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PubMed1989

Health science, natural science, and clinical knowledge.

The epistemological status of health science, natural science, and clinical knowledge is explored. It is shown that 'health science', a term increasingly used in association with the clinical knowledge of the therapies, nursing, and other health occupations, is not fully a science in the sense of the natural sciences. It is rather a hybrid which relates applications of natural science, behavioral science, and the humanities to problems in health. The same may be said of clinical knowledge which entails, as essentials, humanistic considerations involving the personal concerns of the patient, in addition to the more evident external aspects of diagnosis and treatment. The recent introduction of the term 'health science' reflects scientism in its approach to health issues. It also reflects confusion about the nature of clinical knowledge.

Behavioral Sciences↗

PubMed2002

This view of science: Stephen Jay Gould as historian of science and scientific historian, popular scientist and scientific popularizer.

Science historian Ronald Numbers once remarked that the two most influential historians of science of the 20th century were Thomas Kuhn and Stephen Jay Gould. All historians are deeply familiar with Kuhn's work and influence, and most know of the remarkable impact Gould has had on evolutionary theory through both his professional and popular works. But little attention has been paid to the depth, scope, and importance of Gould's rôle as historian and philosopher of science, and his use of popular science exposition to reinforce old knowledge and generate new. This paper presents the results of an extensive quantitative content analysis of Gould's 22 books, 101 book reviews, 479 scientific papers, and 300 Natural History essays, in terms of their subject matter (Evolutionary Theory, History and Philosophy of Science, Natural History, Paleontology/Geology, Social Science/Commentary), and thematic dichotomies (Theory-Data, Time's Arrow-Time's Cycle, Adaptationism- Nonadaptationalism, Punctuationism-Gradualism, Contingency-Necessity). Special emphasis is placed on the interaction between the subjects and themata, how Gould has used the history of science to reinforce his evolutionary theory (and vice versa), and how his philosophy of science has influenced both his evolutionary theory and his historiography. That philosophy can best be summed up in a quotation from Charles Darwin, frequently cited by Gould: 'All observation must be for or against some view if it is to be of any service'. Gould followed Darwin's advice throughout his career, including his extensive writings on the history and philosophy of science.

Biological Evolution↗

PubMed2005

Science, society and science centres.

The present article analyzes the relation between technological changes and the advance of science, as well as the attitude of individuals in relation to science nowadays. According to researches carried out by the National Science Foundation in the United States, a large number of Americans and Europeans accept the benefits of science and technology, but have complex attitudes in relation to this topic. Contemporary cultures display this contradiction in many different ways. An evidence of this ambiguity is the prevailing image of scientists in popular culture: that of the mad scientist. Interpreting science and technology to a large and diversified audience is the main mission for most science centres. The changes that take place in society demand new approaches in the relationship with visitors. The present article analyzes the economic and intellectual sustainability of science centres and the continuously reinvented ways through which each one of them tires to shape its relationship with the community and with its identity as a science centre in the twenty-first century.

Education↗

PubMed1998

[Jerzy Kmita's conception of a theoretical history of science as an instrument in the study of the history of medical sciences].

In the approach taken by Jerzy Kmita, the theoretical history of science is such reflexion on the history of scientific praxis that recognizes as its point of departure the technological role of that praxis as its defining function, while at the same time recognizing that such praxis is regulated in subjective-rational terms by the specific domain of modern European culture which is symbolically described as science. In this understanding science is social methodological awareness, i.e. the whole of norms and directives that are respected by the research community and which universally regulate scientific praxis in rational-subjective terms. The theoretical history of science takes account of two kinds of considerations, treating science as (1) the subjective-rational source of scientific praxis, and thus indirectly also of scientific knowledge (which is true, probably true, or coming closer to the truth than the already existent scientific knowledge); (2) a subjective-rational cultural regulator of scientific praxis and knowledge that is functionally determined by the needs of technological effectiveness, and possibly also evaluate-religious and educational effectiveness, and that is capable of satisfying such needs. Following the historical changes of those aspects is not subject to evaluative judgements relating to the plausibility of the emerging scientific knowledge, the developmental phases of science or the ideals of truth. The proposed theoretical history of science constitutes only an attempt to reconstruct the said phenomena in subjective-rational terms, and hence has a culture-descriptive character. The aim of the article is to present the potential and limitations of using this conception for the study of the history of medical sciences.

Historiography↗

PubMed1992

Behavioral science education in family medicine: a survey of behavioral science educators and family physicians.

A mailed questionnaire was used to provide a profile of behavioral science educators in family practice residency programs, to examine some aspects of behavioral science curriculum development, and to compare the attitudes of behavioral science educators and family physicians regarding the proper level of involvement of family physicians in a variety of psychosocial problems. The study populations consisted of all 383 behavioral science coordinators of US family practice programs and a national sample of 400 residency-trained family physicians. Eighty percent of the behavioral science educators were familiar with the Core Competency Objectives in Behavioral Science Education, published by the Society of Teachers of Family Medicine, and 61% had used this document to aid in curriculum development. Both behavioral science educators and family physicians perceived that the training provided in the areas of physician-patient relationships, family awareness, and personal and professional relationships was quite effective. The physicians felt significantly less effectively trained in the areas of biopsychosocial assessment and management. A high level of concordance was found between the responses of physicians and educators regarding the appropriate level of involvement of family physicians in various psychosocial problems. One exception between the two groups involved the problems of family and social functioning, for which family physicians advocated a more active level of involvement than did behavioral science educators.

Adult↗

PubMed1999

[Nursing science and natural sciences. Critical notes on a difficult relationship as a starting point for its new definition].

This article deals with the question of how nursing, supported by its own science, can gain benefit from natural science disciplines, if it can be presupposed that such disciplines represent one of the most important bases of nursing science. In the context of this question it is necessary to ascertain the condition, which must be fulfilled by the natural sciences in order to be able to occupy the honorable position of a cognate discipline of nursing science. This position is elucidated on the background of following aspects: The fundamental relationship between nursing science and the natural science with regard to their traditional perspectives and scientific objectives is discussed and illuminated on the background of differing concepts of body and person. In a further elaboration of this theme the particular meaning of the concept of person for nursing action is taken up and on its bases an extension of nursing issues which should be further developed is devised. In conclusion some propositions are brought up for discussion.

Biological Science Disciplines↗

PubMed2005

Community science, philosophy of science, and the practice of research.

Embedded in community science are implicit theories on the nature of reality (ontology), the justification of knowledge claims (epistemology), and how knowledge is constructed (methodology). These implicit theories influence the conceptualization and practice of research, and open up or constrain its possibilities. The purpose of this paper is to make some of these theories explicit, trace their intellectual history, and propose a shift in the way research in the social and behavioral sciences, and community science in particular, is conceptualized and practiced. After describing the influence and decline of logical empiricism, the underlying philosophical framework for science for the past century, I summarize contemporary views in the philosophy of science that are alternatives to logical empiricism. These include contextualism, normative naturalism, and scientific realism, and propose that a modified version of contextualism, known as perspectivism, affords the philosophical framework for an emerging community science. I then discuss the implications of perspectivism for community science in the form of four propositions to guide the practice of research.

Behavioral Research↗

PubMed1993

The science of unitary human beings and interpretive human science.

Natural science and human science are identified as the bases of most nursing theories and research programs. Natural science has been disclaimed by Martha Rogers as the philosophy of science that undergirds her work. The question remains, is the science of unitary human beings an interpretive human science? The author explores the works of Rogers through a dialectic with two human scientists' works. Wilhelm Dilthey's works represent the founding or traditional view, and Jurgen Habermas' works represent a contemporary, reconstructionist view. The ways Rogerian thought contributes to human studies but is distinct from traditional and reconstructionist human sciences are illuminated.

Holistic Health↗

PubMed2004

Preparing elementary education majors to teach science using an inquiry-based approach: the Full Option Science System.

Science education traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993, 1995) have addressed this need in advocating a "science for all" that is highly significant for diverse learners. The No Child Left Behind Act emphasizes that reform of teacher preparation is part of an urgent national commitment to bring high-quality teacher candidates into the classroom. The Gallaudet University undergraduate teacher education program has developed an inquiry-based course that emphasizes integration of the sciences. Acquisition of the Full Option Science System, and its adaptation to and integration into the course, has resulted in specific curricular changes and positive results.

Child↗

PubMed1997

[Choose science! in a historical perspective: changing views on girls' education and the sciences, 1650-1880].

According to recent historiography on women/gender and science, the uneasy relationship between women and the exact sciences only arose when in the last quarter of the nineteenth century secondary education for girls was organised and structured in opposition to boys' education, stressing the importance of a 'modern' curriculum. Before that moment women had taken part in the popular science culture as visitors of public lectures, as amateur and rather more professional scientists and as writers of best selling books on botany, chemistry or physics. This thesis, as argued most convincingly by Patricia Phillips in her book The Scientific Lady (1990), is tested for the Netherlands. Part I deals with recent literature on the history of gender and science. Part II explores the extent to which women had access to eighteenth-century science culture in the Netherlands, and the traces this left on early nineteenth-century education for girls. The author shows that the educational reformer Barbara van Meerten-Schilperoort did indeed pay quite some attention to the 'sciences' in her curriculum proposal as well as in her publications. This confirms the thesis that only when women gained access to formal education in girls' schools next to the state regulated boys' schools for secondary education, were the exact sciences labelled 'masculine', and contrasted with the 'feminine' humanities, in part as a reflection of the respective curricula.

Adolescent↗

PubMed2001

[Definition of the real domain of the history of sciences and exploring the relationship with the philosophy of science].

The specific field of the history of science is the study and explanation of the origin and transformation of the structures of scientific knowledge. The historian of science should render understandable the reality of scientific research. The relationships between the history of science and the philosophy of science are examined stating that (1) the philosophical theories on the development of science have a scientific content only as much as they may be compared with the results of the history of science, and (2) the philosophy of science does not refer to an immediate historical reality but to an intellectual reconstruction of the past.

Biological Science Disciplines↗

PubMed1992

Research in health sciences library and information science: a quantitative analysis.

A content analysis of research articles published between 1966 and 1990 in the Bulletin of the Medical Library Association was undertaken. Four specific questions were addressed: What subjects are of interest to health sciences librarians? Who is conducting this research? How do health sciences librarians conduct their research? Do health sciences librarians obtain funding for their research activities? Bibliometric characteristics of the research articles are described and compared to characteristics of research in library and information science as a whole in terms of subject and methodology. General findings were that most research in health sciences librarianship is conducted by librarians affiliated with academic health sciences libraries (51.8%); most deals with an applied (45.7%) or a theoretical (29.2%) topic; survey (41.0%) or observational (20.7%) research methodologies are used; descriptive quantitative analytical techniques are used (83.5%); and over 25% of research is funded. The average number of authors was 1.85, average article length was 7.25 pages, and average number of citations per article was 9.23. These findings are consistent with those reported in the general library and information science literature for the most part, although specific differences do exist in methodological and analytical areas.

Humans↗

PubMed2002

Foundations of "new" social science: institutional legitimacy from philosophy, complexity science, postmodernism, and agent-based modeling.

Since the death of positivism in the 1970s, philosophers have turned their attention to scientific realism, evolutionary epistemology, and the Semantic Conception of Theories. Building on these trends, Campbellian Realism allows social scientists to accept real-world phenomena as criterion variables against which theories may be tested without denying the reality of individual interpretation and social construction. The Semantic Conception reduces the importance of axioms, but reaffirms the role of models and experiments. Philosophers now see models as "autonomous agents" that exert independent influence on the development of a science, in addition to theory and data. The inappropriate molding effects of math models on social behavior modeling are noted. Complexity science offers a "new" normal science epistemology focusing on order creation by self-organizing heterogeneous agents and agent-based models. The more responsible core of postmodernism builds on the idea that agents operate in a constantly changing web of interconnections among other agents. The connectionist agent-based models of complexity science draw on the same conception of social ontology as do postmodernists. These recent developments combine to provide foundations for a "new" social science centered on formal modeling not requiring the mathematical assumptions of agent homogeneity and equilibrium conditions. They give this "new" social science legitimacy in scientific circles that current social science approaches lack.

Journal Article↗

PubMed2001

The emergence of complexity: science coming of age or science growing old?

The emergence of a new field of science called complexity theory has made an impact on the community of scientists as well as the general public. This brief tutorial takes a very special view of this. The thesis is that complexity science has grown out of a general lack of satisfaction with traditional scientific practices and their failure to find a way of capturing anything but a shadow of complex reality. In spite of the many impressive advances from science and technology, it is clear that the picture delivered of the world is that of a surrogate world populated by machines and mechanisms. The nature of the real world demands more than traditional science can deliver. Yet traditional science has constraints and bounds on its universe of discourse. Complexity science, as presented here, demands that the barriers and constraints be removed in order to gain a more complete view of nature. This tutorial presents a summary of what is entailed by this new methodology.

Computer Simulation↗

PubMed1998

Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues.

In this chapter, the author describes integrating the teaching of the basic sciences, clinical sciences, and biopsychosocial issues in medical education as part of the curricular reform efforts initiated by schools that participated in The Robert Wood Johnson Foundation's project "Preparing: Physicians for the Future: Program in Medical Education." The author focuses on the approaches the eight schools adopted, the challenges they encountered, and the lessons they learned in attempting to implement more integrated curricula. Integration was promoted both within and among various components of medical education. For example, in some cases discipline-based courses in the basic sciences were replaced with interdisciplinary courses. Further, efforts were made both to bring clinical relevance to the basic sciences and to strengthen basic science in the clinical years. All the schools also promoted the study of the humanities and biopsychosocial sciences throughout the curriculum. The author describes problems encountered in these endeavors, resources needed to support interdisciplinary courses, the benefits of integration, and common lessons learned by the eight schools.

Biology↗

PubMedDate not supplied

Supported inquiry science: teaching for conceptual change in urban and suburban science classrooms.

Science education professionals generally agree that hands-on, inquiry-based science potentially benefits all students, yet there are few specific guidelines for helping students with learning disabilities (LD) achieve success in general education science classrooms. This study compared the effects of two approaches to hands-on science--supported inquiry science (SIS) and activity-based science--in six urban and two suburban fourth-grade general education classrooms. Participants included 172 students, 33 of whom had learning disabilities. The study found that students with and without LD demonstrated greater concept learning in the SIS classrooms, which focused on eliciting and reworking students' misconceptions and co-constructing knowledge under the guidance of a teacher-coach.

Achievement↗

PubMed2006

Translating genetics, cognitive science, and other basic science research findings into applications for prevention.

A growing body of research across genetics, cognitive science, and other basic science suggests the complexity and interconnectedness of multiple factors contributing to individual variation in susceptibility to engage in risk behaviors. Advances in these disciplines may direct new research directions and the development and evaluation of innovative intervention components for prevention that consider novel but central susceptibility factors. This article highlights findings from three interrelated areas of basic science research--genetics, neuroscience, and cognitive science--that together continue to inform prevention science. A primary objective of this article is to suggest how this research might guide primary prevention interventions. Translating findings from these disciplines can help to facilitate testable hypotheses for prevention science and explain potential limitations of current intervention approaches.

Adolescent↗

PubMed1992

Basic science and applied science instruction: are they compatible?

Basic science and applied science instruction are compatible and essential for animal science professionals to succeed in their chosen career. Application of science is a continuum. Although production methods are constantly evolving, the science on which changes are made is fixed and fundamental. Only our understanding changes. We are educating students in preparation for a life-long learning process. Viability of animal science departments depends on attracting and challenging students with curricula that are demanding, create curiosity, and prepare students to understand the "whys and hows" of the phenomena of animal biology.

Animal Husbandry↗