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With the rapidly increasing demand for STEM skills, many scientists, mathematicians, engineers, and technology professionals encourage students to pursue STEM careers. However, communicating science to lay audiences is challenging due to complex scientific terminology. This qualitative research aimed to demonstrate how an exemplary scientist, Dr. Reed, used storytelling to teach science in a 7-month internship for high school students. Data sources included real-time videos, field notes, and individual student interviews. Labov's model was used to analyze 75 stories. The analysis shows that Dr. Reed's stories mainly targeted eight teaching purposes. Telling such stories allowed Dr. Reed to relate scientific practices to what the students were experiencing in the science internship. Science educators can use this study's findings to build their storytelling practice with the goal of communicating science to students more effectively. [ABSTRACT FROM AUTHOR]

The article focuses on the thematic parallels between H.G. Wells's "In the Avu Observatory" and the ancient Greek philosopher Diogenes, emphasizing the quest for knowledge amid adversity. Topics include Wells's use of Diogenes as a symbol of existential struggle, the story's depiction of a solitary scientist facing an unknown terror, and the philosophical implications of seeking truth in the darkness.

This study explores the representation of scientists and politicians in editorial cartoons from three countries: Australia, South Africa and the United Kingdom. Of 466 cartoons collected from six Sunday newspapers (two from each country) over an 18-month period, 226 (49%) contained some reference to COVID-19. A qualitative analysis of cartoons highlights the politicisation of science and the relative absence of scientists in the cartoon discourse. Cartoonists focus on the political aspects of the pandemic, often portraying politicians as juggling competing demands, such as health needs versus personal freedom. However, they often miss the opportunity to address the reasons for the imposition of COVID-19-related restrictions or the effectiveness of health measures, instead portraying scientists as oppositional figures. In addressing COVID-19 in this way, cartoonists subtly suggest conflicts between the values of scientists, politicians and society. Cartoonists also tie the pandemic into broader political discourses in each country, for example, states' rights, corruption and Brexit in, respectively Australia, South Africa and the UK. This work provides insights into journalistic coverage of complex, science-related issues, with a particular focus on the ways that editorial coverage reflects public sentiment, policy responses and social attitudes. [ABSTRACT FROM AUTHOR]

An educational innovation experience developed as part of the curriculum for the Early Childhood Education degree is presented within the framework of the scientific dissemination project entitled 'INFA-CIENCIA: From the girls of today to the scientists of tomorrow', which pursues two objectives: (1) To bolster future teachers' knowledge of women scientists and (2) To improve their didactic skills so that they can adapt the research carried out by women to children's capacities. The key findings are a high level of satisfaction amongst teachers with the interventions by university students; the need to continue implementing this innovation, due to the scant knowledge of women scientists amongst students; and the advisability of the students voluntarily choosing the woman scientist they want to work on, in order to boost their motivation and interest. [ABSTRACT FROM AUTHOR]

Harley Quinn has become an important and popular character in the DC Universe, especially for representations of women scientists in comics and the associated cinematic and TV adaptations. Understandably, much of the analysis of this character has tended to focus on her relationship with the Joker and the gender-based dimensions of this dynamic. However, to distill her identity to these dimensions would be unnecessarily, even unfairly, reductionist, and would narrow our understandings of a rich and complex character. By focussing on her identity as a scientist, this article offers a different analytical lens through which to understand Harley Quinn. Drawing primarily from Stjepan Šejić's Harleen (2020), with supporting insights from appearances in other DC comics, we examine the ways in which her scientific training and aspirations shape her transformation from Harleen Quinzel to Harley Quinn. Specifically, we demonstrate how symmetry, as an orienting concept, is useful for analysing how scientific logics and practices inform and enable this transformation. In doing so, we hope to both enrich understandings of Harley Quinn and foreground science as a potentially useful broader lens through which to understand other significant themes and characters in the DC Universe. [ABSTRACT FROM AUTHOR]

Copyright of Annals of the American Association of Geographers is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is a long research tradition on students' images of scientists based on their drawings. However, the dimension of scientists' emotions, as a critical aspect of these images has not been thoroughly investigated. The present study aims to investigate scientists' emotions as depicted in children's drawings to shed light on less explored aspects of the complex construct of the image of scientists. 245 boys and girls divided into three age groups with a mean age of 5, 8, and 11 years, participated in the study. In this cross-sectional design, participants were first asked to draw a scientist experiencing an emotion and to produce a control drawing (a person feeling nothing) and then to describe their drawing of the scientist, to label and to justify the depicted emotion. The drawings of the scientists were rated against their controls to identify the graphic cues employed to denote the depicted emotions. Data analysis showed that children in all age groups mainly attributed positive emotions to scientists, which they primarily associated with scientists' self-efficacy. The vast majority of children altered the scientist's facial expression to denote the intended emotion, while other types of cues were less frequently used. Justifications of the emotions attributed to scientists varied as a function of age, indicating that as they get older children seem to acquire a broader and more sophisticated image of scientists' emotions. By shifting the focus on drawing the emotions prompted by scientific work, this study provides a novel, complementary perspective to the kaleidoscopic construct of students' image of scientists. [ABSTRACT FROM AUTHOR]

The history of reconstruction and philanthropic aid efforts in Western Europe after the Second World War ended cannot be fully understood without examining the wartime networks, scientific projects and miscalculations of Allied planners. This case study of a Rockefeller Foundation project in Second World War Britain shows that the war gave scientists studying human nutrition an opportunity to conduct research on an unprecedented scale, with an unprecedented level of government support. The war thus paradoxically extended the vitality of certain international health projects at a time when support for many public health institutions and personnel was suspended. Nutrition research projects in Britain made considerable gains in refining the measurement and definition of malnutrition during the war, yet had little access to information about the fallout from food shortages operating across the Channel in occupied territory. Planning a rational, efficient system for dealing with hunger in liberated post-war territories proved to be an elusive goal. Only with the end of war in Europe could Allied scientists begin to witness the full force and extent of starvation policies imposed on civilians and prisoners by the Nazi regime and its allies. After assessing full-fledged starvation cases in the spring of 1945, a number of researchers who had worked in wartime Britain turned to assessing nutritional deficiencies in wider populations in Western Europe. The reconstruction period in Allied-occupied Germany provided a new set of opportunities for testing the effects of civilian rationing policies. [ABSTRACT FROM AUTHOR]

Copyright of Annals of the American Association of Geographers is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the relationships between information-seeking behaviors (ISB) of Indonesian academic scientists and their individual and environmental factors in the open access era. A total of 335 scientists from Indonesia's three reputable universities in the field of natural sciences, environmental sciences, engineering, health sciences, and agricultural sciences completed the online questionnaire. To interpret the correlation between scientists' behaviors, several regression models in the Generalized Linear Models (GLMs) were used. The study found that scientists' ISB was influenced by various factors, such as demographic, psychological, role-related, and environmental factors. The academic position was found to be the dominant factor influencing ISB. [ABSTRACT FROM AUTHOR]

Concern that stereotypical perceptions of scientists may influence attitudes towards science and willingness to pursue STEM-related careers has motivated interest in children's perceptions of scientists. This study investigated primary children's drawings of scientists at work based on Chambers' 'Draw-A-Scientist Test' (DAST) and explored the influence of living during the COVID-19 pandemic on perceptions of scientists. One hundred and ninety-four children participated in the study; school closures interrupted the study resulting in fifty-one participating during the COVID-19 pandemic. Stereotypic views of scientists that increased with age were revealed; differences between age groups were statistically significant. Drawings frequently depicted smiling lab-coated males working indoors using chemistry equipment. Boys incorporated significantly more stereotypic views in their drawings than girls. Same-sex preference for drawings of scientists was evident with female scientists drawn only by girls; however, this same sex preference weakened for girls, and they drew more male scientists as they got older. The absence of many traditional stereotypical indicators and presence of positive dispositions towards scientists and their work were welcome findings. There was greater awareness of the work of scientists amongst younger participants and a shift to broader conceptions of this work, both associated with living during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The Draw-A Scientist Test (DAST) has been used for many years as a data collection tool in studies where the image of the scientist is attempted to be determined. In this test, in which the image of scientist is attempted to be revealed with drawings, the drawings are analyzed using a coding ruler or checklist. However, the DAST has been criticized in terms of some methodological issues and it has been emphasized that alternative instruments should be developed. In this context, the Views of Scientist, their Activities, and Locations (VoSAL), developed as an alternative to the DAST, are discussed in this study. First, a validity and reliability study was carried out with the adaptation of the VoSAL into Turkish. At this stage, data were collected from 625 pre-service teachers. The analysis results showed that the VoSAL had excellent goodness-of-fit indices. In the second stage of study, the scientist image of 46 pre-service teachers were evaluated comparatively using the DAST and VoSAL. The results showed that the data of the DAST and VoSAL confirmed each other. The results were then discussed in terms of the scientist image literature. [ABSTRACT FROM AUTHOR]

The Nuclear Notebook is researched and written by Hans M. Kristensen, director of the Nuclear Information Project with the Federation of American Scientists, and Matt Korda, a research associate with the project. The Nuclear Notebook column has been published in the Bulletin of the Atomic Scientists since 1987. This issue's column examines China's nuclear arsenal, which we conclude has now surpassed France's as the world's third largest. We estimate that China's stockpile now includes roughly 270 operational warheads with another 78 being introduced for a total inventory of up to 350 warheads. The stockpile is projected to increase further in the next decade but remain significantly smaller than that of Russia or the United States. [ABSTRACT FROM AUTHOR]

Interdisciplinary efforts by scientists have shaped successful nuclear initiatives both in and out of government, but to succeed in avoiding catastrophe in the future, scientists must be allowed to interact with their peers not only in other national organizations, but also in other countries. The author uses her past experience to illustrate why this is so important. [ABSTRACT FROM AUTHOR]

Scientists, in the public imagination, are intrepid explorers. They stand at the edge of human knowledge and carve out new territory, break down barriers and rewrite the rules. Nature has no political ideology and carries no passport. Science, at its best, also espouses such cosmopolitan ideals. That data is neutral, and science is apolitical, makes for an alluring narrative. By clinging to it, the scientist appears assured, almost noble, rising above the messy and the mundane by sheer force of intellect. But reality does not conform to such convenient self-delusion. In this essay, the author argues that pretending to be above and beyond politics is by itself a political position; in adopting it, one has aligned with the state and sided with the powerful. [ABSTRACT FROM AUTHOR]

Keywords: Arctic; alaska; climate change; bering Sea; wildfires; permafrost; carbon emissions EN Arctic alaska climate change bering Sea wildfires permafrost carbon emissions 129 132 4 05/12/20 20200501 NES 200501 Anyone who has ever tried to convince a hesitant friend or family member that climate change is really happening can attest to the difficulty of the task. In 2018, sea ice in the Bering Sea hit record low levels, and you coauthored an academic paper about this event and how strongly we can attribute it to climate change (Thoman et al. [5]). B BB b :There are a few types of sea ice that we should distinguish. The formation of that ice becomes entirely dependent on the water temperature in the Bering Sea and the air temperature during the cold season. Arctic, alaska, climate change, bering Sea, wildfires, permafrost, carbon emissions. [Extracted from the article]

Achieving the targeted of university physics courses and improving student motivation requires varying types of instructional design. One alternative approach to the traditional lecture format involves the use of historical science stories, which are narratives that present episodes from the life of a scientist, as well as characterizing the nature of science, providing students with a historical perspective of the subject being taught and helping them to comprehend and retain the concept. The purpose of our study was to investigate the effect of using historical science stories (HSS) on the academic achievement and motivation of future teachers. A pretest-posttest research design compared two classrooms: one that included the story-based history of science in the teaching the topic of free fall movement and one that did not. A total of 35 preservice science teachers (17 in the experimental group and 18 in the control group) participated in the study. The results showed that the preservice teachers in the experimental group performed better than those in the control group. The use of the historical science story-based approach also promoted the motivation of the participants. Analysis of the data revealed that the intervention had a statistically significant effect on the academic achievement of the student teachers. On the other hand, although the motivation scores in the experimental group increased, this increase was not found to be statistically significant. The findings of this study support the use of historical science stories to improve academic achievement in higher education. The conclusions reached here may enable teacher educators to introduce historical events in a similar environment to support better comprehension of physics. [ABSTRACT FROM AUTHOR]

Previous research into children's perceptions of science shows that children like science but often hold stereotypical views of scientists and commonly do not see themselves with a career as a scientist. The aim of this study is to examine if a carefully designed medium-term, teacher-led STEM intervention, 'Scientist of the Week' which showcased a diverse range of working scientists and the skills they need, can lead to a positive change in the perception of scientists among young people. Using a case-control approach, this research used a tracked sample of 118 young people from aged 7 to 11 in a primary school in the North East of England. Words associated with scientists were collected before and after (directly, one month, one year) the intervention from the tracked sample and analysed to assess changes in stereotypical perceptions and any difference in responses between male and female participants. Before the intervention, young children held many of the common stereotypes associated with scientists. Shortly afterwards, and one year following the intervention, the use of common stereotypes had fallen significantly across all children, with particular improvements in counter-stereotypical word usage for males. It also found that stereotypical images of scientists as highly intelligent were more difficult to counteract and that many of the positive changes in this view seen in the short term (weeks and months) diminished in the long term (one year later). This research has shown that with minimal expense and effort from teachers, negative stereotypes of scientists can be reduced through an intervention that does not require bringing scientists into the classroom. Some of the observed changes persisted in the longer-term, suggesting a lasting alteration in children's perceptions of scientists following the intervention. [ABSTRACT FROM AUTHOR]

With his new riddle of induction, Goodman raised a problem for enumerative induction which many have taken to show that only some 'natural' properties can be used for making inductive inferences. Arguably, however, (i) enumerative induction is not a method that scientists use for making inductive inferences in the first place. Moreover, it seems at first sight that (ii) Goodman's problem does not affect the method that scientists actually use for making such inferences—namely, classical statistics. Taken together, this would indicate that (iii) 'naturalness' is not such a relevant concept for the problem of induction, after all. I have no objections against (i) and (iii). But, contrary to (ii), I argue that classical statistics does face a version of Goodman's problem, which I call the statistical riddle of induction. Given that his problem merely is an instance of the more general problem of underdetermination, this is hardly surprising. Perhaps more importantly, I also show how my riddle can be used for exposing a common fallacy in probabilistic reasoning, without relying on Bayesian assumptions. [ABSTRACT FROM AUTHOR]

New technology and increased collaboration have revolutionized how scientists work with data. This creates a need to identify new aspects of working with scientific data that are important for K-12 students to learn. To address this need, we conducted a study with practicing scientists and K-12 science teachers. The purpose of the study is to identify new aspects of working with scientific data and the strategies involved in those aspects, which are potentially important for students to learn. The research questions are: (1) How do scientists work with data in their scientific inquiry? (2) What strategies used by scientists to work with data do not commonly appear in the science teachers' class? In the study, 15 practicing scientists and 11 science teachers each participated in a one-on-one interview; and 40 practicing scientists and 175 science teachers each completed a survey. We first developed an initial model of working with data based on relevant literature. Next, we conducted a two-stage sequential study. At the exploration stage, we interviewed 15 practicing scientists and 11 science teachers and used the interview data to revise the initial model. At the investigation stage, we conducted surveys with 40 practicing scientists and 175 science teachers. Based on the survey data, we revised and finalized the model. The study generated an empirically grounded model that contains five aspects of working with scientific data: purposes of data analysis, planning data collection, organizing and reducing data, representing data, and interpreting analysis results. For each aspect, we identified the strategies used by scientists and investigated whether and how those strategies were taught in science classrooms. The results provide a foundation for future research on whether and how the new aspects of working with data can be taught in K-12 science classrooms. [ABSTRACT FROM AUTHOR]

Draw-A-Scientist Test (DAST) has been one of the most used instruments to study conceptions of scientists and science. It has been especially useful for charting the conceptions of younger children who might lack the skills to express themselves in writing. However, recent studies suggest that instead of children's conceptions of the appearance of scientists, their conceptions about the activities are more crucial in shaping children's attitudes towards science. This study describes a new instrument, Draw-A-Science Comic (DASC), and examines the advantages and disadvantages of using a comic as a tool to collect data about children's conceptions of scientists and science. A total of 104 children aged 8 to 13 drew a comic while attending university's science camps during the summer of 2017 and 2018. Participants drew a comic about how science is made. The analysis of the drawings was based on four main categories: scientific activities, locations of research, appearance of scientists, and emotions and attitudes. Instances for each category were calculated by two researchers independently. Qualitative overviews of the categories and the methods used to convey information were formed. The children used sequential pictures to depict actions and processes, speech bubbles to depict dialogue between characters as well as text captions to provide additional details and clarifications. By drawing comics children were able to have more detailed illustrations of scientific activities than with a single picture. The sequential narratives were also used to depict emotions and attitudes related to science. In contrast to DAST, the DASC provides information about children's conceptions and stereotypes regarding scientific activities even without the use of additional or more explicit prompts. [ABSTRACT FROM AUTHOR]

The discourse authority of science and scientists has recently faced many challenges. This study analyzes the discourse techniques used by Chinese scientists to maintain their discourse authority in the online discussion of genetically modified organisms on Zhihu, China's biggest knowledge-sharing network. Based on the concept of "boundary work" as a theoretical framework, we find that scientists maintain their discourse authority by using "I/we" to distinguish themselves as qualified science communicators and "you" to refer to audiences, thus building boundaries between Chinese scientists and the public. The findings also indicate that such discourse "boundary work" is a common practice among scientists who communicate their views about genetically modified organisms on Zhihu. [ABSTRACT FROM AUTHOR]

The Nuclear Notebook is researched and written by Hans M. Kristensen, director of the Nuclear Information Project with the Federation of American Scientists, and Matt Korda, a research associate with the project. The Nuclear Notebook column has been published in the Bulletin of the Atomic Scientists since 1987. This issue's column examines China's nuclear arsenal, which includes about 290 warheads for delivery by ballistic missiles and bombers. This stockpile is likely to grow further over the next decade, and we estimate that China will soon surpass France as the world's third-largest nuclear-armed state. [ABSTRACT FROM AUTHOR]

The Nuclear Notebook is researched and written by Hans M. Kristensen, director of the Nuclear Information Project with the Federation of American Scientists, and Matt Korda, a research associate with the project. The Nuclear Notebook column has been published in the Bulletin of the Atomic Scientists since 1987. This issue's column examines Russia's nuclear arsenal, which includes 4,490 warheads that can be delivered via long-range strategic launchers and shorter-range tactical nuclear forces. [ABSTRACT FROM AUTHOR]

In 1864, Charles Piazzi Smyth, Astronomer-Royal for Scotland, set out to measure the Great Pyramid of Giza in order to prove that its design had been devised by none other than God himself. Smyth's actions and conclusions were informed by the work of John Taylor, a book publisher who sought to thwart Britain's adoption of the French metric system by demonstrating that the Great Pyramid was a storehouse of sacred measurements from which the English inch originated. As an eccentric but otherwise respected scientist, Smyth was no stranger to the procedure of having a theory vetted by the academic community. In addition to authoring several books on the subject of Pyramid Metrology, he employed the photographic lantern slide to disseminate the boldest idea he had ever proposed. Initially performed before learned societies, Smyth's lectures became so popular with fringe movements, such as British-Israelism, that he eventually engaged a Manchester photographer to reproduce his slides for public sale. Through a study of extant lecture transcripts and glass slides, this article examines how Smyth's photographs were imbricated in a rhetoric of persuasion that was grounded in the performance of scientific knowledge. [ABSTRACT FROM AUTHOR]

We explored the potential for addressing nature of science through a historic narrative about disagreement between researchers concerning a socio-scientific issue, incidence of juvenile thyroid cancer following the Fukushima Daiichi nuclear accident. The narrative was developed from authentic sources and tested in two cycles. Eight groups of three to four high-school students were audio recorded. Transcripts were analyzed regarding what nature of science emerged in the discussions and what understanding about NOS could be discerned, using three complementary NOS-frameworks (Consensus-NOS, Whole Science-NOS, FRA-NOS). Together, the student groups touched upon 19 different NOS-themes as they tried to make sense of the disagreement related in the narrative. All groups addressed a common core of NOS-themes, most of which were central to the narrative itself, although some themes that were not part of the narrative also emerged. Students displayed a basic understanding of the tentative, empirical, and subjective nature of science together with the role of evidential relevance and completeness of evidence related to the choice of scientific methods. On the other hand, students did not reckon with peer review as a means for establishing knowledge and resolving disagreement. Moreover, although students readily accepted disagreement as a basic property of science, they had difficulty handling this disagreement when coping with the SSI in the narrative. We discuss how the combination of history of science-in-the-making and SSI in narrative form offers opportunities to teach NOS without risking simplified messages of how scientific knowledge develops or how science can be used to address socio-scientific issues. [ABSTRACT FROM AUTHOR]

These companion articles were originally published in the March 1950 issue of the Bulletin, in the wake of President Harry Truman's announcement that the United States would pursue a hydrogen bomb. They are republished here as part of our special issue commemorating the 75th year of the Bulletin. [ABSTRACT FROM AUTHOR]

There has been much public discussion as to whether or not atomic bombs can start a nuclear chain reaction in the atmosphere. Similarly, since the planning of Navy atomic tests, many thoughtful scientists have expressed concern about the possibility of a chain reaction in water. It appears that atomic bombs of present construction are safe by enormous margins against igniting either the atmosphere or the water or the earth. There are good reasons to believe that even any conceivable future improvements of the bombs will still be safe in this respect. [ABSTRACT FROM AUTHOR]

Because learning from the past is one thing and living in it quite another, this issue - which marks the start of the 75 SP th sp year of the I Bulletin of the Atomic i I Scientists i - was assembled with a nod to history but eyes fixed firmly on the future. The I Bulletin i has long been ahead of the curve in explaining existential threats to humanity in a way that is useful to experts, a general audience, and those world leaders who are willing to pay attention. 7 For a concise history of the I Bulletin i as a publication, see "American scientists as public citizens: 70 years of the Bulletin of the Atomic Scientists" in our 70th anniversary issue: https://thebulletin.org/archive/american-scientists-as-public-citizens-70-years-of-the-bulletin-of-the-atomic-scientists/. [Extracted from the article]

A growing body of research addresses students' images of scientists using the Draw-a-Scientist-Test (DAST) and its Checklist (DAST-C). These protocols rest on the assumption that stereotypical views of scientists, as identified by the presence of multiple indicators in student drawings (e.g. lab coat, male gender; eyeglasses; facial hair), may affect science career interest. Yet, such an assumption remains unexplored. This study investigated whether stereotyped images of scientists identified by the DAST and DAST-C predicted and affected students' science career interests. A total of 1799 students in grades 3, 6, 9, and 11 in Colombia drew a picture of a scientist at work and reported their interest in a scientific career. Contrary to theoretical expectations, neither the original seven DAST stereotypical indicators nor the eight alternative DAST-C indicators predicted students' science career interests. Similarly, drawings of male or female scientists had no predictive power of students' science career interest. On the contrary, students interested in a science career drew significantly more stereotyped indicators than their counterparts with low interest. This study failed to find evidence supporting the contention of DAST and DAST-C protocols, and raises questions about their validity in identifying stereotipical images of scientists. [ABSTRACT FROM AUTHOR]

This study uses the Education Longitudinal Survey of 2002 (ELS:2002) to examine how varying levels of intention (planning) and action (choice) in pursuing a science-based major affect American college students' degree attainment in Science and Engineering (S&E) fields by age 26. The study is guided by the Social Cognitive Career Theory's performance model that is appropriate to examine educational attainment. A key element of the theory consists in personal goals to engage in STEM education in college. In this paper, we view students' intention to pursue specific college majors and/or actual action to enrol in a specific major as an expression of aspirational goals associated with degree attainment, so closer the intention-action gap, more likely to attain the goal. The proposed aspiring-scientist typology appears to be the main determinant of S&E degree attainment by age 26, when controlling for socio-demographic, pre-college, and postsecondary factors. Students with high level of science aspirations have greater chance to complete an S&E degree. Medium-aspiration students are more likely to complete non-S&E degrees, after starting in science-based majors. Low-aspiration students are more likely to attain certificate/associate degrees in any field or be non-completers. [ABSTRACT FROM AUTHOR]

Since 1990 there has been remarkable growth and diversification of worldwide capacity and output in science, and a distinctive global science system has emerged, primarily grounded in research universities, fostered by Internet-mediated communication and publication in English, cross-border authorship and researcher mobility. While global science overlaps with and is affected by national science systems, it is constituted by pan-national knowledge flows and collegial collaboration and has partial autonomy. Four different interpretive frameworks (narratives) have evolved to explain global science: science as an expanding cross-border network; science as an arms race between competing nations; science as a global market of competing 'World-Class Universities'; and science as a centre-periphery hierarchy in which emerging countries are permanently constrained by Euro-American dominance. The paper reviews each narrative in relation to the literature, especially in scientometrics, and empirical tendencies in global science, tracked in secondary data derived from bibliometric collections. While each narrative contains at least a grain of truth, each also conflicts with the others and each is radically insufficient. A better explanation of the drivers of global science combines (1) flat open networked relations with (2) the inequalities and closures shaped by global hegemony, arbitrarily modified by (3) national governments and specific resources. [ABSTRACT FROM AUTHOR]

Creativity is considered a key element of the scientific infrastructure and a driving force of scientific advancement. This study aims to present Korean scientists' voices regarding scientific creativity by investigating their perceptions of scientific creativity and education for it. Extending the phenomenography lens through activity theory, we interviewed eleven scientists in various science research fields and investigated the structural features of the situations that influenced their perceptions. The results show that scientists' perceptions of scientific creativity were developed by the different epistemic cultures in their research fields. In addition, their perceptions of education for scientific creativity centred on the accumulation of resources to generate novel and valuable ideas and the facilitation of open discussion on knowledge construction. We discuss their perceptions of creativity in the context of their research fields' epistemic cultures and the design of science education for scientific creativity. We conclude by discussing the implications of this study for developing science education to cultivate creative scientists. [ABSTRACT FROM AUTHOR]

Scientists active in the public sphere recognize the importance of communications but sometimes have an incomplete or exaggerated view of the risks to both their public and professional reputations as a function of their advocacy. The risks of advocacy are fundamentally related to the degree to which values are shared between scientists and their audiences. An encapsulation of the connections between risks, advocacy, and values in engagement may help inform the choices that public scientists must make. [ABSTRACT FROM AUTHOR]

Science plays an important role in various types of public and environmental policy and governance. People often intuitively assume that higher extents (amount) of the application of science-based measures must lead to increased effects of science application. Based on an empirical case study of desertification control in northern China, however, this study found that the relationship between the extent and effect of scientific application followed a cubic rather than a simplified linear relationship and was influenced by a set of factors, including biophysical conditions, science itself, interactions between organizations and social actors, and other supporting elements (such as financial, technical, institutional, and moral or spiritual support). The study also developed a framework for analyzing factors that influence the extents and effects of scientific application and the deviation between the two. These findings provide concrete instructions for both policy-makers and practitioners to improve the effect of scientific application in public and environmental governance at both local and international levels. [ABSTRACT FROM AUTHOR]

This paper studies intersectional multiplicity by encompassing the ways individuals shape relationships between social structures and their science identity. We discuss the science lives of two sixteen-year-old British South-Asian Muslim women studying in a single-sex independent school in London, both of whom aspire to science careers. Adapting McCall's 'intracategorical complexity' in favouring a case study approach, we present the multiplicity of our participants' relationships with exclusion and inequality, discrimination and privilege within their lived social settings, and how these relationships shape their identities and ambitions to become scientists. Our findings reveal that despite their similarities in their societally ascribed intersectional makeup, Ayesha and Hanya differ in viewing their intersections as challenges and/or opportunities. They both portray agentic control towards 'going against the grain' as future women scientists by negotiating their intersections as they develop their science identity. [ABSTRACT FROM AUTHOR]

This article presents the findings of a pilot study introducing students to emerging educational technologies to enhance their physics laboratory learning experiences. This follows a design-based laboratory approach in which the students move from constructing and developing their laboratory reports in a traditional cookbook pen-and-paper method towards design-based labs using cloud applications. Google Docs and Sheets, in conjunction with educational add-ons, Doctopus and Goobrics, were introduced to students within an Extended Curriculum Program (ECP) at the University of the Western Cape (UWC), South Africa, so they could write their physics laboratory report, receive feedback, and view the embedded rubric solely online. N = 49 students from a first-year ECP in physics at a South African university voluntarily participated in this study. Survey data were gathered through two non-standardized questionnaires, using both open-ended and closed questions, via Google Forms. The paper is framed in relation to three main research questions focusing on digital literacy and expectations, learning and engagement, and perceptions. Google Sheets was the database used for the surveys, in conjunction with Goobrics and Doctopus. The research questions, particularly around learning and engagement, suggest that although challenges remain (as depicted in student perceptions and feedback), there is a clear benefit to introducing digital lab reports, through a scaffolded pathway. The use of the tools emphasises the idea that cloud technology and educational add-ons are not a magic bullet. We also discuss the role of an Academic Developer as a mediator. Moreover, we argue that educational technologies have a critical role to play in fostering and promoting the acquisition of scientific Discourse, but it must never be forgotten that the tools are not an end in themselves, but a means to an end – promoting student learning and preparing the next generation of scientists and scholars, and that serious challenges remain. [ABSTRACT FROM AUTHOR]

The study of alba amicorum is still a relatively obscure yet growing pursuit in the Anglophone world. By browsing through these autograph albums, it is possible to unlock the names of Scots so long sunk into oblivion or simply reveal additional details and facets to the personality of those whose names have come down the centuries. Additionally, vriendenboeken weave networks of relations between Scots and Europeans expanding our understanding of these mobile and endeavouring individuals. These volumes are important as they help the historian get a clearer picture and add to the better knowledge of the peregrinatio scotica in particular vis-à-vis the Netherlands. The genre of alba amicorum fully deserves a greater consideration from the Scottish, and indeed British, historian. They offer a rounder picture of the contributors' identities and give a voice to Scottish women which is independent from that of their husbands. [ABSTRACT FROM AUTHOR]

When individuals in our knowledge society assess the extent of their own knowledge, they may overestimate what they actually know. But, this knowledge illusion can be reduced when people are prompted to explain the content. To investigate whether this holds true for written self-explanations about science phenomena this study transfers the Illusion of explanatory depth (IOED) paradigm to learning from a written science-related text. In an experimental group design, individuals (N = 155) first read information on artificial intelligence supported weather forecasting and then either did or did not produce a written explanation on the topic. Afterwards they rated their own knowledge on the topic, rated experts' knowledge on the topic, answered questions on their strategies for handling scientific information and rated their own topic specific intellectual humility. Results show that participants in all experimental conditions rated their own knowledge significantly lower than that of experts; however, providing the written explanation about predicting severe weather events did not significantly affect the dependent measures. Implications address how giving explanations may influence judgements of one's own and scientists' knowledge in the context of reading science-related texts. [ABSTRACT FROM AUTHOR]

Abstract: Hernando Colón, second son to Christopher Columbus, was not only an outstanding book collector but also the devisor of an ambitious garden, the Huerta de Goles, where he grew endemic New World trees and plants. His pioneering botanical enterprises were well known among his contemporaries, and they became a model to follow for subsequent generations of Spanish botanists. This article analyses what is known about Hernando's magnificent garden project by considering various sources, from legal documents to contemporary literary accounts, and sheds light on his botanic endeavours by connecting them to his universal library, thereby understanding the indivisibility of libraries and gardens in the imaginations of early modern authors and scientists. [ABSTRACT FROM AUTHOR]

Academic training is the initial step for junior scientists to learn to develop into independent scientists. This study investigates how supervisors decide to employ different approaches of early-career research training, and how these approaches influence the degree of trainees' independence in their later careers. Drawing on survey and bibliometric data of life scientists in Japanese universities, this study presents the following findings. First, if scientists are allowed higher autonomy in upstream research functions in early-career training, they later tend to attain greater organizational independence with higher organizational ranks. Second, if scientists are encouraged to deviate from conventional research topics during early-career training, they later tend to achieve greater cognitive independence by producing original research output. Third, the differences in the training approaches chosen by individual supervisors are influenced by the training that they had received in their early-career training. Overall, the study suggests that training approaches and independence of scientists are socialized in the local training context and passed down from one generation to the next. [ABSTRACT FROM AUTHOR]

The article presents the discussion on social scientists enjoining in casting a critical eye over new scholarship. Topics include imperial chain of being comprising empire, state, society and on the other capital, race, and empire; and systematic thinking about international relations leading to IR as a disciplinary formation.

The issue of uncertainty about climate change as transparently communicated by scientists is integral to climate research. Both concepts - the complexity and the uncertainty of projection data - make climate research an exciting field and confront the population with major challenges. The scientific consensus of anthropogenic climate change is described, but there are also uncertainties, which for example, result from incomplete knowledge, creating tension in the field of climate research. This study provides an empirical contribution to climate change education, which is a central topic in Education for Sustainable Development (ESD), and shows how uncertainties are perceived from the students' perspective. Guided interviews were conducted with high school students using Mayring's approach of deductive category formation. We found interesting results among students in the area of uncertainties in climate modeling. Uncertainties due to limited knowledge about climate change and anthropogenic factors were less mentioned by the students, but they appeared to have much knowledge about the limits of climate modeling. [ABSTRACT FROM AUTHOR]

International scientific collaboration is widely considered a driver of innovation. However, the social processes through which this can occur are complex. It is not only scientists that have a direct interest in international collaboration; but also the institutions or firms that employ them and the governments whose policies are designed to promote collaboration. This article seeks to reveal the social dynamics underpinning this process. Drawing on an empirical study of 79 scientists working in Australia and China we argue that the social process is essentially a system of exchange. Throughout this system, a range of scientific, innovation and social currencies are offered, received and reciprocated. Through the exchange process, scientific and technological capital is accumulated as different expectations are fulfilled and reconciled. Anthropological and sociological literature offers a theoretical framework for the analysis and the findings offer a sociological perspective of scientific collaboration across national innovation systems. [ABSTRACT FROM AUTHOR]

This paper analyzes the remarkable success of Dutch scientists near the end of the nineteenth century, as exemplified by five Nobel laureates in the period 1901–1913. Some historians suggest that the key factor contributing to the sudden rise of Dutch science was the establishment of a new type of high school, called HBS, which generated unprecedented social mobility of middle-class pupils to Dutch universities. The HBS also provided a pathway for its science teachers to write a PhD thesis outside the walls of the university. Taking a core-periphery approach, we compare the effects of an HBS-background (periphery) and Royal Academy membership (core) on the recognition that Dutch professors. Consistent with core-periphery theory, we find that professors who taught at the HBS while writing their PhD – remote from university influences – made the most creative contributions to science, and also confirm that academy members were attributed more success than non-members. [ABSTRACT FROM AUTHOR]

Working with scientists can be an effective way of engaging high school students in science inquiry. The communication gap between scientists and students, however, can be a barrier to teaching and learning. This qualitative study introduced cogenerative dialogues (cogens), which, due to their emancipatory and democratic nature, appear to be a useful tool to improve communication between scientists and students. Drawing on Mikhail Bakhtin's concept of addressivity in dialogism, this study investigated the effective strategies used by an exemplary mediator. Ten effective strategies are identified and illustrated with examples. The findings of this study are a useful reference for educators to train dialogue mediators to enhance learning in different educational settings. [ABSTRACT FROM AUTHOR]

This paper deals with two cases of acquisition and construction of Van de Graaff accelerators in 1950s Latin America, at the National Autonomous University of Mexico and the University of São Paulo, respectively. A comparative approach allows us to appreciate the significance of this particular technology within scientific, cultural, commercial, and political processes. Van de Graaff accelerators appeared as an affordable technology to engage in experimental nuclear physics and to be part of the atomic age. The circumstances that motivated physics communities in Brazil and Mexico to choose this specific technology took shape in close interactions with US institutions and scientists. These inter-American alliances involved precisely the main companies and groups that competed for the market of this technology around the world. These accelerators also intertwined with the building of campuses for two major Latin American universities, occupying then a singular place (physically and symbolically) within their execution. This paper engages with comparison for the common goal of going beyond frameworks and methodologies tied to the nation, while integrating the study of connections and interactions, as well as the interplay of multiple scales. [ABSTRACT FROM AUTHOR]

This study investigated whether the Science on Stage, a theatre and drama project, taught middle-school students more about the lives and discoveries of great scientists and whether it helped them develop positive views and attitudes towards the science course and scientists. This 8-month study employed an embedded design. The sample consisted of 20 eight graders. Quantitative data were collected using a Scientists Success Test, a Scale of Attitude towards the Science Course, and a Questionnaire of Views on Scientists, and then, were analysed using a one-sample t-test and Wilcoxon signed ranks test. Qualitative data were collected through interviews with a semi-structured interview form developed by the researchers, and then, were analysed using inductive content analysis. The Science on Stage helped participants learn more about the lives and discoveries of great scientists but had no impact on their attitudes towards the science course and scientists. It contributed not only to the history of science but also to academic and personal development. It helped participants recognise scientific facts and develop social and academic skills and made them more curious and motivated about science and art. The study discussed the results with reference to the literature and made suggestions for future research. [ABSTRACT FROM AUTHOR]