Understanding Of Scientific Method Research Articles

Teachers' perceptions of Brandon's Matrix as a framework for the teaching and assessment of scientific methods in school science

This article utilizes a framework for classifying different scientific methods suggested by a philosopher of science (Brandon Synthese, 99, 59–73, 1994) called Brandon’s Matrix. It presents findings from teachers who took part in a funded project in England that looked at the nature of scientific methods in science investigations. Science investigations are an integral aspect of science education and, as such, are often included in high stakes examinations. Therefore, teachers need to have a good understanding of a range of scientific methods and their purposes in science investigations. The framework was used to ask teachers to classify science investigations based on how they teach them. It was also employed to devise assessments to measure students’ understanding of scientific methods. The teachers were introduced to the new approaches and their perceptions were gathered to understand if they supported this as a framework for their classroom practice. Evidence from the study suggested that Brandon’s Matrix appealed to teachers as a framework for practical science in schools, and they see potential benefits for its use in the teaching, learning, and assessment of science. Findings from the study showed it appealed to the teachers as a tool for classifying scientific methods, and how they also recognized the importance of assessing practical work and had an appreciation of the constraints and drivers in the current curriculum and assessment requirements in England. Implications for teachers’ professional development are discussed.

The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods

ABSTRACT The incorporation of epistemic aspects of science in science education continues to be a challenge for researchers and practitioners. The paper presents an empirical study investigating how epistemic framing of scientific methods can be incorporated in science teaching, learning and summative assessment, and what impact such framing has on student learning outcomes. The study was conducted with 969 secondary students taught by 152 teachers from a national sample in England. Teaching videos and summative assessments were framed by Brandon’s Matrix, a theoretical framework derived from the work of a philosopher of science and focusing on the diversity of scientific methods ranging from hypothesis testing to non-manipulative parameter measurement. The findings are discussed, including (a) the students’ views on the teaching videos and summative assessments, (b) the impact of the teaching videos on students’ understanding of the epistemic aspects of scientific methods and (c) students’ performance on summative assessments in the context of science topics covered in high-stakes examinations in England. The findings suggest that the students’ understanding of scientific methods significantly improved after watching the videos. Furthermore, the students’ performance on the summative assessment items indicated a high level of accuracy in responses.

Beyond Hypothesis Testing

Recent reforms in science education have promoted students’ understanding of how science works, including the methodological approaches used by scientists. Given that teachers are expected to teach and promote methodological pluralism, it is worth examining how teachers understand and view scientific methods, particularly when scientific methods are presented as a diverse array and not as a linear model based exclusively on hypothesis testing. The empirical study presented in the paper examines science teachers’ understanding of scientific methods, particularly the diversity of scientific methods. Brandon’s Matrix, a philosopher’s account of scientific methods, has been adapted for educational purposes, and two tasks were developed in order to investigate teachers’ understanding of scientific methods. Fifty-six science teachers (25% male, 75% female) from different regions in the UK responded to an online survey. The results showed that the majority of the teachers showed satisfactory understanding of basic components of Brandon’s Matrix. However, more than half of the sample held naïve understanding of scientific methods. By providing insight into teachers’ misconceptions about scientific methods, the study provides suggestions for the design of teacher training programmes and highlights the need for explicit instruction about scientific methods. In addition, we suggest the use of heuristics such as Brandon’s Matrix for the development of pedagogical tools as well as research instruments.

Chronic Fatigue Syndrome & Other Difficulties: Introducing a Modern Scientific Controversy to a Biology Classroom

One of the most perplexing dilemmas in modern science is chronic fatigue syndrome (CFS). Even though the illness was recognized at the beginning of the 20th century, the pathogenicity and etiology of the disease remain unknown. We describe an open-inquiry case study on CFS that we have used in our biology classrooms to increase students' critical-thinking skills and understanding of scientific method. Three general categories of potential pathogens – virus, vaccine, and microbiome – are discussed during multiple classroom sessions. We found that our students were more proactive than expected. They researched credible references from the most recent publications and formulated arguments on the medical issue. They applied knowledge of human body systems to explain the complexity of the disease. Students were capable of distinguishing “correlation” and “cause” relations between the disease and pathogens. We observed a high level of student participation and involvement, which not only increased their knowledge of scientific approaches but also strengthened their interaction and communication skills. The case study is suitable for biology courses in both high school and college.

Knowledge, attitudes, and barriers toward research: The perspectives of undergraduate medical and dental students.

CONTEXT:Scientific research not only promotes health and combats diseases of an individual, but also it can strengthen the effectiveness of health systems. Hence, understanding of scientific methods becomes a crucial component in the medical profession.AIMS:This study was conducted to assess the knowledge, attitudes, and barriers toward research among undergraduate medical and dental students.SETTINGS AND DESIGN:This cross-sectional study was conducted among 295 undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students from a private medical college in Malaysia.MATERIALS AND METHODS:We purposively selected 360 students attending the 3rd, 4th, and 5th year in MBBS course and BDS course in September 2015. A total of 295 students who were willing to provide written informed consent were included in this study. We collected data using a validated, self-administered, structured questionnaire which included 20 questions about knowledge toward scientific research, 21 attitude items in regard to scientific research, a list of 10 barriers toward conducting medical research, and 5 questions of confidence to conduct the medical research.STATISTICAL ANALYSIS USED:Data were analyzed using descriptive statistics, independent t-test, ANOVA, and multiple linear regression.RESULTS:Among the students, 56.9% had moderate knowledge while the majority (83.3%) had moderate attitude toward scientific research. The majorly cited barriers were the lack of time (79.9%), lack of knowledge and skills (72.1%), lack of funding (72.0%) and facilities (63.6%), and lack of rewards (55.8%). There was a significant association between age, academic year, and knowledge of research as the older age group, and 4th- and 5th-year students had higher knowledge score. The students of higher attitude score had better-perceived barriers score toward research with regression coefficient 0.095 (95% confidence interval 0.032–0.159).CONCLUSIONS:Even though the students had the positive attitudes toward scientific research, a supportive and positive environment is needed to improve skills and knowledge of research and to overcome the barriers toward the conduct of scientific research.

Study of the Gender Difference in Scientific Literacy of Chinese Public

This article analyses the data of public scientific literacy survey conducted in China during 2005. Using Statistical Package for the Social Sciences (SPSS) version 13.0, the author establishes four regression models. The result reveals that the scores of male respondents are higher than that of female in the items relating to scientific knowledge. It also shows that scientific literacy is closely related to the socio-demographic variables. However, the impact of educational degree on public understanding of scientific method is not so evident.

Early science education and astronomy

AbstractInquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

Basic science research in postgraduate surgical training: difficulties encountered by clinical scientists.

Clinical training of physicians and surgeons involves teaching students and residents both the science and the art of medicine. The science of medicine involves clinical skills honed through reading textbooks and journals and experience in diagnosing and treating myriad diseases. The art of medicine involves the important communication skills necessary for a good doctor-patient relationship. A third aspect of training, basic science research, is frequently de-emphasized or omitted entirely. In general, training programs frequently do not allow protected time in a laboratory setting for the resident. The few weeks to months that some programs allow is insufficient to establish a thorough understanding of scientific method. The article describes the introduction of one of the authors from a clinically oriented training background into the laboratory and outlines the pitfalls frequently encountered when a clinician embarks on basic science research training. The necessity for sufficient protected time in the laboratory away from clinical responsibilities is recognized.

Sorel's Early Marxism and Science

This article sets out to explore both the original attraction of the work of Marx for Sorel and the precise nature of his early Marxism. Sorel saw Marxism as a science capable of providing a scientific understanding of economic activity and of discovering the ‘laws’ that ‘determined’ economic development. This was not an ‘orthodox’ position however. Sorel's understanding of scientific method was largely derived from Claude Bernard's Introduction à l'étude de la médecine expérimentale and once this has been perceived it becomes clear that Sorel did not adhere to a ‘determinist’ interpretation of Marx. The article concludes by showing the manner in which Sorel abandoned this assessment of Marx, while at the same time preserving his original faith in science.

Editorial: TV film "primates".

National Educational Television aired a film Thursday, Dec 5, 1974, that may have very serious effects on public attitudes toward animal experimentation. The film, produced by Frederick Wiseman, was referred to as a "documentary." However, Wiseman in his production refuses to append a commentary to the scenes he records to describe what is being shown. Wiseman has produced a number of controversial films. His first was titled the "Titicut Follies" and was filmed at the Massachusetts State Hospital for the Criminally Insane. He has also produced others such as "High School," "Law and Order," and "Juvenile Court." One of his films, a study of a religious community titled "Essene," was criticized because it was difficult to follow due to a lack of commentary. This also happened with "Primates," and since the public lacks an understanding of scientific methods, most were left with sad impressions. Placing of electrodes in the brain;

The Grand Jury as an Agency of Social Control

The discussion should have centered around the anachronistic methods and procedures of the national life. It should also have considered the inadequate training of lawyer-judges for the tasks they regularly undertake. Modern times require modern techniques, as well as an understanding of scientific methods. This is one of the most important problems we now face after the war. The necessity for highly trained, expertly qualified individuals to function in an orderly, systematic way as fact finding boards of review and administrative tribunals is fundamental. We cannot safely afford much longer to ignore this necessity.