Out of the shadows, into the light: the role of historians of education in the production of public knowledge

This study aims, first and foremost, to validate the psychometric properties of the scale Acceptance and Self-Efficacy for the Integration of Artificial Intelligence (AAIIA) in the Teaching of History and Literature for its application in the Spanish context. This scale, specifically designed based on technological acceptance models and standardized psychometric guidelines, represents the first instrument to address the integrated use of AI in the curricular domains of History and Literature. Secondly, the study examines potential differences in knowledge, attitudes, readiness for AI use, and perceptions of its pedagogical impact according to three sociodemographic variables of secondary education teachers: gender, educational level, and geographical origin. The results confirm the bifactorial structure of the instrument, demonstrating adequate fit indices (RMSEA = 0.043, SRMR = 0.023, CFI = 0.982, TLI = 0.980) and high internal consistency (α = .928, ω = .866), providing evidence of its reliability and validity for application among Social Sciences and Literature educators in Spain. Furthermore, the findings reveal no statistically significant differences in the sociodemographic variables analyzed, except for gender. Men teachers exhibit significantly higher scores in knowledge, attitudes, readiness, confidence in their abilities, and motivation to integrate AI into their teaching practice. However, women teachers report the highest scores in their perception of AI’s pedagogical potential, particularly in its capacity to personalize learning, support the teaching process, facilitate assessment, and foster the development of critical thinking skills.

Hablar de la enseñanza de la metodología de la investigación científica en la formación profesional es hablar de la formación en y para la producción y difusión de conocimiento científico, a través de la investigación científica y la interacción social universitaria. Asumiendo que esta es la misión de la Universidad, desde la denominada sociedad del conocimiento, en Bolivia se nos remite al modelo educativo que se ha propuesto encarar como política estatal denominado Socio Comunitario Productivo (MEC, 2009) 
 Lo dicho no resulta novedoso, puesto que el Sistema de la Universidad Boliviana, en su VIII Congreso Nacional (CEUB, 1995) resuelve asumir el paradigma productivo, como respuesta a una de las mayores preocupaciones de la sociedad con referencia a la calidad de la Educación Superior cual es la producción del conocimiento desde la investigación, manifestando con ello que es su responsabilidad crear las bases de un nuevo poder, que es el conocimiento y la racionalidad científica. Si bien esta resolución empieza a concretarse con la creación de Institutos de Investigación, la inclusión de la asignatura de Metodología de la Investigación en los Planes Curriculares de todas las Carreras y la implementación de modalidades de titulación que impliquen tanto la investigación cuanto la interacción social, no se ha avanzado en la difusión de trabajos de investigación realizados por los estudiantes durante su formación profesional. Esto quiere decir que tampoco se han desarrollado procesos de enseñanza aprendizaje orientados a la formación de competencias para la producción y difusión de conocimiento científico.

PurposeThe purpose of this article is to introduce the themed section of History of Education Review on “The History of Knowledge and the History of Education”, comprising four empirical articles that together seek to bring the history of education into fuller dialogue with the approaches and methods of the nascent field of the history of knowledge.Design/methodology/approachThis introductory article provides a broad overview of the history of knowledge for the benefit of historians of education, introduces the four themed section articles that follow, and draws out some of their overarching themes and concepts.FindingsThe history of knowledge concept of “arenas of knowledge” emerges as generative across the themed section. Authors also engage with problems of the legitimacy of knowledges, and with pedagogy as practice. In addition, focusing on colonial and postcolonial contexts raises reflexive questions about history of knowledge approaches that have so far largely been developed in European and North American scholarship.Originality/valueThe history of education has not previously been strongly represented among the fields that have gone into the formation of the history of knowledge as a synthetic, interdisciplinary approach to historical studies. Nor have historians of education much engaged with its distinguishing concepts and methodologies. The themed section also extends the history of knowledge itself through its strong focus on colonial and postcolonial histories.

In the present research, public events recall and recognition tests were developed that appear to be psychometrically stronger than those used in the past. Following test construction, these tests were administered to older and middle-aged participants in order to examine the effects of chronological age and historical time period on memory for remote news events. Results indicated that middle-aged participants generally exhibited a better memory for news events than did older participants for the time periods that both age groups lived through. Across the life span, a common pattern was observed. Specifically, there was an increase in memory for events until the teenage years and fairly constant performance thereafter for both age groups. From these findings, we can clearly argue against a loss theory of remote memory. Some gender differences were observed on the recall and recognition tasks, but they were not as global or as frequent as Botwinick and Storandt (1980) suggested. The clinical potential of the remote memory tests is briefly considered.

Editor’s introduction: building and deploying scientific and technical human capital

The past few years have seen a vigorous resurgence of public and academic debate and controversy regarding the British Empire, its place within Britain’s own history and the legacies of British colonial practices. In spite of this reinvigorated discussion of empire, education and schooling seem to have been an area largely overlooked within the field of new imperial history. Nonetheless, histories of education have increasingly been shaped by theoretical shifts in the imperial histories. This article discusses some recent literature concerning the British Empire, and suggests how these could prove useful for future studies of empire and education. First, it surveys a selection of key literature and developments in histories of empire and education. Then, it suggests three areas for future exploration by historians of education with interests in colonialism or empire: non-traditional sources, studies of and by indigenous and non-elite people, and research into the educational legacies of imperialism.

The central aim of this paper is to analyze the RD the first will focus on the production of knowledge in the university, the second will consider entrepreneurship across the boundary between the university and outside entities, and the third will examine the local agricultural economies or industries external to the university. In the first step, the university’s research is modelled within a knowledge production function framework at the level of the university departments or research units. Because of data limitations, previous studies of academic research production and knowledge transfer have focused only at the institutional level, and have been skewed toward one or two knowledge dissemination channels such as academic publications and citations, or university patents and their licensing. This study takes into consideration a full range of potential knowledge dissemination channels, as indicated by such measures as academic journal publications, degrees awarded (master and doctoral), industry co-authorship on publications, private sponsorship of research projects, extension activities, invention disclosures, patent applications, licenses, and startups, again, at the level of the different disciplines and departments or research units of the university, from 1989 to 2012. These various measures make it possible to analyze the extent to which the different types of knowledge dissemination channels work and to calculate returns to scale and elasticity of knowledge production and dissemination across the different disciplines and research units of the university. The empirical model employs a novel panel count data model with polynomial distributed lags of input-output of the knowledge production function. The second step will analyze how the entrepreneurial university works between inside and outside entities called academic research teams or scientific project teams as quasi-firms. The main components of organizing the research teams are the magnitudes and types of funding sources, and principal investigators’ social and academic networks. Moreover, principal investigators’ academic reputations and social leadership are also important to constructing research teams in order to win grants for specific research, to attract skilled team members, and to attain industrial investments or federal research grants. These research teams produce knowledge outputs in the university for different purposes or projects. At Colorado State University, in the eight years from 2005 to 2012, the average total grant award was $252 million and the average private sponsored grant award was $19 million. These grant awards have been increasing rapidly as have the sizes of research teams. Moreover, this study will explore the relationship between research team size and magnitude of research funding, which affects both the productivity of knowledge outputs and industrial collaboration activities. In addition, it will examine how research teams are assembled and composed based on agricultural and related priorities at Colorado State University and the kinds of research output they mainly produce. In the third step, Colorado State University knowledge spillover and its commercial impact on local economies, especially in Colorado agriculture-related sectors or industries, will be examined in relation to the different types of knowledge dissemination channels: public domains of knowledge mechanism, collaboration of knowledge mechanism, patenting/licensing of knowledge mechanism, and venture creation of knowledge mechanism. This step will describe and analyze not only Colorado State University agriculture based collaboration activities such as industry co-authorship articles, private sponsored grant awards, and extension budget as old fashion, but also Colorado State University affiliated patenting and venture startups as a newer mode of collaboration. Moreover, this study attempts to determine the locations of private industries in both agricultural and non-agricultural sectors, to confirm the relationship between geographic distance and the types of Colorado State University knowledge transfer mechanisms employed, to show whether Colorado State University knowledge channels are sticky or slippery in the local agricultural related sectors, and to consider the relationship between Colorado State University knowledge channels and State Agricultural Experimental Station (SAES) budgets. In summary, while the roles of the university have been addressed by many researchers and policy makers in the last few decades, of particular importance have been the potential of university knowledge transfer activities for both local and global economies. We examine the process of Colorado State University knowledge transfer activities and their commercial impact on local agricultural economies within the state of Colorado by way of the three steps described above: knowledge productivity (inside the university), entrepreneurship (between the university and the outside), and local agricultural economies (outside the university).

This text was written with the objective of reflecting about the act of researching in the field of History of Education. Methodologically, the whole process was discussed in the weekly meetings of the “Group of Studies and Research in History of Education of Ceara (GEPHEC)”. From the research project until its completion it was possible to cast doubts on the production of knowledge in this field. Through collective reflection about the research on the history of education and its uniqueness, the theoretical and methodological aspects concerning their episteme were discussed. The theoretical references privileged authors such as Bloch (2005), Hobsbawm (1994, 1998), Arrighi (2006), Gatti (2007), Saviani (2005) among others. It is concluded that research in the area of education, from the point of view of history, requires passion and inventiveness combined with ethical and methodological rigor. If one wants to research in this area, one needs to keep in mind that in the very act of researching there is an ongoing learning process that is primarily transdisciplinary. Keywords: educational research; educational history; theoretical and methodological aspects. Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 DOI: http://dx.doi.org/10.14244/19827199839

Nowadays more and more countries support the production, dissemination and exploitation of scientific knowledge which usually functions as a tool to increase productivity and improve the economy. In such a situation, investing in research and development is perhaps the highest priority choice. The expenses used for these activities can be used as factors for the development of an economy as they express the effort of a country to produce knowledge, to disseminate it effectively and obviously to exploit it from an economic point of view. Going now to the situation prevailing in the European Union today, we can easily discern the increased expenditures intended for the development of the industry, which are often aimed at boosting innovation and improving the living standards of citizens through the upgrades of public economies. .supplies in the country of origin. The studies that have been carried out circulate research and development mainly deal with the impact of investments in this sector, from the perspective of each individual state economy, focusing on the degree of productivity growth. At the same time, there are many researches that focus on the production of knowledge, its dissemination and the economic possibilities that it can offer to the country where it comes from. The present work was carried out with the aim of examining specific factors in order to draw conclusions about the commercial and economic consequences of investment in research and development as well as the impact on emerging economies resulting from the dissemination and utilization of knowledge.

Cet article analyse l’implication des acteurs de la recherche dans l’amélioration de la capacité des agents économiques à s’adapter au changement climatique. Le concept « implication » prend en compte l’investissement du chercheur dans la production de connaissances scientifiques sur le changement climatique et sa capacité à construire des réseaux avec les entreprises. Des enquêtes ont été réalisées auprès de 94 chercheurs et expérimentateurs dans trois régions viticoles (Languedoc-Roussillon, Aquitaine et Champagne). Les résultats montrent que la région, le domaine de recherche et l’organisme de rattachement jouent sur l’implication du chercheur dans l’adaptation au changement climatique. En revanche, les caractéristiques personnelles n’influencent pas cette implication. Les analyses statistiques suggèrent une dualité entre investissement des chercheurs dans la production de connaissances et leur capacité à tisser des liens avec les entreprises. L’article renforce, enfin, l’intérêt du cadre d’analyse des Systèmes Sectoriels d’Innovation pour étudier l’adaptation au changement climatique. Codes JEL : O32, Q16, Q54

Historical feature films transport their audiences to experience another world and time, albeit temporarily. They are time machines that have become major artefacts of popular and youth culture and for a brief interlude they bestow global-scale historical significance on their filmic narratives of the past. This fleeting significance is intensified by media hype, social networking clamour, gaming versions and product merchandising. However, historical filmic narratives are often a single representation of the past with no obligation to adhere to evidentiary records. Added to this, feature films serve a commercial imperative, and coupled with the limitations of the art form, this often leads to manipulation of the narrative and the inclusion of fictionalized elements. Despite these flaws, international scholarship suggests that these frequently historically inaccurate and distorted filmic resources are being widely and regularly used as teaching resources in history classrooms. These history teachers have experienced the power of film to motivate today’s visually-orientated students, to engage them both emotionally and intellectually and to provide narrative frameworks which offer single representations of the past that may vary from more conventional sources. As well as considerations of significance and engagement, feature films can be effective primary and secondary sources for historical inquiry and providing the history teacher with unique and rich opportunities to explore issues of historical representation and understanding. These apparent tensions between student engagement and issue of historical authenticity prompted this research project. Designed in three phases, the research project explores the relationship between the use of feature films in the history classroom and its link to the creation and development of historical understanding. The first phase establishes the usage, rationales and filmic pedagogies in Australia with a focus on New South Wales. The project then adds the student voice to the discourse and an Australian perspective to international research in the field. The second and third phases of the research take a grounded theory approach to explore the mechanisms by which historical feature film captivates the viewer and the utilization of this in the quest for historical understandings in the classroom. The project reports on filmic pedagogical methodologies and the link between these and teacher disciplinary conceptual frameworks and develops guiding principles for optimizing historical understanding when using feature films in the history classroom. Graphic representations and models have been developed to conceptualize the research findings and reflections. The scholarship from this research will contribute to the fields of education, history and media studies

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This article presents a reflection on the survey sources and academic literature about the history of education in western Parana. Research on educational institutions have been gaining importance since the 1990s (BUFFA, 2007) and every day has been posing as research topic, attracting a significant number of researchers particularly within the history of education. We aim to present and analyze the survey sources held on scientific and academic research on the history of education in western Parana. Efforts in the development of research in the field of the history of institutions will only make sense to the extent that place as a possibility to write a history of Brazilian education, with quality research to take into account regional and local specificities, in a movement that articulate elements between the general and the particular.

IntroductionUnder the dominant globalization conditions within which the agrifood system currently operates the only way for farmers to exert some influence is through their organisation. Producer groups (PGs) play a crucial role in the management and development of the rural space and constitute a major tool for the incorporation of small farmers in the agrifood chain (El Dahr 2012). Producer groups can play a major role in and/or initiate development processes (World Bank 2007) though the undertaking of collective actions addressing poverty alleviation, the sustainable utilization of natural resources, rural development and competitiveness, etc. (Bosc et al. 2002).PGs are social networks. Networks, in general, have attracted increased interest from quite a number of disciplines (see, Provan et al. 2007). According to Dredge (2006) networks are sets of formal and informal relationships between (heterogeneous) actors that shape collaborative action. Network theory, in short, implies that actors are not isolated but connected to others, i.e. that there is some 'connectedness' between actors which may both facilitate and constrain their actions. Particularly the term social network concerns a social structure which comprises nodes representing actors and their interconnections (see, inter alia, Christakis and Fowler 2009). Chtouris (2004) maintains that networks refer to multidimensional systems of human communication shaping practices and identities. Hill (2002) underlines that networks are characterised by systematic cooperation, on a non-hierarchical basis, around common topics or problems, with cooperation being founded on trust and commitment.A social network thus concerns a populace of actors (individuals and/or organiza- tions) who act, intervene, exchange and take decisions. In this sense, such groupings provide the appropriate framework (interactive structure) which allows for the definition and redefinition of their members' interpretative frameworks and supports the process of structuring and empowering their identity, and maybe of political conscience (Passy 2003). The actors assimilate the multiple interactions, elaborate them, give meaning and finally shape their perceptions and preferences (Watts 2003); it follows that the actors' individual decisions and actions are shaped, at least partially, by the interactions between the actors/network members and, in turn, may lead in the undertaking of collective action (Oliver and Myers 2003).In general, networks are not limited to (tangible) resources' coordination and actors' collaboration; they evolve to (collective) learning processes and open wider 'windows of opportunity' for the generation of innovations (Dredge 2006; Zach 2012). Research in the rural space has shown the importance of networks for communication and information seeking (Chiffoleau 2005; Isaac et al. 2007); particularly as far as PGs are concerned, Blokland and Gouet (2007) have shown that they are an effective communication tool owing to their extended social networks and the multiple linkages of their membership with other actors and/or collectivities at various levels. Additionally, Μatuschke (2008) has argued for the importance of social networks in farmers' learning, especially through peer-to-peer communication processes. According to Darre (1996), farmers define the local norms on specific matters and the alternatives deemed possible through discussion networks (for dialogue networks see, Darr and Pretzsch 2008; Van der Broeck and Dercon 2011). Networks are spaces where information is negotiated and actors attempt to enroll others in innovations and spaces where (new) knowledge/innovation is co-produced (Leeuwis and van de Ban 2004). Finally, the use of social network analysis has been shown to allow for the identification of (opportunities for) cooperation within PGs (Faysse et al. 2012).The role of networks has been indeed underlined in innovation literature (Rogers 1995). …

Proceedings of the Sixth International Conference on the History of Mathematics Education. September 16-20, 2019, at the CIRM (Luminy), France The history of mathematics education is an interdisciplinary research area that is experiencing a significant development and this book presents recent work in this area. This book is the result of the sixth conference ICHME (International Conference on the History of Mathematics Education) that took place at CIRM, Luminy (France) from 16th to 20th of September 2019. Nowadays, the history of education is of the utmost importance for assessing the general development of the educational system(s) in which mathematics education occurs. Usually, the history of education is confined to history within a given civilization, country or nation. However, the quality of the research for a given nation is enhanced when situated among various specific cases, and comparative studies provide essential tools to broaden the perspectives to an international level. Moreover, mathematics, as a school discipline, has always functioned at the crossroads between general education and professional training, thus relating its teaching history to professional working environments as well. The themes dealt with in this book reflect this wide area of research. The book contains 28 chapters grouped in four parts concerning teaching of particular mathematical domains, teaching in cultural and national contexts, pedagogical movements and reforms, and methods of teaching.