SCIENTIFIC EDUCATION IN THE COORDINATES OF PHILOSOPHY

The inseparable connection and creative interaction between science and philosophy in the course of their historical development is substantiated. Seven binary-additional metaphysical programs of Antiquity, which defined the main areas of scientific and educational activity in the future, stand out.

An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology

Scientific education provides a set of tools to make sense of a complex world by teasing out complicated cause-and-effect relationships, such as the elimination of effects of confounding factors in controlled experiments. There is evidence that depth of understanding of controlled experiments is lacking among undergraduate science students despite exposure to controlled experiments in courses.

AN UPDATE ON EUROPEAN SOCIETY FOR SHOULDER AND ELBOW REHABILITATION SCIENTIFIC COMMITTEE STRATEGY, VISION, BREXIT AND ITS IMPACT ON FUTURE COLLABORATION

Introduction The European Society for Shoulder and Elbow Rehabilitation (EUSSER) is made up of health professionals who specialise or have an interest in the field of shoulder & elbow dysfunction. The scientific committee of the EUSSER developed their strategies and vision and post-Brexit to work in collaboration with The European Society of Surgery for the Shoulder and Elbow (ESSSE), Société Europeenne de Chirurgeie I’Epaule et du Coude (SECEC), and British Elbow and Shoulder Society. Aim We aim to share EUSSER scientific committee’s achievements, our vision, Brexit, and its impact on our future collaborations for education and research. Materials and methods We developed our strategy in discussion with the EUSSER Board, evidence synthesis of published literature, monitoring and mapping the EUSSER scientific committee’s activities along with other equivalent professional networks scientific committee and with EUSSER scientific committee members consensus. Results Integration, collaboration, and transformation were three key areas of focus for the scientific committee this year. We worked together with other professional networks and societies, delivered a scientific lecture, and are working on developing collaborative research projects across Europe. Conclusion Despite Brexit and Covid-19 pandemic challenges, EUSSER scientific committee has worked towards expanding this year, developed strategies and vision to work with various stakeholders. Keywords: shoulder, elbow, rehabilitation, scientific, education, research, Brexit.

Connecting environmental education, science–technology–society and ecological theory: possible pathways to reduce socioenvironmental problems

Social practices influence the production, application, and values of modern Science and Technology (S&T). The epistemological integration of science, ideology, and politics produces a complexity that is able to restore the capacity of science to deal with complex problems from several levels. Therefore, it is arguable that scientific education should be effectively committed to instrumentalization for citizenship, as well as to avoid misinterpretations, distortions, and social exclusion. This theoretical study aims to provide a useful guideline for teachers, scientists, and decision-makers focusing on the importance of education and general scientific training on conservation efforts, as to encourage the teaching classes to expand the conceptual framework by encompassing the sociopolitical outspread of S&T. The theoretical foundation was conducted based on two dimensions of Science, Technology, and Society (STS) within scientific education. We created some examples based on phytoplankton biogeochemical dynamics and coral reef conservation to fetch the integration of STS with ecological theory, which can be easily transposed into other subjects or disciplines. The discussion follows the logic that science popularization is a valuable tool for environmental education and a strategy for social inclusion in Brazil. However, the curriculum is an important mechanism driving scholar practices that demands further improvements, besides the academic training of the teachers and the support of the didactic textbooks. Finally, we encourage a policy of science popularization, designed to enlarge individual comprehension of our modern world, to stimulate public participation in decision-making, likewise, to reduce social exclusion and combat structural racism.

“For I Asked Him Men's Questions”: Late Eighteenth-Century British Women Tourists’ Contributions to Scientific Inquiry

“We endeavoured with some tools our servants had, to carry some pieces of it with us,” Caroline Powys wrote of her visit to Stonehenge in 1759. “Tho’ our party were chiefly female,” she remarked, “we had no more curiosity than the learn'd gentlemen of the Royal Society.” Carolyn was not alone in challenging the gendered demarcation of scientific observation. From the second half of the century, British women travelers carefully packed minerals in cases, filled bags with botanical specimens, and roamed the shores in search of shells and seaweed. This article proposes that British women of the late eighteenth century used the empirical approach promoted by their polite scientific education to turn their leisured travels into knowledge-finding pursuits. The specimens and observations that they brought home played an overlooked role in allowing them to shape themselves as authoritative observers within the larger scientific knowledge-building enterprise that drew from the diffusion of Enlightenment classificatory systems, overseas exploration, and trade. This article brings to light four understudied eighteenth-century female empiricists: the mistress of Hardwick House, Whitchurch, Oxfordshire, Caroline Lybbe Powys (1738–1817); the first woman to publish a Grand Tour account, Lady Anna Miller (1741–81) of Batheaston, Somerset; the unmarried daughter of the rector of Thornton in Craven, Yorkshire, Dorothy Richardson (1748–1819); and the Whig political salon hostess, Lady Elizabeth Holland (1732–95). Each woman is of interest in her own right, but together, as I will argue, their scientific contributions add significantly to the ongoing investigation of the role that women played in developing Enlightenment science.

SCIENTIFIC CAPITAL IN THE CONTEXT OF SELF-ESTEEM FORMATION IN THE SCIENTIFIC COMMUNITY

Понимание факторов, которые влияют на самооценку студентов в области науки, является важной задачей для увеличения числа студентов, изучающих естественные науки, и удержания студентов в научных областях. В данном исследовании социальный капитал учащегося (например, отношения с родителями, учителями и сверстниками) и культурный капитал (например, ресурсы, связанные с наукой) рассматриваются как ключевые детерминанты убеждения учащегося в том, что наука - это область, в которой он может преуспеть. Последствия этих открытий обсуждаются в контексте научного образования и социологической теории П. Бурдье. Understanding the factors that influence students' self-esteem in science is an important challenge for increasing the number of students studying natural sciences and retaining students in scientific fields. In this study, the student's social capital (for example, relationships with parents, teachers, and peers) and cultural capital (for example, resources related to science) are considered as key determinants of the student's belief that science is an area in which he can succeed. The consequences of these discoveries are discussed in the context of scientific education and the sociological theory of P. Bourdieu.

DIFFICULTÉS DU DÉMARCHE EXPÉRIMENTALE EN ÉDUCATION SCIENTIFIQUE / DIFFICULTIES OF THE EXPERIMENTAL PROCESS IN SCIENTIFIC EDUCATION

<p>Cet article présente une série des réflexions et un exemple détaillé sur les difficultés du démarche expérimental dans de l’éducation scientifique. Après une discussion sur les obstacles et les difficultés qui s'opposent à l'appropriation de la démarche de la méthode expérimentale, ce travail touche la question de la démarche expérimentale pour la formation des ombres. Deux exemples typiques de situations d'enseignement sont utilisés et les difficultés tant au niveau conceptuel que procédural sont mises en évidence.</p><p> </p><p>This article presents a series of reflections and a detailed example of the difficulties of the experimental approach in scientific education. After a discussion on the obstacles and difficulties that stand in the way of appropriation of the experimental method approach, this work touches on the question of the experimental approach to the formation of shadows. Two typical examples of teaching situations are used and the difficulties at both the conceptual and procedural levels are highlighted.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>