TY - JOUR
T1 - Research Integrity and Everyday Practice of Science
AU - Grinnell, Frederick
N1 - Funding Information:
RCR training in the United States began in 1989 when the National Institutes of Health (NIH) announced that NIH training programs should teach the principles of scientific integrity as an integral part of training efforts (U.S. Department of Health and Human Services 1989). For many years, most details regarding how to conduct RCR education and what subjects to cover were left to the institutions providing the instruction. Beginning in 2011, NIH provided expanded guidance concerning format, overall subject matter, faculty participation, duration and frequency of RCR instruction (National Institutes of Health 2011). Beginning in 2010, the National Science Foundation (NSF) also introduced an RCR training requirement for undergraduates, graduate students, and postdoctoral fellows receiving NSF support (National Science Foundation 2010). The new NIH and NSF requirements strongly encourage institutions to make RCR instruction part of the core educational curriculum rather than an ancillary component.
PY - 2013/9
Y1 - 2013/9
N2 - Science traditionally is taught as a linear process based on logic and carried out by objective researchers following the scientific method. Practice of science is a far more nuanced enterprise, one in which intuition and passion become just as important as objectivity and logic. Whether the activity is committing to study a particular research problem, drawing conclusions about a hypothesis under investigation, choosing whether to count results as data or experimental noise, or deciding what information to present in a research paper, ethical challenges inevitably will arise because of the ambiguities inherent in practice. Unless these ambiguities are acknowledged and their sources understood explicitly, responsible conduct of science education will not adequately prepare the individuals receiving the training for the kinds of decisions essential to research integrity that they will have to make as scientists.
AB - Science traditionally is taught as a linear process based on logic and carried out by objective researchers following the scientific method. Practice of science is a far more nuanced enterprise, one in which intuition and passion become just as important as objectivity and logic. Whether the activity is committing to study a particular research problem, drawing conclusions about a hypothesis under investigation, choosing whether to count results as data or experimental noise, or deciding what information to present in a research paper, ethical challenges inevitably will arise because of the ambiguities inherent in practice. Unless these ambiguities are acknowledged and their sources understood explicitly, responsible conduct of science education will not adequately prepare the individuals receiving the training for the kinds of decisions essential to research integrity that they will have to make as scientists.
KW - Philosophy of science
KW - Responsible conduct of research
KW - Science education
KW - Science policy
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U2 - 10.1007/s11948-012-9376-5
DO - 10.1007/s11948-012-9376-5
M3 - Article
C2 - 22740035
AN - SCOPUS:84883760991
SN - 1353-3452
VL - 19
SP - 685
EP - 701
JO - Science and Engineering Ethics
JF - Science and Engineering Ethics
IS - 3
ER -