(s):  
Climate Change ◽  
Scientific Community ◽  
Vaccine Safety ◽  
False Beliefs ◽  
Scientific Process ◽  
The Public ◽  
Scientific Consensus ◽  
Scientific Claims

Current debates about climate change or vaccine safety provide an alarming illustration of the potential impacts of dissent about scientific claims. False beliefs about evidence and the conclusions that can be drawn from it are commonplace, as is corrosive doubt about the existence of widespread scientific consensus. Deployed aggressively and to political ends, ill-founded dissent can intimidate scientists, stymie research, and lead both the public and policymakers to oppose important policies firmly rooted in science. To criticize dissent is, however, a fraught exercise. Skepticism and fearless debate are key to the scientific process, making it both vital and incredibly difficult to characterize and identify dissent that is problematic in its approach and consequences. Indeed, as de Melo-Martín and Intemann show, the criteria commonly proposed as means of identifying inappropriate dissent are flawed, and the strategies generally recommended to tackle such dissent are not only ineffective but could even make the situation worse. The Fight against Doubt proposes that progress on this front can best be achieved by enhancing the trustworthiness of the scientific community and being more realistic about the limits of science when it comes to policymaking. It shows that a richer understanding is needed of the context in which science operates so as to disarm problematic dissent and those who deploy it in the pursuit of their goals.

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

The Small Mammal Project: Engaging Students as Scientists

2017 ◽  
Vol 79 (3) ◽  
pp. 200-206
Author(s):  
Erika V. Iyengar ◽  
Paul T. Meier ◽  
Rachel E. Hamelers
Keyword(s):  
College Courses ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Scientific Investigations ◽  
Hands On ◽  
Upper Level ◽  
Multiple Species ◽  
Dissemination Of Results ◽  
Scientific Questions

This article describes a sustained, student-driven, inquiry-based set of activities meant to illuminate the scientific process from the initial scientific questions to oral dissemination of results. It is appropriate for science majors and nonmajors, advanced high school through upper-level college courses. Involving students in hands-on, self-driven investigations will allow them to see the challenges of quantitative scientific investigations, and the role of scientific creativity in experimental design and interpretation. This project allows a large group of students to engage in the type of research project often only available to students working one-on-one with instructors or in research labs. This activity requires skeletons of multiple species of small mammals, but there are many ways to alter the project to suit available resources. We expect that students involved in hands-on, self-directed scientific investigations early in their academic careers are less likely to view science as a mere accumulation of facts and more likely to be empowered to participate later in more sustained scientific investigations.

scholarly journals The problems of increasing transparency on uncertainty

2017 ◽  
Vol 27 (2) ◽  
pp. 131-138 ◽  
Author(s):  
Magda Osman ◽  
Amanda J. Heath ◽  
Ragnar Löfstedt
Keyword(s):  
Decision Making ◽  
Disease Prevention ◽  
Prevention And Control ◽  
Scientific Evidence ◽  
European Medicines Agency ◽  
Scientific Process ◽  
The Public ◽  
And Control ◽  
Current Guidelines ◽  
Practical Implications

Public regulators (such as European Food Safety Authority, European Medicines Agency, and European Centre for Disease Prevention and Control) are placing increasing demands on scientists to make uncertainties about their evidence transparent to the public. The stated goal is utilitarian, to inform and empower the public and ensure the accountability of policy and decision-making around the use of scientific evidence. However, it is questionable what constitutes uncertainty around the evidence on any given topic, and, while the goal is laudable, we argue the drive to increase transparency on uncertainty of the scientific process specifically does more harm than good, and may not serve the interests of those intended. While highlighting some of the practical implications of making uncertainties transparent using current guidelines, the aim is to discuss what could be done to make it worthwhile for both public and scientists.

Sign in / Sign up

Export Citation Format

Share Document