小学教师科学素养的调查研究

为了解大连地区小学教师科学素养的现状,采用自编调查问卷对265名大连市城乡小学教师进行了调查研究。结果表明:1)本、专科学历小学教师的科学素养明显高于中专学历的教师;2)小学教师较好地掌握了小学水平的科学知识,但对中学以上水平的科学知识掌握较差;3)教师的科学素养水平没有表现出随教龄的增长而提高。     

Introduction: Developmental Processes in Adulthood—European Research Perspectives

The main objective of this Special European Issue is to investigate some topical aspects of recent research on adult development in Europe. More specifically, the issue offers a detailed discussion of questions involved in complex forms of adult cognition, scientific thinking, responses to the demands of everyday life, the effects of various life events on well-being, and the construction of an integrated model of the cognitive, social, and personality domains. Theo- retically, the articles are based on various viewpoints such as the neo-Piagetian perspectives on thinking, although others have connections with the Vygotskian approach to learning. In conclusion, we assert that the developmental processes of adulthood should always be viewed multidimensionally, contextually, and holistically, as the articles themselves clearly demonstrate.     

基于文献的科学假说

科学假说是形成和发展科学理论的必经途径.探讨了一种从非相关文献间的隐含联系中建立假说的方法,对其研究背景、哲学基础及建立假说的模式作了介绍.     

冠状动脉旁路移植术研究中的哲理

冠状动脉旁路移植术被广泛用来治疗冠心病及其并发症,其发展历程体现了以人为本、全面、协调、可持续的科学发展观.科学发展观属于重要的哲学思想,它从世界现和方法论的角度认识、把握和指导发展,是顺应时代潮流的发展现.分析冠状动脉旁路移植术研究所体现的科学发展观,将对准确把握冠状动脉旁路移植术发展的趋向和特点,使我国冠脉外科的发展在21世纪赶超国际先进水平起到重要的作用.     

The Need for a Revolution in the Philosophy of Science

There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of simplicity, unity or explanatory power does not permanently commit science to the thesis that nature is simple or unified. This current ‘paradigm’ is, I argue, untenable. We need a new paradigm, which acknowledges that science makes a hierarchy of metaphysical assumptions concerning the comprehensibility and knowability of the universe, theories being chosen partly on the basis of compatibility with these assumptions. Eleven arguments are given for favouring this new ‘paradigm’ over the current one. This revised version was published online in August 2006 with corrections to the Cover Date.     

Hindu and Christian Creationism: "Transposed Passages" in the Geological Book of Life

Antievolution arguments of Christian and Hindu creationists often critique Darwin's metaphor of the geological record as an ill-preserved book of life, while highlighting the problem of anomalous fossils. For instance, Bible-based young-Earth creationists point to anomalous humanlike prints alongside authenticated dinosaur tracks to argue for the creation of all life some few thousand years ago. But Vedic-based ancient-hominid creationists view the same sort of evidence as indicating the existence of all species, including the hominids, billions of years ago. I examine the roots of this Hindu Vedic creationism and its recent elaboration among scientifically minded members of the International Society for Krishna Consciousness (ISKCON). Similarities in the methods and rhetorical strategies of the two creationist groups are considered, as well as the underlying motives that have brought together such otherwise disparate religious worldviews.     

Scientific Creativity: Divergent and Convergent Thinking and the Impact of Culture

This paper examines the contrast and distinction between divergent and convergent scientific creativity, and the paradoxical relationship of scientific creativity with cultural factors in elementary students. With a newly developed measure of potential for scientific creativity, EPoC Science (Lubart et al., in press), students produce ideas in response to scientific problems, and both divergent‐exploratory as well as convergent‐integrative processes involved in scientific creativity are analyzed. An empirical study (n = 118) was conducted in France with elementary school children (ages 7–10). The divergent‐exploratory task was scored for fluency and statistical uniqueness. For the convergent‐integrative task, the number of concepts that a student integrated and synthesized, and the originality of the synthesis were scored. Results showed that divergent and convergent task performances were weakly related to each other. This suggests that divergence and convergence are two relatively distinct processes for scientific creativity, and that the relation is more complex than commonly assumed. In terms of culture‐related variables, immigrant cultural background (number of family members born outside of France) was significantly and negatively correlated with the originality of divergent and convergent scientific creativity. Findings are discussed and educational implications are proposed.     

A translational evaluation of renewal of inappropriate mealtime behavior

The term renewal describes the recurrence of previously extinguished behavior that occurs when the intervention context changes. Renewal has important clinical relevance as a paradigm for studying treatment relapse because context changes are necessary for generalization and maintenance of most intervention outcomes. The effects of context changes are particularly important during intervention for pediatric feeding disorders because children eat in a variety of contexts, and extinction is an empirically supported and often necessary intervention. Therefore, we used an ABA arrangement to test for renewal during intervention with 3 children diagnosed with a feeding disorder. The A phase was functional reinforcement of inappropriate mealtime behavior in a simulated home setting with the child's caregiver as feeder, B was function‐based extinction in a standard clinic setting with a therapist as feeder, and the return to the A phase was function‐based extinction in a simulated home setting with caregiver as feeder. Returning to Context A resulted in renewal of inappropriate mealtime behavior across children, despite the caregivers' continued implementation of function‐based extinction with high levels of integrity.     

A New Task for Philosophy of Science

This paper argues that we philosophers of science have before us an important new task that we urgently need to take up. It is to convince the scientific community to adopt and implement a new philosophy of science that does better justice to the deeply problematic basic intellectual aims of science than that which we have at present. Problematic aims evolve with evolving knowledge, that part of philosophy of science concerned with aims and methods thus becoming an integral part of science itself. The outcome of putting this new philosophy into scientific practice would be a new kind of science, both more intellectually rigorous and one that does better justice to the best interests of humanity.