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Our technological, information-rich society thrives because of scientific thinking. However, a comprehensive theory of the development of scientific thinking remains elusive. Building on previous theoretical and empirical work in conceptual change, the role of credibility and plausibility in evaluating scientific evidence and claims, science engagement, active learning in STEM education, and the development of empirical thinking, we chart a pathway toward a comprehensive theory of the development of scientific thinking as an example of theory building in action. We detail the structural similarity and progressive transformation of our models and perspectives, highlighting factors for incorporation into a novel theory. This theory will focus on beneficial outcomes of a more collaborative scientific community and increasing scientific literacy through deeper science understanding for all people.

This article reports an investigation of a professional development program to enhance elementary teachers' ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers' facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.

Ironically, flat-Earthers, anti-vaxxers, and climate change naysayers trust in science. Unfortunately, they trust the wrong science. That conundrum lies at the heart of scientific literacy in an age of well-funded commercial and ideological interests and overwhelming digital information. The core question for the citizen-consumer is not philosophically “why trust science?” (Oreskes 2019) but sociologically “who speaks for science?” Teachers can help students learn how to navigate the treacherous territory of inevitably mediated communication and the vulnerabilities of epistemic dependence. Students need to understand the role of science communication practices (media literacy) and the roles of credibility, expertise and honesty and the deceptive strategies used by imitators of science to seem like credible voices for science.

An overview of the current state of the problem of open access to scientific and technical information is presented, technical and economic issues related to solutions to this problem are discussed, and a project for the integration of national repositories based at the International Center for Scientific and Technical Information is proposed.

Adductor-related groin pain is a common problem in sports. Evidence-based management of athletes with adductor strains, adductor ruptures, and long-standing adductor-related groin pain can be approached in a simple yet effective and individualized manner. In most cases, managing adductor-related pain in athletes should be based on specific exercises and loading strategies. In this article, I provide an overview of the different types of adductor injuries, from acute to overuse, including their underlying pathology, functional anatomy, diagnosis, prognosis, mechanisms, and risk factors. This information leads to optimal assessment and management of acute to long-standing adductor-related problems and includes primary, secondary, and tertiary prevention strategies that focus on exercise and load-based strategies. In addition, information on different options and contexts for exercise selection and execution for athletes, athletic trainers, and sports physical therapists in adductor injury rehabilitation is provided.

Effectively translating evidence-based interventions into clinic and community settings is an increasing priority for health researchers. The successful dissemination and implementation (D&I) of interventions found efficacious ensures that major health funders such as the National Institutes of Health can demonstrate a return on investment in biomedical and behavioral research and that all populations receive maximum benefit from scientific discoveries. However, the products of research efficacy trials, the evidence-based interventions, are rarely designed with D&I in mind, rendering these interventions fundamentally misaligned with real-world settings. Further, while some evidence-based interventions have been successfully adapted for implementation in indigenous communities, few such examples have been published. Literature regarding the adoption and implementation of evidence-based interventions in indigenous communities is scarce, and the feasibility of scaling up successful interventions is poorly understood, potentially widening health disparities. The Intervention Research to Improve Native American Health (IRINAH) partners are generating efficacy data on community-responsive and engaged interventions that are also designed to facilitate D&I efforts, reducing the time between research to practice to benefit indigenous communities, should these interventions prove effective. In this manuscript, we provide an overview and key challenges of D&I science with indigenous communities. We then use IRINAH case studies to highlight strategies that IRINAH partners are using to plan for the scale-up and implementation of the studies. We conclude with recommendations to inform the next phase of IRINAH research efforts.

PurposeThe development of large language models (LLMs) has significantly enhanced capabilities in AI-powered text generation. The impact of this new technology, which is expected to significantly influence our work and private lives, on document creation is still largely unknown. This article is inspired by the article “What Kind of Science Can Information Science Be” by Buckland (2012).Design/methodology/approachBuckland’s (2012) considerations about the human’s central role in information science are applied to the question of how the human’s central role in documentation could be affected by the devolvement of LLMs. The Model of Documentation Activity (MoDA) (Donner, 2023) is used as a framework to evaluate the influence of LLM outputs as part of the documentation activity. LLM outputs are placed within the model after an analysis of their potential to be a document from conventional, functional and semiotic points of view.FindingsAn advanced and more detailed version of the MoDA, the MoDA2, is presented, which is intended to clarify the potential implications of LLMs on the documentation activity.Originality/valueThis article coins the term “artificially blended testimony” for LLM output as novel data provider along nature and testimony and demonstrates the value of the MoDA2 for exploring the impact of technological advances such as LLMs on the documentation process.

This study examines the visual and verbal strategies used to communicate disturbing or difficult scientific information to children in four nonfiction picturebooks. Inspired by the idea of cats in space, the works under consideration demonstrate the very different formal approaches available to narrative versus expository texts in an age of alternative facts and inconvenient truths. The discussion, which explores works written in Spanish, Italian, and English, focuses on two stories about the first and only cat in space, Félicette, and two popular guides to the universe. Of the works studied, three successfully subordinate fiction to the objectives of science, while the fourth avoids painful realities by prioritizing speculative fancy over historical fact. In an era of digital gadgetry, they testify to the vitality of the picturebook as an instructional technology.

PurposeThe challenges to healthcare caused by the COVID-19 pandemic forced hospital librarians to develop their abilities to cope with change and crises, both on a social level and an organisational level. The aim of this study is to contribute to knowledge about how hospital librarians developed library services during the pandemic and how these changes contributed to building information resilience in the healthcare organisation. This paper also seeks to explore how resilience theory, and specifically the concept information resilience, can be used within library and information science (in LIS) to investigate resilience in the library sector.Design/methodology/approachNine semi-structured interviews with librarians were conducted at four different hospital libraries in four different regions in Sweden between March and May 2022. The empirical material was analysed through an interaction between the tzheoretical perspective and the empirical material through a thematic analysis. In each theme, specific resilience resources are identified and analysed as components of the information resilience developed by hospital librarians.FindingsThe results show that hospital librarians contribute to several different information resilience resources, which support information resilience in the healthcare organisation. Three aspects characterize the qualities of resilience resources: access, flexibility, and collaboration. The findings suggest that the framework for analysing information resilience used in this study is well suited for studying the resilience of libraries from both organisational and informational aspects.Originality/valueThe analysis of information resilience on an organisational level presents a novel way to study resilience in the library sector.