scholarly journals O problema da racionalidade da ciência no século XX e as implicações para um ensino crítico e reflexivo da ciência

2017 ◽  
Vol 15 ◽  
pp. 29
Author(s):  
Letícia Lenzi
Keyword(s):  
Twentieth Century ◽  
Science Education ◽  
Nature Of Science ◽  
Thomas Kuhn ◽  
Science Technology ◽  
Harsh Criticism ◽  
Scientific Judgment ◽  
The Relationship ◽  
New Criteria ◽  
Rationality Of Science

ResumoAo longo do século XX a concepção tradicional de racionalidade da ciência sofreu duras críticas, principalmente após os trabalhos de Thomas Kuhn a respeito dos critérios de evolução das teorias científicas ao longo da história. Assim, filósofos da ciência assumiram a tarefa de redefinir o que se entende por racionalidade da ciência, garantindo novos critérios para salvaguardar a consistência do juízo científico na articulação das ideias e teorias. Neste artigo, evidenciam-se essas questões para se discutir ações que possam promover uma educação científica crítica e reflexiva, contemplando a relação entre Ciência, Tecnologia e Sociedade e uma compreensão mais adequada da natureza da ciência. Palavras-chave: Racionalidade da ciência; Natureza da ciência; Educação científica. AbstractThroughout the twentieth century, the traditional conception of rationality of Science suffered harsh criticism, especially after Thomas Kuhn's work concerning the development criteria of scientific theories throughout history. Thus, philosophers of Science have assumed the task of redefining what is meant by rationality of Science, guaranteeing new criteria to safeguard the consistency of scientific judgment in the articulation of ideas and theories. In this article, these issues are highlighted to discuss actions that can promote critical and reflective scientific education, considering the relationship between Science, Technology and Society and a better understanding of the nature of Science.Keywords: Rationality of Science; Nature of Science; Science education.

A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science

2014 ◽  
Vol 13 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Corinne Zimmerman ◽  
Steve Croker
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Science Learning ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Cultural Activity ◽  
Science Technology ◽  
And Mathematics ◽  
Practice Of Science

With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.

The developing relations between science, technology and the railways

1998 ◽  
Vol 212 (3) ◽  
pp. 201-208 ◽  
Author(s):  
C. A. Russell
Keyword(s):  
Twentieth Century ◽  
Nature Of Science ◽  
Public Attitudes ◽  
Historical Research ◽  
Feed Water ◽  
Science Technology ◽  
Railway Industry ◽  
The One ◽  
Boiler Feed Water

While it is very clear that the railway industry from the very beginning owed an immense debt to the disciplines of civil and mechanical engineering, it is far less obvious that the sciences as such had any major contributions to make. This is partly because of a common confusion as to the nature of science and technology and of their relationship together, but chiefly it arises from the fact that very little historical research has been carried out on the topic. Nevertheless some broad outlines of the problem have now become clear. One important element in the situation is the very distinctive kind of response made by the railway industry in its early days and far beyond. Its tendency to be derivative, empirical, interlocking, labour-intensive and acutely aware of public attitudes lasted long into the twentieth century and profoundly affected its development. So also did the way it responded to constraints associated with cost, environment and what can only be called ideology. The one science that unquestionably made a major contribution was chemistry, from the first halting attempts to assess the quality of boiler feed water, through the establishment of laboratories by many of the pre-grouping companies, to the most recent and diverse studies at Derby and elsewhere. It was the first of what may properly be called ‘the railway sciences’.

scholarly journals Equity or Stereotypes in Science Education? Perspectives from Pre-University Students

2020 ◽  
Vol 12 (22) ◽  
pp. 9354
Author(s):  
Raquel Fernández-Cézar ◽  
Dunia Garrido ◽  
Melody García-Moya ◽  
Ariadna Gómezescobar ◽  
Natalia Solano-Pinto
Keyword(s):  
High School ◽  
Science Education ◽  
Problem Solving ◽  
University Students ◽  
Rural Areas ◽  
Urban Areas ◽  
Stem Careers ◽  
Science Technology ◽  
Girls School ◽  
The Relationship

In this work, we explore the presence of stereotypes in pre-university students with respect to gender, science, and scientists. The possible differences between boys and girls, school stage, and rurality are analyzed. For this purpose, a sample of 404 participants between 13 and 18 years old were delivered a form with items from the Questionnaire on Opinions about Science, Technology, and Society. The responses were offered using a five-point Likert scale and agreement percentages were calculated. Descriptive and inferential statistics were used for the analysis, where the effect size was calculated for items associated with any of the three factors. Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas. In addition, perceptions of science and scientists showed greater agreement for CSE than for HS students. However, no differences were found between girls and boys. Regarding science items, there was a major agreement on the relationship between science and technology with problem solving, regardless of sex or school rurality. Finally, reflections on stereotypes and the presence of girls in STEM careers are provided.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

On Metaphysics and the Political: A Polemics of Reading Baudelaire in the 1930s

2019 ◽  
Vol 58 (2) ◽  
pp. 249-259
Author(s):  
Joseph Acquisto
Keyword(s):  
Twentieth Century ◽  
Political Crisis ◽  
The Political ◽  
Modern Poetry ◽  
Progressive Politics ◽  
The World ◽  
Relationship Of ◽  
The Relationship ◽  
Insight Into

This essay examines a polemic between two Baudelaire critics of the 1930s, Jean Cassou and Benjamin Fondane, which centered on the relationship of poetry to progressive politics and metaphysics. I argue that a return to Baudelaire's poetry can yield insight into what seems like an impasse in Cassou and Fondane. Baudelaire provides the possibility of realigning metaphysics and politics so that poetry has the potential to become the space in which we can begin to think the two of them together, as opposed to seeing them in unresolvable tension. Or rather, the tension that Baudelaire animates between the two allows us a new way of thinking about the role of esthetics in moments of political crisis. We can in some ways see Baudelaire as responding, avant la lettre, to two of his early twentieth-century readers who correctly perceived his work as the space that breathes a new urgency into the questions of how modern poetry relates to the world from which it springs and in which it intervenes.

Poetic Trespass

2014 ◽  
Author(s):  
Lital Levy
Keyword(s):  
Twentieth Century ◽  
Visual Art ◽  
Prose Poetry ◽  
Old World ◽  
History And Literature ◽  
Political Boundaries ◽  
Depth Study ◽  
Emile Habiby ◽  
The Relationship ◽  
The Way

A Palestinian-Israeli poet declares a new state whose language, “Homelandic,” is a combination of Arabic and Hebrew. A Jewish-Israeli author imagines a “language plague” that infects young Hebrew speakers with old world accents, and sends the narrator in search of his Arabic heritage. This book brings together such startling visions to offer the first in-depth study of the relationship between Hebrew and Arabic in the literature and culture of Israel/Palestine. More than that, the book presents a captivating portrait of the literary imagination's power to transgress political boundaries and transform ideas about language and belonging. Blending history and literature, the book traces the interwoven life of Arabic and Hebrew in Israel/Palestine from the turn of the twentieth century to the present, exposing the two languages' intimate entanglements in contemporary works of prose, poetry, film, and visual art by both Palestinian and Jewish citizens of Israel. In a context where intense political and social pressures work to identify Jews with Hebrew and Palestinians with Arabic, the book finds writers who have boldly crossed over this divide to create literature in the language of their “other,” as well as writers who bring the two languages into dialogue to rewrite them from within. Exploring such acts of poetic trespass, the book introduces new readings of canonical and lesser-known authors, including Emile Habiby, Hayyim Nahman Bialik, Anton Shammas, Saul Tchernichowsky, Samir Naqqash, Ronit Matalon, Salman Masalha, A. B. Yehoshua, and Almog Behar. By revealing uncommon visions of what it means to write in Arabic and Hebrew, the book will change the way we understand literature and culture in the shadow of the Israeli–Palestinian conflict.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

The Gallic Singularity and the Royal Mistress

2020 ◽  
Vol 38 (1) ◽  
pp. 44-66
Author(s):  
Christine Adams
Keyword(s):  
Twentieth Century ◽  
Eighteenth Century ◽  
Soft Power ◽  
Political Power ◽  
The Political ◽  
Marie Antoinette ◽  
Louis Xvi ◽  
Relationship Of ◽  
The Relationship ◽  
Political Realm

The relationship of the French king and royal mistress, complementary but unequal, embodied the Gallic singularity; the royal mistress exercised a civilizing manner and the soft power of women on the king’s behalf. However, both her contemporaries and nineteenth- and early twentieth-century historians were uncomfortable with the mistress’s political power. Furthermore, paradoxical attitudes about French womanhood have led to analyses of her role that are often contradictory. Royal mistresses have simultaneously been celebrated for their civilizing effect in the realm of culture, chided for their frivolous expenditures on clothing and jewelry, and excoriated for their dangerous meddling in politics. Their increasing visibility in the political realm by the eighteenth century led many to blame Louis XV’s mistresses—along with Queen Marie-Antoinette, who exercised a similar influence over her husband, Louis XVI—for the degradation and eventual fall of the monarchy. This article reexamines the historiography of the royal mistress.

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