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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.

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.

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.

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.

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.

PurposeThe article aims to give an overview of the history and the achieved status of information science in the German Democratic Republic (GDR) with an emphasis on the organisation of information science and practice in the GDR and on the theoretical foundations of information science.Design/methodology/approachPrimarily, this article is based upon critical literature studies, especially German-language books and journal articles, but the empirical basis also includes some unpublished sources (e.g. letters from information scientists from the GDR).FindingsThere are interesting results concerning the roots of information science in cybernetics, philosophy and the practical area of documentation. The naming of this knowledge field as “informatics”, “informatics of science” or “information and documentation science” is partly very distinct from Western conceptions. We found different theoretical foundations for information science including the approaches of Bonitz, Engelbert, Koblitz and Groß and Fuchs-Kittowski. In the GDR, information science and information practice were centralised, but through the information system science and technology, they were consistently accessible at all levels of professional work. With German reunification, information practice and its institutions, as well as GDR’s information science efforts, disappeared.Research limitations/implicationsThe article gives hints on the importance on and the survival of some GDR approaches in contemporary information science, but those developments should be analysed in much more detail.Originality/valueThis is the first overview article on the state and entire development of information science in the GDR.

This study aims to examine the relationship between pre-service teachers’ understanding of the Nature of Science (NOS), epistemic beliefs (EB), and pseudoscientific beliefs (PSB), and whether there is a difference between pre-service teachers’ understanding of NOS and pseudoscientific beliefs with sophisticated and naive epistemological beliefs. The sample consisted of 159 pre-service science teachers. The empirical study is based on correlational design. Nature of Science, Epistemic Beliefs, and Pseudoscience Beliefs Scales were used to collect the data. The results revealed that the pre-service teachers having sophisticated epistemic beliefs have also more sophisticated views of nature of science. According to the findings, no significant correlation was found between pre-service teachers’ pseudoscientific beliefs, epistemic beliefs, and nature of science views.

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.

Many studies on evidence-based policy are still clinging to a linear model. Instead, we propose to understand expertise and evidence as 'socially embedded' in authority relations and cultural contexts. Policy-relevant facts are the result of an intensive and complex struggle for political and epistemic authority. This is especially true where science and policy are difficult to distinguish and the guidelines for validating knowledge are highly contested. To understand the mechanisms leading to policy-based evidence and the long-term consequences of these transformations more comparative research on the cultural and institutional 'embeddedness' of epistemic and political authority is needed.

Little is known about how parent health literacy contributes to health-related outcomes for children with autism. This mixed-methods study included 82 U.S. parents of a child with autism 2–5 years-old and sought to describe (1) health literacy dimensions, (2) how health literacy influences services use, and (3) health literacy improvement strategies. Results showed: autism information was accessed from multiple sources; understanding autism information involved “doing your own research”; autism information empowered decision-making; health literacy facilitated behavioral services use; health literacy influenced medication use; family and system characteristics also affected services use; autism education remains needed; services information is needed across the diagnostic odyssey; and greater scientific information accessibility would increase uptake. Findings demonstrate how parent health literacy affects services use.