Reflections During the COVID-19 Pandemic: Science, Education, and Everyday Life.

During the COVID-19 crisis, we have been able to witness, in many countries, a substantive resistance to the science-based arguments of politicians and to the calls from the medical field to implement safety measures (masks, distancing) and to get vaccinated. In this text, some reflections are provided on what this resistance might tell the science education community about the impact the field has had on individual persons specifically and society as a whole. It is suggested that we ought to think about science learning for life following formal education, and some features are described that make science in the classroom more relevant to students.

Toward an Organic Theory for the Cultural-Historical Sciences.

In present-day cultural-historical sciences, explanations of activity are provided in terms of thing-like, independent, and self-actional entities including subject, object, tool, sign, mind, culture, meaning, and community. In this theory-building contribution, I instead suggest an organic theory to theorize activity in terms of events, characterized by actuality and becomingness. Organic theories have radical consequences for the cultural sciences in that cherished notions-e.

Theorizing with/out "Mediators".

Mediation is one of the most often cited concepts in current cultural-historical theory literature, in which cultural actions and artifacts are often characterized as mediators standing between situational stimuli and behavioral responses. Most often presented as a means to overcome Cartesian dualism between subject and object, and between individual and society, some scholars have nonetheless raised criticism suggesting that such mediators are problematic for a dialectical psychology that takes a unit analysis (monist) approach. In fact, Spinoza develops a monist theory of mind and body that goes without and even excludes every form of mediation.

The Primacy of the Social and Sociogenesis.

It has become a truism to state that cultural characteristics (knowledge, identity, practices) are "socially constructed." However, critics point out that the social overwhelmingly is understood as a context-a trivial sense of the social-and that the real social nature of human practices tends not to be shown. The Russian social psychologist L.

Peer assessment of aviation performance: inconsistent for good reasons.

Research into expertise is relatively common in cognitive science concerning expertise existing across many domains. However, much less research has examined how experts within the same domain assess the performance of their peer experts. We report the results of a modified think-aloud study conducted with 18 pilots (6 first officers, 6 captains, and 6 flight examiners).

Working out the interstitial and syncopic nature of the human psyche: on the analysis of verbal data.

Psychology studies the human mind and its development. Although it is often recognized that the human mind needs to be understood as a temporal (developmental) phenomenon between past and future and at the interstices between the idealities of pure Self and Other, the analytic methods interpretive researchers use tend to reify ahistorical and solipsist conceptions of the human being. In this article, I provide examples of an approach to the analysis of verbal data that immediately gets us to the interstitial and syncopic nature of the human psyche.

Nacherzeugung, Nachverstehen: A phenomenological perspective on how public understanding of science changes by engaging with online media.

It is widely acknowledged in science education that everyday understandings and evidence are generally inconsistent with the scientific view of the matter: "heartache" has little to do with matters cardiopulmonary, and a rising or setting sun actually reflects the movements of the earth. How then does a member of the general public, which in many areas of science is characterized as "illiterate" and "non-scientific," come to regard something scientifically? Moreover, how do traditional unscientific (e.g.

Situated cognition.

Unlabelled: Following the cognitive revolution, when knowing and learning have come to be theorized in terms of representations stored and processed in the mind, empirical and theoretical developments in very different scholarly disciplines have led to the emergence of the situated cognition hypothesis, which consists of a set of interlocking theses: cognition is embodied, fundamentally social, distributed, enacted, and often works without representations. We trace the historical origins of this hypothesis and discuss the evidential support this hypothesis receives from empirical and modeling studies. We distinguish the question of where cognition is located from the question of what cognition is, because the confounding of the two questions leads to misunderstandings in the sometimes-ardent debates concerning the situated cognition hypothesis.

Post-ecological discourse in the making.

This article analyses the discourse of 15- to16-year-old Swiss junior high school students in order to understand public discourse on the environment and environmental protection. Discourse analysis reveals four interpretive repertoires as the building blocks for the so-called post-ecological discourse, which can be used to describe important aspects of current ways of talking about ecological issues in Europe. We show that 10 theoretically identifiable dimensions of this discourse can be understood in terms of a mutual interplay between the four interpretive repertoires.

The emergence of a community mapping network: coastal eelgrass mapping in British Columbia.

The purpose of this paper is to document and theorize the emergence of a network of stewards concerned about the conservation of a marine habitat called eelgrass along the coastline of British Columbia, Canada. Today, by engaging as professional biologists, government employees, and volunteers using various mapping, outreach, and communication tools, these stewards generate knowledge on the geographic location and health of eelgrass habitat, how to educate the public, how to coordinate volunteers, and how to approach local governments--with the ultimate goal of convincing others that eelgrass is worth protecting. Our two-year ethnographic study began in the second year of a project that was designed to train twenty community coordinators how to map and monitor eelgrass habitat.

Effects of exogenous thyroid hormones on visual pigment composition in coho salmon (Oncorhynchus kisutch).

The role of exogenous thyroid hormone on visual pigment content of rod and cone photoreceptors was investigated in coho salmon (Oncorhynchus kisutch). Coho vary the ratio of vitamin A1- and A2-based visual pigments in their eyes. This variability potentially alters spectral sensitivity and thermal stability of the visual pigments.

Improving science education for sustainable development.

Data from an environmental education project demonstrate how a learning framework that is consistent with contemporary ethology, and represents humans as self-determined yet integral parts of their environment, contributes both to the improvement of education and to a sustainable future.

Educating for Citizenship: Reappraising the Role of Science Education.

New discoveries and technological inventions render the world increasingly complex. Fostering students' scientific and technological literacy has, therefore, become a primary goal for many science educators. Yet the concept of scientific literacy is itself not at all clear.