scholarly journals Science is human

2021 ◽  
Vol 11 (39) ◽  
pp. 43-44
Author(s):  
Carlos Renato Zacharias
Keyword(s):  
Scientific Knowledge ◽  
Freedom Of Expression ◽  
Human Action ◽  
Shared Knowledge ◽  
Scientific Journals ◽  
Construction Of Knowledge ◽  
Collective Construction

Collective construction of scientific knowledge is doubtless a major accomplishment of humankind. Sharing of information is a manner of inviting the interested community to participate at each step of such construction. Thus, publication of scientific articles must be regarded as an essential activity or means, because it communicates the results of the work of one or more researchers, in turn based on previous shared knowledge. In this regard, scientific journals play an important role as one of the means of communication. However, they are not merely passive vehicles, but one of the steps of the construction of knowledge itself. ... Inconsequent, irresponsible and unstructured freedom of expression and rigid censorship refractory to anything new are both noxious to any community. Although reaching a balance between extremes is a universal goal, we discover how much we missed the point only when we act and assess the consequences of our actions. In this regard, science is no different from any other field of human action.

TheOrvosi Hetilap (Hungarian Medical Journal)in the network of medical journals

2014 ◽  
Vol 155 (22) ◽  
pp. 876-879
Author(s):  
András Schubert
Keyword(s):  
Medical Journal ◽  
Scientific Knowledge ◽  
Knowledge Network ◽  
Scientific Journals ◽  
Scientific Enterprise ◽  
Medical Journals ◽  
The Subject

The role of networks is swiftly increasing in the production and communication of scientific knowledge. Network aspects have, therefore, an ever growing importance in the analysis of the scientific enterprise, as well. The present paper demonstrates some techniques of studying the network of scientific journals on the subject of seeking the position of Orvosi Hetilap (Hungarian Medical Journal) in the international journal network. Orv. Hetil., 2014, 155(22), 876–879.

scholarly journals Data-Texts in the Sciences

2021 ◽  
Author(s):  
Richard Duschl ◽  
Lucy Avraamidou ◽  
Nathália Helena Azevedo
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Knowledge Building ◽  
Data Transformation ◽  
Scientific Practices ◽  
Construction Of Knowledge ◽  
Alternative Approach ◽  
Current Reform ◽  
Design Of Learning Environments ◽  
Collective Construction

AbstractGrounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

The Methodological Context in Higher Education

2021 ◽  
pp. 15-36
Author(s):  
María-Mercedes Rojas-de-Gracia ◽  
Pilar Alarcón-Urbistondo
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Learning Process ◽  
Learning Situation ◽  
Rigorous Approach ◽  
Construction Of Knowledge ◽  
Teaching Learning ◽  
Collective Construction ◽  
The Way

Given the limited number of documents addressing methodological context in higher education with a rigorous approach, this chapter comprises a document drawn up in order to clarify methodological concepts. It emphasizes the importance of the teaching-learning process and the significance of placing the student at the center of all actions. The educator's mission changes from being a mere transmitter of information to being a conductor and organizer of the learning situation. To achieve this, several methods must be combined, requiring a balance between the theoretical and practical classes. Likewise, they can be benefited by carrying out complementary activities. This combination is intended to face the great challenges of higher education in the 21st century, which are driven by changes in the way students learn. The emergence of technologies means that the protagonist in the collective construction of knowledge is the student, responding to their digital and participatory demands.

Alternatives to Nekton Cruise: A Step in the Collective Construction of Knowledge

2020 ◽  
Author(s):  
Erika López ◽  
Luz Martinez ◽  
Francisco Pinilla ◽  
Aldo Carrasco ◽  
Hernan Salazar
Keyword(s):  
Construction Of Knowledge ◽  
Collective Construction

scholarly journals What Cost Scientific Illiteracy in Time of Global Pandemic?

In medias res ◽  
2021 ◽  
Vol 10 (19) ◽  
pp. 2987-3008
Author(s):  
Marko Grba
Keyword(s):  
Public Health ◽  
Scientific Knowledge ◽  
World Economy ◽  
Scientific Journals ◽  
Fake News ◽  
Missed Opportunities ◽  
Main Thesis ◽  
Global Pandemic ◽  
To Come ◽  
Key Questions

This paper traces the course of the ongoing pandemic as it was reported in some of the established world media as well as in scientific journals. The author has been following the various sources since practically the begining of the pandemic in Europe and here will try to assess the role and the actual practice of scientists, politicians and other actors throughout the pandemic, from its begining in China at the close of 2019 till end of February 2021. The key questions addressed in this paper are: Why the events of the ongoing pandemic unfolded as they did, with so many misguided decisions by politicians (as well as experts at times), with so much misinformation and fake news and so many missed opportunities for decisive and life-changing action? What is the reason behind prolonged intervals of silence in the communication chain? And what cost the insufficient familiarity with science – its facts, methods or means of communication – in the time of global pandemic? The main thesis is that the insufficient level of scientific knowledge – and at times of basic scientific litteracy – as witnessed from the highest places of political power to the so called conspiracy theorists, costed us all too many lives lost and an unforseeable suffering to come. The responsibility is shared between virtually all actors and it must be given due consideration, in some cases even at the courts of justice, if we are to learn all the valuable lessons for the future of public health, world economy and, indeed, the survival of humanity.

scholarly journals AS REDES SOCIAIS NA FORMAÇÃO DE COMUNIDADES DE APRENDIZAGEM EM NUTRIÇÃO INFANTIL E BLW

2018 ◽  
Vol 25 (2) ◽  
pp. 243
Author(s):  
Gabriela Eyng Possolli ◽  
Renata Bragato Futagami
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Child Nutrition ◽  
Redes Sociales ◽  
Narrative Texts ◽  
Construction Of Knowledge ◽  
Children's Nutrition ◽  
Mixed Approach ◽  
Collective Construction ◽  
Los Grupos

O artigo teve como objetivo mapear os conteúdos em redes sociais sobre a nutrição infantil e BLW, visando compreender como se organizam enquanto comunidades de aprendizagem. A metodologia utilizada foi do tipo explicativa de abordagem mista. Na coleta de dados, foram analisadas 6 comunidades do Facebook e 4 perfis do Instagram com representatividade na temática nutrição infantil. Resultados: O quantitativo de postagens por mídia nas 10 comunidades ocorreu da seguinte forma: Texto 6.543 postagens (63%); Imagem 3.250 postagens (31%); Vídeo 647 postagens (6%). O Instagram apresentou mais postagens de imagens do que textos; ao contrário das comunidades de aprendizagem do Facebook que produzem maior quantidade de conhecimento por meio de textos narrativos. Notou-se que os perfis do Instagram possuem número maior de seguidores em relação aos grupos do Facebook, porém a quantidade de postagens é menor, o que condiz com o estilo de utilização dessas redes sociais. O Facebook, por formar grupos, apresenta maior interatividade com os usuários, ao contrário do Instagram que apresenta uma rede social mais passiva e com a maior parte dos usuários observando e curtindo postagens. As comunidades de aprendizagem em redes sociais demonstraram que são espaços efetivos para apoio e construção coletiva de saberes com grande potencial de expansão nas áreas de educação e de saúde. Essa aprendizagem se dá, principalmente. por meio de trocas colaborativas e construção interativa de conhecimento.AbstractThis article aimed to map the contents on communities in social networks about the children’s nutrition and BLW,  aiming to understand how are organized while communities of learning. The methodology used was of the explanatory type and mixed approach. The data collection of the research was carried out online and 6 communities of Facebook and 4 Instagram profiles were selected with great representativeness in the theme of children’s nutrition and BLW. Results: The number of postings per media in the 10 communities occurred as follows: Text 6.543 posts (63%); Image 3,250 posts (31%); Video 647 posts (6%). Instagram presented more pictures posts than texts unlike Facebook's learning communities, that produce more knowledge through narrative texts. It was noted that Instagram profiles have more followers in relation to Facebook groups, but the number of posts is lower, which is consistent with the style of use of these social networks. The Facebook for to form groups has more interactivity with users, opposite of  Instagram that presents a more passive social network and with the majority of users observing and enjoying postings. In relation to the objective of the research that was to map the content present in social networks on child nutrition and BLW. The learning communities in social networks have proved to be effective spaces for support and collective construction of knowledge with great potential for expansion in the areas of education and health.Keywords: Social networks. Children’s nutrition. Virtual learning communities.ResumenEl artículo tuvo como objetivo mapear los contenidos en redes sociales sobre la nutrición infantil y BLW, buscando comprender cómo se organizan como comunidades de aprendizaje. La metodología utilizada fue del tipo explicativo de abordaje mixto. En la recolección de datos se analizaron 6 comunidades de Facebook y 4 perfiles del Instagram con representatividad en la temática nutrición infantil. Resultados: El cuantitativo de las entradas por medios en las 10 comunidades se produjo de la siguiente manera: Texto 6.543 postes (63%); Figura 3.250 entradas (31%); Vídeo 647 entradas (6%). El Instagram presentó más mensajes de imágenes que textos a diferencia de las comunidades de aprendizaje de Facebook, que producen mayor cantidad de conocimiento a través de textos narrativos. Se ha notado que los perfiles del Instagram tienen un número mayor de seguidores en relación a los grupos de Facebook, pero la cantidad de entradas es menor, lo que concuerda con el estilo de utilización de esas redes sociales. Facebook por formar grupos presenta mayor interactividad con los usuarios, a diferencia de Instagram que presenta una red social más pasiva y con la mayoría de los usuarios observando y disfrutando de los posts. Las comunidades de aprendizaje en redes sociales demostraron ser espacios efectivos para apoyo y construcción colectiva de saberes con gran potencial de expansión en el área de educación y de salud. Este aprendizaje se da principalmente a través de intercambios colaborativos y construcción interactiva de conocimiento.Palabras clave: Redes sociales. Nutrición infantil. Comunidades virtuales de aprendizaje.

scholarly journals ACTIVE METHODOLOGY AND PHYSICAL EDUCATION TEACHING: a literature review

2021 ◽  
Vol 7 (1) ◽  
pp. a12en
Author(s):  
Alderise Pereira da Silva Quixabeira ◽  
Anna Rhaquel Araújo Silva ◽  
Bárbara Carvalho de Araújo ◽  
Bruno Costa Silva ◽  
Vitor Pachelle Lima Abreu ◽  
...  
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Social Practice ◽  
Teaching And Learning ◽  
Critical Line ◽  
Qualitative Approach ◽  
Construction Of Knowledge ◽  
Learning Scenarios ◽  
Collective Construction ◽  
Bibliographic Study

In this research we approach the use of Active Methodologies in the teaching of Physical Education. The general objective is to know the contributions of the active methodologies in the development of the teaching and learning process in Physical Education classes. The research was elaborated in a critical line of investigation using the qualitative approach. This is a bibliographic study with the steps: choice of theme, preliminary bibliographic survey, interpretative textual analysis and problematization. It is structured in subtopics that discuss the theme. It is noteworthy that the active methodologies are based on ways of developing the learning process, using real or simulated experiences, aiming at the conditions to successfully solve challenges arising from the essential activities of social practice in different contexts, because they are based on teaching strategies based on a critical and reflective pedagogical conception that allow reading and intervention on reality, favoring the interaction between the different actors of the process and valuing a collective construction of knowledge and its different knowledge and learning scenarios. In addition, they are practices that stimulate creativity in building problem solutions and promote freedom in the process of thinking and acting.

scholarly journals Aprendizajes en sincronía con la vida

2017 ◽  
Vol 21 (3) ◽  
pp. 1
Author(s):  
Flor Abarca-Alpízar
Keyword(s):  
Peer Learning ◽  
Learning Processes ◽  
Educational Systems ◽  
Construction Of Knowledge ◽  
The Third ◽  
Essential Components ◽  
Life On Earth ◽  
Holistic Vision ◽  
Collective Construction ◽  
Third Moment

As humanity, we suffer the disconnection and separation from life as a whole. This rupture, imposed by the predominant systematic paradigm during the last four hundred years, has led us to forget the holistic vision preserved by ancient cultures. This situation is also prevalent in our educational systems, controlled by the rote fragmented education, which is distant from life and from the existence and feelings of those who are learning. To overcome the current planetary crisis, it is urgent to recover the holistic vision of both life and learner, where the educational university processes are essential components for the development of professionals committed with the plenitude of life on earth. The essence of this essay is to reflect about the importance that has, for the improvement of the current planetary crisis, the recovery of our connectivity with life on earth, synchronized with the learning processes, because learning processes and vital processes mean the same thing. This essay is divided in three moments. The first one originates from the exchange of beings, knowledge, feelings and experiences, to recover our lost connection with life on earth. The second moment starts with the introduction of reflections and conceptualizations, by means of the collective construction of knowledge, with the support of specialists in the holistic vision and the processes of peer-learning, which are so necessary to save life as a whole. The third moment of this essay is explained with proposals, key ideas, symbols and signs for the connection of the vital processes, in sync with the necessary learning processes in the current times.

scholarly journals Construcción disciplinar del conocimiento científico -Disciplinary construction of scientific knowledge

2015 ◽  
Vol 2 (22) ◽  
pp. 111
Author(s):  
Edgar Serna-Montoya
Keyword(s):  
Scientific Knowledge ◽  
Human Life ◽  
Scientific Research ◽  
Cultural Relations ◽  
Social Dimensions ◽  
Cultural Aspects ◽  
Construction Of Knowledge ◽  
The Social

En este artículo se presenta un análisis a la construcción disciplinar del conocimiento desde una perspectiva de la multidimensionalidad y la complejidad. Se hace un estudio de las dimensiones sociales que abarcan los efectos de la investigación científica sobre la vida humana y las relaciones sociales y culturales. En el desarrollo se cubren los aspectos socio-culturales de confianza, verdad y disciplinariedad, y del orden y la racionalidad del conocimiento científico, desde la perspectiva de una ciencia democrática y socio-responsable.ABSTRACTThis article presents an analysis of the disciplinary construction of knowledge from a perspective of multidimensionality and complexity. A study is made of the social dimensions that encompass the effects of scientific research on human life and social and cultural relations. The socio-cultural aspects of trust, truth and disciplinarity, and the order and rationality of scientific knowledge are covered in the development, from the perspective of a democratic and socio-responsible science.

scholarly journals Tradições epistemológicas nos estudos de organização dos saberes: uma leitura histórico-epistêmica a partir da filosofia da linguagem | Epistemological traditions in studies of knowledge organization: a historical-epistemic reading based on the philosophy

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Gustavo Silva Saldanha
Keyword(s):  
Philosophy Of Language ◽  
Information Science ◽  
Knowledge Building ◽  
Knowledge Organization ◽  
Linguistic Turn ◽  
Construction Of Knowledge ◽  
Epistemological Tradition ◽  
Science Philosophy ◽  
Collective Construction

Resumo Analisa o campo da organização dos saberes a partir da filosofia da linguagem. Problematiza a virada lingüística e sua importância no campo informacional. Critica a terminologia adotada para classificar o campo que atua com preservação, representação e transmissão de conceitos e artefatos que possibilitam a construção coletiva do conhecimento. Categoriza a tradição representacionista e a tradição pragmática. Descreve as tradições epistemológicas do campo informacional fundadas em uma filosofia da linguagem através das manifestações institucionais que atravessaram o século XX.Palavras-chave epistemologia da ciência da informação; filosofia da linguagem; tradição epistemológica; tradição pragmática; tradição representacionistaAbstract The article examines the field of organization of knowledge building on the philosophy of language. Questions the linguistic turn and its importance in the informational field. Criticizes the terminology used to classify the field that works with preservation, representation and transmission of concepts and artifacts that allow the collective construction of knowledge. Categorizes the representationalist tradition and the pragmatic tradition. Describes the epistemological traditions of the informational field based on a philosophy of language in institutional manifestations across throughout the twentieth century.Keywords epistemology of information science; philosophy of language; epistemological tradition; pragmatic tradition; representationalist tradition 

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