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Descriptors:
Educational Research; Scientific Methodology; Psychologists; Social Values; Educational Psychology; Counselor Role; Interviews; Epistemology; Philosophy

Abstract:
Outcomes of interviews with seven educational psychologists, focused on issues of epistemological and ontological positioning, are reported. The interviews were conducted within a qualitative, biographical research paradigm which examines the ways in which a person's meaning-making is impacted upon by all aspects of their life experience. Thematic analysis suggests most participants are ambivalent about the scientific basis of their work and the contribution of peer reviewed research to their practice, and they regard the utility or social value of their professional practice as more important than its congruence with a recognised evidence base. This standpoint is compared to the philosophical position of pragmatism, which resists the assumptions of realist perspectives and contests the primacy of scientific methodology and methods in the establishment of knowledge claims. Implications for the professional practice of educational psychologists beyond the present study are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scientific Methodology; Research Design; Predictor Variables; Pretests Posttests; Control Groups; Experimental Groups; Instructional Effectiveness; Identification; Biology; Scaffolding (Teaching Technique); Introductory Courses; Inquiry; Research Skills; Science Instruction; Science Laboratories; Laboratory Experiments; Comparative Analysis

Abstract:
Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters showed that most students improved in their understanding of the scientific method and experimental design skills. Students exhibited improvement in their ability to create hypotheses and correctly identify controls and dependent variables. However, students in both groups struggled with the identification of independent variable and controlled variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Teaching Methods; Biology; Scientific Methodology; Laboratory Experiments; Writing for Publication; Instructional Innovation; Science Activities; Science Instruction; Science Laboratories; Student Research

Abstract:
Laboratory experience and skills are not only essential for success in science studies, but are the most exciting and rewarding aspects of science for students. As a result, many biology teachers have become critical of the efficacy of cookbook-type laboratory activities as well as the purposes, practices, and learning outcomes of lab experiments conducted in this regimented way. In our proposed lab approach, instead of asking students to compare and contrast living cells from various kingdoms, we ask that students design and conduct lab experiments to obtain the empirical evidence to disprove both Schleiden's and Schwann's generalizations that all living things, including plants and animals, are composed of identical units called "cells." Students must then write up their findings in a paper intended for publication in a peer-reviewed scientific journal. Through this process, students learn the scientific method; concepts such as testability, falsifiability, and repeatability; and the requirements of communicating scientific findings through peer-reviewed publication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Validity; Rating Scales; Music Education; Grounded Theory; Classical Music; Scientific Methodology; Music; Musical Instruments; Accountability; Content Validity; Construct Validity; Standards; Musicians

Abstract:
This study investigated ways to improve the quality of music performance evaluation in an effort to address the accountability imperative in tertiary music education. An enhanced scientific methodology was employed incorporating ecological validity and using recognized qualitative methods involving grounded theory and quantitative methods involving confirmatory factor analyses. By distilling the disciplinary consensus, this approach enabled the specific definition of the constructs and standards used in university student classical music performance examinations, and provided their refinement with the empirical development of standards-based, criterion-specific rating scales for five instrument families. The study found that the examiners in each instrument family used between 15 to 17 constructs and associated descriptors, and at least two general dimensions referring to technical proficiency and another relating to musicality and interpretation. Analyses showed acceptable internal consistency and construct validity for the scales. Findings suggested that, although several construct and general dimension commonalities were found among the items across all scales, the presence of significant instrument-specific differences suggested that the use of generic rating scales may not provide sufficient content validity. Implications for the application of standards in music performance assessment were discussed. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Food Standards; Safety; Microbiology; Secondary Education; Consumer Science; Foods Instruction; Video Technology; Instructional Materials; Epidemiology; Critical Thinking; Thinking Skills; Information Dissemination; Scientific Methodology; Familiarity; Inservice Teacher Education; Teacher Workshops

Abstract:
With the persistence of microbiological foodborne illness and anticipated future shortage of scientists with agricultural and food science expertise in the United States, it is imperative to educate youth on microbiological food safety and enhance their awareness of opportunities to become engaged in finding solutions to food safety challenges. To help integrate food science education across the high school curriculum, new educational materials on microbiological food safety were developed and then disseminated to and evaluated by educators of secondary basic and applied sciences. The materials present food safety concepts in the context of foodborne illness outbreaks to introduce basic concepts of food microbiology, epidemiology, and food safety strategies as well as their broad impact on economics, communication, and regulations. The ready-to-implement educational materials support educational content standards and various learning styles and encourage critical thinking skills. The materials include a presentation on food microbiology and foodborne illness surveillance, case studies on foodborne illness outbreaks, a video on the laboratory investigation of foodborne illness, interactive web-based activities, and supporting materials for teachers and classroom display. Exposure to the materials in a 1-d workshop positively impacted educator familiarity with general microbiology, food safety strategies, regulatory requirements, and associated terminology as measured by a test administered prior to and after use of the materials. Teachers of biology, chemistry, family and consumer sciences, and related sciences rated the materials favorably on applicability, anticipated ease of implementation, and anticipated reception by students. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evolution; Inferences; Creationism; Biology; Scientific Methodology

Abstract:
In many places in "The Origin of Species", Darwin compares his own theory of Natural Selection favourably with Special Creationism which comes off as a bad second best. He does this using some version of the argument form known as "Inference to the Best Explanation". The first part of this paper is methodological. It considers Whewell's notion of consilience, that is, the way in which theories can get additional confirmation through unifying otherwise disparate and independent facts. Then it considers various forms of inference to the best explanation. The second part of the paper applies these methodological considerations to an analysis of some of the many passages in "Origin" where Darwin presents his case in favour of Natural Selection. This gives a far superior explanation of biological facts compared with Special Creationism which provides either an inferior explanation or no explanation at all. Contrary to the view that Creationism should not be taught, the passages from Darwin show at least that it should be understood if only to show that it offers no explanation of a wide range of obvious biological facts. As such the passages in "Origin" in which Darwin presents his case against Creationism can serve as a series of excellent exercises in getting students to think about Natural Selection as opposed to Creationism. For this reason alone they ought to be better known. In addition, Darwin's point in these passages can only be understood using principles of scientific method, such as inference to the best explanation, which are essential in showing that Natural Selection is to be preferred to Creationism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Biology; Epistemology; Scientific Literacy; Investigations; Science Activities; Educational Philosophy; Educational Practices; Scientific Concepts; Scientific Methodology; Scientific Principles; Benchmarking; Evolution; Integrated Curriculum

Abstract:
Evolutionary developmental biology (Evo-devo) is a vibrant area of contemporary life science that should be (and is) increasingly incorporated into teaching curricula. Although the inclusion of this content is important for biological pedagogy at multiple levels of instruction, there are also philosophical lessons that can be drawn from the scientific practices found in Evo-devo. One feature of particular significance is the interdisciplinary nature of Evo-devo investigations and their resulting explanations. Instead of a single disciplinary approach being the most explanatory or fundamental, different methodologies from biological disciplines must be synthesized to generate empirically adequate explanations. Thus, Evo-devo points toward a non-reductionist epistemology in biology. I review three areas where these synthetic efforts become manifest as a result of Evo-devo's practices (form versus function reasoning styles; problem-structured investigations; idealizations related to studying model organisms), and then sketch some possible applications to teaching biology. These philosophical considerations provide resources for life science educators to address (and challenge) key aspects of the "National Science Education Standards" and "Benchmarks for Scientific Literacy." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Sciences; Scientific Methodology; Biology; Science Education; Science Instruction; Scientific Concepts; Taxonomy

Abstract:
The vision of natural kinds that is most common in the modern philosophy of biology, particularly with respect to the question whether species and other taxa are natural kinds, is based on a revision of the notion by Mill in "A System of Logic." However, there was another conception that Whewell had previously captured well, which taxonomists have always employed, of kinds as being types that need not have necessary and sufficient characters and properties, or essences. These competing views employ different approaches to scientific methodologies: Mill's class-kinds are not formed by induction but by deduction, while Whewell's type-kinds are inductive. More recently, phylogenetic kinds (clades, or monophyletic-kinds) are inductively projectible, and escape Mill's strictures. Mill's version represents a shift in the notions of kinds from the biological to the physical sciences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ecology; Ethics; Evolution; Biology; Epistemology; Educational Philosophy; Biological Sciences; Scientific Concepts; Performance Factors; Scientific Methodology; Scientific Principles; Scientific Research; Scientific Literacy; Inquiry; Essays; Literature Reviews; Meta Analysis; Science Education History; Intellectual History

Abstract:
The philosophy of biology today is one of the most exciting areas of philosophy. It looks critically across the life sciences, teasing out conceptual issues and difficulties bringing to bear the tools of philosophical analysis to achieve clarification and understanding. This essay surveys work in all of the major directions of research: evolutionary theory and the units/levels of selection; evolutionary developmental biology; reductionism; ecology; the species problem; teleology; evolutionary epistemology; evolutionary ethics; and progress. There is a comprehensive bibliography. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychology; Scientific Principles; Scientific Methodology; Criticism; Misconceptions; Professional Identity; Professional Recognition; Reputation; Evidence; Reader Response

Abstract:
According to the philosophers of science Hempel and Oppenheim (1948), who were cited appropriately by Lilienfeld (see record 2011-12007-001) in his article, scientific explanations serve to answer "why" questions. Clarifying the logic of explanations in the sciences, they developed famously the notion that phenomena can be explained (using deduction) by means of general laws and by means of certain antecedent conditions. What is evident from all we know from the philosophy of science is that Lilienfeld offered us an interpretation. Although Lilienfeld provided good arguments and good reasons for the explanandum (e.g., why the public is skeptical toward psychology), citing studies and data, he clearly did not provide a deductive-nomological explanation in the sense of Hempel and Oppenheim or in the sense of the natural sciences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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