Scientists and Scientific Thinking: Understanding Scientific Thinking Through an Investigation of Scientists Views About Superstitions and Religious Beliefs

Abstract

Scientific literacy is explored in this paper which describes two studies that seek to understand a particular feature of the nature of science; namely scientists' habits of mind. The research investigated scientists' views of scientific evidence and how scientists judge evidence claims. The first study is concerned with scientists' views of what constitutes superstitious beliefs. The second concerned potential conflicts between scientific theories and evidence, and religious beliefs. The research findings suggest that these scientists, unlike their stereotype, hold idiosyncratic views of what constitutes good scientific evidence and sound, credible testimony. The interviews provide a window into scientific thinking as practiced by modern scientists, and suggest that the scientists are rather more open to alternative thinking than might be supposed. The implications of these findings are discussed in the context of their implications for scientific literacy.

A Cross-Age Study of Elementary Student Teachers’ Scientific Habits of Mind Concerning Socioscientific Issues

“…One way this has been promulgated is to develop scientific literacy, and here much interest has focussed on the use of science in society. Coll & Taylor (2004) and Coll, Lay & Taylor (2008) say that many citizens fear science and its impact upon everyday life. It seems that much of the public thinks science (and technology) may be out of control.…”

Using Transformative Learning Theory to Explore the Mechanisms of Citizen Participation for Environmental Education on the Removal of Invasive Species: The Case of Green Island, Taiwan

“…The application of scientific knowledge in taking practical action is the key to science education in the twenty-first century (Coll, Lay, & Taylor, 2008;Kuo & Perng, 2016;McFarlane, 2013). However, before taking practical action, the correct views must be established (Özdemir & Clark, 2007;Zhou, 2010); therefore, adults who are no longer enrolled in school must continuously revise their views based on the progress of science and create a new relationship with society and the environment.…”

Maģiskās domāšanas, ticības paranormālajam un kritiskās domāšanas dispozīcijas īpatsvara maiņa medicīnas studiju procesā. Promocijas darbs

“…Mūsdienās jauns un neparasts distresa veids ir zinātnes tehnoloģiju progress, kurš ar savu potenciālu spēj būtiski mainīt cilvēku likteņus neparedzamā virzienā. Vairāki pētnieki secinājuši, ka pretēji TP zinātnes un tehnoloģiju progress daļā vispārējās populācijas rada nevis drošības, bet gan distresa sajūtu[Coll, Lay, 2008]. Tās ir modernās bažas par veselību (modern health worries), baidoties, piemēram, no tādām tehniskajām ierīcēm kā augstsprieguma līnijas, mobilie telefoni, datori, un no tādiem medicīniskajiem preparātiem kā antibiotikas, vakcīnas, psihotropiskie preparāti, hormon-preparāti vai no ģenētiski modificētas pārtikas [Petrie & Wessely, 2002; Saher u.c., 2006; Utināns, Ancāne, 2014].…”

“…Ja reliģiskie vai paranormālie uzskati izstūma šā fenomena zinātnisko apspriešanu, radot kognitīvu disonansi, var teikt, ka zinātniskā domāšana un ticība tiek sašķelta (compartmentalized). Tas arī nozīmē, ka zinātnieki automātiski nenoraida nezinātniskas pārliecības[Coll & Lay, 2008]. Tāpēc attiecībā uz zinātnisko domāšanu pētnieki šķir fiziskās cēlonības likumu "dziļo penetrāciju" un "seklo penetrāciju" ("deep penetration" and "partial penetration") subjekta apziņā.…”