Science as Psychology: Sense-Making and Identity in Science by Lisa M. Osbeck, Nancy J. Nersessian, Kareen R. Malone, Wendy

By Lisa M. Osbeck, Nancy J. Nersessian, Kareen R. Malone, Wendy C. Newstetter

Technology as Psychology finds the complexity and richness of rationality by way of demonstrating how social relationships, emotion, tradition, and identification are implicated within the problem-solving practices of laboratory scientists. during this learn, the authors assemble and learn interview and observational info from innovation-focused laboratories within the engineering sciences to teach how the complicated practices of laboratory study scientists supply wealthy mental insights, and the way a greater figuring out of technological know-how perform enables realizing of humans extra usually. The research focuses now not on dismantling the rational middle of clinical perform, yet on illustrating how social, own, and cognitive strategies are intricately woven jointly in medical considering. The authors argue that this characterization illustrates a fashion of addressing the mixing challenge in technological know-how experiences - tips to symbolize the fluid entanglements of cognitive, affective, fabric, cultural, and different dimensions of discovery and challenge fixing. Drawing on George Kelly's "person as scientist" metaphor, the authors expand the consequences of this research to normal psychology. The e-book is therefore a contribution to technology reviews, the psychology of technological know-how, and basic psychology.

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Extra resources for Science as Psychology: Sense-Making and Identity in Science Practice

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1). Engestr¨om and Miettinen (1999) distinguished activity from practice principally by academic subdivision, with the situated learning contexts of education and the distributed cognition approaches in cognitive science roughly equivalent to the practice concept in science studies. In recent decades, the term “practice” is more visible and influential than “activity,” particularly in relation to science. 18 Rouse noted, In the case of scientific inquiry, of course, the relevant practices include ways of encountering, responding to, and being resisted by what scientists are dealing with.

However, these charges reveal fundamental misconceptions about science process, within which qualitative analysis plays an essential role in every phase of procedure. Contemporary efforts devoted to the study of science, including cognitive studies of science, inherently make use of case- or problem-based analysis of practices in context, for which control is decidedly not the goal and quantitative comparison constitutes merely one item in a well-stocked toolkit. Yet it is perhaps incumbent on qualitative researchers to demonstrate the cross-cutting relevance of their approaches.

Across chapters there is overlap and cross-reference as is consistent with our theme of integration. The chapters analyzing categories of action are preceded by a discussion of our methods (Chapter 2), including an overview of the laboratory settings and the researchers therein, and a description of our efforts to make sense of the laboratories as a multidisciplinary team. We include both a brief review of other work that has been published from our study of these laboratories and a description of the principal methods of analysis used in the present project.

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