Reviews some research on, and provides a mathematical model for, the decline in bacterial populations in a closed system as a consequence of accumulating toxins and decreasing food. (AL)

Presents experiments, models, and interpretations of reports that hot water begins to freeze faster than cooler water. Preliminary conclusions show that the surface area, side wall cooling, evaporation, and environment are the most important parameters. (DS)

Contains a conversation in a dialog format discussing opinions about the relations among theory, data, subjectivity, and the scientific enterprise in psychology. Distributed as a handout, the conversation has generated interest and comment from psychology students at introductory to graduate levels. (RM)

Principles of art and science can be integrated to form a firmer and more socially responsible foundation for art therapy. Preliminary guidelines for systematically incorporating a scientific perspective with art therapy are presented, emphasizing the role research plays in constructing a combined knowledge base. Implications for current practice…

The general concept of energy is somewhat unclear as long as it is confined to physics since every chapter of it defines its own particular concept of energy. The general concept can be elucidated in terms of the hypergeneral concepts of concrete things and changeability. Concludes that physicists and philosophers can learn from one another.…

Addresses the question in science education; "What is the nature of science?" and proposes that vital qualities of science are best illuminated by just the opposite process: by appreciating the uncommon, rather than common, features. Argues that by attending to individual variation, we are more likely to understand what makes science a creative…

Discusses how changes in pedagogical demands can significantly alter research patterns. (Author/CCM)

Surveys the astronomical community on their familiarity with the work of Thomas Kuhn. Finds that for some astronomers, Kuhn's thought resonated well with their picture of how science is done and provided perspectives on their scientific careers. (Author/CCM)

Questions the scientific community's consensus on the epistemological sophistication concerning scientific knowledge. Argues for a distinction between correctness and productivity of an epistemological stance and against certain blanket generalizations about the nature of knowledge and learning that do not attend to context. (Author/MM)