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Scientific Explanation (scientific + explanation)
Selected AbstractsScientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learningJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008Katherine L. McNeill Abstract Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project-based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53,78, 2008 [source] The Ideal Explanatory Text in History: A Plea for EcumenismHISTORY AND THEORY, Issue 3 2004Tor Egil Førland ABSTRACT This article presents Peter Railton's analysis of scientific explanation and discusses its application in historiography. Although Railton thinks covering laws are basic in explanation, his account is far removed from Hempel. The main feature of Railton's account is its ecumenism. The "ideal explanatory text," a central concept in Railton's analysis, has room for not only causal and intentional, but also structural and functional explanations. The essay shows this by analyzing a number of explanations in history. In Railton's terminology all information that reduces our insecurity as to what the explanandum is due is explanatory. In the "encyclopedic ideal explanatory text," different kinds of explanation converge in the explanandum from different starting points. By incorporating pragmatic aspects, Railton's account is well suited to show how explanations in historiography can be explanatory despite their lack of covering laws or tendency statements. Railton's account is also dynamic, showing how the explanatory quest is a never-ending search for better illumination of the ideal explanatory text. Railton's analysis is briefly compared to, and found compatible with, views on explanation presented by David Lewis, C. Behan McCullagh, and R. G. Collingwood. Confronted with Hans-Georg Gadamer's hermeneutics and Donald Davidson's insistence on the indeterminacy of interpretation, the essay suggests that the objectivity of the ideal explanatory text should be regarded as local, limited to the description under which the action is seen. [source] Epicureanism and the poetics of consumptionINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2010Dawn Wood Abstract Consumption, ,to use up, to destroy', is a dirty word. It conjures piles of rubbish; it suggests an extravagant attitude. We, each one of us hoping to be a unique, careful individual, can feel offended at being referred to as ,the consumer'. Yet, ,to consume' is not only a human activity, it is one of the fundamental processes of nature, a natural aspect of the creative process. In this paper, I will emphasize connections between the creative research process, poetics and consumerism. I suggest that research can be envisioned as a cycle of consumption and renewal. Our tools in such a natural philosophy are the contemplation of natural events, and the insights that a poetic understanding of language can give us. To this end, I draw on the ancient Epicurean philosophy, as demonstrated in De rerum natura, written by the Roman poet, Lucretius, in the first century BCE. Lucretius gave a scientific explanation of the universe, in poetry, to demonstrate that natural laws can be derived by reason, contemplation and by the use of the senses. Further, Lucretius' use of language, as a creative medium, modelled the actions of the universe. This insight provides a link between poetry, science and research, one which is still relevant to twenty-first-century scientific research generally. In this paper, I will suggest that it is also specifically relevant to the design and practice of consumer research. For instance, both research and creativity are aspects of that urge to move beyond subjectivity, towards knowledge that is whole and shared. In Epicureanism, subjective engagement provides access to that which is universal. We can conceive of consumerism, and of consumer research, in the same terms, as a striving for completion, and as a poetic, natural and reciprocal act, involving the transformation of the consumer, and that which is consumed. [source] Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learningJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008Katherine L. McNeill Abstract Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project-based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53,78, 2008 [source] Intentions and beliefs in students' understanding and acceptance of biological evolutionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2003Gale M. Sinatra We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open-minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety-three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open-Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510,528, 2003 [source] The method of synthesis in ecologyOIKOS, Issue 1 2001E. David Ford Synthesis of results from different investigations is an important activity for ecologists but when compared with analysis the method of synthesis has received little attention. Ecologists usually proceed intuitively and this can lead to a problem in defining differences between the syntheses made by different scientists. It also leads to criticism from scientists favoring analytical approaches that the construction of general theory is an activity that does not follow the scientific method. We outline a methodology for scientific inference about integrative concepts and the syntheses made in constructing them and illustrate how this can be applied in the development of general theory from investigations into particular ecological systems. The objective is to construct a causal scientific explanation. This has four characteristics. (1) It defines causal and/or organizational processes that describe how systems function. (2) These processes are consistent , under the same conditions they will produce the same effect. (3) A causal scientific explanation provides general information about events of a similar kind. (4) When experiments are possible then a designed manipulation will produce a predictable response. The essential characteristic of making synthesis to construct a causal scientific explanation is that it is progressive and we judge progress made by assessing the coherence of the explanation using six criteria: acceptability of individual propositions including that they have been tested with data, consistency of concept definitions, consistency in the type of concepts used in making the explanation, that ad hoc propositions are not used, that there is economy in the number of propositions used, that the explanation applies to broad questions. We illustrate development of a causal scientific explanation for the concept of long-lived pioneer tree species, show how the coherence of this explanation can be assessed, and how it could be improved. [source] The origins, early development and status of Bourdieu's concept of ,cultural capital'THE BRITISH JOURNAL OF SOCIOLOGY, Issue 1 2005Derek Robbins Abstract The paper examines the context of the first introduction of the concept of ,cultural capital' in the sociology of education analyses undertaken in the early 1960s and published by Bourdieu in collaboration with Jean-Claude Passeron in ,Les étudiants et leurs études' (1964a) and Les Héritiers (1964b). It first considers the cultural contexts within which Bourdieu's thinking about culture originated , both in relation to his social origins and in relation to his intellectual training. It then examines the extent to which Bourdieu's early anthropological research in Algeria was influenced by his knowledge of American acculturation theory. It concludes that Bourdieu sought to use acculturation theory in a distinctive way , one which he articulated more confidently as he explored the relationship between agency and structural explanation in the late 1960s and early 1970s. The specific educational researches which stimulated the articulation of the concept of ,linguistic' or ,cultural' capital belonged to the period in which Bourdieu was only just beginning to refine his post-structuralist philosophy of social scientific explanation. To use these concepts now involves deploying them reflexively in accordance with Bourdieu's later thinking rather than at face value as they were first developed during the period in which he and Passeron were ,apprentice' researchers. [source] Inductive reasoning in medicine: lessons from Carl Gustav Hempel's ,inductive-statistical' modelJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 2 2003Afschin Gandjour MD PhD Abstract The purpose of this paper is to discuss both the fundamental requirements of sound scientific explanations and predictions and common fallacies that occur in explaining and predicting medical problems. To this end, the paper presents Carl Gustav Hempel's ,covering-law' model (1948 and 1962) and reviews some of the criticism of the model. The strength of Hempel's model is that it shows that inductive arguments, when applied with the requirement of maximal specificity, can serve as explanations as well as predictions. The major weakness of the ,covering-law' model, its inability to portray causal relatedness, has been addressed by philosophers such as Wesley Salmon. While few philosophers today agree with the ,covering-law' model in its original formulation, there is widespread consensus that the law has made a central contribution to describing the fundamental requirements of sound scientific explanations. Applying this model and its revisions in the medical context may help uncover potentially undetected fallacies in reasoning when explaining and predicting medical problems. [source] Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learningJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008Katherine L. McNeill Abstract Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project-based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53,78, 2008 [source] | ||||||||||