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Scientific Inquiry (scientific + inquiry)
Selected AbstractsAnalyzing Focus Group Data: Content and InteractionJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 2 2010Erin Rothwell PhD Erin Rothwell Column Editor: Lauren Clark Scientific Inquiry provides a forum to facilitate the ongoing process of questioning and evaluating practice, presents informed practice based on available data, and innovates new practices through research and experimental learning. [source] Kumho, Daubert, and the Nature of Scientific Inquiry: Implications for Forensic Anthropology,JOURNAL OF FORENSIC SCIENCES, Issue 4 2008Christopher R. Grivas M.S. Abstract:, In the last 15 years, the US Supreme Court has implemented major changes concerning the admittance of expert testimony. In 1993, Daubert v. Merrell Dow Pharmaceuticals superseded the Frye ruling in federal courts and established judges, not the scientific community, as the gatekeepers regarding the credibility of scientific evidence. In 1999, a lesser-known but equally important decision, Kumho Tire v. Carmichael, ruled that technical expert testimony needed to employ the same rigor as outlined in Daubert, but experts can develop theories based on observations and apply such theories to the case before the court. Anthropology has never been defined as a hard science. Yet, many recent publications have modified existing techniques to meet the Daubert criteria, while none have discussed the significance of Kumho to anthropological testimony. This paper examines the impact of Daubert and Kumho on forensic anthropology and illustrates areas of anthropological testimony best admitted under Kumho's guidance. [source] Inductive Inference by Using Information CompressionCOMPUTATIONAL INTELLIGENCE, Issue 2 2003Ben Choi Inductive inference is of central importance to all scientific inquiries. Automating the process of inductive inference is the major concern of machine learning researchers. This article proposes inductive inference techniques to address three inductive problems: (1) how to automatically construct a general description, a model, or a theory to describe a sequence of observations or experimental data, (2) how to modify an existing model to account for new observations, and (3) how to handle the situation where the new observations are not consistent with the existing models. The techniques proposed in this article implement the inductive principle called the minimum descriptive length principle and relate to Kolmogorov complexity and Occam's razor. They employ finite state machines as models to describe sequences of observations and measure the descriptive complexity by measuring the number of states. They can be used to draw inference from sequences of observations where one observation may depend on previous observations. Thus, they can be applied to time series prediction problems and to one-to-one mapping problems. They are implemented to form an automated inductive machine. [source] Molecular evidence-based medicineEUROPEAN JOURNAL OF CLINICAL INVESTIGATION, Issue 5 2007Evolution, integration of information in the genomic era Abstract Evidence-based medicine and molecular medicine have both been influential in biomedical research in the last 15 years. Despite following largely parallel routes to date, the goals and principles of evidence-based and molecular medicine are complementary and they should be converging. I define molecular evidence-based medicine as the study of medical information that makes sense of the advances of molecular biological disciplines and where errors and biases are properly appreciated and placed in context. Biomedical measurement capacity improves very rapidly. The exponentially growing mass of hypotheses being tested requires a new approach to both statistical and biological inference. Multidimensional biology requires careful exact replication of research findings, but indirect corroboration is often all that is achieved at best. Besides random error, bias remains a major threat. It is often difficult to separate bias from the spirit of scientific inquiry to force data into coherent and ,significant' biological stories. Transparency and public availability of protocols, data, analyses and results may be crucial to make sense of the complex biology of human disease and avoid being flooded by spurious research findings. Research efforts should be integrated across teams in an open, sharing environment. Most research in the future may be designed, performed, and integrated in the public cyberspace. [source] Participatory research methods in environmental science: local and scientific knowledge of a limnological phenomenon in the Pantanal wetland of BrazilJOURNAL OF APPLIED ECOLOGY, Issue 4 2000D.F. Calheiros Summary 1.,Participatory research methodologies incorporating local knowledge are important to the success of ecological research and the sustainable management of natural systems. However, methods of this type are not commonly employed in the natural sciences. 2.,We adopted a scientifically rigorous ethnographic research methodology to incorporate local knowledge into understanding a natural limnological phenomenon in the Brazilian Pantanal. Known locally as ,dequada', it is associated with fish kills. 3.,Using primarily open-ended questions and semi-structured interviews, 30 older head-of-household men were interviewed, by the same interviewer, in a small community representative of the few local riverside settlements. Their opinions were then contrasted with current scientific knowledge. 4.,In concordance with the scientific community, the local community cited decomposition of organic material as the principal cause of fish mortality due to the dequada. Local people therefore can have a well-founded understanding of their environment. 5.,This study demonstrates the importance of incorporating local knowledge to corroborate and, often, to guide the process of scientific inquiry. In this case, local knowledge added to scientific knowledge by providing a more complete understanding of the management and conservation of a natural system. We recommend that ecologists should be ready to acknowledge that local understanding can be greater than that of ,outsiders'. [source] CLINICAL CONSIDERATIONS FOR RESTORING MANDIBULAR INCISORS WITH PORCELAIN LAMINATE VENEERSJOURNAL OF ESTHETIC AND RESTORATIVE DENTISTRY, Issue 4 2008Robert D. Walter DDS Authors Porcelain laminate veneers have been proven to be a successful treatment modality for maxillary incisors in clinical practice and in controlled clinical studies. However, the data in clinical studies on the success of veneers for restoring mandibular incisors are limited. Clinically, the successful restoration of mandibular incisors with porcelain laminate veneers is one of the more challenging procedures in all of esthetic restorative dentistry. Limited coronal dimensions, the small amount of enamel available for bonding (particularly in the cervical areas), materials and techniques for the bonding procedures, and the response of the tooth,veneer complex to forces generated during the incisal loading in both functional as well as parafunctional contacts must be considered as potential sources of success or failure. This Critical Appraisal reviews three recent scientific articles to shed some light on these issues and, as in all research endeavors, leads the reader to identify additional areas of concern that might stimulate further scientific inquiry. The first publication studied predictors for enamel thickness for mandibular incisors. The second examined bonding protocols for exposed dentin and suggested immediate dentin sealing. The third paper addressed fracture behavior of mandibular incisors restored with porcelain laminate veneers in vitro. [source] Ethical Issues in HIV Research in Poor CountriesJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2001Gladys Mabunda Purpose: To increase awareness of the potential for conducting unethical research in poor nations in the name of scientific inquiry, and to enumerate ethical questions in HIV/AIDS research. Organizing construct: Principles of ethics and ethical analysis in clinical research. Sources and methods: Review of literature on ethical principles of research in developing nations. Findings: People who participate in clinical trials in poor countries often do so because that may be the only way to gain access to health care. However, access to tested drugs beyond clinical trials is not guaranteed. Participants often do not understand the consequences of being research subjects. Conclusions: Conducting research in poor nations requires recognition of ethical issues and maintenance of ethical standards, regardless of material wealth of the countries. Ethical standards also indicate including people from the target population in decisions relating to designing and conducting clinical trials. [source] A framework for teaching scientific inquiry in upper secondary school chemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2010Lisette van Rens Abstract A framework for teaching scientific inquiry in upper secondary chemistry education was constructed in a design research consisting of two research cycles. First, in a pilot study a hypothetical framework was enriched in collaboration with five chemistry teachers. Second, a main study in this community of teachers and researchers was conducted on the process of designing teaching scientific inquiry based on the enriched framework. Also, the enactment by five teachers and 80 students (age 17) of a designed inquiry module on "Diffusion: moving particles" was studied. This resulted in a theoretically and practically founded framework for teaching scientific inquiry, in which an iterative cycle of inquiry for students and a student inquiry community are essential. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:788,806, 2010 [source] In search of well-started beginning science teachers: Insights from two first-year elementary teachersJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2010Lucy Avraamidou Abstract The purpose of this qualitative case study was to explore what aspects of two first-year elementary teachers' practices were most consistent with an inquiry-based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio-recorded interviews, video-recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question-driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well-started beginning elementary teachers implementing inquiry-based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university-based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661,686, 2010 [source] Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2008Yehudit J. Dori Abstract The case-based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3-year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre- and postcase-based questionnaires were used to assess students' graphing and chemical understanding,retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding,retention in the post- with respect to the prequestionnaires. Comparing the experimental students to their non-CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case-based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 219,250, 2008. [source] Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2007Maria Araceli Ruiz-Primo This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual structures, and social processes). We describe the informal assessment practices as ESRU cycles,the teacher Elicits a question; the Student responds; the teacher Recognizes the student's response; and then Uses the information collected to support student learning. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the three teachers during the implementation of four investigations of a physical science unit on buoyancy. Furthermore, based on information collected in a three-question embedded assessment administered to assess students' learning, we linked students' level of performance to the teachers' informal assessment practices. We found that the teacher who more frequently used complete ESRU cycles had students with higher performance on the embedded assessment as compared with the other two teachers. We conclude that the ESRU model is a useful way of capturing differences in teachers' informal assessment practices. Furthermore, the study suggests that effective informal formative assessment practices may be associated with student learning in scientific inquiry classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach [source] Just do it? impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2003Randy L. Bell The purpose of this study was to explicate the impact of an 8-week science apprenticeship program on a group of high-ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10,11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 487,509, 2003 [source] Research Methods in the Leading Small Business,Entrepreneurship Journals: A Critical Review with Recommendations for Future Research,JOURNAL OF SMALL BUSINESS MANAGEMENT, Issue 3 2009Michael R. Mullen Small business and entrepreneurship scholars have made significant progress toward advancing the field and gaining recognition as an important domain of scientific inquiry. However, the authors suggest that a strong methodological foundation built on state-of-the-art research technologies is necessary to support further paradigmatic growth and maturation. Using Chandler and Lyon's study as a benchmark for research methods through the 1990s, the study critiques research methodologies used by small business and entrepreneurship researchers over the ensuing years. The analysis includes all 665 papers published between 2001 and February of 2008 in the Journal of Small Business Management, Journal of Business Venturing, and Entrepreneurship Theory and Practice. The research outlines key methodological issues, assesses recent methodological practice, identifies current trends, and offers recommendations for researchers in adopting existing and emerging research technologies. [source] Reshaping their views: Science as liberal artsNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 103 2005Judith Bramble General-education science courses should provide students with a foundation of knowledge about how the natural world works, a clear understanding of the nature of science and scientific inquiry, and an appreciation for the relationship between science and society. This chapter suggests a variety of approaches to engage students in their own learning and, with appropriate reflection, help them construct more scientific worldviews. [source] The interplay between experiment and theory in charge-density analysisACTA CRYSTALLOGRAPHICA SECTION A, Issue 5 2004Philip Coppens The comparison of theory and experiment remains a cornerstone of scientific inquiry. Various levels of such comparison applicable to charge-density analysis are discussed, including static and dynamic electron densities, topological properties, d -orbital occupancies and electrostatic moments. The advantages and drawbacks of the pseudoatom multipole are discussed, as are the experimentally constrained wavefunctions introduced by Jayatilaka and co-workers, which combine energy minimization with the requirement to provide a reasonable fit to the X-ray structure factors. The transferability of atomic densities can be exploited through construction of a pseudoatom databank, which may be based on analysis of ab initio molecular electron densities, and can be used to evaluate a host of physical properties. Partitioning of theoretical energies with the Morokuma,Ziegler energy decomposition scheme allows direct comparison with electrostatic interaction energies obtained from electron densities represented by the pseudoatom formalism. Compared with the Buckingham expression for the interaction between non-overlapping densities, the agreement with theory is much improved when a newly developed hybrid EP/MM (exact potential/multipole model) method is employed. [source] The Sufic Paradigm for Stress Management and its Contribution to a Model of Social Work PracticeASIAN SOCIAL WORK AND POLICY REVIEW, Issue 2 2009Zulkarnain A. Hatta This article presents Sufism as a model for helping to alleviate human miseries. As the instability, contradictions, and stress of the socioeconomic structure create a frantic search for relevant modes of treatment, the theories and methods espoused in Sufism present an alternative approach to be taken up in the interest of more effective practice; especially in the field of social work, psychology, and counseling. Sufic masters or teachers, by the nature of their work are social workers; hence, their role in helping stressed people is discussed. Existing tools of measurement that can test stress levels are used in order to present Sufism as being compatible with the mode of scientific inquiry. The article shows that sticking to traditional psychoanalytic, behavioral, transactional and analytical practices, to name a few, limits the avenues of help that can be offered to those in need. Social workers and human service agencies have to work in collaboration with religious institutions and other spiritual organizations in order to better serve the population. [source] Qualitative research and scientific inquiryAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 2 2004Ann Oakley No abstract is available for this article. [source] Fisheries economics: cutting a broad swath in the field of scientific inquiryAUSTRALIAN JOURNAL OF AGRICULTURAL & RESOURCE ECONOMICS, Issue 3 2010DIANE P. DUPONT First page of article [source] Is Cognitive Case Formulation Science or Science Fiction?CLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 1 2003Peter J. Bieling As with all systematic models of therapy, cognitive therapy distills a theory to the understanding of particular cases through the case formulation method. This article sets out criteria to evaluate whether cognitive case formulation follows the process of scientific inquiry, and it questions whether the formulation method meets these criteria. In terms of the evidence base for the cognitive theory that underpins cognitive case formulation, the research suggests that although the descriptive elements of cognitive theory are substantiated, the explanatory elements have received less support. In terms of the scientific status of the cognitive case formulation process, current evidence for the reliability of the cognitive case formulation method is modest, at best. There is a striking paucity of research examining the validity of cognitive case formulations or the impact of cognitive case formulation on therapy outcome. Implications for the clinical use of cognitive case formulation within a scientist-practitioner model are discussed, and potential programs of research to evaluate the case formulation method are described. [source] | ||||||||||||||||||||||