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Descriptors:
Public Agencies; Public Policy; Scientific Research; Periodicals; Access to Information; Federal Aid; Federal Government; Publishing Industry

Abstract:
The National Science Foundation (NSF), in carrying out the Obama administration's new push for greater public access to research published in scientific journals, will consider exclusivity periods shorter than the 12-month standard in the White House directive, as well as trade-offs involving data-sharing and considerations of publishers' financial sustainability. The administration's directive, announced on Friday after two years of deliberation, asks agencies that sponsor research to impose a 12-month upper limit on how long journals can hold subscription-only rights to articles describing research that was financed with federal funds. The National Institutes of Health (NIH) adopted such a requirement almost five years ago, and now all other federal agencies that spend at least $100-million a year on research and development are being given six months to draft a similar policy. The NIH announced this past November that it would soon begin enforcement by blocking the renewal of grant awards in cases where journal publications arising from the awards do not comply with its open-access rule. The NSF, the largest provider of federal money for basic scientific research after the NIH, will very likely follow the NIH in setting a 12-month period of exclusivity as its general rule. The White House science adviser, John P. Holdren, in announcing the new policy on Friday, described an expansion of public access to federally financed research as important to economic growth. Scientific research supported by the federal government spurs scientific breakthroughs and economic advances when research results are made available to innovators. Demands for open-access research have generated years of heated debate involving publishers, universities, researchers, and various advocacy groups. The NIH instituted its 12-month policy in April 2008, but only after strenuous objections from private publishing companies that fought back against an original proposal for six months. Congress has refused to pass a government-wide mandate, despite several years of attempts by some lawmakers. And only a year ago, the Obama administration appeared to have given up on the idea, after a year of studying the question. In the end, the plan outlined by Mr. Holdren does "a very good job of balancing interests" of libraries, universities, researchers, and publishers. Industry representatives appeared to agree. In a statement issued Friday, the Association of American Publishers said the new policy "outlines a reasonable, balanced resolution of issues around public access to research funded by federal agencies." 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:
Familiarity; English (Second Language); Foreign Countries; College Faculty; Protocol Analysis; Semi Structured Interviews; Second Language Instruction; Second Language Learning; Editing; Language Teachers; Native Speakers; Scientific Research; Teacher Attitudes; Academic Discourse; Writing (Composition); Japanese; Cooperation; Medicine; English for Special Purposes; Apprenticeships; Vocabulary

Abstract:
Native-English-speaking English teachers at universities in EFL contexts are often asked to edit scientific manuscripts written by English as an additional language (EAL) colleagues. However, a lack of familiarity with scientific writing can make such editing tasks burdensome to English teachers. Using Lave and Wenger's (1991) notion of legitimate peripheral participation as an analytical lens, this study explored how English teachers who regularly edited healthcare-related texts learned the "craft" of scientific editing. Semi-structured interviews were conducted with four English-teaching editors employed at universities in Japan, with a focus on these editors' initial difficulties with editing and how editors overcame these difficulties. Two participants also completed think-aloud editing tasks, which were followed by stimulated recall interviews. Results indicate that four issues are of potential significance to these English teachers' learning of and attitudes towards the craft of scientific editing: 1) the various styles and terminology of medical academic writing; 2) authors' involvement in the editing process; 3) the ability to communicate with authors in Japanese; and 4) early apprenticeship or immersion experiences. We conclude that universities in EFL contexts should encourage greater collaboration, involving both education and research, between English teachers and scientific professionals. (Contains 2 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:
Participation; Recruitment; African Americans; Immigration; Counties; Patient Education; Focus Groups; Diseases; Hispanic Americans; Barriers; Classification; Costs; Coding; Safety; Trust (Psychology); Reading Materials; Literacy; Spanish Speaking; Advocacy; Cultural Background; Intervention; Scientific Research

Abstract:
African Americans and Latinos are underrepresented in clinical trials. The purpose of this study was to elicit solutions to participation barriers from African Americans and Latinos. Fifty-seven adults (32 African Americans, 25 Latinos) ages 50 years and older participated. The Institute of Medicine's "Unequal Treatment" conceptual framework was used. Six racially/ethnically homogenous focus groups were conducted at five sites in three counties. Themes within groups and cross-cutting themes were identified. The NVIVO program was used for data classification. The data were reviewed for final coding and consensus. Shared solutions included addressing costs, recruiting in community contexts, conducting community and individualized patient education, and sharing patient safety information. Participants were unanimously in favor of clinical trials navigation recruitment interventions. Solutions specific to African Americans included diversifying research teams, recognizing past research abuses, and increasing community trust. Solutions specific to Latinos included providing low-literacy materials, providing Spanish-speaking clinicians and advocates, and clarifying that immigration status would neither be documented nor prevent participation. Solutions from African Americans and Latinos reflect their cultural backgrounds and historical experiences. The results suggest the importance of developing a tailored, barriers-focused navigation intervention to improve participation among diverse racial and ethnic populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teachers; Undergraduate Students; Elementary School Teachers; Inquiry; Scientific Research; Scientific Principles; Student Attitudes; Scientific Concepts; Science Instruction; Education Courses; Preservice Teacher Education; Outcomes of Education; Curriculum Development; Curriculum Implementation

Abstract:
While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in "Sci Educ" 84:287-312, 2000; Windschitl et al. in "Sci Educ" 87(1):112-143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in "Educ Psychol" 41(2):75-86, 2006; Settlage in "J Sci Teach Educ" 18:461-467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students' attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms. 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:
Foreign Countries; Nationalism; Teacher Role; College Faculty; Correlation; Scholarship; Government School Relationship; Scientific Research; Political Attitudes; Surveys; Immigrants; Professional Identity; Self Concept

Abstract:
Historically, the changing roles of academics have often been associated with changing relations between scholarship and the state. What functions did the state expect scholars to fulfill? Using a historical-biographical approach, this essay considers the example of early nineteenth-century astronomer Ferdinand Rudolf Hassler, who immigrated to the United States from Switzerland in 1805 and whose contributions to various scientific projects during the next decade (i.e., the final decade of the Napoleonic Wars) revealed a key shift in modern academic identity--a shift from cosmopolitanism to nationalism shaped by the political anxieties and geopolitical uncertainties of his time. Hassler's involvement with a US coastal survey and the construction of a US national observatory raised doubts about the extent to which a scholar (particularly an immigrant scholar) could be a "cosmopolitan" and a "servant of the state" simultaneously. Hassler, like others of his generation, failed to balance these competing and perhaps fundamentally incompatible roles. His case, together with his own commentary on his experiences, sheds light on similar dilemmas facing so-called global scholars today. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Writing for Publication; Early Childhood Education; Educational Research; Publications; Scientific Research; Publishing Industry; Scholarship; Writing (Composition)

Abstract:
Published research results in early childhood education contribute to the field's knowledge, theory, and practice. They also guide future early childhood education research studies. The publication of research articles is an essential requirement for academics. For some researchers, however, writing may be a difficult activity, particularly the process of getting the study published. This article discusses basic issues in scholarly writing and offers guidelines on ways to organize and write scientific research manuscripts that are appropriate for early childhood education and other disciplines. It explains the importance of publishing, defines the meaning of a scientific research publication, and explains the process in manuscript preparation to guide emerging researchers to write research manuscripts that are comprehensible and will have a high probability of being accepted for publication. Finally, it describes the publication process. 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:
Educational Research; Educational Philosophy; Evidence; Scientific Research

Abstract:
In philosophy, it is almost a platitude to argue that fact and value intertwine. However, in empirically oriented educational research, it is not. Hence, there is some affinity between logical positivism, which is no longer tenable in philosophy, and empirically based contemporary educational research in terms of assumptions each makes about "the given." In this essay, Koichiro Misawa casts light on how fact and value intertwine by invoking the notion of "second nature" that John McDowell has reanimated. This will in turn prompt us to see the relation between nature and nurture, as well as between mind and world, quite differently and to discern two senses of "the given": one is illusory; the other educational. Misawa concludes that the philosophy of education should and can take the lead in forming rigorous interdisciplinary studies of the human future with a certain sensitivity to the tight and complex interweaving between the empirical and the conceptual, or between the factual and the normative. (Contains 38 footnotes.) 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:
Biology; Models; Science Education; Educational Strategies; Learning Strategies; Epistemology; Role Perception; Educational Philosophy; Scientific Concepts; Scientific Principles; Scientific Research; Scientific Literacy; Educational Practices; Modeling (Psychology); Definitions

Abstract:
Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic aims and cognitive payoffs. In the science education literature, modeling has been discussed in a variety of ways, but often without explicit reference to the diversity of roles models play in scientific practice. We aim to expand and bring clarity to the myriad uses of models in science by presenting a framework from philosopher of biology Jay Odenbaugh that describes five pragmatic strategies of model use in the biological sciences. We then present illustrative examples of each of these roles from an empirical study of an undergraduate biological modeling curriculum, which highlight how students used models to help them frame their research question, explore ideas, and refine their conceptual understanding in an educational setting. Our aim is to begin to explicate the definition of modeling in science in a way that will allow educators and curriculum developers to make informed choices about how and for what purpose modeling enters science classrooms. 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:
Science Education; Scientific Research; Educational Theories; Foreign Countries; Natural Sciences; Public Education; Scientists; Sciences; Higher Education; Science Curriculum

Abstract:
In this paper, I describe the strong and reciprocal relations between the emergence of the specialized expert in the natural sciences and the establishment of science education, in early Modern Greece. Accordingly, I show how science and public education interacted within the Greek state from its inception in the early 1830, to the first decade of the twentieth century, when the University of Athens established an autonomous Mathematics and Physics School. Several factors are taken into account, such as the negotiations of Western educational theories and practices within a local context, the discourses of the science savants of the University of Athens, the role of the influential Greek pedagogues of the era, the state as an agent which imposed restrictions or facilitated certain developments and finally the intellectual and cultural aspirations of the nation itself. Science education is shown to be of fundamental importance for Greek scientists. The inclusion of science within the school system preceded and promoted the appearance of a scientific community and the institution of science courses was instrumental for the emergence of the first trained Greek scientists. Thus, the conventional narrative that would have science appearing in the classrooms as an aftermath of the emergence of a scientific community is problematized. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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