Concept Of Scientific Knowledge Research Articles

Science Teachers' Perceptions on the Nature of Science: Towards a Better Understanding of Science and its Reality

The aim of the current research is to identify the level of perceptions of science teachers at the secondary stage in the city of Tabuk, Saudi Arabia, on the nature of science in the light of some variables. The Nature of Science Questionnaire-C (VNOS-C) developed by (Lederman et al., 2002) was applied to them. Data were analyzed by using the mean, standard deviation, percentage, independent two-sample T-test, and one-way ANOVA, followed by LSD test to determine the direction of statistically significant differences. The research reached the following results: the existence of sufficient conceptions of the concepts of the empirical basis of scientific knowledge, scientific knowledge based on evidence and exploration, the cumulative and changing nature of science, and scientific knowledge based on and dependent on application. Partial perceptions of concepts of scientific knowledge that include imagination and creativity, and scientific knowledge are integrated into the cultural and societal factors of society and the difference between scientific theory and law. The research did not find statistically significant differences for the concepts of the nature of science attributed to specialization, gender or teaching experience, except that: there are statistically significant differences in the concept of scientific knowledge based on evidence and exploration for the benefit of science teachers with specialization (physics) compared to other disciplines, as well as the presence of statistically significant differences in the concept of total knowledge of the concepts of the nature of science attributed to the teaching experience, and in favor of science teachers with years of teaching experience (more than 15 years), and there were statistically significant differences in the concept of scientific knowledge, including imagination and creativity, and in favor of the category (more than 15 years) compared to other experience categories. The research recommended the necessity of creating the necessary conditions and capabilities to raise the level of knowledge of science teachers about the nature of science.

Science Teachers' Perceptions on the Nature of Science: Towards a Better Understanding of Science and its Reality

The aim of the current research is to identify the level of perceptions of science teachers at the secondary stage in the city of Tabuk, Saudi Arabia, on the nature of science in the light of some variables. The Nature of Science Questionnaire-C (VNOS-C) developed by (Lederman et al., 2002) was applied to them. Data were analyzed by using the mean, standard deviation, percentage, independent two-sample T-test, and one-way ANOVA, followed by LSD test to determine the direction of statistically significant differences. The research reached the following results: the existence of sufficient conceptions of the concepts of the empirical basis of scientific knowledge, scientific knowledge based on evidence and exploration, the cumulative and changing nature of science, and scientific knowledge based on and dependent on application. Partial perceptions of concepts of scientific knowledge that include imagination and creativity, and scientific knowledge are integrated into the cultural and societal factors of society and the difference between scientific theory and law. The research did not find statistically significant differences for the concepts of the nature of science attributed to specialization, gender or teaching experience, except that: there are statistically significant differences in the concept of scientific knowledge based on evidence and exploration for the benefit of science teachers with specialization (physics) compared to other disciplines, as well as the presence of statistically significant differences in the concept of total knowledge of the concepts of the nature of science attributed to the teaching experience, and in favor of science teachers with years of teaching experience (more than 15 years), and there were statistically significant differences in the concept of scientific knowledge, including imagination and creativity, and in favor of the category (more than 15 years) compared to other experience categories. The research recommended the necessity of creating the necessary conditions and capabilities to raise the level of knowledge of science teachers about the nature of science.

Trans-Human and Post-Human: A Challenge for the Human and Philosophical Sciences

This paper describes the concept of scientific knowledge in both modern and post-modern society. It presents a brief analysis of how the value of scientific knowledge is changing in contemporary society and describes future developments linked to the new concept of trans-humanism. The term “post-human” refers to a progressive alteration of human characteristics by means of genetic and electronic manipulation that results in an anthropological mutation, which is a prelude to the advent of a new, and post-human species. The term “trans-human” means more than human, beyond human, transcending the limits of the human condition and aspiring to an almost divine superior meaning. This new modified condition of human beings is defined as post-human and the process of change is described within the cultural framework of humanism. Trans-humanism as a term refers to a philosophical doctrine belonging to the family of contemporary progressive ideologies in which trans-humanist intellectuals analyse and promote technologies aimed at overcoming the limits of human nature. Analyzing the trends, the anthropological implications and the cultural impact of such technologies, this new philosophical/scientific doctrine tends to emphasise the positive aspects of scientific development, but without underestimating the potential dangers arising from the misuse of technology. The open ethical challenge of trans-humanism is twofold: 1) the physical improvement of human beings with reference to the new trans-human concept of human nature; 2) the development of a trans-human being that can fulfil humanity’s dream of escaping the bonds of its condition, acquiring a “cybernetic nature” free from pain and suffering.

Philosophical and anthropological aspect of A.A. Ukhtomsky's teaching about the dominant

Development context of scientific thought in the early 20 century let us see the origins of many ideas, that became fundamental in Russian philosophical anthropology. Ukhtomsky’s theory about dominant – the one of the most important in the psycho-physiological development of the 20th century. His ideas useful not only for theoretical physiology, anthropology, psychology, but also in practice, for labor, science and creative activity optimization. Dominant principle – is not only the main way of brain centers cooperation, but also all nervous system and body as a whole. It gives an opportunity to learn the contradictory and hard structure of human behavior, of a moral and creative person components, describes way of human attitude to the external environment as an active, not passive observer. Dominant connects rather elements in a single unit, moving in one direction, and present not only in physiology, but also in psychic experience, literature and art. In the philosophical-ethical attitude A.A. Ukhtomsky was developing the conception of “dominant on the other face”. It addresses on original person, see Interlocutor in his identity and uniqueness. The concept of morality of A.A. Ukhtomsky is based on the definitions of “honored interlocutor” and “double”. Deserve the Interlocutor – means to see in him something bigger, than own reflection. In the science work of A.A. Ukhtomsky we see systematic approach to the study of physiological discoveries and solving real-life problems. In an effort to understand, what a person is, how his mental development takes place, he doesn’t only makes actual discoveries, but also try to give them general scientific significance, to enter them into the general scientific system of knowledge. The systematic scientific approach is particularly relevant at the present time, when the amount of various information is growing exponentially, and the general concept of scientific knowledge, which allows to combine work in various fields of science, doesn’t exist. In our opinion, its base can give us the A.A. Ukhtomsky’s dominant principle.

Elementos de reflexión sobre los valores de la actividad científica en la enseñanza de las ciencias desde la perspectiva sociocultural

La actualidad de las ciencias destaca la importancia de incluir elementos éticos y los valores de la actividad científica en los procesos de enseñanza de las ciencias como una alternativa para superar la concepción heredada del conocimiento científico, en la que se hace explicito una ética del conocimiento per se ausente del sujeto y neutral a las valoraciones y relaciones con la sociedad y la cultura, y así lograr una significativa formación de los sujetos en este contexto educativo.
 Para llevar a cabo esta investigación se abordó un enfoque metodológico cualitativo-descriptivo de tipo análisis documental que permitió establecer un contraste entre las ideas de la filosofía de la ciencia contemporánea y la enseñanza de las ciencias con respeto a los valores de la actividad científica y la perspectiva sociocultural, aspectos que permitieron elaborar como resultado de este trabajo algunos elementos de reflexión que posibilitan retomar estos contextos como fundamentos de la dinámica educativa y favorecer así la enseñanza de las ciencias. 
 Finalmente, cabe resaltar que este trabajo, toma la idea de ciencia como una actividad humana y una actitud de pensamiento y acción, que reconoce la ética, los valores de la actividad científica y la noción de sujeto, como elementos que pueden contribuir para que en la enseñanza de las ciencias se generen unas condiciones en el pensamiento y el conocimiento de los individuos, que incidan directamente en acciones conscientes y éticas que en última instancia posibilitarán perspectivas de mundo y realidad, y las prácticas sociales que por consiguiente producen la cultura.

Scientific Reasoning Process of Blood Circulation Research Based on Giere's Theoretical Hypotheses Evaluation Program

Although science knowledge is variable and theoretically dependent, middle school students have a view that the concept of scientific knowledge is not clear and even scientific knowledge is absolute. As we hypothesize to explain the natural phenomena accurately and logically verify the hypothesis, science has a clear and rational system. In science education, a program is needed to verify scientific knowledge by evaluating hypotheses. Giere developed a program to evaluate these theoretical hypotheses. The purpose of this study is to understand the characteristics of science knowledge through the history of science related to the contents of science curriculum of middle school students. It is also possible to recognize that scientific knowledge is formed through rational verification methods by evaluating hypotheses. This study applied the history of research on heart and blood to Giere's hypothesis evaluation program and confirmed that this analysis is useful for presenting and evaluating correct hypotheses. Therefore, we propose to introduce these hypothesis evaluation programs into science education so that students can present hypotheses in an appropriate way and make inferences from the scientific process.

METHODOLOGICAL BASES OF THE RESEARCH OF THE PROBLEM OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE ENGINEERS OF MECHANIZATION OF AGRICULTURAL PRODUCTION

The purpose of article is to define the methodological bases of the research of the problem of formation of professional competence of future engineering agrarians and to characterize the requirements of the leading methodological approaches to studying of the mentioned phenomenon. There has been shown the methodological essence as sciences about the conceptual directions of knowledge. Three levels of the use of methodological knowledge in the research of pedagogical problems have been analyzed: philosophical concepts of scientific knowledge (highest level), general scientific methodology, concrete and scientific level as set of the ideas or specific methods of a certain science. With the purpose of the development of theoretical and methodological bases of the formation of professional competence of future engineers of mechanization of agricultural industry there have been determined adequate means of the methodological analysis. The leading scientific approaches and requirements which should be considered at the stages of definition of the conceptual and categorial devices, receiving empirical material, its theoretical processing and interpretation have been specified. Methodological bases of the research of a problem are determined as unity of scientific approaches. Considering the requirements and provisions of the main scientific approaches (systematic, competence-based, activity, personally focused, ecological, informational, integrative and, technological) and, to a lesser extent, some other approaches (synergetic, axiological, culturological) will allow to strategically design the process of purposeful formation of professional competence of future engineers-agrarians, in particular to prove its purposes and tasks, the pedagogical principles, factors and conditions as theoretical basis. It will also allow to define a necessary didactic resource (pedagogical technologies, and techniques), to choose effective ways of control and correction of results at all investigation phases.

Learning about the Human Aspect of the Scientific Enterprise: Gender Differences in Conceptions of Scientific Knowledge

Calls for new ways to teach science include an emphasis on the human endeavor of science and for making science more relevant to a feminine perspective. This quasi-experimental intervention study of 166 middle school students approaches the teaching of the nature of science in an explicit and reflective way that also enhances the humanistic perspective of scientific knowledge construction. Girls in the experimental group significantly outperformed both boys in the experimental group and boys and girls in the comparison group on nature of science knowledge and on content knowledge. Differences were also found in the qualitative results. Girls saw the process of cognition as a group endeavor, whereas boys reported the process as being generated by themselves, with guidance from books or from the teacher. Additionally, girls in the experimental group tended to rely more on evidence in making conclusions and boys relied more on authority when they developed the "big ideas" in their inquiry.

Demostración y silogismo en los Analíticos segundos. Reconstrucción y discusión

<p class='p1'>En este artículo se discute la relación entre silogismo y demostración con respecto al concepto aristotélico del conocimiento científico formulado en los Analíticos segundos. La argumentación sigue tres líneas principales: (i) se ofrecen razones para rechazar la relegación de la sistematización silogística a la instancia postrera de justificación y exposición didáctica del conocimiento previamente adquirido. Como respuesta alternativa, (ii) se muestra que una explicación aristotélica necesita la silogística en virtud del papel que desempeña la causa como término medio silogístico. En consecuencia, debería estar en condiciones de (iii) sostener que no resulta factible establecer firmemente los principios propios como premisas explicativas sin construir silogismos.</p>

Filozofia doświadczenia osobistego Stefana Pawlickiego a pedagogika ogólna

This paper analyzes a problem that was initially solved by Stefan Zachariasz Pawlicki by means of his concept of scientific knowledge, including the distinction between philosophy, philosophical science and particular sciences. On this basis, the author shows the difference between philosophy of education and general pedagogy. Considerations are divided into three sections. First, the author explains the link between Pawlicki and pedagogics. Then, on the basis of his main philosophical work, Kilka uwag o podstawie i granicach filozofii, the concept of philosophy of personal experience is reconstructed. In the third and final section, the author considers the dependency of general pedagogy as a sub-discipline of the science(s) of education from philosophy, and the possibility of the simultaneous development of philosophy of education and general pedagogy.

Gobernar el conocimiento

Legal measures and instruments that assess the technological risks are becoming increasingly important and controversial. In this article I propose that currently many conflicts over technological risks are not because there is no regulation, but because there is a generalization of policies based on science. The explanation is that the evaluation uses a misleading conception of scientific knowledge. Science for governing society requires a previous reflection on the dynamics of knowledge and its government.

O período de desenvolvimento da física newtoniana como contraponto às concepções e opiniões problemáticas a respeito do fazer e do conhecimento científico

O presente trabalho se utiliza do contexto de desenvolvimento da física newtoniana para servir como um contraponto às concepções problemáticas geradas pelas omissões dos aspectos epistemológicos e históricos da ciência. O objetivo é discutir os conteúdos (apresentando-os e separando-os por sua relevância) relativos a esse período, a fim de que possam contribuir com a categorização de formação científica apresentada: não visando apenas à reprodução dos conhecimentos, mas sim auxiliando tanto na sua compreensão quanto na sua contextualização cultural.

Do We Need a New Medical Paradigm?

Do We Need a New Medical Paradigm?

O autômato espiritual na filosofia de Espinosa Implicações de uma ontologia imanentista no plano do conhecimento científico

O presente texto tem como objetivo explicitar algumas das implicações da ontologia imanentista de Espinosa relativamente a sua concepção do conhecimento científico e em particular a sua noção de autômato espiritual. Nesse sentido revisam-se noções como sustância, causa imanente, definição genética; noções que lastram nossa reflexão em torno da concepção espinosana de ciência, na qual a ideia e a figura da verdade refletem uma identidade ou interioridade entre os planos do ser e do conhecer, entre o objeto e o sujeito mesmo de conhecimento.

Itinerarios posibles de producción de conocimiento en Bibliotecología/Ciencia de la Información

This is an attempt to provide a panoramic view of the possible paths open to graduates in Library Science at the start of a career in research in the field. Towards that aim, reflection on theory is blended with personal experience. Following analysis and discussion of the concepts included in the title of the article, the content is set within the framework of reference of social epistemology and the concept of scientific knowledge as a social construct. The connotations associated with Librarianship, Documentation and Information Science are further refined in this context with an approach that combines historical/etymological perspectives in the light of current theoretical approaches. A table is provided for guidance with different study areas clearly marked. The options afforded by the Argentinean system for scientific research are analyzed and its weaknesses identified as the failure of institutions to provide accurate descriptions of the disciplines involved in our field, which often leads to confusion and conflict for those wishing to devote themselves to research. Three itineraries towards access to the formal system of scientific research are offered as choices: the academic track at university, the CONICET (National Council for Research in Science and Technology), and advanced studies. Five recommendations are made towards the inclusion and recognition of our discipline , the drawing of lists of experts that will sit on committees for ad-hoc evaluation and assessment, the implementation of post graduate courses of study, the enhancement and creation of doctoral programmes, and the setting up of a register of post graduate study experiences.

Emergence of a Radical Sociology of Scientific Knowledge: The Strong Programme in the Early Writings of Barry Barnes

Summary The early writings of Barry Barnes, as the co-founder of the Edinburgh School of sociology of scientific knowledge, are explored to bring out and to evaluate his main presuppositions and arguments. Barnes is highly critical of anthropologists' conception of scientific knowledge, rationality, truth, and their asymmetrical explanatory approach towards different belief-systems. Likewise he rejects the prevalent View of science among sociologists of knowledge, and also their approach to explanation of knowledge or belief-adoption. His proposal is based on a Kuhnian model of science, and offers his own socio-causal explanatory scheme applicable to all beliefs and knowledge-claims. I have challenged the basis of his model of science and have tried to show that his use of Kuhn's concepts of normal practice and paradigm is problematic, and that his idea of social causation of beliefs is highly problematic. “new paradigms may gain support not because of any demonstrable superiority over the old but simply because scientists welcome the opportunity of a new try at explanation” Barry Barnes (1969) “all belief-systems, scientific or preliterate, ‘true’ or ‘erroneous’, are most profitably compared and understood within a single framework” Barry Barnes (1973)

Positivism resurgent: the epistemological foundations of evidence-based medicine

The aim of evidence-based medicine (EBM) is to introduce scientific coherence into what clinical epidemiologists characterise as the unscientific practice of medicine and, in particular, variations in diagnoses, treatment and prescribing. This paper lays out the claims of EBM—its concept of scientific knowledge, its model of disease and its construction of the role of epidemiology in medicine—and analyses them in the framework of a sociology of medical knowledge. It argues that rather than a paradigmatic restructuring of medicine, EBM is an appeal to positivistic canons of scientificity which have been systematically challenged by both the philosophy and the sociology of medicine. The paper concludes by providing a brief account of sociological explanations of practice and diagnostic variation in modern medicine. Taking these sociological explanations into account would much improve the delivery of medicine.

A totalidade como ilusão: a concepção freudiana de ciência e o estilo romântico

A concepção freudiana de ciência é um dos pontos em que o pensamento de Freud se diferencia da tradição romântica. Este artigo sugere que tal demarcação se deve menos ao cientificismo/positivismo de Freud do que à crítica que ele endereça aos saberes sistemáticos e totalizadores.

The Concept of Equivalence in Translation Studies

AbstractWithin translation studies, there remains a certain amount of unnecessary discord concerning the use of the equivalence concept and its relevance for translation theory. In the interest of better understanding the various points of view, it seems helpful to consider different perspectives on this concept in light of the varying philosophical assumptions on which they are based. Analogies between the equivalence concept and a concept of scientific knowledge as it is and has been studied within the philosophy of science are highly informative in pointing out the philosophical issues involved in equivalence, translation, and knowledge. Rather than dismissing the concept as ill-defined or imprecise, it is in the interest of the field of translation studies to consider the origins and manifestations of this 'imprecision ' in order that we may be better informed and less inclined towards theoretical antagonism.

Theory-Conjunction and Mercenary Reliance

Scientific realists contend that theory-conjunction presents a problem for empiricist conceptions of scientific knowledge and practice. Van Fraassen (1980) has offered a competing account of theory-conjunction which I argue fails to capture the mercenary character of epistemic dependence in science. Representative cases of theory-conjunction developed in the present paper show that mercenary reliance implies a “principle of epistemic symmetry” which only a realist can consistently accommodate. Finally, because the practice in question involves the conjunction of theories, a version of realism more robust than the “entity realism” of Cartwright (1983, 1989) and Hacking (1983) is required to explain the success of theory-conjunction.