Scientific Communication and the Nature of Science

Communication is an important part of scientific practice and, arguably, may be seen as constitutive to scientific knowledge. Yet, often scientific communication gets cursory treatment in science studies as well as in science education. In Nature of Science (NOS), for example, communication is rarely mentioned explicitly, even though, as will be argued in this paper, scientific communication could be treated as a central component of NOS. Like other forms of communication, scientific communication is socially and symbolically differentiated. Among other things, it encompasses technical language and grammar, lab communications, and peer reviews, all of which will be treated in this paper in an attempt to engage on an empirical and theoretical level with science as communication. Seeing science as a form of communicative action supplements the epistemological view of science that is standard to both NOS and the philosophy of science. Additions to the seven NOS aspects on Lederman’s (Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 831–879, 2007) list are put forward as well as preliminary thoughts on the inclusion of scientific communication into NOS instruction.     

Janusian Leadership: Two Profiles of Power in a Community of Practice

This article investigates how informal positions of power emerge within a community of practice and how positions of power influence communication and understanding about key issues. Findings from a study of one community of practice reveal Janusian leadership within the group and the effects of emergent, informal power roles on group goals, adding to theoretical knowledge about small groups, academic peer groups, and communities of practice.     

CULTURAL DIFFERENCES IN LISTENING STYLE PREFERENCES: A COMPARISON OF YOUNG ADULTS IN GERMANY, ISRAEL, AND THE UNITED STATES

Do the listening styles preferred by young adults in Germany,Israel, and the USA differ significantly? In order to addressthis question, college students in all three countries completedversions of the Listening Styles Profile (LSP; Watson et al.1995) presented in their native languages. Factor analysis revealedfour predominant constructs underlying the LSP, which were designatedas people, action, content, and time listening styles. Comparisonsbetween the three cultures revealed distinctively differentpatterns of listening style preferences, with Germans preferringthe action style, Israelis endorsing the content style, andAmericans favoring both the people and time styles.     

ISSUE SALIENCE AND PUBLIC OPINION: ARE THERE CONSEQUENCES OF AGENDA-SETTING?

Recent studies have suggested that agenda-setting may influencenot only what we think about, but also what we think. This studyexamines the correlations between the salience of one issue(the federal budget deficit) and public knowledge, opinion,and behavior, using fall 1988 survey data. It finds statisticallysignificant correlations between issue salience and knowledgeabout the deficit issue, strength and direction of opinion regardingone possible solution to the issue, and political behavior relatedto the issue. These correlations remain statistically significantin multiple regression analyses where demographics and mediaexposure and attention measures are controlled simultaneouslyand in hierarchical blocks. Taken together, the findings reportedhere suggest that increased salience of the deficit issue wasaccompanied by increased knowledge of its possible causes andsolutions, stronger opinions, less likelihood of taking a neutralposition, and more likelihood of participating in politics throughsuch behavior as signing petitions, voting, attending meetings,and writing letters.