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1.
This study empirically addresses the claim made by Gibbons et al (The new production of knowledge: The dynamics of science and research in contemporary societies. Sage, Thousand Oaks, 1994) that a novel form of quality control (associated with Mode 2 knowledge production) is supplementing the “traditional” peer-review process (associated with Mode 1 knowledge production). A qualitative design was used to explore faculty members’ views on the criteria for assessing scientific research. Ninety-four semi-structured interviews were conducted with biomedical scientists, clinical scientists, and social scientists working in Canadian universities. Results show that the vast majority of participants are aligned with the “traditional” Mode 1 peer-reviewed procedures for assessing research and defining scientific excellence. These participants asserted that peer review is the best quality control mechanism for assessing scientific research, and peer recognition the key attribute for legitimacy in the academic arena. In contrast, participants ascribed a low value to non-academics’ judgment of their work. While the study findings do not provide support Gibbons et al.’s claim, they add to a growing body of evidence that supports the continuing importance of peer review in academic career success. 相似文献
2.
Mehmet Buldu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):121-132
Background Since the 1950s, there has been a growing body of research dealing with perceptions children have of scientists. Typically, research studies in this area have utilized children's drawings in an effort to discern what those perceptions are. Studies assessing perceptions children have of scientists have shown that children have stereotypical images of scientists. Although there is no direct evidence to demonstrate the link between children's images of science and scientists with their career choice, several researchers (including this researcher) have assumed that children's attitudes towards science are greatly influenced by their perceptions of science and scientists. Purpose This study aimed to find out if there was a difference in the way 5- to 8-year-old children drew scientists, taking account of age, gender and socio-economic status. Sample For this study a convenience sample of 30 young children was used. Participants included young children between the ages of 5 and 8 years from a public elementary school in Ankara, the capital city of Turkey. Although the sample of the study was obtained from one school in a metropolitan area, children involved in this preliminary study were from very different socio-economic backgrounds. As the sample size is very small for making comparisons, it was intended to have a similar number of children from different age groups and socio-economic backgrounds and both genders. Design and methods The researcher worked individually with each child who participated in this study in an interview setting. Although each child was asked a set of standard questions, and given a standard set of directions, each interview session was informal enough to allow the researcher to gain additional information about children's drawings and to clarify any of their responses. During the interview sessions, children's responses were noted by the researcher. Before the children were asked to draw their picture of a scientist, they were offered a set of coloured pencils or crayons and told to feel free to colour their drawing or any parts of it they would like to accentuate. At the end of the interview and drawing sessions, the researcher went through all the drawings and notes to get a ‘feel’ for and ascertain what was being said, identifying key themes in each drawing. Results The most common scientist type drawn in this study was the stereotypical scientist type: someone who conducts research, or someone who tries to invent a new material. But unlike previous studies, around 35% of the scientist figures drawn (n = 15) were of the social scientist type. Stereotypical images drawn by the current study participants included symbols of research, such as scientific instruments and laboratory equipment of all kinds, and symbols of knowledge, principally books and cabinets, technology and the products of science. An interesting finding of this study was that perceptions of young children differed due to their age. Children at the age of 8 years drew non-stereotypical scientist images, and they drew more detail than did their younger peers. When children were compared in terms of their gender, no significant differences were observed between girls and boys. But on the other hand, none of the boys drew female scientists, and five out of 30 children who were girls drew female scientists. While children of parents with lower socio-economic status drew more stereotypical scientist images, children of parents with higher economic status drew different images of scientists, a result which showed us that the scientist perceptions of young children differ with socio-economic status. Conclusions Emergent from this research has been a non-stereotypical perception of scientists, and some evidence exists that such a non-stereotypical perception differs due to age and socio-economic status. While these images may seem amusing, they also provide a reflection of the image that children have about what a scientist looks like. These images may have a powerful impact on present functioning and future plans of young children. 相似文献
3.
This study used semistructured interviews and grounded theory to look for characteristics among college undergraduates that predicted persistence into Ph.D. and M.D./Ph.D. training. Participants in the summer undergraduate and postbaccalaureate research programs at the Mayo Clinic College of Medicine were interviewed at the start, near the end, and 8–12 months after their research experience. Of more than 200 themes considered, five characteristics predicted those students who went on to Ph.D. and M.D./Ph.D. training or to M.D. training intending to do research: 1) Curiosity to discover the unknown, 2) Enjoyment of problem solving, 3) A high level of independence, 4) The desire to help others indirectly through research, and 5) A flexible, minimally structured approach to the future. Web-based surveys with different students confirmed the high frequency of curiosity and/or problem solving as the primary reason students planned research careers. No evidence was found for differences among men, women, and minority and nonminority students. Although these results seem logical compared with successful scientists, their constancy, predictive capabilities, and sharp contrast to students who chose clinical medicine were striking. These results provide important insights into selection and motivation of potential biomedical scientists and the early experiences that will motivate them toward research careers. 相似文献
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2 experiments were carried out to investigate 18- to 30-month-old children's memory for the location of a hidden object. In the first experiment, young children were observed in 2 different memory-for-location tasks, both conducted in their own homes. In 1, a toy was hidden in a natural location, and in the other it was hidden in one of a set of boxes with picture cues on top of them. Memory performance was significantly better when the toy was hidden within the natural environment. The effect of different types of hiding locations was examined further in the second experiment. No age differences were found when an object was hidden either in the natural environment or in 1 of a set of unmarked boxes (although performance was better in the former condition). However, in the third condition the older subjects (24-30 months) effectively used a landmark cue (a nearby piece of furniture) to help them remember in which plain box a toy had been hidden, but the young subjects (18-22 months) did not profit from such potential cues. The results, as well as some previous research with delayed-response tasks, were interpreted as reflecting developmental changes in very young children's ability to exploit available cues. The pattern of results suggested the possibility that 2-year-old children are capable of a simple form of mnemonic strategy, actively associating an available cue with the information to be remembered. 相似文献
6.
Dr. Norman D. Anderson 《Journal of Science Teacher Education》1993,4(2):44-50
Summary The major purpose of the SCI-LINK Projects was to explore ways of linking research scientists and school science teachers.
Not only did the project provide these teachers with a better understanding of scientific environmental research and recent
findings, but it allowed them to develop activities and other instructional materials they could use in their classrooms.
Leadership skills also were developed as evidenced by the Master Teachers that evolved and the many professional activities
in which they have been engaged since the first institutes.
Many things were done during the course of the project in order to make the process more efficient. These include assistance
to scientists in making their presentations and field trips more effective and helping teachers with their writing and library
skills. Also explored were the nature and format for the activities the teachers developed and how they can best be evaluated
and disseminated.
Positive feedback from teachers and the continued interest of research scientists to participate has led to another project
patterned after the model used in the SCI-LINK Project. This second generation project, GLOBE-NET, also supported by the National
Science Foundation, involves scientists and teachers in the development of instructional materials on global change.
At least some of the efforts to improve science education should include scientists and teachers as partners. The model used
in the SCI-LINK Project provides one way of doing so. 相似文献
7.
《Ethnography and Education》2013,8(2):182-195
Becoming familiar with ‘the field’ location and its inhabitants is a natural and important part of ethnographic research. However, little has been written about how operationalising a ‘familiarisation period’ within an ethnography can form the foundation on which fieldwork can be built. By reflecting on the experience of employing a familiarisation period within an ethnography with young children, this paper explores how key principles may be used to enhance research practice. The paper argues that the outlined principles of familiarisation are an important aspect of ethnography which need to be engaged with at the start of a study and also form a part of the reflexive process of ‘being in the field’. It is also argues that the familiarisation can be an important tool in effectively accessing children's ‘voice’ and working with so-called ‘hard to reach’ groups. 相似文献
8.
Age-publishing profiles are estimated for four fields of science using data from the 1977 Survey of Doctorate Recipients. The five measures of publishing activity used allow for analysis of the sensitivity of the age-publishing relationship to output measure. Results are presented separately for graduate faculty and faculty at nongraduate departments. Although age is found to be a fairly weak predictor of performance, in physics and earth science older scientists publish less than their youngest peers and in physiology and biochemistry older scientists publish less than their middle-aged colleagues. Given the time frame of the data, the results suggest that the graying of America's scientific community was accompanied with slowed rates of research in higher education. 相似文献
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10.
Australian social scientists and transition to a more commercial university environment 总被引：1，自引：1，他引：1
Grant Harman 《高等教育研究与发展》2005,24(1):79-94
Australian social scientists generally are highly critical of Commonwealth Government higher education policy and funding levels, and the new commercial, entrepreneurial and managerial university environment. They are frustrated with increased workloads, higher degrees of regulation and reporting requirements, incompetence of university management and often deteriorating social relations within academic departments. At the same time, many social scientists have proved to be remarkably adaptable, showing high degrees of interest in and commitment to their teaching and research, impressive levels of research productivity and substantial involvement in providing policy advice to government and in commercial activities, including recruiting fee‐paying domestic and international students, consultancies and attracting external research funds. Many work effectively with colleagues or in research teams, and often publish jointly with colleagues from their own and other institutions. Despite strong research links with government agencies, respondents report that their research is primarily driven by intrinsic interest and to generate inputs to teaching, rather than by utilitarian motives. 相似文献
11.
Dorothy V. Smith Pamela J. Mulhall Christina E. Hart Richard F. Gunstone 《International Journal of Science Education》2016,38(10):1607-1621
This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula. 相似文献
12.
Maria Andrée 《International Journal of Science Education》2013,35(12):1985-2008
Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall societal aims. Rather, initiatives to recruit young people to science are also ways for the scientific community to engage in the social and cultural reproduction of itself. For a community to survive and produce a future, it needs to secure regeneration of itself in succeeding generations. The aim of this study is to, from a perspective of social and cultural production/reproduction, shed light on an initiative from the scientific community to recruit young people to science education. This is a case study of one recruitment campaign called the Chemistry Advent calendar. The calendar consists of 25 webcasted films, produced and published by the science/technology faculty at a university. The analysed data consist of the films and additional published material relating to the campaign such as working reports and articles published about the campaign. The analysis focussed on what messages are communicated to potential newcomers. The messages were categorised by means of a framework of subjective values. The results are discussed both from a perspective of how the messages mirror traditions and habits of the scientific community, and in relation to research on students' educational choices. 相似文献
13.
In 4 studies with 18-24-month-old children, evidence was obtained of strategy-like behaviors in a memory-for-location task in which the child had to remember in what natural location a toy had been hidden. The children exhibited behaviors that resemble the mature strategies of rehearsal and monitoring, including talking about the toy or its hiding place and looking or pointing at it during the delay interval. In Experiments 1 and 2, these strategy-like behaviors were engaged in differentially as a function of familiarity, both of the setting in which the task was embedded and of the task itself. Significantly more target behaviors occurred in an unfamiliar than in a familiar setting, and more target behaviors occurred on the first than on the second day of observation. In Experiment 3, when the basic memory task was modified to remove the memory demands from the child, very few of the strategy-like behaviors occurred, indicating that they were indeed memory specific. In the fourth experiment, the rehearsal-like behaviors were shown to be related to subsequent retrieval. We interpret these results as evidence of an early natural propensity to keep alive what must be remembered, a rudimentary and imperfect version of what will later become more elaborate and planful mnemonic strategies. 相似文献
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15.
Caren S. Martin 《Journal of Research in Special Educational Needs》2016,16(4):280-298
In 2010, the Centers for Disease Control (CDC) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder (ASD). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life‐long learning and general well‐being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria (DC) for incorporation into the physical classroom environment used by children with ASD. The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD. Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence‐based DC to guide classroom design solutions that support learning by children with ASD. 相似文献
16.
Career patterns of U.S. male academic social scientists 总被引：1，自引：0，他引：1
Seventy-four U.S. male academic social scientists provided career stage data. All were born between 1893 and 1903. The subjects were divided into four groups on the basis of their scholarly article productivity after age 59. Spilerman's conceptualization of work history guided the analysis. To a lesser extent, adult development theory (e.g., Hall and Nougaim, 1968) was also examined.Critical career events were content analyzed and compared. Distinct career paths through and beyond retirement emerged. Among other things, the active publishers have had a less varied career in terms of the different academic roles possible in colleges and universities. Obtaining the Ph.D. followed by research in one setting well beyond retirement characterize these individuals. The moderately active and inactive publishers began their work history with high school teaching and administration, later had college posts as department heads or deanships, and reported sharper separation from academic work at age 65.The importance of early start and place of work support Spilerman's contention of the organization shaping the individual. Career events did not cluster at either chronological or career ages and hence fail to corroborate adult development theorists. 相似文献
17.
Christine Z. Cataldo 《Early Childhood Education Journal》1978,6(2):30-31
The very young infant who enters into any day care setting is more dependent on the caregiver than he or she ever will be
again. The infant has not yet developed the physical and social skills with which older babies can manage to call attention
to their needs.
Caregivers (and parents) of young babies understand that there are several important sets of abilities an infant needs to
develop before he or she evolves into the busy, sitting-up, smiling, babbling 6-month-old. The adults can, and should, provide
assistance.
A loving and attentive caregiver can both protect and enhance the infant's natural development by regularly engaging in the
“interaction games” described here. They are designed to be fun, to combine gentle rhymes and song, and to be conducted in
a cheerful, relaxed fashion. Don't “teach”—DO create a warm, friendly playtime.
The best time for interaction games is when the baby and caregiver are both rested, attentive, and in good spirits. After
you try it a few times, use your own judgment to determine if a particular game is successful or not. Just as you will have
your favorites, different babies like different things too! Once baby and caregiver use the first games in each set, once
they enjoy them and make them their own, they can go on to the next, more difficult activities.
Christine Z. Cataldo coordinates research projects and teaches courses on infant education, parent programs, early intervention,
and atypical young children. She consults with day care centers, nursery schools, and special programs for the very young. 相似文献
18.
This study investigated the image of scientists held by Israeli pre-service teachers, the majority of whom were female. The population consisted of students belonging to two cultures, Hebrew-speaking and Arabic-speaking. The DAST ('Draw-a-Scientist-Test') tool and other tools, some of which were developed specifically for this research, tested the image of the scientist as perceived by the participants. It was found that the image of the scientist is perceived as predominantly male, a physicist or a chemist, working in a laboratory typical of the eighteenth, nineteenth or the early-twentieth century. Students did not differentiate between scientists and inventors. Different images were held in the two cultures. Most of the Arabic-speaking students put Classical Islamic scientists near the top of their lists and thought of the scientist as an Arab male, while the Hebrew-speaking students' was as a typical Western male. Recommendations, resulting from the findings, for developing a new learning unit for the purpose of altering stereotypes are suggested. 相似文献
19.
Liz Chesworth 《International journal of qualitative studies in education》2013,26(9):851-862
AbstractThis article contests the emphasis that is frequently placed upon child-friendly methods in research with young children. Focusing upon a series of research encounters from a doctoral study of play in an early years classroom, I examine my interactions with the children and their social and material worlds and draw upon these encounters to highlight some emergent and unpredictable elements of research with young children. I argue that these elements call for a decreased emphasis upon the implementation of method towards an openness to uncertainty and an ethical responsiveness to the researcher’s relations with children and their everyday lives. An ethical responsiveness to uncertainty has implications throughout the research process, including through the ways in which we choose to read, interpret and present the data. This article offers original contributions to contemporary debates regarding what might become possible when uncertainty is acknowledged and embraced in research with young children. 相似文献
20.
Rita R. Culross 《Roeper Review》2013,35(3):126-127
This article discusses the individual and contextual factors that are salient to high levels of creativity among scientists working in organizational settings in the modern world. The article contrasts such scientists with traditional depictions of creative scientists and draws implications for future directions for creativity research and for the education and development of young scientists. 相似文献