A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-service Teachers the Nature of Science by Ostention

This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn’s notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n=15) participating in the NOS instructional model. Three case studies are presented to illustrate successful conceptual changes that took place as a result of the NOS instructional model. All three cases represent students who claim a very conservative Christian heritage and for whom evolution was not considered a legitimate scientific theory prior to participating in the NOS instructional model. All three case study individuals, along with their twelve classmates, placed evolution as most scientific when compared to intelligent design and a fictional field of study called “Umbrellaology.

Harm–benefit analysis – what is the added value?:A review of alternative strategies for weighing harms and benefits as part of the assessment of animal research

Animal experiments are widely required to comply with the 3Rs, to minimise harm to the animals and to serve certain purposes in order to be ethically acceptable. Recently, however, there has been a drift towards adding a so-called harm-benefit analysis as an additional requirement in assessing experiments. According to this, an experiment should only be allowed if there is a positive balance when the expected harm is weighed against the expected benefits. This paper aims to assess the added value of this requirement. Two models, the discourse model and the metric model, are presented. According to the former, the weighing of harms and benefits must be conducted by a committee in which different stakeholders engage in a dialogue. Research into how this works in practice, however, shows that in the absence of an explicit and clearly defined methodology, there are issues about transparency, consistency and fairness. According to the metric model, on the other hand, several dimensions of harms and benefits are defined beforehand and integrated in an explicit weighing scheme. This model, however, has the problem that it makes no real room for ethical deliberation of the sort committees undertake, and it has therefore been criticised for being too technocratic. Also, it is unclear who is to be held accountable for built-in ethical assumptions. Ultimately, we argue that the two models are not mutually exclusive and may be combined to make the most of their advantages while reducing the disadvantages of how harm-benefit analysis in typically undertaken

European candidaemia is characterised by notable differential epidemiology and susceptibility pattern: Results from the ECMM Candida III study.

The objectives of this study were to assess Candida spp. distribution and antifungal resistance of candidaemia across Europe. Isolates were collected as part of the third ECMM Candida European multicentre observational study, conducted from 01 to 07-07-2018 to 31-03-2022. Each centre (maximum number/country determined by population size) included ∼10 consecutive cases. Isolates were referred to central laboratories and identified by morphology and MALDI-TOF, supplemented by ITS-sequencing when needed. EUCAST MICs were determined for five antifungals. fks sequencing was performed for echinocandin resistant isolates. The 399 isolates from 41 centres in 17 countries included C. albicans (47.1%), C. glabrata (22.3%), C. parapsilosis (15.0%), C. tropicalis (6.3%), C. dubliniensis and C. krusei (2.3% each) and other species (4.8%). Austria had the highest C. albicans proportion (77%), Czech Republic, France and UK the highest C. glabrata proportions (25-33%) while Italy and Turkey had the highest C. parapsilosis proportions (24-26%). All isolates were amphotericin B susceptible. Fluconazole resistance was found in 4% C. tropicalis, 12% C. glabrata (from six countries across Europe), 17% C. parapsilosis (from Greece, Italy, and Turkey) and 20% other Candida spp. Four isolates were anidulafungin and micafungin resistant/non-wild-type and five resistant to micafungin only. Three/3 and 2/5 of these were sequenced and harboured fks-alterations including a novel L657W in C. parapsilosis. The epidemiology varied among centres and countries. Acquired echinocandin resistance was rare but included differential susceptibility to anidulafungin and micafungin, and resistant C. parapsilosis. Fluconazole and voriconazole cross-resistance was common in C. glabrata and C. parapsilosis but with different geographical prevalence

A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-service Teachers the Nature of Science by Ostention

This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn’s notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n=15) participating in the NOS instructional model. Three case studies are presented to illustrate successful conceptual changes that took place as a result of the NOS instructional model. All three cases represent students who claim a very conservative Christian heritage and for whom evolution was not considered a legitimate scientific theory prior to participating in the NOS instructional model. All three case study individuals, along with their twelve classmates, placed evolution as most scientific when compared to intelligent design and a fictional field of study called “Umbrellaology.

Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators

ABSTRACT: There appears to be an almost universal commitment among science educators to promote the goal of student understanding of the nature of science. Recent disagreements among philosophers of science and between philosophers and other groups such as scientists and science educators about the nature of science, however, leave classroom teachers in a quandry: If experts disagree about the nature of science, how should we decide what to teach students? In this article, the authors first reconsider what level of understanding of the nature of science students should experience so that they can become both intelligent consumers of scientific information and effective local and global citizens. Second, based on an analysis of the literature, it appears that there is a general agreement among science education stakeholders regarding a set of descriptors that can be used to judge which questions or fields of study are more scientific or less scientific than others. Therefore, we propose that most precollege teachers should attempt to teach students how to use these descriptors to judge the relative merits of knowledge claims instead of teaching a set of rules that attempt to demarcate science completely from nonscience. Finally, we suggest two classroom activities based on this proposal and draw some implications fo

Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology

The investigators sought to design an instructional unit to enhance an understanding of the nature of science (NOS) by taking into account both instructional best practices and suggestions made by noted science philosopher Thomas Kuhn. Preservice secondary science teachers enrolled in a course “Laboratory Techniques in the Teaching of Science” served as participants in action research. Sources of data used to inform instructional decisions included students’ written reaction papers to the assigned readings, transcribed verbal comments made during class discussions and other in-class activities, and final reflection essays. Three iterative implementations of the instructional unit were attempted. The objectives of the study were essentially met. The instructional unit was able to provoke preservice teachers into wrestling with many substantive issues associated with the NOS. Implications concerning the design of explicit reflective NOS instruction are included