Cognitive styles and psi: psi researchers are more similar to skeptics than to lay believers.

Introduction: Belief in psi, which includes psychic phenomena such as extra-sensory perception and post-mortem survival, is widespread yet controversial. According to one of the leading and perhaps most tested hypotheses, high belief in psi can be explained by differences in various aspects of cognition, including cognitive styles. Most of this research has been conducted with lay individuals. Here, we tested the hypothesis that academic researchers who investigate psi may exhibit different cognitive styles than lay individuals interested in psi, and are more similar to skeptics. Methods: We measured two cognitive styles-actively open-minded thinking (AOT) and the need for closure (NFC)-and assessed differences among four heterogeneous groups regarding belief in psi and involvement in related research. Specifically, our study included academic psi researchers (N = 44), lay individuals who believe in psi (N = 32), academics who are skeptics of psi (N = 35), and lay individuals who are skeptics (N = 33). Results: We found group differences in AOT (p = 0.003) but not in NFC scores (p = 0.67). Post hoc tests showed no significant difference in AOT scores between academics who conduct psi research (4.5 ± 0.3) and academic skeptics (4.5 ± 0.3; p = 0.91) or lay skeptics (4.5 ± 0.4; p = 0.80). The lay psi group had significantly lower AOT scores (4.2 ± 0.4) than the other three groups (ps: 0.005-0.04), indicating a decreased willingness to consider a range of evidence when forming an opinion, including evidence that challenges their beliefs. AOT was negatively associated with psi belief in the two skeptic groups combined (r = -0.29, p = 0.01), but not in the psi groups (r = -0.03, p = 0.78). Discussion: Our research shows that academics who work with psi differ from lay psi individuals, but not from skeptics, in actively open-minded thinking. In other words, despite their high belief in psi phenomena, psi researchers demonstrate a commitment to sound reasoning about evidence that is no different from that of skeptics.

Epistemic discourses concerning the competence developed in a norwegian master's degree program in health science.

It has been claimed that various discourses related to competence influence higher education, but there is limited understanding of the discourses underlying competence development. The specific aim of this study was to explore epistemic discourses concerning the development of competence of health professionals with a master's degree in health science. Accordingly, the study was qualitative and adopted discourse analysis. Twelve participants, all of whom were Norwegian health professionals aged between 29 and 49 years, participated in this study. Four participants were in the final stage of study for their master's degree with three months left before completion, four had completed their degree two weeks before their participation, and four had been working for one year after the completion of their degree. Data were collected in three group interviews. Three epistemic discourses were revealed: (1) a critical thinking competencies discourse, (2) a scientific thinking competencies discourse, and (3) a competence-in-use discourse. The former two discourses were considered the dominant discourses and indicated that a knowing "that" discourse connected the specialized competence of different health professionals with a wider field of competence. This wider field transcended the boundaries of various health disciplines and represented a novel competence developed through a synergizing process between critical and scientific thinking competencies, which seems to drive continued competence development. A competence-in-use discourse was formed in the process. This discourse can be viewed as a unique outcome that contributes to health professionals' specialized competence and suggests that a knowing "how" discourse was also an underlying background discourse.

Exploring Innovation with Scientific Thinking.

The mode of scientific thinking is undergoing rapid and profound changes. In the 21st century, macro and micro civilizations go parallel. A systematic and scientific methodology is required for the study of complex things. The thinking mode in modern medicine is gradually shifting from analytical, reductive thinking to holistic and systematic thinking. As such Western medicine and traditional Chinese medicine are gradually approaching the epistemology of health and disease state. The importance of scientific thinking in innovation has been expounded in this study. The development trends in medicine in the current era are analyzed, the importance of systems theory in the study of human bodies is discussed, and a new medical model named Novel Systems Medicine is proposed.

Retrieval Practices Enhance Computational and Scientific Thinking Skills.

The notion of teaching experts' habits of mind (e.g., computational thinking and scientific thinking) to novices seems to have inspired many educators and researchers worldwide. In particular, a great deal of efforts has been invested in computational thinking (CT) and its manifestations in different fields. However, there remain some troubling spots in CT education as far as how to teach it at different levels of education. The same argument applies to teaching scientific thinking (ST) skills. A remedy has been suggested to narrow CT and ST skillsets down to core cognitive competencies so they can be introduced in early and middle grades and continue to be nurtured during secondary and post-secondary years. Neuroscientists suggest that the act of (computational) thinking is strongly linked to the acts of information storage/retrieval by our brain. Plus, years of research have shown that retrieval practices promote not only knowledge retention but also inductive reasoning and deductive reasoning. Not surprisingly, these reasoning skills are core elements of both CT and ST skillsets. This article will mesh the findings of a teacher professional development with the existing literature to lay a claim that retrieval practices enhance CT and ST skills. The study offered training to secondary school teachers (n = 275) who conducted classroom action research to measure the impact of retrieval practices on teaching and learning of STEM and CT concepts. We used a quasi-experimental research design with purposeful sampling and a sequential mixed-methods approach focusing on the impact of professional development on teacher outcomes and, in turn, on student outcomes. A survey of teacher participants showed that the majority (96%) of survey respondents (n = 232) reported a good understanding of retrieval strategies, and how relevant ideas can be implemented and tested in the classroom. A large number of action research (target-control) studies by teachers (n = 122) showed that students who learned STEM and CS concepts through retrieval practices consistently scored 5-30% higher than those using the usual blocked practice. In most cases, the difference was statistically significant (p < 0.05). While the study contributes to retrieval practices literature, those looking for best practices to teach core CT and ST skills should benefit from it the most. The study concludes with some recommendations for future research based on the limitations of its current findings.

Developmental Trajectories in Diagnostic Reasoning: Understanding Data Are Confounded Develops Independently of Choosing Informative Interventions to Resolve Confounded Data.

Two facets of diagnostic reasoning related to scientific thinking are recognizing the difference between confounded and unconfounded evidence and selecting appropriate interventions that could provide learners the evidence necessary to make an appropriate causal conclusion (i.e., the control-of-variables strategy). The present study investigates both these abilities in 3- to 6-year-old children (N = 57). We found both competence and developmental progress in the capacity to recognize that evidence is confounded. Similarly, children performed above chance in some tasks testing for the selection of a controlled test of a hypothesis. However, these capacities were unrelated, suggesting that preschoolers' nascent understanding of the control-of-variables strategy may not be driven by a metacognitive understanding that confounded evidence does not support a unique causal conclusion, and requires further investigation.

On the practice of cultivating scientific thinking in the teaching of Gene Engineering curriculum / 中华医学教育探索杂志

Gene Engineering is a compulsory course for students majoring in biotechniques. Therefore, we have made innovative reforms to strengthen the "scientific thinking" elements in the course in all aspects of the course, such as content design, teaching strategies, inspection and evaluation methods on the teaching. Briefly, the contents are designed to reflect the scientific rules and thinking manners, and milestone findings and stories are mined thoroughly. During the teaching process, students are inspired and enlightened based on the history by scene reappearance to form the scientifc thinking. During the evaluation process, students are advocated to share their stories in gene engineering field and the underlying scientific thinking manners are taken into the assessment. With the teaching reform in the Gene Engineering course, the "scientific thinking" ability of the students has been significantly improved.

The Role of Regulatory Sciences from the Perspective of the Cuban Medicines Regulatory Agency: The Impact of COVID-19 in Promoting Innovation, Cooperation and Scientific Thinking.

The authors aim to familiarize the reader with the Center for the State Control of Medicines, Medical Equipment and Devices (CECMED) and the agency's perspective regarding the development and implementation of regulatory sciences as an interactive tool to promote cooperation and scientific thinking. The authors share their viewpoint on the preparedness of Latin American regulatory agencies by assessing innovation (i.e. novel biopharmaceuticals, vaccines, etc.), analyzing the challenges which are impacting healthcare and patients, and posing suggestions for a collaborative regional and international approach. To conclude, the authors' share recommendations for the implementation of regional initiatives aimed at supporting regulatory science, with the goal to promote the exchange of scientific cooperation as a vital element to maximize regulatory skills and competencies.

Distance teaching of experimental scientific methodology and scientific thinking.

Objective: The aim of this project was to convert a traditional face-to-face seminar for the teaching of experimental scientific methodology to remote teaching in a timely manner due to the COVID-19 related restrictions to teaching in presence. Methodology: The main focus of the course was on flow cytometry. Basics were developed in a virtual presence phase. Specific teaching contents were taught by an interactive presentation, which came very close to the user experience of a flow cytometer and interactively illustrated the influence of different experimental conditions on the obtained results. Video sequences of authentic sample acquisitions were integrated into Adobe Captivate®. These "virtual acquisitions" were not distinguishable from the original procedure. For interpretation of the resulting diagrams, interactions were inserted, which allowed direct comparison of the obtained results. Implementation: A presentation with interactive elements and video sequences was created and used for the virtual presence phases. After publishing on a web server in HTML 5, contents were made available to the students for post-processing of learning contents by self-paced learning with full (interactive) functionality. Conclusion: Contributions elaborated by the students during the course demonstrate a learning outcome comparable to that archieved in the last years in presence mode. While implementation of this solution represented a highly time-consuming process, narrative feedback was consistently positive. Due to the short time available for implementation, no systematic evaluation could be conducted, which represents a clear limitation of this work.

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review.

Background: The Informed Health Choices (IHC) Key Concepts are principles for evaluating the trustworthiness of claims about treatment effects. The Key Concepts provide a framework for developing learning-resources to help people use the concepts when treatment claims are made, and when they make health choices. Objective: To compare the framework provided by the IHC Key Concepts to other frameworks intended to promote critical thinking about treatment (intervention) claims and choices. Methods: We identified relevant frameworks from reviews of frameworks, searching Google Scholar, citation searches, and contact with key informants. We included frameworks intended to provide a structure for teaching or learning to think critically about the basis for claims, evidence used to support claims, or informed choices. For a framework to be included, there had to be a description of its purpose; a list of concepts, competences, or dispositions; and definitions of key terms. We made independent assessments of framework eligibility and extracted data for each included framework using standardised forms. Results: Twenty-two frameworks met our inclusion criteria. The purpose of the IHC Framework is similar to that of two frameworks for critical thinking and somewhat similar to that of a framework for evidence-based practice. Those frameworks have broader scopes than the IHC Framework. An important limitation of broad frameworks is that they do not provide an adequate basis (concepts) for deciding which claims to believe and what to do. There was at most some overlap between the concepts, competences, and dispositions in each of the 22 included frameworks and those in the IHC Framework. Conclusions: The IHC Key Concepts Framework appears to be unique.  Our review has shown how it and other frameworks can be improved by taking account of the ways in which other related frameworks have been developed, evaluated, and made useful.

Family Conversations About Heat and Temperature: Implications for Children's Learning.

Some science educators claim that children enter science classrooms with a conception of heat considered by physicists to be incorrect and speculate that "misconceptions" may result from the way heat is talked about in everyday language (e.g., Lautrey and Mazens, 2004; Slotta and Chi, 2006). We investigated talk about heat in naturalistic conversation to explore the claim that children often hear heat discussed as a substance rather than as a process, potentially hindering later learning of heat as energy involved in emergent processes. We explored naturalistic speech among children and adults to understand the nature and the frequency of heat- and temperature-related conversations that young children are involved in. This study aims to investigate the actual linguistic resources that children have available as part of a sociocultural approach to cognitive development. Parents' everyday conversations about heat and temperature with their 2-6-year-old children were drawn from the Child Language Data Exchange System (CHILDES) language database and from a parent-child book-reading study. Parents used the word heat rarely, but they did so in ways that implied it is a substance. Parents never talked about heat as an emergent process but sometimes as a direct causal process. Most of the heat- and temperature-related talk, however, focused on words like hot and cold to describe temperature as a property of objects. This investigation of what young children actually experience in everyday conversations is a step toward studying how everyday language may play a role in children's understanding of heat and temperature.

Assessing Pharmacy Students' Scientific Reasoning After Completing a Physics Course Taught Using Active-Learning Methods.

Objective. To assess the degree of change in the level of scientific reasoning in first-year pharmacy students by applying active-learning methods during a physics course. Methods. The efficiency of the active-learning methods of experimentation and discussion in the development of scientific reasoning in 90 pharmacy students was determined by comparing it to the efficiency of using traditional learning methods (eg, lecture) with 60 students. The Lawson Classroom Test of Scientific Reasoning was used to measure change. Results. The data from this five-year study showed that of all pharmacy students in the active-learning group who were functioning on a stable or transitional level of thinking at the time of the pretest, 28.6% achieved a shift towards a higher level of scientific thinking. The active-learning group also achieved better overall results in the course. Conclusion. Using active-learning methods (experimentation and discussion) in a physics course enabled pharmacy students to better master the content. By elevating students' level of scientific reasoning, a foundation for using evidence-based medicine was established.

Supporting Early Scientific Thinking Through Curiosity.

Curiosity and curiosity-driven questioning are important for developing scientific thinking and more general interest and motivation to pursue scientific questions. Curiosity has been operationalized as preference for uncertainty (Jirout and Klahr, 2012), and engaging in inquiry-an essential part of scientific reasoning-generates high levels of uncertainty (Metz, 2004; van Schijndel et al., 2018). This perspective piece begins by discussing mechanisms through which curiosity can support learning and motivation in science, including motivating information-seeking behaviors, gathering information in response to curiosity, and promoting deeper understanding through connection-making related to addressing information gaps. In the second part of the article, a recent theory of how to promote curiosity in schools is discussed in relation to early childhood science reasoning. Finally, potential directions for research on the development of curiosity and curiosity-driven inquiry in young children are discussed. Although quite a bit is known about the development of children's question asking specifically, and there are convincing arguments for developing scientific curiosity to promote science reasoning skills, there are many important areas for future research to address how to effectively use curiosity to support science learning.

An explorative vs. traditional practical course: how to inspire scientific thinking in medical students.

Recently, medical students' scientific thinking skills have been identified as an important issue in medical education. Scientific thinking cannot be imparted in conventional lectures, but rather requires actively involving students. We modified a practical course in physiology. A study was designed to test whether the new course fosters scientific thinking without impairing the transfer of physiological knowledge. The study group consisted of 226 first-year medical students at the Medical Faculty Mannheim of Heidelberg University. Written consent to participate in the study was obtained from all participants. The group was then randomly divided into two groups (traditional vs. modified course). The subject of both courses was a laboratory experiment in skeletal muscle physiology. In the traditional course, the students addressed topics already presented in lectures. In the modified course, students dealt with the same topics as in the traditional course, but the experiment was expanded to include one issue not taught before. When working on this issue, the students were instructed in scientific thinking. All participants filled out a questionnaire with 15 multiple-choice questions addressing the physiological subject matter and four open-ended questions addressing the criteria of scientific methodology. Physiological knowledge in both groups did not differ [F(1) = 2.08, P = 0.15]. Scores in scientific thinking in the modified course were higher (mean = 4.20, SD = 1.89) than in the traditional course (mean = 2.04, SD = 1.91) with F(1) = 70.69, P < 0.001, η2 = 0.24 (large effect). Our study demonstrates that small adjustments to courses in medical education can promote scientific thinking without impairing knowledge transfer.

Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context.

People often have difficulty interpreting covariation data presented in contingency tables. The present study investigates adults' success and strategy use in interpreting covariation data as a function of two factors that may influence performance: symmetry and context. We hypothesised that symmetrical problems, which involve comparing two candidate causes, would elicit more adequate interpretations than asymmetrical problems, which involve comparing the presence and absence of one candidate cause. We also hypothesised that problems with grounded, concrete contexts would elicit more adequate interpretations than abstract problems. College students ( N = 109) interpreted contingency tables in four conditions that varied in symmetry and context. Both factors influenced correct interpretations. A latent class analysis revealed three distinct strategies: (a) compute conditional probabilities (40%), (b) compare-two cells (23%), and (c) anchor and compare (37%), a novel strategy in which reasoners integrate data from all four cells in a stimulus-driven but incorrect way. Participants' use of the conditional-probabilities strategy was higher in the symmetrical than the asymmetrical conditions, and higher in the concrete than the abstract conditions. Thus, even in a sample of college students, interpreting covariation data is a skill that is not fully consolidated, but instead depends on problem structure and context.

Cultura científica y cultura científico investigativa / Scientific culture and scientific research culture

Se exponen precisiones en torno al concepto de cultura científica sobre la base de numerosos referentes actuales y a partir de las diferencias en su tratamiento, en el que generalmente se asume como categoría que es vinculada a las grandes masas y que, por su oficio, deben portar los individuos que se relacionan directa o indirectamente con la construcción del conocimiento científico y los resultados o salidas derivados de estos. También se propone el concepto de cultura científico investigativa que parte de una intencionalidad como regularidad del pensamiento científico en el modo de actuación del sujeto consciente y desarrollador de esa categoría esencial, núcleo de capacidades transformadoras que median el pensamiento científico y la toma de decisiones en función de las demandas sociales.

On the basis of current references about of scientific culture concept, the authors detailed the differences in the treatment in which it is generally assumed as a category that is linked to the masses and which, due to their profession, must have the individuals that are directly or indirectly related to the construction of scientific knowledge and the results or outputs derived from them. In addition, the concept of scientific research culture is proposed, from intentionality as a regularity of scientific thinking in the action mode of the conscious individual and developer of that essential category, a nucleus of transformative capacities that mediate scientific thinking and decision making in function of social demands.

Corrigendum: Hauntings, homeopathy, and the Hopkinsville Goblins: using pseudoscience to teach scientific thinking.

[This corrects the article on p. 336 in vol. 5, PMID: 24860520.].

A focus on polarity: Investigating the role of orientation cues in mediating student performance on mRNA synthesis tasks in an introductory cell and molecular biology course.

The central dogma has served as a foundational model for information flow, exchange, and storage in the biological sciences for several decades. Despite its continued importance, however, recent research suggests that novices in the domain possess several misconceptions regarding the aforementioned processes, including those pertaining specifically to the formation of messenger ribonucleic acid (mRNA) transcripts. In the present study, we sought to expand upon these observations through exploration of the influence of orientation cues on students' aptitude at synthesizing mRNAs from provided deoxyribonucleic acid (DNA) template strands. Data indicated that participants (n = 45) were proficient at solving tasks of this nature when the DNA template strand and the mRNA molecule were represented in an antiparallel orientation. In contrast, participants' performance decreased significantly on items in which the mRNA was depicted in a parallel orientation relative to the DNA template strand. Furthermore, participants' Grade Point Average, self-reported confidence in understanding the transcriptional process, and spatial ability were found to mediate their performance on the mRNA synthesis tasks. Collectively, these data reaffirm the need for future research and pedagogical interventions designed to enhance students' comprehension of the central dogma in a manner that makes transparent its relevance to real-world scientific phenomena. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):501-508, 2017.

But is it science?

Early years science education is not science, but a curricular construction designed to induct young children into a range of ideas and practices related to the natural world. While inquiry-based learning is an important approach to this, it is not of itself unique to science and there are a range of logico-mathematical constructions that come closer to the essence of science. In this paper we discuss just three: empirical question-asking, transgressive play, and good thinking. The challenge, of course is to induct early years practitioners to a different way of shaping early science.