The objectives of science education in both countries are to enhance students' engagement in science and to develop their creativity, critical thinking, and problem-solving skills through the application of scientific knowledge (DeBoer 2000; Osborne and Dillon 2008).
It did allow both sides to take the high road with the objectives of science and learning and exploration".
Most research ethics guidelines, including the Declaration of Helsinki, agree that the objectives of science should not supersede individual rights.
Confusion between the objectives of science and those of the practice of medicine has perhaps led to much of the misunderstanding and criticism leveled at EBM.
The objective of integrating science and ethics in an educational setting is to enable science and pre health students to begin to develop the critical-thinking skills and knowledge required to identify and address bioethical challenges intrinsic to their chosen professions.
However, this type of thinking is fundamentally at odds with the objective of medical science: to understand the natural world so we can take as much of the luck out of it as possible.
The initiative transfers funds from established programs into a pool reserved for young investigators, with the objective of invigorating science and meeting the "most critical and major goal for NIH, [which] is to encourage independent inquiry by promising new investigators early in their career," Zerhouni told reporters in a teleconference that morning.
In a book containing suggestions for classroom experiments, Caldwell and Eikenberry (1926) stated that the objective of general science is to "develop a usable fund of interesting and worth-while knowledge about common things," and "to develop helpful and trustworthy habits of thinking about and of judging the common experiences which fall within the fields of science" (p. iv).
The basic objective of science studies, as Latour sees, it is to re-open black-boxed frictions and tensions, made invisible by the field's subsequent success.
Explicit instruction in the theory, practices, and behaviors of effective science educators is critical to achieving the objective of a progressing science educator workforce (Gibbs and Coffey, 2004).
And the makers of this fourth edition have tried to free it of psychiatric ideologies, turning to the objective eye of science as arbiter of debates over its contents.
