This column presents descriptions of how four nurse researchers practice science, based upon a framework constructed to depict key dimensions in the practice of nursing science. Emphasis is given to the role of theory in science.
Drew, N. (2006). Bridging the distance between the objectivism of research and the subjectivity of the researcher. Advances in NursingScience, 29, 181—191.
2.
Dyson, F.J. (2006). The scientist as rebel. New York: New York Review of Books.
3.
Kuhn, T.S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
4.
Schwab, J. (1964). Structure of the disciplines: Meanings and significances . In G. W. Ford & L. Pugno (Eds.), The structures of knowledge and the curriculum (pp. 6-30). Chicago: Rand McNally.
5.
Stehr, N., & Meja, V. (Eds.). (2005). Society and knowledge: Contemporary perspectives in the sociology of knowledge and science. New Brunswick, NJ: Transaction.
