Science doesn’t happen in isolation. It needs money, and that money usually comes from government agencies, corporations, or private foundations. These funders often have their own priorities, which can shape what gets researched and what doesn’t.
This is something I wish to change one day, as I want science to be something completely objective and not influenced by benefit or corruptiion.
In short: science isn’t just about discovering facts. It’s about people working together, disagreeing, changing their minds, and shaping the future—one idea at a time.
I am excited to enter the scientific field specifically for this reason, working togethre with other people to view many different inputs and possiblities.
Kuhn showed that these shifts aren’t just about data—they’re about people. Scientists have to agree on what counts as evidence, what questions matter, and which ideas are worth exploring. That means science is shaped by community decisions, not just cold hard facts.
This is what I find most interesting about science, theres so many things that change and infinite possiblities.
This normalizes failure as a natural part of the learning process and as the starting point for most scientific breakthroughs.
This spoke to me because almost every time a scientific discovery was made it was through trial and error. There is no improvement if there is no error.
Dispositions are inclinations, tendencies, or willingness to perform a given thinking skill. Unlike abilities, which can remain dormant, dispositions involve the intention to engage in a behavior and the sensitivity to notice opportunities to employ that behavior. They are not fixed traits but are malleable and can be shaped through educational interventions and repeated learning experiences over time.
It is important to know the difference between these two because it is good to know what is there but has not been uncovered yet and what is there naturally.
Open Up to New Ideas: Be willing to change your beliefs when presented with new evidence or a better explanation, even if it challenges your previous understanding.
This is very important, especially for any stem fields, because new ideas are constantly being made and new evidence is constantly coming out. So it is important to being open to new discoveries being made.
They tend to respond to difficulties with constructive thoughts, such as considering changing strategies or trying harder, rather than giving up.
I often find myself experiencing this, I will come across a difficult challenge and instead of giving up I will find ways to overcome it, whether it be from one big effort or from many small wins.
Teachers should be cautious not to blame a student's underperformance solely on a fixed mindset. Instead, they should focus on supporting students on their journey toward a growth mindset and adopting it in their own teaching.
This called to me because it is something that I have experienced in the past and have only recently discovered that it was wrong.
Response to Errors: Individuals with a growth mindset show a higher Pe (error positivity) waveform response in EEG studies, indicating a heightened awareness of and attention to mistakes. This increased attention to corrective feedback allows for better error correction. School children with growth mindset endorsement also performed with higher accuracy after mistakes, demonstrating their ability to learn from errors.
This stood out to me because response to errors is one of the biggest ways that I help myself keep a growth mindset.