Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues

This study investigates whether university students’ epistemic beliefs and prior knowledge about controversial socioscientific issues (SSIs) can predict the different types of arguments that students construct. Two hundred forty‐three university students were asked to construct different types of supportive arguments—social, ethical, economic, scientific, ecological—as well as counterarguments and rebuttals after they had read a scenario on a SSI. Participants’ epistemic beliefs and prior knowledge were assessed separately. Results showed that students’ epistemic beliefs and prior knowledge predicted the quantity, quality, and diversity of the different types of arguments the students constructed. In particular, students who held sophisticated epistemic beliefs about the structure of knowledge and exhibited relatively more robust prior knowledge scores, produced arguments of greater quantity, better quality, and higher diversity than students with less sophisticated epistemic beliefs and low prior knowledge scores. Educational implications are discussed

Preservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programme

The recent literature has shown the importance of Preservice Elementary Science Teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 hours of class participation plus 8 hours of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre-test and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice, especially to the extent to which they mentioned argumentation in their practice portfolios.This work is part of the “I+D Excelencia” project “Development and evaluation of scientific competences through context based and modelling teaching approaches” case studies (EDU2013-41952-P), funded by the Spanish Ministry of Economy and Finance through its 2013 research call

Old wine in new bottles: Exploring pragmatism as a philosophical framework for the discipline of coaching

The practice and industry of organizational coaching are now well established, but how it is understood theoretically continues to lag behind. In this paper we analyze possible reasons for this state of affairs and argue that the development of coaching as an academic discipline will benefit from adopting philosophical pragmatism as an overarching theoretical framework. This move will enable coaching academics to utilize the contributions to knowledge that different paradigms generate. Positioning pragmatism as a theory of action we argue that organizational coaching is by default a pragmatic enterprise and provide three examples of the considerable benefits to be gained by conceptualizing it this way. (1) Drawing from the pragmatists’ ideas, particularly those of John Dewey, we demonstrate how the theoretical understanding of organizational coaching can be enhanced by considering its nature as a joint inquiry. (2) Pragmatism suggests development as an ultimate purpose for organizational coaching which also helps to resolve fundamental conceptual debates. (3) In light of the complexity and diversity involved in the way that organizational coaching is practiced, pragmatism offers coaches a useful framework for developing the flexibility required for navigating the multiplicity of influences on their practice

Examination frequencies and patient doses from computed tomography examinations in the area of Athens, Greece

A survey was conducted in the Athens region between the years 1996-1997, in which 33 CT scanner facilities from the 67 operating in this area participated. Examination frequencies from the 33 scanners were 187,875 per year for all types of examinations. Using published estimations for the mean effective dose for each type of examination, it was estimated that the collective dose from the above examinations was about 1,100 person-Sv, which, if projected to the total number of 152 CT scanners operating in Greece at the time of the survey, results in about 0.5 mSv per caput dose each year for the Greek population, which is probably the highest in Europe

Examination frequencies and patient doses from computed tomography examinations in the area of Athens, Greece

A survey was conducted in the Athens region between the years 1996-1997, in which 33 CT scanner facilities from the 67 operating in this area participated. Examination frequencies from the 33 scanners were 187,875 per year for all types of examinations. Using published estimations for the mean effective dose for each type of examination, it was estimated that the collective dose from the above examinations was about 1,100 person-Sv, which, if projected to the total number of 152 CT scanners operating in Greece at the time of the survey, results in about 0.5 mSv per caput dose each year for the Greek population, which is probably the highest in Europe

A comparative online survey on the intention to get COVID-19 vaccine between Greek and Cypriot healthcare personnel: is the country a predictor?

Vaccine hesitancy amongst healthcare personnel (HCP) is a critical issue. The aim was to explore the factors that determine the intention to opt for COVID-19 vaccine among HCP from two southern European countries. An anonymous online self-administered survey using Google Forms has been conducted between December 1st to December 15th, 2020 among the HCP in Greece and the Republic of Cyprus. A total of 2,238 HCPs participated in the study (1,220/54.5% from Republic of Cyprus and 1,018 from Greece). Overall 1,082 (48.3%) stressed their intention to get vaccinated (64.4% for Greece and 34.9% for Republic of Cyprus). The main reasons for those who intend to get the COVID-19 vaccine include self (94.2%), family (98.7%), and patients protection (95.2%) as well as mitigation of COVID-19 pandemic (95.4%). The multivariate logistic regression that was performed for the total sample revealed that the following variables were significantly associated with an increased probability to get vaccinated against COVID-19: being a physician, a member of the nursing personnel, paramedical staff, working in Greece, age, the belief that influenza vaccination should be mandatory for HCP, and the rating of the overall management of COVID-19 pandemic in the country and from the public hospitals. Physicians were more likely to get vaccinated against COVID-19 than other HCP. The age was a predictor of COVID-19 uptake intention in the Republic of Cyprus. The belief that there was a successful management of the COVID-19 pandemic contributed to the intention to COVID-19 vaccination uptake