Exploring continuity equation via a modeling activity: in the context of crowd science

Abstract

Using problems from real life contexts which is related to learners’ environment or their culture plays an important role in their learning that concept. In this regard, science educators especially physics educators search for real-life domain of theoretical concepts for effective science teaching and they consider analogical and physical models as an opportunity in their instruction. In the presented activity, we worked with 66 senior pre-service science teachers from our science teaching methods course. We used crowd movements as a real-life domain of our analogical models to scientifically explain a stampede case, then utilized physical model to explore continuity equation. Real life problem based scenarios could be used while taking advantage of the 3?D modeling in teaching of scientific principle. As a result, we found that pre-service teachers were able to make scientific explanation for causes of stampedes by using modeling activity. High school teachers and upper-level instructors could benefit from including the modeling activity introduced in this study to help their students understand the concepts related to continuity equation by designing a physical model based on an analogical model. Via the physical model, students are able to make predictions, observations, interpretations and explanations of a complex and abstract scientific phenomenon.     

Explanation in morphology

Summary In biology, and particularly in morphology, various types of explanation are found,e.g. causal, teleological, historical, etc.In this article an attempt has been made to analyse the relations between the various explanations to strive for an encompassing explanatory theory.The general structure of the explanatory theories appeared to be very similar, but the terms defining the phenomena and the types of the relations within the theories differ. To obtain a unifying theory it is necessary to develop methods to connect or transform the different elements.An important aspect is that the definition of selected phenomena (terms) depends on the explanation pursued.Lecture presented for the Netherlands Society for Theoretical Biology, December, 1971.     

Fostering systems thinking in student teachers of biology and geography – an intervention study

ABSTRACT

Developing students’ systems thinking is an often-posed demand in education for sustainable development (ESD) and science literacy. Several studies have shown that systems thinking can be fostered in students of different education levels. Therefore, science teachers who are required to teach ESD-relevant topics should be proficient in systems thinking and be able to transfer that knowledge effectively to their students. The research project SysThema (Systems Thinking in Ecological and Multidimensional Areas) investigated the effect of three courses designed to foster systems thinking in student teachers of biology and geography. Courses varied in their proportions of technical fundamentals of system science and didactical content for teaching systems thinking. To conceptualise systems thinking, a heuristic structural competence model for systems thinking was developed. This model served as the basis for a test in evaluating the courses in a quasi-experimental intervention study that employed a pre-, post- and follow-up test control group design. After the completion of the courses, a high effect of fostering systems thinking was found in all treatment groups compared to the control group.     

Make biology relevant again! Pre-service teachers’ views on the relevance of biology education

ABSTRACT

Biology education should be relevant to young students so that they can become interested in biology and understand biological topics in their everyday and vocational lives. We conducted interviews and collected mind maps to examine Finnish pre-service biology teachers’ (N = 16) views on the relevance of biology education. Furthermore, we analysed Finnish secondary school biology curricula, which were compared with the pre-service teachers’ answers. We classified the views on relevance into nine main categories using grounded theory as the methodological frame of reference. Pre-service teachers emphasised the relevance of biology to the student’s own life, whereas scientific practices and the nature of science were expressed in secondary school curricula more often. Novice pre-service teachers put more value on general knowledge, while more experienced pre-service teachers were more likely to mention sustainable futures and societal aspects in their reasoning. Based on the results, we identified two stages in the development of the views. This study suggests that pedagogical studies, teaching experience and teacher training have an impact on the pre-service teachers’ views about the relevance of biology education. Moreover, we could find differences between curricula and pre-service teachers’ views, especially regarding scientific practices and the role of the nature of science in biology education.     

Influence of cultural and disciplinary identity on the way teachers in agricultural education in France relate to knowledge in biotechnology

Socio-professional identity of teachers may have an impact on their way of teaching biotechnology. Livestock and crop production teachers have been trained according to the intensive agriculture model. They have been affected by the emergence of limits to this model; an identity crisis has appeared due to the gap between their disciplinary culture and new social demands. Biotechnology applications have various repercussions in different disciplinary fields, whether in the humanities or in science an technology. To identify the influence of the prevailing culture in various disciplines, a comparative study of opinions (arguments, emotions, behavioural intentions) on various biotechnology applications held among teachers of different disciplinary options has been made in agricultural education in France. In the fields of ethics, human health and the environment, the opinions among teachers in the humanities (economics, modern languages and history/geography) differed significantly from opinions among teachers with scientific and/or technical training (in biology and livestock and crop production). The former expressed more disquiet than the latter. Biology teachers felt less concern about the development of biotechnology applications.     

The method of synthesis in ecology

Synthesis of results from different investigations is an important activity for ecologists but when compared with analysis the method of synthesis has received little attention. Ecologists usually proceed intuitively and this can lead to a problem in defining differences between the syntheses made by different scientists. It also leads to criticism from scientists favoring analytical approaches that the construction of general theory is an activity that does not follow the scientific method. We outline a methodology for scientific inference about integrative concepts and the syntheses made in constructing them and illustrate how this can be applied in the development of general theory from investigations into particular ecological systems. The objective is to construct a causal scientific explanation. This has four characteristics. (1) It defines causal and/or organizational processes that describe how systems function. (2) These processes are consistent – under the same conditions they will produce the same effect. (3) A causal scientific explanation provides general information about events of a similar kind. (4) When experiments are possible then a designed manipulation will produce a predictable response. The essential characteristic of making synthesis to construct a causal scientific explanation is that it is progressive and we judge progress made by assessing the coherence of the explanation using six criteria: acceptability of individual propositions including that they have been tested with data, consistency of concept definitions, consistency in the type of concepts used in making the explanation, that ad hoc propositions are not used, that there is economy in the number of propositions used, that the explanation applies to broad questions. We illustrate development of a causal scientific explanation for the concept of long-lived pioneer tree species, show how the coherence of this explanation can be assessed, and how it could be improved.     

Students’ Mental Models of Evolutionary Causation: Natural Selection and Genetic Drift

In an effort to understand how to improve student learning about evolution, a focus of science education research has been to document and address students?? naive ideas. Less research has investigated how students reason about alternative scientific models that attempt to explain the same phenomenon (e.g., which causal model best accounts for evolutionary change?). Within evolutionary biology, research has yet to explore how non-adaptive factors are situated within students?? conceptual ecologies of evolutionary causation. Do students construct evolutionary explanations that include non-adaptive and adaptive factors? If so, how are non-adaptive factors structured within students?? evolutionary explanations? We used clinical interviews and two paper and pencil instruments (one open-response and one multiple-choice) to investigate the use of non-adaptive and adaptive factors in undergraduate students?? patterns of evolutionary reasoning. After instruction that included non-adaptive causal factors (e.g., genetic drift), we found them to be remarkably uncommon in students?? explanatory models of evolutionary change in both written assessments and clinical interviews. However, consistent with many evolutionary biologists?? explanations, when students used non-adaptive factors they were conceptualized as causal alternatives to selection. Interestingly, use of non-adaptive factors was not associated with greater understanding of natural selection in interviews or written assessments, or with fewer naive ideas of natural selection. Thus, reasoning using non-adaptive factors appears to be a distinct facet of evolutionary thinking. We propose a theoretical framework for an expert?Cnovice continuum of evolutionary reasoning that incorporates both adaptive and non-adaptive factors, and can be used to inform instructional efficacy in evolutionary biology.     

Confirmation and explaining how possible

Confirmation in evolutionary biology depends on what biologists take to be the genuine rivals. Investigating what constrains the scope of biological possibility provides part of the story: explaining how possible helps determine what counts as a genuine rival and thus informs confirmation. To clarify the criteria for genuine rivalry I distinguish between global and local constraints on biological possibility, and offer an account of how-possibly explanation. To sharpen the connection between confirmation and explaining how possible I discuss the view that formal inquiry can provide a kind of confirmation-theoretic support for evolutionary models, and offer an example of how-possibly explanation interacting with testing practice.     

高等师范院校分子生物学课程教学改革与实践

分子生物学是一门从分子水平研究生命现象、生命本质及其规律的科学,是现代生命科学中最具活力的带头学科,掌握分子生物学的基本理论和基本技能已成为21世纪生物科学对人才发展的一个需求。确定科学、合理的教学改革方案,重组、优化教学内容,精心设计教学方法、教学手段及考核方式,对确保分子生物学课程教学质量具有重要意义。结合近年来的分子生物学教学经验,就教材建设、教学内容整合、教学方法改进、课程考核方式、网络课程建设以及开放实验室管理等方面阐述了一些观点和体会,以期为提高分子生物学教学质量及培养素质型人才提供有益参考。     

Clocks and patterns in myxobacteria: a remembrance of Art Winfree

At the beginning of their aggregation phase waves of cell density sweep across the surface of myxobacteria colonies. These waves are unlike any other in biology. Waves can be linear, concentric or spiral and when they collide, instead of annihilating one another they appear to pass through each other unchanged. Moreover, the wavelength determines the spacing and pattern of fruiting bodies that will rise up presaging sporulation. The explanation for these waves was suggested by the work of Art Winfree on cellular clocks, and confirmed by a mathematical model that explains all of the observed wave behavior. The story of how this model evolved illustrates the roles of chance and scientific networking in the search for the explanation of a new phenomenon.     

Relationship effects in psychological explanations of nonhuman behavior

Abstract

Research suggests that close relationships with animals encourage psychological explanations of their behavior. To determine the causal effect of ownership on psychological explanations, we conducted experiments in which we manipulated participants' ownership of a target imagined dog (experiment 1), animated object (experiment 2), and real pet fish (experiment 3). Adapting scales used in previous research, we obtained ratings of how intentional the target's behavior was, the target's reasons (rather than causes), and references to complex human-like emotions, motives or characteristics. In experiment 1, 26 volunteers and staff at an animal shelter imagined scenarios involving their dog, a neighbor's dog, their friend, or a visitor. Participants' intentionality ratings and the target's reasons were similar for a friend, a visitor, and their dog. In experiment 2, 36 participants watched a film of three moving objects. Half of the participants were told the small triangle was theirs. In the ownership condition, participants vilified the “aggressive” big triangle more, gave more causal history for reasons, and gave more social, humanlike narratives. In experiment 3, 82 university students and staff were given a Betta fish either to own or to care for temporarily, and they were to report daily or weekly on the fish's behavior. Ownership and reporting frequency did not directly influence outcomes. Rather, ownership predicted commitment to, and affection for, the fish. Affection, in turn, significantly predicted participants' psychological explanations including how smart the fish was, how much the fish liked the participant, how similar the fish was to the participant, and psychological explanations of social behavior such as turning toward a visitor. Automated analyses of participants' language showed that affection also predicted their use of social psychological and emotion words to describe the fish. We discuss alternative processes whereby social relationships give rise to psychological explanations of behavior.     

The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

ABSTRACT

Teaching scientific writing in biology classes is challenging for both teachers and students. This article offers and reviews several useful ‘toolkit’ items that instructors of science writing can use to improve college student success. The tools in this kit are both conceptual and practical, and include: 1) Understanding the role of student metacognition, cognitive instruction, and strategic teaching, 2) Recognition of different student writing levels, 3) Applying the writing process, 4) Demonstrational classroom revision and editing, 5) Student-teacher sentence editing, 6) Student peer editing and guided student editing, 7) Student copy-editing, 8) Reflective writing, 9) Addressing plagiarism, paraphrasing, and proper in-text citations and referencing, and 10) Using external, on campus and online resources. Additionally, we discuss the new challenges of teaching scientific writing online versus face-to-face. The discussions, approaches, and exercises presented in this paper empower teachers in assisting students in their development of a personal writing style, while simultaneously building student confidence. The tools we present augment our previous presentation of the student writing toolkit, and can improve and enhance the teaching of scientific writing to undergraduate students.     

What mechanisms can’t do: Explanatory frameworks and the function of the p53 gene in molecular oncology

What has been called the new mechanistic philosophy conceives of mechanisms as the main providers of biological explanation. We draw on the characterization of the p53 gene in molecular oncology, to show that explaining a biological phenomenon (cancer, in our case) implies instead a dynamic interaction between the mechanistic level—rendered at the appropriate degree of ontological resolution—and far more general explanatory tools that perform a fundamental epistemic role in the provision of biological explanations. We call such tools “explanatory frameworks”. They are called frameworks to stress their higher level of generality with respect to bare mechanisms; on the other hand, they are called explanatory because, as we show in this paper, their importance in explaining biological phenomena is not secondary with respect to mechanisms. We illustrate how explanatory frameworks establish selective and local criteria of causal relevance that drive the search for, characterisation and usage of biological mechanisms. Furthermore, we show that explanatory frameworks allow for changes of scientific perspective on the causal relevance of mechanisms going beyond the account provided by the new mechanistic philosophy.     

The concept of mechanism in biology

The concept of mechanism in biology has three distinct meanings. It may refer to a philosophical thesis about the nature of life and biology ('mechanicism'), to the internal workings of a machine-like structure ('machine mechanism'), or to the causal explanation of a particular phenomenon ('causal mechanism'). In this paper I trace the conceptual evolution of 'mechanism' in the history of biology, and I examine how the three meanings of this term have come to be featured in the philosophy of biology, situating the new 'mechanismic program' in this context. I argue that the leading advocates of the mechanismic program (i.e., Craver, Darden, Bechtel, etc.) inadvertently conflate the different senses of 'mechanism'. Specifically, they all inappropriately endow causal mechanisms with the ontic status of machine mechanisms, and this invariably results in problematic accounts of the role played by mechanism-talk in scientific practice. I suggest that for effective analyses of the concept of mechanism, causal mechanisms need to be distinguished from machine mechanisms, and the new mechanismic program in the philosophy of biology needs to be demarcated from the traditional concerns of mechanistic biology.     

Typology Reconfigured: From the Metaphysics of Essentialism to the Epistemology of Representation

The goal of this paper is to encourage a reconfiguration of the discussion about typology in biology away from the metaphysics of essentialism and toward the epistemology of classifying natural phenomena for the purposes of empirical inquiry. First, I briefly review arguments concerning 'typological thinking', essentialism, species, and natural kinds, highlighting their predominantly metaphysical nature. Second, I use a distinction between the aims, strategies, and tactics of science to suggest how a shift from metaphysics to epistemology might be accomplished. Typological thinking can be understood as a scientific tactic that involves representing natural phenomena using idealizations and approximations, which facilitates explanation, investigation, and theorizing via abstraction and generalization. Third, a variety of typologies from different areas of biology are introduced to emphasize the diversity of this representational reasoning. One particular example is used to examine how there can be epistemological conflict between typology and evolutionary analysis. This demonstrates that alternative strategies of typological thinking arise due to the divergent explanatory goals of researchers working in different disciplines with disparate methodologies. I conclude with several research questions that emerge from an epistemological reconfiguration of typology.     

Chimpanzee included in the genus Homo? How biology teachers from three Latin American countries conceive it

ABSTRACT

Despite scientific evidence suggesting close phylogenetic relationship between chimpanzees and humans, the inclusion of these apes in the genus Homo is controversial. Several tools have been used to analyse this issue such as fossils, molecular clock and genome. This work intended to understand the biology teachers’ conceptions about the humans’ and chimpanzee’s position. It was carried out in three countries with contrasting secularism conditions: Argentina, Brazil and Uruguay. Teachers were asked to answer to the BIOHEAD-CITIZEN project question: ‘The Chimpanzee should be included in the genus Homo, notably because 98.5% of its DNA is identical to that of Homo sapiens’. Results were analysed within the KVP model framework and the Barbour’s four categories of relationship between science knowledge and religion. Most questioned teachers (80%) of the three countries rejected the idea of including the chimpanzee in the genus Homo (86% of Argentinians, 71% of Brazilians and 71% Uruguayans), suggesting the conception of human beings having a special position in relation to other animal species. This study also indicates that the training of biology teachers needs to be analysed in the three countries to understand how teachers-to-be are being trained and evaluate their knowledge regarding molecular biology, phylogeny and evolution.     

Advances in Applied Zoo Animal Welfare Science

ABSTRACT

Nonhuman animal welfare science is the scientific study of the welfare state of animals that attempts to make inferences about how animals feel from their behavior, endocrine function, and/or signs of physical health. These welfare measurements are applicable within zoos yet inherently more complex than in farms and laboratories. This complexity is due to the vast number of species housed, lack of fundamental biological information, and relatively lower sample sizes and levels of experimental control. This article summarizes the invited presentations on the topic of “Advances in Applied Animal Welfare Science,” given at the Fourth Global Animal Welfare Congress held jointly by the Detroit Zoological Society and the World Association of Zoos and Aquariums in 2017. The article focuses on current trends in research on zoo animal welfare under the following themes: (a) human–animal interactions and relationships, (b) anticipatory behavior, (c) cognitive enrichment, (d) behavioral biology, and (e) reproductive and population management. It highlights areas in which further advancements in zoo animal welfare science are needed and the challenges that may be faced in doing so.