进境植物检疫性有害生物名录中二种象虫学名的订正

2007年5月28日公布的《中华人民共和国进境植物检疫性有害生物名录》中,隶属于鞘翅目象虫总科的2种象虫的学名需要更正。李虎象Rhynchites cupreus(L.)正确的学名应为Involvulus cupreus(L.);西瓜船象Baris granulipennis(Tournier)正确的学名应为Acythopeus granulipennis(Tournier),文章根据《国际动物命名法规》对上述种类的学名变更进行论述。同时,文章还讨论进境植物检疫过程中应该注意的问题。     

The New Paradox in Marine Scientific Research: Regulating the Potential Environmental Impacts of Conducting Ocean Science

Concerns about the negative effects of marine scientific research are in clear juxtaposition to the beneficial role that scientific knowledge plays in enhancing the understanding of the oceans and protecting the marine environment. This presents a regulatory paradox that is examined in this article in light of the legal framework in the 1982 United Nations Convention on the Law of the Sea. The article traces how these general principles in the Convention are elaborated in soft law instruments for the promotion of environmentally sustainable research practices. It also looks at an example of state practice in this area by examining regulatory measures instituted in the Canadian Endeavour Hydrothermal Vent Marine Protected Area.     

医学院校培养本科生科研创新能力的认识与思考

科研能力是科学素质的核心,是运用已有的知识和科学方法去探索新的知识和方法,解决新的问题,并在这个过程中形成创新思维的能力。科学技术的创新是医学事业发展的阶梯,科技引领着医学探究生命的本质,通过对各种疾病的根源、机制、发生、后果进行研究,找到预防和治疗疾病的最佳途径,为人类解除疾病带来的痛苦。医学科技创新使医学得到快速发展的同时,为社会培养了高水平、高素质的医学人才。然而,我国的高等教育体制普遍注重教育方法的革新,而忽视学生综合素质和创新能力的培养。特别是医学高等院校,本科生的教育教学工作没有重视与科研相结合。随着高等教育体制改革的不断深入与现代科学技术的迅速发展,本科生的科研创新能力亟待进一步提高。本科生科研能力的培养已经成为当前高等教育改革的一个重要目标。本文针对医学院校本科生培养创新能力的重要性和必要性进行探讨,为医学教育的发展提供参考的资料。     

Heterogeneous assemblages of bioethics and science: the “pre-embryo” debate in America

This paper explores the “pre-embryo” debate in America to analyze the relationship between scientific uncertainty and moral decision-making. This paper explores how an ethical debate among bioethicists around the term “pre-embryo” has been transformed into a scientific “fact” debate between developmental biology and embryology. This transformation is driven by the scientism of ethical reasoning that stresses scientific claims to increase the credibility of ethical claims. This paper concludes that the “pre-embryo” debate is not an ethical controversy over a unified science but rather credibility struggles between two heterogeneous assemblages of science and bioethics.     

Transposing from the Laboratory to the Classroom to Generate Authentic Research Experiences for Undergraduates

Large lecture classes and standardized laboratory exercises are characteristic of introductory biology courses. Previous research has found that these courses do not adequately convey the process of scientific research and the excitement of discovery. Here we propose a model that provides beginning biology students with an inquiry-based, active learning laboratory experience. The Dynamic Genome course replicates a modern research laboratory focused on eukaryotic transposable elements where beginning undergraduates learn key genetics concepts, experimental design, and molecular biological skills. Here we report on two key features of the course, a didactic module and the capstone original research project. The module is a modified version of a published experiment where students experience how virtual transposable elements from rice (Oryza sativa) are assayed for function in transgenic Arabidopsis thaliana. As part of the module, students analyze the phenotypes and genotypes of transgenic plants to determine the requirements for transposition. After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains. As a consequence of their engagement in this course, students report large gains in their ability to understand the nature of research and demonstrate that they can apply that knowledge to independent research projects.     

Assessing students’ abilities in processes of scientific inquiry in biology using a paper-and-pencil test

The aim of the study was to describe, categorise and analyse students’ (aged 14–16) processes of scientific inquiry in biology and chemistry education. Therefore, a theoretical structure for scientific inquiry for both biology and chemistry, the VerE model, was developed. This model consists of nine epistemological acts, which combine processes of scientific thinking and inquiry methods. Based on the theoretical structure, a paper-and-pencil test was developed to investigate the students’ abilities in the acts of scientific inquiry. Each of the nine acts was operationalised to generate multiple-choice items. For each act, ten items were constructed. In total, ninety items per subject were tested in a field study to evaluate their psychometric quality. The article focuses on the outcomes for testing in biology. In biology, 537 students were tested with a paper-and-pencil test, following a multi-matrix design in which each student solved twenty-seven items. Data from 260 students have been analysed so far. Seventy-five items showed satisfactory item characteristics. The distribution of the items’ difficulties fits the students’ abilities appropriately. We conclude that theory-driven epistemological acts can be operationalised in tasks that assess students’ abilities in scientific inquiry.     

Gas Law for the Classroom

The author provides information on how science teachers can write science literacy objectives that help English language learners (ELLs) develop the scientific literacy needed for academic success in the science classroom. The article offers suggestions on how teachers can determine the vocabulary, language functions, and sentence structures that their students need to engage in critical thinking in science. An approach for collaboration with students' English as a second language (ESL) teacher is discussed.     

The nitrogen cycle, scientific uncertainty and policy relevant science

Much of the research on the nitrogen cycle aims to improving scientific understanding but is not focused specifically on removing or reducing the scientific uncertainties that constrain policy makers in the formulation of appropriate responses to old or emerging environmental problems. Policy makers, for example, commonly find it difficult to assess the spatial or temporal importance of the various risks to human and ecosystem health that stem from man's interference with the natural N cycle. This paper will justify this conclusion by reference to the findings of a recent study on non-point pollution from crop production in China. The findings concern the perceived risks of groundwater nitrate to human health; uncertainties about critical NOX levels and their interactions with other pollutants; various other dimensions of man's impact on the N cycle. The paper will go on to suggest a more systematic process or pathway by which scientists can select and design their research in a manner that could give more effective support to policy makers.     

"研究性学习"设计二例

结合《双子叶植物气孔类型观察》和《空气中细菌污染的监测》活动项目,探索生物科技活动中研究性学习的方法和途径。指出在开展活动中,要注意增强学生多方面才能,树立环境意识,培养持之以恒精神和不畏挫折工作态度。     

生物学研究性教学的探索与实践

研究性教学将教师的探究性教学与学生的研究性学习有机地结合起来,激发学生自主学习和探究的动机,从而培养其能力和增强其社会竞争力。研究性教学要求生物教师有广泛的专业知识准备,积极收集国内外教学资料,重视学科交叉,对学生充满热情、爱心和奉献精神,坚持进行科学研究,坚持进行研究性教学理论与实践的探索并致力于立体化教材的建设,以促进开放、研究性的大学教学氛围的形成。