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51.
Leland L. Glenna Rick Welsh David ErvinWilliam B. Lacy Dina Biscotti 《Research Policy》2011,40(7):957-968
Policies designed to promote the commercialization of university science have provoked concern that basic and publicly accessible research may be neglected. Commercialization policies have altered traditional institutional incentives and constraints, which raises new questions regarding the influence of scientists’ values on university research agendas. Our research builds on previous quantitative studies measuring changes in research outcomes and qualitative studies probing differentiation among scientists’ value orientations. We developed a nation-wide survey of 912 plant and animal biotechnology scientists at 60 research universities. Our analysis reveals that scientists’ value orientations on what we classify as “market” and “expert” science affect the amount of industry funding they receive, the proprietary nature of their discoveries, and the percentage of basic science research conducted in their laboratories. We also find that the percentage of industry funding is significantly associated with more applied research. Our findings provide insights for science and society theory and suggest that strong incentives for public-science research along with adequate public-research funds to preserve the university's vital role in conducting basic and non-proprietary research are needed to complement private-sector research investments at universities. 相似文献
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This paper focuses on the reorganization of secondary education in a small town in England. It conceptualizes the six headteachers of the secondary schools in the town, and the Director of Education, as social actors, or players, engaged in transactional games situations during that reorganization, and shows that the political changes which transformed the public sector education provision also created the conditions in which such games can flourish. The theoretical underpinning of the research is outlined, and the reorganisation is interpreted as seven concurrent transactional games played within the boundaries of a limiting political framework. A detailed ethnographic explanation of one of the games is then used to illustrate and explain the social interactions of the players as they competed for professional and personal prizes on up to four different stages. Access to power, which derived from political structures at the national and local levels, was a key requirement in securing prizes. Power was differentially distributed between the players, and some of the changes which occurred during the timespan of the reorganization had the potential to alter each player's access to power. This offered the possibility of changing the games and altering the prizes. 相似文献
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Kelly A. Welsh 《The Educational forum》2017,81(3):301-321
This study examined the development of effective teaching skills in teacher candidates in the context of early field experiences directly tied to a pedagogical course. Evidence from faculty instructors, mentor teachers, and teacher candidates suggests secondary education candidates were able to develop effective teaching skills related to instructional strategies, classroom management, and curriculum design during an early field experience. Teacher candidates developed these skills as they shifted their identities from candidates-as-students to candidates-as-teachers. 相似文献
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In the Humanities, my most memorable teachers were those who did more than teach the subject matter of some discipline. They espoused an underlying theme that established a perspective or framework within which to structure the details of the subject being taught. This paper will describe a particularly useful theme that reveals the structure of certain scientific explanations relevant to a study of chemistry. Because it emphasizes the structure of certain scientific explanations found in chemistry, it usually helps a student to distinguish a sensible explanation from one that is not. Some might suggest that the Scientific Method as proposed by Roger Bacon is particularly suitable for such a theme. I disagree. The Scientific Method—no matter what model is used—is too generic. It lacks the specificity necessary to be useful in the role of a theme. This paper is intended to provide an example of a theme for an introduction to chemistry that I have found particularly useful. However, before continuing, let me put in an immediate disclaimer. The theme that I have found most useful is neither the only possible theme nor necessarily the best. However, it does demonstrate what a theme in a science course means to me. Hopefully its usefulness will be apparent to the reader. 相似文献
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This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of
science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards
to these objectives, three different class contexts were developed with three main types of information in history of science.
In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were
considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the
ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were
used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four
classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the
four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that
the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in
science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical
class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the
first class context were higher than other classes but the differences between classes were not significant. The HOS affected
student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’
personal lives consistently stimulated student interest in science, while discussions of scientific methods without these
stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest
in science has major importance for the teaching of science. This research also helps to clarify different class contexts
which can be provided with different types and uses of historical information. 相似文献