Scientific Alternatives Research Articles

The Value of 'Traditionality': The Epistemological and Ethical Significance of Non-western Alternatives in Science.

After a brief review of the relationship between science and value, this paper introduces the value of 'traditionality' as a value in the pure and applied sciences. Along with other recognized values, this value can also contribute to formulating hypotheses and determining theories. There are three reasons for legitimizing the internal role of this value in science: first, this value can contribute to scientific progress by presenting more diverse hypotheses; second, the value of external consistency in science entails this value; and third, this value helps to eliminate some of the adverse social and cultural effects of Western science in non-Western societies. 'Traditionality' is an extrinsic epistemic value, according to the first two reasons, and at the same time, is an ethical value, according to the last reason. Also, the ethics of belief is adopted to further confirm the ethical role of this value. Finally, this paper discusses three potential criticisms that can be levelled against this idea and responds to each of them.

Quatro teses de subdeterminação de teorias pelas observações: significados, plausibilidades e implicações

Este artigo mostra que não há uma tese de subdeterminação de teorias científicas pelos indícios observacionais, mas várias. Identificamos quatro, com significados, plausibilidades e implicações distintos. Mostra-se que as mais fortes não passam de conjeturas, e que as mais fracas são mais plausíveis, mas não possuem implicações filosóficas robustas – em particular, não implicam o antirrealismo científico –, embora forneçam indícios de alternativas teóricas sistematicamente ignoradas na ciência, bem como do emprego de critérios em parte valorativos de escolha de teorias.

The 3Rs in research: a contemporary approach to replacement, reduction and refinement.

First promulgated in 1959, the 3Rs of Replacement, Reduction and Refinement have evolved as fundamental principles underlying the use of animals and alternatives in science throughout the modern world. This review describes a contemporary approach to delivering the 3Rs through acknowledging the contribution of new technologies and emphasising that applying the 3Rs can be beneficial to good science as well as to animal welfare. This science-led approach moves the concept of the 3Rs out of an ethical silo where they were often considered by scientists to be an inconvenient obligation. On the contrary, relevant examples demonstrate the opportunity to practise better science using 3Rs technologies which deliver faster, more reproducible and more cost-effective results. Indeed, methods harnessing Replacement approaches may permit discoveries which are simply not feasible using animals and frequently are more flexible and agile since compliance with regulatory oversight requirements is simplified. Although the necessity for rigorous oversight is well recognised, it is important that the associated bureaucracy is not allowed to become prohibitive, causing scientists to avoid pursuing justifiable and important research involving animals. Public support for research is conditional - animals should not suffer unnecessarily and sufficient potential benefit should accrue from the research. However, society also actively seeks pioneering medical and scientific advances which can only be achieved through research. Therefore, a balance must be struck between safeguarding animal welfare whilst enabling high-quality science. It is this balance which promotes and sustains public confidence that animal based research is acceptable and being appropriately managed.

Alternative explanations of the cosmic microwave background: A historical and an epistemological perspective

We historically trace various non-conventional explanations for the origin of the cosmic microwave background and discuss their merit, while analyzing the dynamics of their rejection, as well as the relevant physical and methodological reasons for it. It turns out that there have been many such unorthodox interpretations; not only those developed in the context of theories rejecting the relativistic (“Big Bang”) paradigm entirely (e.g., by Alfvén, Hoyle and Narlikar) but also those coming from the camp of original thinkers firmly entrenched in the relativistic milieu (e.g., by Rees, Ellis, Rowan-Robinson, Layzer and Hively). In fact, the orthodox interpretation has only incrementally won out against the alternatives over the course of the three decades of its multi-stage development. While on the whole, none of the alternatives to the hot Big Bang scenario is persuasive today, we discuss the epistemic ramifications of establishing orthodoxy and eliminating alternatives in science, an issue recently discussed by philosophers and historians of science for other areas of physics. Finally, we single out some plausible and possibly fruitful ideas offered by the alternatives.

CONCEPTUAL UNDERSTANDING IN SECONDARY SCHOOL CHEMISTRY: A DISCUSSION OF THE DIFFICULTIES EXPERIENCED BY STUDENTS

It has been widely discussed that students’ concept ual alternatives in science play a vital role in sh aping their scientific understanding acquired through for mal science learning. As one of the components in t he science subject, students coming to chemistry lesso ns also bring in them own chemistry conceptual alternatives. It is widely argued that meaningful l earning occurrs if students’ actively construct the ir own understanding out of conceptions they already posse ss. Thus, it is inescapable that students will need to draw on their alternative conceptions and perhaps r earrange or refuse them to form new concepts. Specifically, this study intends to investigate the conceptual alternatives that students hold in chem istry. The Conceptual Chemistry Test containing 23 multiple choice items which covered 7 topics in the Malaysian Secondary Chemistry Syllabus was specifically designed to reveal students’ alternative conception in chemistry. The respondents comprised 317 Form Five students who took chemistry in school. The reliability of the instrument was measu red using Kuder-Richardson (KR-20) and the result showed a moderate value of .50. The researchers, wi th the help of chemistry experts, have developed th e test content and face validity. The result showed t hat students’ mean score was below 40 and this indicated that they hold significant alternative co nception in chemistry. The implication of this rese arch is to emphasize effort to motivate chemistry teachers to use alternative strategies, such as constructivi sm and cognitive scaffolding in an effort to remedy studen ts’ existing conceptual alternatives.

Peranan Teknologi Informasi dalam Pengembangan E-Learning pada Fakultas Mipa di Indonesia

The fast development of information technology has changed paradigm of human life in almost all aspects and their activities, including education. This paper is purposed to discuss about IT ability and its function in supporting all education events and activities. One of education need development alternatives in science and mathematics (MIPA) faculty in Indonesia is the needs of IT development that could support long distance educational system in a virtual university form. This paper also describes about how IT support educational theories like constructivist, colaborative learning that has been transformed in learning method from teacher-centered into student-centered in creating student culture of self-learning in MIPA faculty.

Creating alternatives in science

Traditional scientist training at the PhD level does not prepare students to be competitive in biotechnology or other non-academic science careers. Some universities have developed biotechnology-relevant doctoral programmes, but most have not. Forming a life science career club makes a statement to university administrators that it is time to rework the curriculum to include biotechnology-relevant training. A career club can supplement traditional PhD training by introducing students to available career choices, help them develop a personal network and teach the business skills that they will need to be competitive in science outside of academia. This paper is an instructional guide designed to help students create a science career club at their own university. These suggestions are based on the experience gained in establishing such a club for the Graduate School at the University of Colorado Denver. We describe the activities that can be offered, the job descriptions for the offices required and potential challenges. With determination, a creative spirit, and the guidance of this paper, students should be able to greatly increase awareness of science career options, and begin building the skills necessary to become competitive in non-academic science.

Reverend Paley’s naturalist revival

This paper analyzes the remarkable popularity of William Paley’s argument from design among contemporary naturalists in biology and the philosophy of science. In philosophy of science Elliott Sober has argued that creationism should be excluded from the schools not because it is not science but because it is ‘less likely’ than evolution according to fairly standard confirmation theory. Creationism is said to have been a plausible scientific option as presented by Paley but no longer to be acceptable according to the same standards that once approved it. In biology C. G. Williams and Richard Dawkins have seen in Paley a proto-adaptationist. This paper shows that the historical assumptions of Sober’s arguments are wrong and that the philosophical arguments themselves take alternatives to science to be alternatives in science and conflate the null hypothesis, chance, with a competing explanatory hypothesis. It is also shown that the similarity of Paley’s adaptationism to that of contemporary biology is not what it is made out to be.

LITERACY PROFICIENCY AND SCIENCE FOR STUDENTS WITH LEARNING DISABILITIES

The purpose of this article is to describe program alternatives in science for students with learning disabilities and their implications for reading and writing. We review opportunity to learn, the science performance of students with learning disabilities, science textbook instruction, literacy and science, and alternatives to reading-dependent science programs. Finally, we present an alternative framework for science and literacy as related to students with learning disabilities. The proposed alternative emphasizes the teaching of science with only minimal dependency on literacy skills and processes. In addition, we recommend the integration of the teaching of literacy skills and processes into the content of science after the science has been learned.

Alternatives in Science

Alternatives in Science

Creating alternatives in science

Traditional scientist training at the PhD level does not prepare students to be competitive in biotechnology or other non-academic science careers. Some universities have developed biotechnology-relevant doctoral programmes, but most have not. Forming a life science career club makes a statement to university administrators that it is time to rework the curriculum to include biotechnology-relevant training. A career club can supplement traditional PhD training by introducing students to available career choices, help them develop a personal network and teach the business skills that they will need to be competitive in science outside of academia. This paper is an instructional guide designed to help students create a science career club at their own university. These suggestions are based on the experience gained in establishing such a club for the Graduate School at the University of Colorado Denver. We describe the activities that can be offered, the job descriptions for the offices required and potential challenges. With determination, a creative spirit, and the guidance of this paper, students should be able to greatly increase awareness of science career options, and begin building the skills necessary to become competitive in non-academic science.