104 research outputs found

    Inclusivity in the Education of Scientific Imagination

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    Scientists imagine constantly. They do this when generating research problems, designing experiments, interpreting data, troubleshooting, drafting papers and presentations, and giving feedback. But when and how do scientists learn how to use imagination? Across six years of ethnographic research, it has been found that advanced career scientists feel comfortable using and discussing imagination, while graduate and undergraduate students of science often do not. In addition, members of marginalized and vulnerable groups tend to express negative views about the strength of their own imaginations, and the general usefulness of imagination in science. After introducing these findings and discussing the typical relationship between a scientist and their imagination across a career, we argue that reducing the number or power of active imaginations in science is epistemically counterproductive, and suggest a number of ways to bring imagination back into science in a more inclusive way, especially through courses on imagination for scientists, role models, and exemplar-based learning

    The Role of Imagination in Making Water from Moon Rocks: How Scientists Use Imagination to Break Constraints on Imagination

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    Scientists recognize the necessity of imagination for solving tough problems. But how does the cognitive faculty responsible for daydreaming help in solving scientific problems? Philosophers claim that imagination is informative only when it is constrained to be maximally realistic. However, using a case study from space science, we show that scientists use imagination intentionally to break reality-oriented constraints. To do this well, they first target low-confidence constraints, and then higher-confidence constraints, until a plausible solution is found. This paper exemplifies a new approach to epistemology of imagination that focuses on sets of imaginings (rather than individual imaginings), and responsible (rather than reliable) imaginings

    Information retrieval for systematic reviews in food and feed topics: a narrative review

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    Introduction Systematic review methods are now being used for reviews of food production, food safety and security, plant health, and animal health and welfare. Information retrieval methods in this context have been informed by human healthcare approaches and ideally should be based on relevant research and experience. Objective This narrative review seeks to identify and summarise current research-based evidence and experience on information retrieval for systematic reviews in food and feed topics. Methods MEDLINE (Ovid), Science Citation Index (Web of Science) and ScienceDirect (http://www.sciencedirect.com/) were searched in 2012 and 2016. We also contacted topic experts and undertook citation searches. We selected and summarised studies reporting research on information retrieval, as well as published guidance and experience. Results There is little published evidence on the most efficient way to conduct searches for food and feed topics. There are few available study design search filters, and their use may be problematic given poor or inconsistent reporting of study methods. Food and feed research makes use of a wide range of study designs so it might be best to focus strategy development on capturing study populations, although this also has challenges. There is limited guidance on which resources should be searched and whether publication bias in disciplines relevant to food and feed necessitates extensive searching of the grey literature. Conclusions There is some limited evidence on information retrieval approaches, but more research is required to inform effective and efficient approaches to searching to populate food and feed reviews
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