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At least 19 recordsLinked to original sources
PubMed1991

A study of the teaching and learning of the biological sciences in nurse education.

The study was designed to explore the teaching and learning of the biological sciences in nurse education in an attempt to identify why some students are failing to support their practice with theory. Questionnaires were sent to third-year nurse students (n = 140) and nurse teachers (n = 43) in three schools of nursing. Several findings emerged from the study: (a) the balance between the behavioural and biological sciences in nurse education was perceived by the students as being too much in favour of the behavioural sciences; (b) the level of knowledge from the biological science taught was perceived by the students as being inappropriate for RGN training; (c) teachers felt inadequately prepared to teach the biological sciences and, similarly, nurse students felt inadequately prepared in these sciences; and (d) self-directed methods of teaching and learning, although used most frequently, were perceived by the students as being the most ineffective.

Biological Science Disciplines↗
PubMed1990

The pictographic molecular paradigm. Pictorial communication in the chemical and biological sciences.

Chemistry, molecular biology and biology have turned into visive sciences in which ideas and information are communicated by artistic impressions and cartoons. These sciences have, in fact, become dominated by what we term the Pictographic molecular paradigm under which reality is acritically approximated by drawings of some kind. But it goes further than this and has both social and philosophical implications of which, we feel, there is insufficient general awareness. Important questions should be asked in connection with this way of doing science, including, for example, as to whether drawings of chemical formulae and graphical representation in biology meet the criterion of objectivity. This paper discusses some of the implications of the pictographic molecular paradigm and its limits and dangers.

Biology↗
PubMed1991

An open system network for the biological sciences.

A description of an open system, distributed computing environment for the Biological Sciences is presented. This system utilizes a transparent interface in a computer network using NCS to implement an application system for molecular biologists to perform various processing activities from their local workstation. This system accepts requests for the services of a remote database server, located across the network, to perform all of the database searches needed to support the activities of the user. This database access is totally transparent to the user of the system and it appears, to the user, that all activities are being carried out on the local workstation. This system is a prototype for a much more extensive system being built to support the research efforts in the Biological Sciences at UMC.

Biological Science Disciplines↗
PubMed1991

B. F. Skinner and G. H. Mead: on biological science and social science.

Skinner's contributions to psychology provide a unique bridge between psychology conceptualized as a biological science and psychology conceptualized as a social science. Skinner focused on behavior as a naturally occurring biological phenomenon of interest in its own right, functionally related to surrounding events and, in particular (like phylogenesis), subject to selection by its consequences. This essentially biological orientation was further enhanced by Skinner's emphasis on the empirical foundations provided by laboratory-based experimental analyses of behavior, often with nonhuman subjects. Skinner's theoretical writings, however, also have affinity with the traditions of constructionist social science. The verbal behavior of humans is said to be subject, like other behavior, to functional analyses in terms of its environment, in this case its social context. Verbal behavior in turn makes it possible for us to relate to private events, a process that ultimately allows for the development of consciousness, which is thus said to be a social product. Such ideas make contact with aspects of G. H. Mead's social behaviorism and, perhaps of more contemporary impact in psychology, L. Vygotsky's general genetic law of cultural development. Failure to articulate both the biological and the social science aspects of Skinner's theoretical approach to psychology does a disservice to his unique contribution to a discipline that remains fragmented between two intellectual traditions.

Behaviorism↗
PubMed1990

Catastrophe modelling in the biological sciences.

Catastrophe Theory was developed in an attempt to provide a form of Mathematics particularly apt for applications in the biological sciences. It was claimed that while it could be applied in the more conventional "physical" way, it could also be applied in a new "metaphysical" way, derived from the Structuralism of Saussure in Linguistics and Lévi-Strauss in Anthropology. Since those early beginnings there have been many attempts to apply Catastrophe Theory to Biology, but these hopes cannot be said to have been fully realised. This paper will document and classify the work that has been done. It will be argued that, like other applied Mathematics, applied Catastrophe Theory works best where the underlying laws are securely known and precisely quantified, requiring those same guarantees as does any other branch of Mathematics when it confronts a real-life situation.

Animals↗
PubMed1990

Integration of basic biological sciences and clinical dentistry in the dental curriculum. A clinically orientated approach to teaching oral and dental anatomy.

Although dental curricula have undergone significant revision during the past three decades, the problem of linking basic science with clinical dentistry often remains an unmet challenge in dental education. This paper describes the content and method of presentation of a course in oral and dental anatomy which aims to integrate closely basic biological science and clinical dental practice. The course holds considerable promise for overcoming one of the major deficiencies of the horizontally structured curriculum by presenting basic science information and detailing its clinical relevance simultaneously. The academic background, clinical experience, and educational philosophy of the course co-ordinator and assisting teaching staff are undoubtedly important factors in determining the extent to which integration between basic and clinical science can be achieved.

Anatomy↗