The Veil of Objectivity: Prophecy, Divination, and Social Inquiry

It is possible for folk inquiry to become a source for the modification of anthropological thought. This paper discusses two alternative knowledge systems: traditional divination and syncretic prophecy in Central Africa. The processes of scientific discovery, causal reasoning, and the evaluation of evidence are compared with oracular reasoning and prophetic prediction. The oracular aspects of scientific reasoning are delineated along with the problems of reformulating and presenting basic data. Part of this presentational process is the "translation" of events from the context of their occurrence into a theoretical framework. The modifications generated by data analysis affect the explanatory adequacy of the method of inquiry. A rapprochement between folk inquiry and Western scientific assumptions diminishes the forms of theoretical reductionism that inhibit the possibility for describing and analyzing contrasting belief systems within an anthropological framework . [folk inquiry, prophecy, divination, scientific reasoning, Africa]     

Transgenic animals as models for human disease

Transgenic animals, especially mice, have been used quite extensively as models for various human diseases. At first, the level of scientific inquiry was driven by the need to establish the model. In many cases, these models may be considered quite crude because of their limitations. More recently, transgenic models of disease have become more refined and are currently being used to study the pathological mechanisms behind the disease rather than to just provide a model of the disease. Using some examples from the recent literature, we will document the current level and complexity of inquiry using transgenic animals. New techniques and techniques that may prove promising will be discussed. This revised version was published online in August 2006 with corrections to the Cover Date.     

Science and Restoration Under a Big, Demon Haunted Tent: Reply to Giardina et al. (2007)

In a recent editorial, I discussed how the culture of science, heterogeneity of nature, and real‐world human complexities can limit the practical relevance of formal scientific research and argued that less formal approaches might often be more efficient and effective. Giardina et al. criticized this editorial and argued that formal science has and increasingly will play a central role in ecological restoration in particular and human progress in general. Here, I respond to these arguments and expand upon the ideas presented in my previous editorial. I further illustrate how despite superficial appearances the utilitarian value of formal science may often be largely indirect. I also argue that the complexities of ecological and human systems combined with the subjective values and political beliefs underlying restoration make transforming this discipline into a unified “hard science” virtually impossible. Because values and politics also underlie most environmental conflicts, and scientific inquiry is inherently unsuitable for resolving these kinds of disputes, the future success of restoration may depend more on political support than scientific progress. Dogmatic, nonfalsifiable faith in the universal superiority of “rigorous” scientific knowledge and methodologies can foster arrogance and intolerance and blind us to the ephemeral nature of scientific “truths” and the double‐edged sword of scientific “progress.” My hope is that Society for Ecological Restoration International (SERI) will remain a big inclusive tent that embraces a healthy diversity of foci and approaches that emulate the extraordinary diversity we find within the natural ecosystems and human cultures we strive to preserve, restore, and reconnect.     

Placebo, meaning, and health

Placebos are boon and bane to medical theory and clinical practice. On the one hand, randomized controlled trials employ concealed allocations of placebo to control for effects not due to specific pharmacological mechanisms. As a result, nearly all of evidence-based medicine derives from principles and practices based on placebo. On the other hand, medical researchers and physicians have tended to ignore, minimize, or deride placebos and placebo effects, perhaps due to values emphasizing scientific understanding of mechanistic pathways. We argue that intention, expectation, culture, and meaning are central to placebo-effect phenomena and are substantive determinants of health. We introduce three dualities that are integral to placebo/meaning phenomena: body-mind, subconscious-conscious, and passive-active. These placebo-related dualities should be acknowledged, explored with research, and incorporated in theory. While we view consideration of placebo and meaning effects as essential to any adequate understanding of human health, we feel that lessons from this area of inquiry may already provide practical tools for astute clinicians. Toward this end, we list eight specific clinical actions: speak positively about treatments, provide encouragement, develop trust, provide reassurance, support relationships, respect uniqueness, explore values, and create ceremony. These clinical actions can empower patients to seek greater health and may provide a healthful sense of being cared for.     

Annual Review

In recent years, the science teaching community and curriculum developers have emphasised the importance of teaching inquiry and teaching science as inquiry. One way of developing learners' skills for planning and carrying out scientific research is by allowing them to perform independent research, guided by a teacher. It was recently discovered that there are considerable differences between experiments conducted by scientists and those conducted by students, with regard to the cognitive processes that the experimenters go through. Developing inquiry study activities that emphasise authentic inquiry was suggested in order to introduce students to cognitive activity that more closely resembles that of scientific professionals. This article describes the Biomind programme, intended for students of Grades 11 and 12 (ages 16 to 18 years) majoring in biology. The curriculum, developed by biology teachers, enables students to conduct independent research under teacher guidance. The curriculum emphasises the learning process, not just the outcome, and so students must reflect upon the work in progress. Moreover, the Biomind curriculum follows the principles of authentic inquiry. Biomind may improve students' scientific thinking abilities, expand the guidance aspect of teachers' work, and inspire curriculum developers to further emphasise inquiry.     

Problems students experience with inquiry processes in the study of enzyme kinetics

This case study describes a classroom-based questionnaire that was carried out with a group of 36 high school students (17–18 years old) in Catalonia. The aim was to examine the usefulness of questionnaires focused on scientific inquiry, both to evaluate students’ inquiry abilities and for their potential as tools to improve the understanding of these processes. The questionnaire refers to procedural understanding within the field of enzyme kinetics. Rubrics for scoring the questionnaire were developed to standardise data analysis. Results showed ambiguous identification of the inquiry question and difficulties in formulating accurate hypotheses and identifying the independent variable. The greatest difficulties appeared in the control variables and the methodology design; misunderstandings related to the underlying scientific concepts were also identified. Questionnaires like the one used in this case study can be useful tools for formative assessment and allow fundamental aspects of scientific inquiry processes to be tackled in less time because they do not involve hands-on activities but instead combine scientific practices with core disciplinary ideas.     

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.     

Renegotiating forensic cultures: Between law,science and criminal justice

This article challenges stereotypical conceptions of Law and Science as cultural opposites, arguing that English criminal trial practice is fundamentally congruent with modern science’s basic epistemological assumptions, values and methods of inquiry. Although practical tensions undeniably exist, they are explicable—and may be neutralised—by paying closer attention to criminal adjudication’s normative ideals and their institutional expression in familiar aspects of common law trial procedure, including evidentiary rules of admissibility, trial by jury, adversarial fact-finding, cross-examination and the ethical duties of expert witnesses. Effective partnerships between lawyers and forensic scientists are indispensable for integrating scientific evidence into criminal proceedings, and must be renegotiated between individual practitioners on an on-going basis. Fruitful interdisciplinary collaboration between scholars with a shared interest in forensic science should dispense with reductive cultural stereotypes of Science and Law.     

Modeling the States of Matter in a First-Grade Classroom

ABSTRACT

Scientific modeling along with hands-on inquiry can lead to a deeper understanding of scientific concepts among students in upper elementary grades. Even though scientific modeling involves abstract-thinking processes, can students in younger elementary grades successfully participate in scientific modeling? Scientific modeling, like all other aspects of scientific inquiry, has to be developed. This article clearly outlines how students in a first-grade classroom can develop and use scientific models to explain the properties and behaviors of solids, liquids, and gases in a unit on the states of matter.     

Kymographs,stimulators, and kymographs with stimulators

This biology investigation on Pristipomoides filamentosus larval development, survival, and aquaculture research was developed with three educational objectives: to provide high school students with (1) a scientific background on the biology and science of fisheries as well as overfishing, its consequences, and possible mitigations; (2) exposure to field and laboratory techniques in marine science; and (3) practical skills in scientific inquiry and investigation. We teach this investigation at the Hawai‘i Institute of Marine Biology, where we have access to captive broodstock of the pink snapper, P. filamentosus. During this investigation students follow several steps scientists take to study aquaculture: collecting spawn from outdoor fish pens, quantifying the number of eggs, determining the percentage of fertilisation, and estimating the time of spawning and hatching. Additionally, students perform hypothesis-driven science activities with the embryos to test the effects of water quality on their development and survival. In this paper we discuss background information of aquaculture, specifically of P. filamentosus, and thoroughly describe the several components of delivering the investigation. Lastly, we provide possible outcomes of students’ performances in the laboratory activities, and discuss how effectively the exercise met its educational objectives.     

Fundamental concepts in statistics: elucidation and illustration

Fundamentalconcepts in statistics form the cornerstone of scientific inquiry. Ifwe fail to understand fully these fundamental concepts, then thescientific conclusions we reach are more likely to be wrong. This ismore than supposition: for 60 years, statisticians have warned that thescientific literature harbors misunderstandings about basic statisticalconcepts. Original articles published in 1996 by the AmericanPhysiological Society's journals fared no better in their handling ofbasic statistical concepts. In this review, we summarize the two mainscientific uses of statistics: hypothesis testing and estimation. Mostscientists use statistics solely for hypothesis testing; often,however, estimation is more useful. We also illustrate the concepts ofvariability and uncertainty, and we demonstrate the essentialdistinction between statistical significance and scientific importance.An understanding of concepts such as variability, uncertainty, andsignificance is necessary, but it is not sufficient; we show also thatthe numerical results of statistical analyses have limitations.

     

Learning biology through research papers: a stimulus for question-asking by high-school students

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness.     

“微生物学”一流课程教学改革与实践

“微生物学”课程是酿酒工程、生物工程、生物技术等专业的必修课程,也是一门重要的专业核心课程。基于培养具有科学探究能力的创新型人才的教学目标,我们教学团队深入改革“微生物学”课程,建设一流本科课程。通过贯彻“以学生为中心”和“科研反哺教学”的教学理念,深入挖掘课程育人价值,开展课程思政建设工作,建设慕课(massive open online course, MOOC)平台“微生物学”课程线上教学全套资源,构建“夯实基础-解构问题分析训练-研讨课”的教学模式,改进学生学习模式,改革学习过程评价体系,以及指导学生参加科创竞赛等教学改革实践,全面提高学生的科学探究能力,为社会储备具有科学探究能力的创新型人才,为工科院校建设一流课程提供借鉴。     

Inquiry and curiosity in biology

An investigation is described into the interrelations of inquiry-oriented curricula and the development of inquiry skills and scientific curiosity amongst high school students in Israel. Results for whole classes seem to indicate a high correlation between inquiry performance and level of curiosity but this is not reflected in the performance of individuals. Little relationship was found between inquiry-oriented instruction and the development of inquiry skills and scientific curiosity.     

Microscopy images as interactive tools in cell modeling and cell biology education

The advent of genomics, proteomics, and microarray technology has brought much excitement to science, both in teaching and in learning. The public is eager to know about the processes of life. In the present context of the explosive growth of scientific information, a major challenge of modern cell biology is to popularize basic concepts of structures and functions of living cells, to introduce people to the scientific method, to stimulate inquiry, and to analyze and synthesize concepts and paradigms. In this essay we present our experience in mixing science and education in Brazil. For two decades we have developed activities for the science education of teachers and undergraduate students, using microscopy images generated by our work as cell biologists. We describe open-air outreach education activities, games, cell modeling, and other practical and innovative activities presented in public squares and favelas. Especially in developing countries, science education is important, since it may lead to an improvement in quality of life while advancing understanding of traditional scientific ideas. We show that teaching and research can be mutually beneficial rather than competing pursuits in advancing these goals.     

Budding biology teachers: what have botanical gardens got to offer inquiry learning

Teachers conceptualise inquiry learning in science learning differently. This is particularly evident when teachers are introduced to inquiry pedagogy within a new context. This exploratory study draws on semi-structured interviews conducted with eight pre-service secondary biology teachers following a day visit with university tutors to the Royal Botanical Gardens, Kew. Emerging findings were: first, pre-service biology teachers’ views of inquiry learning range in sophistication from simple notions of ‘learning from doing’ to complex multi-notions such as student generated questions, developing curiosity and encouraging authentic scientific practices. Second, similarly their views of inquiry learning opportunities in botanical gardens ranged from simply places that offered ‘memorable experiences’ to enabling autonomous learning due to the organism diversity and multiple climates. Pre-service teachers categorised as having unsophisticated views of inquiry learning had limited expectations of botanical gardens as productive learning environments. Third, the majority of pre-service teachers were concerned about managing inquiry learning. A tension was identified between how open-ended an inquiry activity could be whilst ensuring student focus. Further, participants were concerned about the practical management of inquiry learning. We discuss implications for teacher educators and botanical garden educators and the requirement for curriculum development and promotion.     

Science,truth, and forensic cultures: The exceptional legal status of DNA evidence

Many epistemological terms, such as investigation, inquiry, argument, evidence, and fact were established in law well before being associated with science. However, while legal proof remained qualified by standards of ‘moral certainty’, scientific proof attained a reputation for objectivity. Although most forms of legal evidence (including expert evidence) continue to be treated as fallible ‘opinions’ rather than objective ‘facts’, forensic DNA evidence increasingly is being granted an exceptional factual status. It did not always enjoy such status. Two decades ago, the scientific status of forensic DNA evidence was challenged in the scientific literature and in courts of law, but by the late 1990s it was being granted exceptional legal status. This paper reviews the ascendancy of DNA profiling, and argues that its widely-heralded objective status is bound up with systems of administrative accountability. The ‘administrative objectivity’ of DNA evidence rests upon observable and reportable bureaucratic rules, records, recording devices, protocols, and architectural arrangements. By highlighting administrative sources of objectivity, this paper suggests that DNA evidence remains bound within the context of ordinary organisational and practical routines, and is not a transcendent source of ‘truth’ in the criminal justice system.     

Normative Ethics Does Not Need a Foundation: It Needs More Science

The impact of science on ethics forms since long the subject of intense debate. Although there is a growing consensus that science can describe morality and explain its evolutionary origins, there is less consensus about the ability of science to provide input to the normative domain of ethics. Whereas defenders of a scientific normative ethics appeal to naturalism, its critics either see the naturalistic fallacy committed or argue that the relevance of science to normative ethics remains undemonstrated. In this paper, we argue that current scientific normative ethicists commit no fallacy, that criticisms of scientific ethics contradict each other, and that scientific insights are relevant to normative inquiries by informing ethics about the options open to the ethical debate. Moreover, when conceiving normative ethics as being a nonfoundational ethics, science can be used to evaluate every possible norm. This stands in contrast to foundational ethics in which some norms remain beyond scientific inquiry. Finally, we state that a difference in conception of normative ethics underlies the disagreement between proponents and opponents of a scientific ethics. Our argument is based on and preceded by a reconsideration of the notions naturalistic fallacy and foundational ethics. This argument differs from previous work in scientific ethics: whereas before the philosophical project of naturalizing the normative has been stressed, here we focus on concrete consequences of biological findings for normative decisions or on the day-to-day normative relevance of these scientific insights.     

An assessment of the use of chimpanzees in hepatitis C research past, present and future: 1. Validity of the chimpanzee model

The USA is the only significant user of chimpanzees in biomedical research in the world, since many countries have banned or limited the practice due to substantial ethical, economic and scientific concerns. Advocates of chimpanzee use cite hepatitis C research as a major reason for its necessity and continuation, in spite of supporting evidence that is scant and often anecdotal. This paper examines the scientific and ethical issues surrounding chimpanzee hepatitis C research, and concludes that claims of the necessity of chimpanzees in historical and future hepatitis C research are exaggerated and unjustifiable, respectively. The chimpanzee model has several major scientific, ethical, economic and practical caveats. It has made a relatively negligible contribution to knowledge of, and tangible progress against, the hepatitis C virus compared to non-chimpanzee research, and must be considered scientifically redundant, given the array of alternative methods of inquiry now available. The continuation of chimpanzee use in hepatitis C research adversely affects scientific progress, as well as chimpanzees and humans in need of treatment. Unfounded claims of its necessity should not discourage changes in public policy regarding the use of chimpanzees in US laboratories.     

New directions in biomedical text annotation: definitions, guidelines and corpus construction

Background  

While biomedical text mining is emerging as an important research area, practical results have proven difficult to achieve. We believe that an important first step towards more accurate text-mining lies in the ability to identify and characterize text that satisfies various types of information needs. We report here the results of our inquiry into properties of scientific text that have sufficient generality to transcend the confines of a narrow subject area, while supporting practical mining of text for factual information. Our ultimate goal is to annotate a significant corpus of biomedical text and train machine learning methods to automatically categorize such text along certain dimensions that we have defined.