Construction Of Scientific Knowledge Research Articles

Theory and every thing: acquiring the office of Professor Stephen Hawking as a resource for history and museology

How do the curators of science and technology collections represent the daily realities of doing science? Through the acquisition of Professor Stephen Hawking’s office by the Science Museum, this paper will explore what is involved in making major acquisitions for national collections. How do curators consider what to preserve from the eclectic range of items found in the working spaces of scientists? What do the personal artefacts of a scientist’s life represent, and what do acts of curatorial choices say about the narratives that are foregrounded – and those that are not – in positioning that life historically? And how do those choices illuminate the considerations involved in the way science and technology is represented in our national collections? By going beyond the glass case, we consider what it takes to bring an object into a collection: the intellectual considerations of how its stories are preserved for a nation and the practical considerations required so that items can even be considered for future display. The paper illuminates the formal and informal networks around scientists’ collections, and the processes and judgements that science and technology curators make every day when choosing what could be important for defining our history. Using the Stephen Hawking office as a case study the article explores the representation of scientific practice in museum collections, the relationship of some collections with celebrity and disability, and some of the challenges posed by science and technology acquisitions compared to other types of museum object. The paper explores how knowledge is generated in museum collections, through the act of acquiring a new collection. It asks fundamental questions, which are essential to the fields of museology and science and technology studies, about the contribution to knowledge made by personal scientific objects. It goes beyond the study of collections as artefacts of display in exhibitions and galleries, providing a detailed analysis of a routine but often-neglected aspect of behind-the-scenes museum work: the acquisition of a collection. Arguing that a large and complex collection is a vital tool for understanding the complexity of science, the paper uses the ‘museum as method’ (Thomas, 2016) which prioritises simple curatorial questions and the use of the objects in exploration; this enables scholars and curators to respond to material evidence of scientific knowledge, and identify narratives that are prioritised, and others that are obscured, in the historic record. In doing so, it suggests that curators are uniquely placed to provide insights into the roles of human and non-human actors in the construction of scientific knowledge, demonstrating how the Hawking collection allows us to explore the nature of scientific practice, the creation of scientific celebrity, and the potential to give visibility to disability within the history of science whilst de-centring the myth of the scientific genius in museum narratives.

Conceptual Understanding Of BSED Science Major Students Using The Molecular Models In Inorganic Chemistry

Science is dynamic in nature and with the emerging trends in the world of teaching, the methodology of the teaching process must be innovative to adapt to the current trends in education. Chemistry is often regarded as a challenging subject, an observation that sometimes discourages learners from continuing with their studies. Students prefer learning in a classroom where active participation is greatly encouraged, and it is desirable that Science teachers introduce strategies that will enable students to think of solutions that address scientific knowledge construction. With these, the researcher was interested in finding alternative ways to help the BSED Science major students improve their conceptual understanding. The highlight of the study was the use of manipulative instructional materials that will make learning and understanding molecular geometry more concrete and enjoyable, anchored on the constructivism theory, which views learning as an active process that results from self-constructed meanings. The study utilized the quasi-experimental design, particularly the non-equivalent control group design. Based on the results, there is no noteworthy difference between the conceptual understanding of learning molecular geometry using molecular models and the lecture method, and both are effective teaching strategies for improving the conceptual understanding of the BSED Science major students.

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

A religious past to science: How Biblical stories have contributed to the construction of scientific knowledge

Stories captivate us by speaking to our imagination and by giving order and meaning to our world. Stories not only give us knowledge about society, but they can also shape our understanding of nature. In the Western world, Christianity has provided narratives that were used as references in scientific research for centuries. In this article I discuss two such examples, the Creation story and the story of Noah and the Great Flood, and explain their prevalence in scientific endeavors conducted in the West. These stories were only replaced by alternative ones when new scientific theories and concepts were given sufficient coherence to explain new discoveries.

The Historical Milestones of Bioethics in the Construction of Scientific Knowledge

The construction of scientific knowledge reveals theories and methodologies that have been perfected over time, creating milestones that contribute to human evolution. However, in the process of knowledge construction, human beings have not always been considered as participants in scientific research, but rather as objects of experimentation.

Masking (Not Masking) Up: An STS Visual-Intersectional Approach to Understanding Publics and Science in Times of Rapid Change

In this paper we argue that a visual-intersectional approach can advance the field of science and technology studies (STS). Although there is a small but important body of work using visual methods in STS, it has rarely incorporated intersectional approaches. We use visual imagery about mask wearing during the COVID-19 pandemic as a case study to illustrate the potential power of a visual-intersectional approach in STS. We chose masks for three reasons. First, debates about mask-wearing were rich with visual imagery, from home-made signs posted in homes and businesses to professionally designed and printed imagery circulated by public health agencies. Second, recommendations about face coverings outside of healthcare settings changed dramatically in the first 18 months of the COVID-19 pandemic, providing an opportunity to analyze how rapidly changing scientific recommendations were debated in the public sphere. Finally, as masks entered the public sphere, they quickly became evocative technologies, deeply imbued with cultural and political meanings. By focusing on signs about masks in the United States, we demonstrate how integrating visual methods of data collection and an intersectional, visual analytical lens can strengthen STS by developing deeper understandings of (a) publics and science in times of uncertainty, (b) public health as a distinct form of scientific expertise, and (c) the role of humor and place-specific messaging in science. We close with analytic priorities for future research on mask use that could advance STS theories of the collective construction of scientific knowledge and productively inform the development of public health interventions.

Exploring Student Representations of Biodiversity in Science Education in Morocco: A Didactic Perspective

<p style="text-align: justify;">In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable cognitive structures whose organization is sought to be inferred through questionnaires and interviews. This study aims at identifying and analyzing high school students’ representations related to the concept of biodiversity. To meet this objective, a semi-structured interview and a questionnaire were used to collect data. 202 Moroccan students participated in this survey (46.5% from rural areas and 53.5% from urban areas of the "Direction Provinciale" of education of Guelmim city in Morocco). The results of the interview indicated that only 1.82% of the students gave a definition that consists of the three biodiversity dimensions, namely the species, the ecosystems, and the genetic diversity. The questionnaire results revealed a low to medium correlation between their representations and their acquired knowledge related to the concept of biodiversity dealt with in Moroccan school programs (from the discipline of "scientific activity" in the primary cycle and that of "life and earth sciences" in the secondary cycle). The results further indicated a low presence of supervised activities related to biodiversity within the school and therefore a low degree of influence on the students' representations. It was concluded that there was no effective transmission or adequate assimilation of the concept of biodiversity among the students surveyed.</p>

Contribution of the Inquiry Learning Model to Student Scientific Argumentation Skills on Fluid

The inquiry learning model is a model that facilitates the construction of students' scientific knowledge which can also improve students' argumentation skills. According to several research results, inquiry-based learning has proven to be effective in improving scientific argumentation skills because in the learning process students are directed in investigative activities to find scientific evidence as a basis for scientific argumentation. By considering the student learning process, the aim of this research is to describe whether the use of three types of inquiry learning models can teach fluid material and influence the student learning process, one of which is students' argumentation abilities. This research method uses mixed method triangulation. The instruments used were interview questionnaires and argumentation tests. The data obtained was then analyzed using simple statistical tests and N-gain scores. Interview data was analyzed to find out clarification of students' answers. The research results of the inquiry learning model were successful in developing argumentation skills, namely the n-gain score resulted in the use of the structured inquiry learning model gaining 0.88, the guided inquiry learning model 0.84 and the open inquiry learning model 0.74.

Constructing Scientific Knowledge through the Teacher´s Questions in a Guided-Inquiry Primary Lesson of the Water Cycle

Constructing Scientific Knowledge through the Teacher´s Questions in a Guided-Inquiry Primary Lesson of the Water Cycle

AN ANALYTICAL REVIEW OF THE RELATIONSHIP BETWEEN SCIENCE AND PHILOSOPHY & THEIR UTILITY IN CONTEMPORARY GLOBAL POLITY CONCEPTUALIZATION OF TECHNOLOGY

Introduction. The central argument of this study is that for science to meet the challenges of globalization and justice in the 21st century, it needs to be ethically informed, and thus philosophical reflection on and in science is cardinal.Problem Statement. The study focuses on the 21st century trends in philosophical thoughts that influence scientific motivations. To this effect, the research question that the study sought to answer is, ‘How and to what extent can philosophy be valuable/influential to scientific advancements in contemporary times?’Purpose. This paper aims to demonstrate that despite some differences between science and philosophy in their origin and methodological conceptions, they do have reciprocal rudiments. The study gleaned this relationship with the view to assess the utility of their relationship in a technologically and fast-paced 21st Century. This study contributes to the literature by providing theoretical perspectives that critique conventional (Western) epistemic stances of scientific knowledge construction and highlights lessons to be learnt through a juxtaposed pool of ideas from all regions of the globe, not just from the West.Material and Methods. The methodology adopted for this study leans on a descriptive and thematic literature approach which builds on qualitative data gathered through academic journals, scholarly books, and online publications. The study review endeavors to focus on the 21st century trends in philosophical thoughts that influence scientific motivations.Results. The study notes that the relationship between science and philosophy has endured for many hundreds of years, and despite their differences which mainly lie in their scope, attitudes, methods, and peculiar challenges, both are keenly engaged in advancing increased human capacity for innovation, ingenuity, and critical thinking. The study concludes — from the prism of the future — that a critical global appraisal and continuous rigorous review of scientific and philosophical activities is essential today more than ever before, if the futures project is to contri bute effectively to the (re)construction of sustainable frameworks of scientific production that yield results in an equitable and environmentally sustainable manner. Conclusions. The study has brought to the fore, a stark reminder that neither science nor philosophy — operating singularly — offers genuine solutions on sustainable growth and development; hence stakeholders can make sense of complex phenomenon from both science and philosophy by critically reviewing their outcomes in a reciprocal manner that appreciates the advances, thegaps, and excesses from both sides. Most significantly, the study has pushed the envelope of comprehending science and philosophy beyond Western constructions that often tend to overlook, and in some cases purposely downgrade orthodox but otherwise valuable scientific insights from subaltern constellations of the global South.

Social construction of public relations knowledge by academic institutions worldwide: A bibliometric network analysis

This VOSviewer-enabled bibliometric study examines scientific knowledge construction in public relations research since 1955. A co-citation analysis indicates that while sustaining its cross-disciplinary nature, public relations increasingly relies on scholarship generated within its own discipline, with Public Relations Review, Journal of Public Relations Research and Journalism & Mass Communication Quarterly most cited academic sources. A citation analysis of author affiliations revealed a number of findings, including universities with the highest count of publications, university pairs that tend to cite each other, as well as regional university groups and large clusters within a broader, citation-based network. Among the 108 most productive academic institutions from four continents included into the study, U.S.-based universities produced the highest number of publications in nine peer-reviewed journals. Cross-referencing citation relationships among university clusters in different world regions illustrates an ongoing pattern of globalized construction of public relations knowledge.

Modelling in engineering: A citation context analysis

Purely quantitative citation measures are widely used to evaluate research grants, to compare the output of researcher or to benchmark universities. The intuition that not all citations are the same, however, can be illustrated by two examples. First, studies have shown that erroneous or controversial papers have higher citation counts. Second, does a high-level citation in an introduction have the same impact as a reference to a paper that serves as a conceptual starting point? Companions to purely quantitative measures are the so-called citation context analyses which aim to obtain a better understanding of the link between citing and cited work. In this article, we propose a classification scheme for citation context analysis in the field of modelling in engineering. The categories were defined based on an extensive literature review and input from experts in the field of modelling. We propose a detailed scheme with six categories ( Perfunctory, Background Information, Comparing/Confirming, Critique/Refutation, Inspiring, Using/Expanding) and a simplified scheme with three categories ( High-level, Critical Analysis, Extending) that can be used within automatic classification approaches. The results of manually classifying 129 randomly selected citations show that 87% of citations fall into the high-level category. This study confirms that critical citations are not common in written academic discourse, even though criticism is essential for scientific progress and knowledge construction.

Deployment of gestures in the semiotic construction of scientific knowledge: a systemic functional approach to pedagogic semiosis

Abstract A variety of semiotic resources makes the construction of scientific knowledge possible and meaning-making resources are conveyed by certain semiotic modes. Next, numerous studies have demonstrated the pedagogical importance of gestures in the demonstration of scientific knowledge in the classroom. Drawing on social semiotic systemic functional theory and legitimation code theory, this study explores the types and the role of gestures in the semiotic construction of scientific knowledge in pedagogic semiosis and their pedagogical values for the meaning-making of science content. With this aim, a gesture observation protocol (GOP) is developed to annotate and analyze data. Two science lectures, which are broadcast remotely for middle school students including gifted students, are observed. Systemic Functional Multimodal Discourse Analysis (SF-MDA) method is employed to analyze and evaluate data. Results demonstrated that the deployment of gestures that contributes to the construction of scientific knowledge is low and deployed gestures mostly do not have pedagogical value. It is recommended that teachers should be more conscious and educated about deploying gestures to present scientific knowledge efficiently.

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Interactive technology offers new opportunities to design dialogic learning spaces and scaffolds with the aid of visual icons. These technological environments can support the construction of open-ended visual cognitive digital maps, which portray an external representation of scientific knowledge that could foster the meaningful resolution of socio-scientific challenges. In this context, this research aims to study the impact of digital cognitive maps on: a) meaningful learning of scientific concepts and b) complex representation of scientific concepts in teacher education. A case study with multi-method analysis was designed. The cognitive maps of 47 teacher education students are analysed, both quantitatively and qualitatively, and before-after their participation in an educational experience that enhances the collaborative construction of digital cognitive maps in order to solve a socio-scientific challenge. The results show that the overall educational experience and, specifically, the scientific inquiry visual scaffolds embedded into the technological environment have a positive impact on learning scientific knowledge and inquiry skills. Furthermore, outcomes also indicate that the experience enriches the students’ representation strategies of complex scientific knowledge and that the construction of cognitive maps with a network architecture increases after the educational experience. Finally, educational implications on the use of interactive technology and cognitive maps for promoting significant learning of content knowledge in pre-service teachers are discussed.

Translanguaging in scientific practices: a study of high school teachers in English Medium Instruction inquiry-based science classrooms

ABSTRACT English as a Medium of Instruction (EMI) is being used to teach academic subjects in international programmes in China to meet the growing number of Chinese students’ need to study abroad. Through the lens of inquiry-based science teaching, this study examined how the four EMI science teachers of an international programme at a private high school employed translanguaging in scientific practices such as identifying variables and formulating hypotheses. Based on the data collected from a case study, the analyses demonstrate how these science teachers used multilingual and multimodal resources to facilitate students’ engagement in scientific inquiry activities and to promote the construction of scientific knowledge. A total of seven types of translanguaging practices were identified, including opening the inquiry, negotiating directions, teacher encouragement, managing discipline, fun learning environment, definitions, and explanations. The findings imply that pedagogical translanguaging can create a space for the construction of scientific knowledge, as well as a space for the implementation of scientific practices in an inquiry-based EMI classroom environment.

A Bibliometric Analysis of Geometry Education Research Based on Web of Science Core Collection Database

Geometry has an important place in mathematics education because it forms the basis of mathematical thinking and allows us to see the emergence of logical theory. As in all fields, academic journals, which are among the official communication languages of science, play an important role in the construction, dissemination and use of scientific knowledge in the field of geometry teaching. With reference to this fact, the aim of the study was to examine articles published in the field of geometry teaching and indexed in SSCI (1975-2020) and ESCI (2015-2020) in the Web of Science Core Collection database by bibliometric analysis method. 109 articles related to geometry teaching (72 within the scope of SSCI and 37 within the scope of ESCI) were reached for the given periods. According to the findings of the research, while there has been a recent interest in geometry education within the scope of SSCI and ESCI, the number of articles still published is limited. Therefore, in mathematics teaching, geometry teaching lags behind areas such as arithmetic and algebra. Especially in recent years, it is noted that the keyword “Van Hiele Levels” and the keywords of innovations that technology brings to geometry education such as “Dynamic Geometry”, “Virtual Reality”, “Geogebra” and “Geometry Thinking” are frequently used in articles in the field of geometry teaching. It is observed that, while quantitative research methods are widely preferred in studies within the scope of SSCI in the field of geometry teaching, qualitative research methods are preferred within the scope of ESCI.

Construction of Scientific Knowledge Some Reflections on a Cultural Process

Construction of Scientific Knowledge Some Reflections on a Cultural Process

The Impact of the COVID-19 Pandemic on Breast Cancer Screening

The aim was to present the difficulties caused by the COVID-19 pandemic related to breast cancer screening. This is a crosssectional descriptive, qualitative and exploratory study. For data collection, an interview script with open and closed questions was used, which was applied to professional nurses from basic health units in a municipality in Alto Vale do Itajaí. Data analysis took place using the discourse analysis technique. Five nurses were interviewed and data collection ended due to exhaustion of subjects. Data were treated according to three categories of analysis, namely: the impact of the COVID-19 pandemic and barriers to access breast cancer screening; adaptive strategies and measures to meet the demands of women’s health and the perception of nurses regarding women’s adherence to breast cancer prevention programs during the COVID-19 pandemic. This study is expected to contribute to the construction of scientific knowledge to support decision-making by authorities in situations of public calamity, being able to analyze the impacts caused in this pandemic, in order to prevent long-term damage to the population in similar situations.

ГИПОТЕТИЧЕСКИЕ ПРЕДПОСЫЛКИ ФОРМИРОВАНИЯ ИНЖЕНЕРНОЙ ПРОЕКТНОСТИ В УСЛОВИЯХ УНИВЕРСИТЕТА

The starting point for constructing scientific research is the advancement of a system of hypothetical premises, which, in accordance with the principles of the logical construction of scientific knowledge, are confirmed or, conversely, will be refuted in the process of theoretical analysis or practical experiment. The need for a well-deserved assessment of engineering activities, adjustment of methodological approaches and principles for building a system of vocational education is objectively associated with the real conditions of global changes in society. In order to strengthen the economy and social policy of Russia, in the face of external pressure and restrictions, there is an objective need for engineering personnel of a new formation with a high level of competence, a wide range of labor functions and a transverse project horizon of engineering initiative in the field of technological solutions. Engineering design as a system-forming professional and personal quality of a specialist performs the functions of an indicative basis for engineering activities, a regulator of humanitarian forecasting and examination of design solutions in accordance with the system of value orientations of engineering thinking and life. The article presents a system of hypothetical assumptions for the formation of engineering design in the conditions of university training of bachelors in the direction — Construction. The leading ideas for determining the hypotheses were the current trends and tasks of engineering education, due to the transformations taking place in Russia and around the world.