Showing papers on "Science studies published in 2021"

Paradigms of Sex Research and Women in Stem

Abstract: Scientists’ identities and social locations influence their work, but the content of scientific work can also influence scientists. Theory from feminist science studies, autoethnographic accounts, ...

Improvement Science and Implementation Science in Cancer Care: Identifying Areas of Synergy and Opportunities for Further Integration.

Abstract: Efforts to improve cancer care primarily come from two fields: improvement science and implementation science. The two fields have developed independently, yet they have potential for synergy. Leveraging that synergy to enhance alignment could both reduce duplication and, more importantly, enhance the potential of both fields to improve care. To better understand potential for alignment, we examined 20 highly cited cancer-related improvement science and implementation science studies published in the past 5 years, characterizing and comparing their objectives, methods, and approaches to practice change. We categorized studies as improvement science or implementation science based on authors' descriptions when possible; otherwise, we categorized studies as improvement science if they evaluated efforts to improve the quality, value, or safety of care, or implementation science if they evaluated efforts to promote the implementation of evidence-based interventions into practice. All implementation studies (10/10) and most improvement science studies (6/10) sought to improve uptake of evidence-based interventions. Improvement science and implementation science studies employed similar approaches to change practice. For example, training was employed in 8/10 implementation science studies and 4/10 improvement science studies. However, improvement science and implementation science studies used different terminology to describe similar concepts and emphasized different methodological aspects in reporting. Only 4/20 studies (2 from each category) described using a formal theory or conceptual framework to guide program development. Most studies were multi-site (10/10 implementation science and 6/10 improvement science) and a minority (2 from each category) used a randomized design. Based on our review, cancer-related improvement science and implementation science studies use different terminology and emphasize different methodological aspects in reporting but share similarities in purpose, scope, and methods, and are at similar levels of scientific development. The fields are well-positioned for alignment. We propose that next steps include harmonizing language and cross-fertilizing methods of program development and evaluation.

Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic.

Abstract: Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.

COVID-19 heralds a new epistemology of science for the public good.

Abstract: COVID-19 has revealed that science needs to learn how to better deal with the irreducible uncertainty that comes with global systemic risks as well as with the social responsibility of science towards the public good. Further developing the epistemological principles of new theories and experimental practices, alternative investigative pathways and communication, and diverse voices can be an important contribution of history and philosophy of science and of science studies to ongoing transformations of the scientific enterprise.

Fiction Lagging Behind Or Non-Fiction Defending The Indefensible? University-Industry (et al.) Interaction In Science Fiction

Abstract: University–industry interaction has many supporters and some detractors in the scholarly literature. Science, Technology and Innovation (STI) policy frameworks emphasise interactions between universities and stakeholders other than industry, and the contribution made by these interactions to a range of goals such as environmental sustainability. Given the significance of discourse to shape public opinion, it is important that academic and policy actors convey positive views of university interaction. We investigate whether this is happening by examining representations of university interactions in popular culture. Since public opinion can shape science, our investigation could also suggest new research questions. Our sample includes science fiction novels that won prestigious awards (Hugo, Nebula and Locus) for the genre, from the 1970s to the 2010s. The use of an objective corpus of the literature increases external validity, a methodological novelty in representations of science studies. We show how science fiction, predominantly, is critical of university interactions, reflecting a lack of convincing institutional narratives on their benefits. The apprehensions expressed about interactions with industry or other stakeholders are equivalent. We offer some recommendations for research on STI policy frameworks to incorporate critical views of university–society interaction, including threats to sustainability, and new research questions related to defence of non-disclosure of information for political reasons and conflicts of equity due to the lack of career progression for ‘disengaged’ academics.

Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science

Abstract: Despite the long-standing interest among science educators in using history of science in science teaching, little has been discussed around whether and how non-Western histories of science could be incorporated into science education. This study considers some opportunities and challenges of addressing East Asian history of science (EAHOS) in the science teacher education context, drawing on postcolonial science studies and global history of science. Eight undergraduate preservice science teachers (PSTs) participated in sessions on EAHOS. Our aim was to investigate the PSTs’ perceptions relating to the nature of EAHOS and its relevance to science teaching. Using interviews and reflective essays, we explore the tension coming from their dual positions as science teachers and East Asian people as they entered into the unfamiliar territory of EAHOS. When they were considering themselves specifically as science teachers, they tended to focus on the aspects of EAHOS as knowledge and concluded that it has little to do with achieving the aims of science teaching because is not part of modern science. On the contrary, when they were talking about their roles as teachers in general, they were able to come up with several educational benefits that EAHOS can offer to students, particularly in its relation to worldview and history. Additionally, several mixed feelings were expressed about the way EAHOS is often portrayed as “our” history about “our” science. Overall, the experience of exploring and discussing EAHOS provided the PSTs with an opportunity to critically reflect on science education and their responsibility as teachers in the context of broader society and culture.

Meta-analysis: the effect of the science, technology, and society learning model on students high order thinking skills

Abstract: This study aims to analyze the effect of the science, technology, and society (STS) learning model on students' higher-order thinking skills (HOTS) in science subjects. This influence is viewed from several aspects, namely aspects of higher-order thinking skills, education level, and dimensions of science studies. This influence is seen from the effect size (ES) in each article. This research uses the meta-analysis method of 20 (twenty) scientific articles from journals. The results of this study indicate that the STS learning model has a good effect on students' higher-order thinking skills (HOTS) in science learning. Aspects of high-order thinking skills critical thinking have the highest average effect size (ES), namely 1,84. Students at the high school level experienced higher order thinking skills development which was better than students at the junior and elementary school levels with an average ES of 1,77. The dimensions of the Biology Science study show a better effect if it is taught with the community technology science (STS) model with an average effect size (ES) of 1,70.

Responsible research and innovation: coming to grips with an ambitious concept

Abstract: This Introduction to the Special Issue on “Responsible Research and Innovation” (RRI) outlines features of the philosophical debate about the concepts involved and summarizes the papers assembled in this issue. The topic of RRI is widely discussed in science studies and has made its way into science policy. This SI is intended to make the contributions of philosophers of science more visible. The philosophically relevant parts of the field concern, among others, the processes of public participation in science and their impact on the knowledge produced, the notion of justified public trust in science, and the idea of research pursued for the common good. Such topics bring social procedures together with epistemic and ethical considerations and thus raise philosophical challenges. RRI is subject to the tension between committing research to creating knowledge in harmony with public expectations, on the one hand, while not complying with public wishful thinking, on the other. RRI embodies a friction between serving people’s aspirations and correcting people’s expectations. This special issue is intended to explore the narrow pathway left between these conflicting demands.

Framing regenerative medicine: culturally specific stories of an emerging technoscience

Abstract: Civic forms of knowledge, tacitly built around scientific knowledge, reflect culturally specific meanings employed that are put to use in public arenas. Science, technology and society scholarship (STS) has developed a theoretical approach to coproduction of science, and postcolonial science studies critique the universalization of Western epistemologies. The present study extends these perspectives in relation to regenerative medicine in Brazil, examining relevant official documents and the understandings of 15 leaders in the local field about scientific progress, international collaboration and intellectual property rights. The majority of these Brazilian stakeholders hold a techno-deterministic view of scientific progress, and lack any thorough critique of Western scientific premises. While most interviewees ascribe legitimacy to Brazilian public research centres, representatives of civic society organizations express distrust about certain attitudes of local scientists, and criticize the communication of scientific discoveries to the lay public. Furthermore, stakeholders’ reflections on international collaboration are distinctly polarized, reflecting the unequal distribution of roles and power among local indigenous and internationalized actors. Although opposition to exclusive patenting is widespread, limited reflection is apparent on such topics as the role of private capital, cell therapy approval and the specificity of ethical and regulatory frameworks.

Effect of Embedded Careers Education in Science Lessons on Students’ Interest, Awareness, and Aspirations

Abstract: In the last decades, secondary school students have indicated a low interest in science and a lack of awareness of authentic science careers that may impede their aspiration to work in science-related fields in future. To raise students’ aspirations, several studies used context-based approaches, but few integrated career aspects into the school curricula. Accordingly, this study aimed to promote lower secondary school students’ interest in and awareness of science careers by introducing science career-related scenarios reflected in a real-world context as embedded careers education in science lessons. In this study, we explored the effect of the interventions on students’ interest, awareness, and aspirations towards science careers using Estonian, Finnish, and German datasets. According to the results, the students participating in the project indicated a higher interest in science, aspiration towards science careers, and awareness of future careers than those who did not experience the embedded science career interventions. Also, the results showed that when students got more information about science careers at school, their interest in science was more easily transferred to their aspirations in science studies and careers. Thus, this result emphasizes the importance of fostering awareness of science careers at lower secondary schools in order to inspire young learners to engage in science studies and works in future.

The Social Abduction of Science

Abstract: The logic of abduction involves a collision between deduction and induction, where empirical surprises violate expectations and scientists innovate to resolve them. Here we reformulate abduction as a social process, occurring not only within individual scientists, but often through conversation between those who understand a particular scientific system and its anomalies (its insiders) and those exposed to alien and disruptive patterns, theories, and findings that could resolve them (its outsiders). These extended conversations between scientists, scholars, and disciplines with divergent backgrounds define a social logic of discovery by catalyzing social syllogisms that yield speculative hypotheses with outsized impact across science. We show how this approach theorizes a number of disparate findings from scientometrics and the science and science, tethering them to powerful interpersonal processes that link diversity with discovery. By reframing abductive reasoning as a social process, we attempt to broker a productive new relationship between science studies' focus on scientific practice and the philosophy of science's concern with propositions in scientific discourse, rendering claims-making through abduction a critical scientific practice, central to scientific change, and increasingly available to science studies through small and large-scale data on scientific communication and deliberation.

The science of science: Clinical Science launches a new translational meta-research collection.

Abstract: Clinical Science is proud to launch a new translational meta-research collection. Meta-research, or the science of science, applies the scientific method to study science itself. Meta-research is a powerful tool for identifying common problems in scientific papers, assessing their impact, and testing solutions to improve the transparency, rigor, trustworthiness, and usefulness of biomedical research. The collection welcomes science of science studies that link basic science to disease mechanisms, as well as meta-research articles highlighting opportunities to improve transparency, rigor, and reproducibility among the types of papers published in Clinical Science. Submissions might include science of science studies that explore factors linked to successful translation, or meta-research on experimental methods or study designs that are often used in translational research. We hope that this collection will encourage scientists to think critically about current practices and take advantage of opportunities to make their own research more transparent, rigorous, and reproducible.

Language, History and the Making of Accurate Observations

Abstract: The aim of this paper is to study scientific observation from a broad perspective, taking into account history, practice and philosophical reflexivity. I shall draw on a series of new approaches variously termed: historical epistemology, history of philosophy of science, science studies, etc. Such approaches were undoubtedly sparked by the difficulties that philosophy of science encountered: if the idea of a neutral language of observation has been abandoned, debate remains as to the character and degree of the theory-ladenness of facts. Two case studies will be considered: observation in the birth of modern science and observation in the life sciences. These will enable us to follow the evolution of the related concepts of accuracy, exactness and precision, as features that render an observation scientific. On closer inspection it appears that these concepts are not given spontaneously; they had to be constructed, and this process was intimately bound up with the development of knowledge.

Science, Nature and the Ethical Pursuit of Happiness: A Discussion

Abstract: Most philosophical engagements with science have been focused on the methods of science, epistemological concerns, nature of scientific methods or natural laws. New disciplines such as Science Studies and History of science have emerged from these inquiries and address any concerns on the relationship of science to society and knowledge. In this essay, the attempt is to clarify how scientific thought is not excluded from the moral domain. While a scientific fact itself cannot be subjected to moral or aesthetic judgement, since it is only, the aims and objects of scientific research can be a concern for philosophical ethics. Particularly the development of applied sciences that are focused on the exploitation of the natural world and unsustainable practices must become not only subject to moral supervision but also must be answerable to society and humanitarian interests. An analysis of the purpose of science and philosophy posits what should be the areas of science that should be subject to ethical judgements.

Authority Claims Situating Socialist Science Studies in the GDR.

Abstract: This essay studies the narrative self-positioning of Science Studies in the German Democratic Republic during the 1980s. Drawing on archival material on the foundation of the Council for Marxist-Leninist Science Studies at the Academy of Sciences in East Berlin in March 1988, it analyses how boundaries between Science Studies as a lone standing discipline and several other fields were construed and crossed at the same time and how (scientific) authority was claimed from the intermediate position of an external insider. Not only did Science Studies engage with their subject - the sciences -, but also with the politics of the Socialist Party, with the institution of the Academy, and with (industrial) production. After a formative institutional phase that spanned across the 1970s, Science Studies made efforts to centralize their work during the 1980s, to bind themselves closer to the state and scientific institutions, and to distinguish themselves from them at the same time.