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| Teaching Controversial Science: Where Values and Science Converge | ||||||
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This roundtable discussion explores the role of educators in supporting students as they negotiate controversial topics, and evaluates the role of the students’ values on interpretation of scientific concepts. |
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| Driving Nanotechnology in the Netherlands: Shaping the Dutch Government’s Approach to Nanotechnology | ||||||
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Which drivers shape the Dutch government's approach to nanotechnology, which carry more weight, and why? This study uses the United States as a benchmark for comparison. |
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| Astrological Planetary Alignment and Personality Differences: Saving us from Ignorance | ||||||
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The link between astrological planetary alignment and personality was investigated, using a large sample (N=65 268). It was found that neither zodiac star signs, nor planetary alignments, influence personality. |
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| Mad Scientist: Should Traver 1951 Be Retracted and How | ||||||
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In 1951, a delusional scientist successfully got her hallucinations published as fact. This workshop asked if we can we ethically retract such work. if not, what should be done? |
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| Producing Legitimacy through the Notion of Science in a Multinational Company: An Anthropological Approach to Scientific and Common Sense Knowledge | ||||||
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Science as a common sense and instrumental object in the context of a healing ritual in a multinational company. |
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| Fieldwork in Geology: Teachers’ Conceptions and Practices | ||||||
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In this investigation, we sought to identify the type and frequency of fieldwork implemented by geology teachers. |
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| Primary Teachers' Conceptions about Science Teaching and Learning | ||||||
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Primary teachers’ conceptions about science teaching and learning and their relationship to the views of transmission, discovery, and the constructivist approach to teaching and learning in science. |
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| Engaging Teenagers with Genetics and Genomics through a School-based Competition: Pilot Evaluation | ||||||
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This presentation will explore the impact of an interschool competition that sought to encourage young people to engage with issues relating to whole genome screening. |
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| Fractured Culture: Educare as a Healing Approach to Indigenous Trauma | ||||||
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The Westernised oppressive discourse has created isolation and breakdown of cultural structures in Aboriginal Australia. Educaring is a powerful healing resource underpinned by cultural safety, and re-engages an Indigenous pedagogy. |
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| Positive Psychology as a Scientific Movement | ||||||
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This article examines positive psychology’s emergence as a scientific movement and its failure to persuade the wider psychology community of its necessity due to its aggressive framing strategies. |
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