Social structures of science and approaches to outcomes-based medical research

Recently, two seemingly divergent approaches have emerged in outcomes-based medical research. Proponents of evidence-based medicine (EBM) argue that the most effective treatments will be found by adopting a hierarchical approach that gives pre-eminence to randomized controlled clinical trials, where these are available. Proponents of participatory medical research argue that research undertaken with consumers and other partners in the community will produce the best outcomes. While one approach marginalizes consumer experience the other approach draws consumers into it. EBM assumes a high level of consensus in a scientific community, while participatory medical research relies on co-opting consumer experience. This paper indicates that each approach involves a particular view of social structure in science. The paper uses theories of social relations among scientists for the purpose of critically assessing EBM and the participatory model.

Traditions of science : cross-cultural perspectives : essays in honour of B.V. Subbarayappa

Contributed articles

Ontological possibilities the rethinking teaching on the "nature of science"

An extensive literature documents teachers’ failure to include ideas about the 'nature of science' (NOS) in their classroom programmes, despite widespread advocacy for this as an essential component of more inclusive science teaching. This thesis frames much of the existing NOS literature as a deficit literature that focuses on epistemology, while largely ignoring the ontological realities of the classroom and overestimating individual teacher’s agency to change their enacted curriculum. Epistemologically-focused NOS reforms are positioned as curriculum 'add-ons', which teachers are likely to ignore. A NOS focus on ontology would entail curriculum restructuring, attending first to the contexts in which scientific knowledge is produced, and the ways it acts in the world. In any case, science itself has changed in recent years. Drawing from the sociology of science, in particular the work of Bruno Latour, the thesis compares traditional philosophical thinking about the ontology of science with more recent 'networked' views. Brent Davis explains the educational implications of key ideas from complexity science. Political philosopher Stephen White adds an ethical dimension. His ideas are used to argue for replacing 'strong' ontologies of realist science with more nuanced and actively tended 'weak' ontologies, as appropriate to the rapid sociological changes of the twenty-first century. The thesis argues that epistemological uncertainties that could lead to the suspicion of relativism are potentially threatening in the classroom because of hegemonic pressures towards consensus and a certain, safe status for the knowledge taught. Seeking an alternative pathway to change, Daniel Liston’s conceptualisation of teaching as a passionate act informs the analysis of the empirical component of the thesis. Eight recipients of New Zealand Royal Society Science Teacher Fellowships were interviewed on four occasions over two years. They discussed their personal learning during a year-long sabbatical to carry out an extended science investigation and their thoughts and actions on returning to the classroom. Narrative methodology is used to explore the teachers’ stories, revealing both passion for their personal learning and an ethical concern for their students’ learning to care for both the natural world and science as a means of its investigation. The thesis argues for the use of ontological approaches to the initial introduction of NOS ideas in school science, with epistemological concepts added only once a topic has been grounded in what Latour calls 'matters of concern'.Two potential teaching strategies—the production of network diagrams and the use of Davis's 'bifurcations'as a critical inquiry tool—are the focus of hypothetical experimentation. First in the context of global warming, and then addressing the challenges posed to teaching evolution by the proponents of 'intelligent design', these strategies are shown to have the potential to address some of science education’ s thornier issues, not just the NOS question. However, when conflicting expectations create tensions for teachers in the classroom moment, it is difficult for them to introduce reflective, deeply philosophical changes to their representation of science. Their working realities need to be acknowledged, and the tensions ameliorated, if we expect substantive change in their current practice.

An integrated observation network for the Gippsland Lakes, Victoria, Australia : balancing the needs of science and management

The Gippsland Lakes region in eastern Victoria is a partially flushed coastal lake system within a diverse catchment of rural and urban communities. Pressure from lakeside developments, re-occurring blue-green algal blooms, declining fisheries, sedimentation and infilling of the ocean entrance, has borne several decades of focussed studies and routine monitoring programs, along with a variety of engineering and management solutions. A recent review recommended that these disparate studies should be enhanced to formulate a coordinated monitoring network that could improve both spatial and temporal coverage, develop a capacity to trigger responsive investigations and was able to serve the needs of system management. Through a series of partnerships an integrated network was developed that comprises event and baseline monitoring of catchment loads, local meteorological forcing and an array of water quality sampling sites within the lakes system. A majority of these sites are incorporated with real-time telemetry that provides up to the minute information to stakeholders via a web-based information management system and vital operational status to technical system management.

A snapshot of science education in kindergarten settings

Across Victoria, early childhood practitioners are incorporating science activities into daily experiences for their children. A small research project, which asked teachers to describe what they did in science and how they did it, has highlighted some interesting differences. This paper will describe case studies of four kindergarten settings and some of the experiences undertaken by the children—both as part of the formal program and through incidental play. It will consider these through a socio-cultural framework, noting how teachers used their understandings of play and language theories, to enhance children's understandings in science.

The role of science education in reducing violence towards others

This thesis explored how science education could contribute to the amelioration of violent behaviours in schools. Findings show that a shift in the way we relate with nature and animals could contribute to change the attitudes of children who, at the age of nine years, are already presenting aggressive behaviours.

Combining the forces of science and conservation to turn around the fortunes of shorebirds

At the start of the 21st century the majority of migratory wader (shorebird) populations are faced with serious threats. This commonly results from the continuous destruction of wetlands, their key habitat. Healthy wetlands are highly biodiverse and extremely vulnerable, and as functioning ecosystems particularly important for us humans for a sustained livelihood (artisanal fisheries, small-scale farming) and our well-being (effective water filtering and cleaning systems). In many parts of the world, wetlands have been seen as wastelands, or even as a source of threat (malaria). Many freshwater wetlands have been drained for agricultural use and mudflats have been reclaimed for settlement and urbanization. Wetlands are continuously squeezed by economic development and increasingly used for recreational activities, and their resources are, in general, notoriously overexploited.