Nature Of Scientific Knowledge Research Articles

Competition of educational and research projects of natural science orientation as a means of developing the cognitive interest of pedagogical university students

The development of the interest of students of humanitarian profiles in preparation for obtaining natural science knowledge is an urgent problem of the modern higher pedagogical school. There is a constant search and testing of techniques, means and methods to solve this problem. The article considers the competition of educational and research projects of natural science orientation as a means of developing students' cognitive interest. The authors shared their experience of organizing and conducting such a competition at a pedagogical university, as well as the results of its impact on the attitude of future teachers to obtaining scientific knowledge about the world around them. Examples of topics of educational and research projects of a natural science orientation, carried out by students studying in the humanities, as well as a list of questions that were asked to students in order to identify the nature of their attitude to the study of natural sciences, are presented. The conducted research confirmed the positive role of the competition of educational and research projects in solving the problem of developing the cognitive interest of students of a pedagogical university. The presented materials can serve as a basis for further research in the field of teaching methods of various university disciplines and the organization of independent work of students in higher education.

Biology and biography: revisiting the biosocial pathogenesis of non-communicable diseases

The modern idea of a disease as a situation, an event, increasingly includes the social side along with the biological one. Although the biomedical side of the problem still dominates, factors such as adherence, decision-making and informed consent or refusal, psychosocial aspects of etiology and pathogenesis and other non-biological disease components become part of care provision. Of course, the social side was predominant before the development of evidencebased medicine. But in the modern context, the development of the humanities and social sciences, as well as neuroscience and psychology, makes it possible to take into account the biographical narrative of the patient’s personality as an integral part of the doctor-patient relationship. At the intersection of "biological" and "biographical" in the disease nature there are a number of factors, such as loneliness, stress, emotions, that reify, enact a person’s social self into somatic pathology or somatic health. The problem of combining humanities and natural science knowledge is very complex due to the fundamental difference in the methods of study, but for modern medicine such a connection is absolutely necessary.

LITERATURE REVIEW: PENILAIAN DIRI DAN PENGAPLIKASIAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) PADA PEMBELAJARAN ILMU PENGETAHUAN ALAM DAN SOSIAL (IPAS) DI MADRASAH IBTIDAIYAH

This literature review study is motivated by the challenges of world development, especially in the development of learning interpretations that are increasingly demanding the availability of human resources (HR) who master science and technology (IPTEK). Technological and Content Knowledge can be an alternative to be used as a reference for educators in the context of developing learning with a new, better model. This study aims to gather information from several articles related to self-assessment and to apply technological pedagogical and content knowledge in learning natural and social sciences (IPAS) in elementary schools. The results of this literature review can be used as reference material in the development of learning tools in the current 4.0 era. Various studies related to technology pedagogical content knowledge (TPACK) and pedagogical content knowledge (PCK), both of which are important for developing the professional skills of a teacher and prospective teachers. Based on the literature review, it was found that among the needs in the development of learning tools lies in the ability of an educator to master the TPACK (Technological Pedagogical and Content Knowledge) concept.

ЭКОЛОГИЯ БЫТИЯ ЧЕЛОВЕКА: ИТОГИ УЧЕБНОГО СПЕЦКУРСА

The article presents the results of the educational special course “Ecology of human existence” for bachelors of the fi nal year of study at the Department of Philosophy of Chelyabinsk State University. The structure and brief description of the course, the results of the survey are refl ected. Analysis of the input and fi nal questioning of students helped to create a picture that refl ects the degree of mastering the proposed material by students. The course ended with the successful completion of the creative task of writing scientifi c articles in co-authorship with the teacher, which were published in the collection of scientifi c papers of the student conference. The compilation and implementation of the special course is based on an eco-humanistic approach that goes beyond traditional ecology as purely natural science knowledge into the fi eld of interdisciplinary and transdisciplinary, as well as the level of philosophical reflection.

О СПЕЦИФИКЕ ГУМАНИТАРНОГО ЗНАНИЯ

В статье рассматриваются особенности и специфика гуманитарного познания. Естественно-научное и гуманитарное знание дополняют друг друга. Они оба важны для понимания мира и человека. Естественно-научное знание – это знание о объекте, о сущем, о том, что есть и существует. Гуманитарное знание – это знание о человеке, субъекте, это – знание о должном, о том, что будет, что должно быть. Естественно-научное знание ограничивается объяснением того, что есть, происходит. Гуманитарное знание дает нам понимание того, что есть, что будет. Гуманитарное знание призвано предупредить общество об ожидающих его трудностях, разрабатывать альтернативные варианты решений современных проблем. Их смысл и предназначение состоят в том, чтобы обеспечивать надежное социальное прогнозирование.

How do Metafictive Fictional Science Picturebooks Introduce Natural Science Knowledge to Children?—Wolves and The Magic School Bus: Inside a Hurricane

How do Metafictive Fictional Science Picturebooks Introduce Natural Science Knowledge to Children?—Wolves and The Magic School Bus: Inside a Hurricane

Freud and the mind-brain problem

ABSTRACT The author argues that we can better understand Freud’s perspective on the mind-brain problem by considering his Kantian view on natural scientific knowledge, namely that there is an essential limit to our knowledge of physical reality. This means that even though conscious states are identical with brain states, it is impossible to explain the events’ conscious properties physically. Further, it is argued that if Freud took an identity theory for granted, it is not fair to criticize him for attempting to construct neuro-psychological mechanistic explanations of psychoanalytic phenomena. It is concluded that Freud’s perspectives on consciousness, the mind-brain problem, and the nature of psychological explanation are philosophically sophisticated and interesting also from a contemporary point of view.

ПИОНЕР НА ПРИРОДОЗАЩИТНОТО ДЕЛО, БЕЛЕЖИТ УЧЕН И ПОПУЛЯРИЗАТОР НА БЪЛГАРСКАТА НАУКА (ПО СЛУЧАЙ 100 Г. ОТ РОЖДЕНИЕТО НА ДОЦ. НИКОЛАЙ БОЕВ)

The most important moments of the life of the noted ornithologist and environmentalist Nikolay Boev are presented. His most significant and versatile contributions to the popularization of the nature protection idea, natural science knowledge, and scientific contributions to the study and protection of Bulgaria‘s animal world are outlined. One of his bright individual abilities - the ability to draw – is also presented. Nikolay Boev is among the first scientific illustrators in Bulgaria. It is little known that he was also a talented cartoonist.

Поиск способов интеграции элементов естественно-научных знаний в образовательный процесс воскресной школы

The present article attempts to answer the question of the possibility and pedagogical expediency of harmonizing religious and natural science knowledge in the classroom within the framework of the parish education of children. For quite a long time, natural science knowledge was used as a powerful means of atheistic propaganda and destruction of any thought about faith and religion among the people. At present, there remain difficulties in combining scientific knowledge and religious faith in science and educational practice. As a result of the materialistic approach to teaching natural science subjects at school, the young believers reject the biblical picture of the world offered in Sunday School as contradicting scientific knowledge and suffer from ideological dualism.The purpose of the present work is to substantiate the necessity and value of integrating elements of natural science knowledge into the educational process of Sunday School through effective ways of its implementation. The article reveals the theoretical aspects of the indicated problem and describes practical methods of integrating natural science knowledge into religious education within the framework of parish activity. Such forms of integration as natural science laboratories of a young naturalist, master classes, creative workshops and others are singled out as the most efficient. Basing on the available practical experience, the article presents the real and expected educational effects and highlights the pedagogical conditions that contribute to their achievement.The author expresses the hope that due to the integration of elements of natural science knowledge into the religious education of children, it will be possible to avoid the ideological and religious crisis among teenage schoolchildren and reduce the number of children who abandon the faith planted by parents and teachers and leave the confines of the church.

Development of Critical Thinking of Students in the Process of Organizing Chemical Experiments

In the work the importance and methodological features of the organization chemical experiment for the formation of natural science knowledge about chemical processes by school students and the development of their critical thinking was shown. The influence of the methodology of conducting a chemical experiment on the success of mastering chemistry in experimental classes and the level of formation critical thinking by school students was established. For identifying the subject erudition of school students in inorganic chemistry, after studying the theme, a control work was carried out, some questions of which required demonstrating the skills of analysis, generalization and formulation of arguments. It was shown that the problem-research chemical experiment provides school students with high motivation to study the discipline, the formation of such important universal educational actions as analysis, synthesis, generalization. Mastering such research skills as setting goals, identifying problems, planning actions to solve it, summing up, contributes to the development of school students' personality through the development of critical thinking. The use of a specially elaborated chemical experiment for the organization of individual and group work of school students in the classroom contributes not only to the development of critical thinking and the formation of skills and abilities, but also to the formation of subject knowledge, confirmed by the results of the formative pedagogical experiment.

Сторінки історії Національного музею природознавства (Париж) в медальєрному мистецтві

The article briefly covers the pages of the history of the Muséum national d’Histoire naturelle (Paris, France), which was established in 1793, inheriting the material base and collections of one of the oldest botanical gardens in the world—the Royal Garden of Medicinal Plants. Contribution to the development of the Royal Garden of Medicinal Plants was made by its leaders and employees: Guy de La Brosse, Guy Crescent Fagon, Joseph Pitton de Tournefort, Pierre Chirac, the family of French botanists de Jussieu, Georges-Louis Leclerc, Comte de Buffon, and Jacques-Henri Bernardin de Saint-Pierre. After its foundation, the museum was managed, among others, by Louis Jean-Marie D’Aubenton, Bernard Germain Étienne de Laville-sur-Illon, comte de Lacépède, George-Léopold-Chrétien-Frédéric-Dagobert Cuvier, Michel Eugène Chevreul, Adolphe Théodore Brongniart, André Marie Constant Duméril, Isidore Geoffroy Saint-Hilaire, Alphonse Milne-Edwards, Jean Octave Edmond Perrier, Achille Joseph Urbain, Maurice Alfred Fontaine, and Jean Dorst. The heyday of the scientific activity of the Museum was during the long years of leadership of Michel Eugène Chevrel. Table medals of France and the USA, researched and described by the authors of the article, were created to honour these famous scientists. Attention is also drawn to modern tourist medals (tokens) dedicated to the Museum’s facilities: the Garden of the Plants, the Great Evolution Gallery, the Palaeontological Museum (Galleries of Comparative Anatomy and Palaeontology), the Botanical Garden Zoo, and the Vincennes Zoo. The results of the analysis of the medals made it possible to display in a new plane the most vivid pages of the history of the Museum, the function of which is teaching, research, and dissemination of natural science knowledge, its modernity, biographies of outstanding personalities who worked in it. Most of the medals were first introduced into scientific biological circulation. The obtained information once again confirmed the possibility of using objects that are studied by special historical disciplines (in this case, the section of numismatics, medal art) for the study of the history of science.

Human Sciences: Another Experience of Substantiating Socio-Humanitarian Knowledge

Introduction. The article raises the problem of methodological foundations of sociohumanitarian knowledge. The opinion that has been established since the constitution of the social and humanitarian sciences that there are fundamental differences in the methodology of natural science and socio-humanitarian knowledge has become perceived as an axiom. This situation did not contribute to the creation of an adequate theory capable of sufficiently implementing the explanatory and predictive functions of science in this area.Methodology and sources. Obstacles to the creation of an adequate methodology for the study of human existence are misunderstood thesis about the specifics of socio-humanitarian knowledge and inadequate understanding of the nature of the object of socio-humanitarian knowledge. The unity of criteria and standards of scientific research in the natural sciences and socio-humanitarian sciences is achieved on the basis of the post-non-classical model of science. The concept of scientific paradigms developed by V.S. Stepin can serve as a source of a new approach to the formation of the methodology of socio-humanitarian knowledge.Results and discussion. The classical model of scientific research posited the opposite of the method of natural and socio-humanitarian sciences on the basis of the opposite of the methods of mastering the objects of research: sensory means and intelligible. In this way, indeed, it is impossible to combine the criteria and standards of science in relation to natural science and socio-humanitarian research.Conclusion. The post-non-classical model of science is based on the understanding of the research object from the point of view of its structure, which allows us to consider the phenomena of human existence as having a single nature with the object of natural science, since in both cases, objects have a complex, systemic nature and belong to self-developing objects.

Transformation of the discipline “Concepts of Modern Natural Science” for the development of critical thinking

Introduction. Globally, there are integrated natural science disciplines in the training programmes for humanities students in many universities in order to overcome the gap between the humanitarian-artistic and natural-science cultures, to form a holistic view of the physical world and the basics of technology among university graduates, to equip them with the scientific method of cognition. In Russia, such a discipline is “Concepts of Modern Natural Science”. However, in its current form, it does not fully meet the abovementioned goals. Due to the lack of a practical line, students do not master the skills of applying the scientific method and do not get an idea about science as a tool for understanding nature and a way of thinking, but instead they become stronger in the perception of natural science as a storehouse of ready-made true knowledge. Nevertheless, the situation changes if the focus is shifted from the transfer of knowledge to the development of critical thinking, which in most countries of the world is recognised as the main goal of university education. Aim. The present research aims to identify the structure, content and types of training tasks of the course “Concepts of Modern Natural Science”, contributing to the development of critical thinking of students in the humanities, and the corresponding transformation of the course “Concepts of Modern Natural Science”. Methodology and research methods. The identification of the optimal structure, content and types of training tasks, as well as the evaluation of the results of the introduction of the transformed course “Concepts of Modern Natural Science” into the educational process were carried out on the basis of research conducted at two universities – RUDN University and Moscow State Pedagogical University. The tests were applied to assess the structure of motivation, natural science knowledge and critical thinking skills, tests of epistemological ideas. Also, the authors used the surveys showing students’ perception of the effectiveness of teaching methods and means, the usefulness of natural science knowledge and critical thinking for study, life, self-development and professional activities. Results. It is shown that students and teachers have a positive attitude towards the idea of making critical thinking the main goal of studying the course “Concepts of Modern Natural Science”. The change in goal-setting makes it possible to connect natural science and the humanities through critical thinking as a means of understanding nature and man, to introduce a practical line that includes tasks-simulators of critical thinking skills and the application of the scientific method and projects in the implementation of which these skills become tools of knowledge. After studying the transformed course “Concepts of Modern Natural Science”, the motivation of students to study natural science, their epistemological ideas, cognitive skills and assimilation of natural science material improved. Scientific novelty. A course structure was developed with two integration centres; additions were made to the course content that contribute to the development of students’ epistemological ideas and the conscious formation of cognitive skills; a practical line was introduced, consisting of tasks that require the use of certain cognitive skills in the study of problem situations in accordance with the stages of the scientific method; the procedural component of the course was complemented by methods for the development of thinking. Practical significance. The created case-practice is variable and can be applied in the practical line ofany integrated natural science discipline.

Flexible, creative, constructive, and collaborative: the makings of an authentic science inquiry task

ABSTRACT To promote scientific literacy in school science, students need to learn key concepts in science, along with the nature of scientific knowledge and how it is generated. Ideally, this learning mirrors authentic scientific inquiry through student engagement in three key epistemic practices: flexibility and creativity, knowledge construction, and collaboration. This paper draws on findings from a larger research study investigating the implementation of a guided-inquiry multimodal approach to teaching science. It reports on a case study of three Australian Year 9 science students investigating sustainable design strategies for houses, as a summative task. Through a post-hoc analysis, this paper explores how, and to what extent, the task supported the epistemic practices of authentic scientific inquiry. To address these questions, the author developed and applied an Authentic Inquiry Framework (AIF) to analyse the students’ dialogue and interactions during this task. The findings reveal that the students applied a flexible and creative approach to addressing their inquiry questions, through their own experimental design and engagement in provisional and collaborative knowledge construction. To support their investigation, the students were also able to productively integrate disciplinary-specific tools and technologies.

Testing Replicability and Generalizability of the Time on Task Effect.

The time on task (ToT) effect describes the relationship of the time spent on a cognitive task and the probability of successful task completion. The effect has been shown to vary in size and direction across tests and even within tests, depending on the test taker and item characteristics. Specifically, investing more time has a positive effect on response accuracy for difficult items and low ability test-takers, but a negative effect for easy items and high ability test-takers. The present study sought to test the replicability of this result pattern of the ToT effect across samples independently drawn from the same populations of persons and items. Furthermore, its generalizability was tested in terms of differential correlations across ability tests. To this end, ToT effects were estimated for three different reasoning tests and one test measuring natural sciences knowledge in 10 comparable subsamples with a total N = 2640. Results for the subsamples were highly similar, demonstrating that ToT effects are estimated with sufficient reliability. Generally, faster answers tended to be more accurate, suggesting a relatively effortless processing style. However, with increasing item difficulty and decreasing person ability, the effect flipped to the opposite direction, i.e., higher accuracy with longer processing times. The within-task moderation of the ToT effect can be reconciled with an account on effortful processing or cognitive load. By contrast, the generalizability of the ToT effect across different tests was only moderate. Cross-test relations were stronger in relative terms if performance in the respective tasks was more strongly related. This suggests that individual differences in the ToT effect depend on test characteristics such as their reliabilities but also similarities and differences of their processing requirements.

Прогресс геномики человека с позиций правового подхода

The article reviews the prospects of development of human genomics primarily from the standpoint of the impact of the progress of the natural science knowledge on the legal sphere. The author analyzes the danger of technological dehumanization of an individual and opportunities for legal combating of this process.

ТЕХНОЛОГІЧНІ ПРОЦЕСИ ОБРОБКИ МАТЕРІАЛІВ ЯК СКЛАДОВА STEM-ОСВІТИ В ТВОРЧІЙ ДІЯЛЬНОСТІ СТУДЕНТІВ

The article is devoted to the problem of developing students' creative abilities when using elements of STEM education. Based on the analysis of scientific and methodical sources, it was established that, in view of the global processes of informatization and automation of production, the modern training of specialists requires the integration of new knowledge, the formation of creative skills, the development of critical and innovative thinking. Therefore, today, one of the key tasks of implementing the educational process is the formation of a modern, highly educated, highly cultured, creative personality. The task of forming the creative personality of the future specialist is solved by introducing new methods and learning technologies into the educational process, among which STEM education occupies a prominent place, which is a promising direction in the organization of the educational process aimed at the formation of integrated knowledge of students and the development of their creative potential. The article provides an example that shows which elements of STEM education are used in the technological training of future teachers of labor education and technology. In particular, when designing and manufacturing wood products, students need knowledge of natural sciences (properties of different types of wood), technology (wood processing using sawing, drilling, turning), engineering, design (ability to work with modern search engines, ability to perform sketches, develop drawings, use drawing tools, knowledge of the basics of artistic design, decoration of products), mathematics (ability to calculate the consumption of necessary materials). Therefore, when developing and manufacturing a future product, students have the opportunity to use the knowledge they know from various fields in new conditions and acquire new integrated knowledge. Such activities also contribute to the formation of a number of important personal abilities in students: the ability to see a problem, the ability to analyze, critically evaluate, develop the ability to evaluate, the ability to refine, the ability to painstakingly work hard to realize one's own idea, the development of strong-willed qualities, composure, perseverance. It is the use of elements of STEM education in the technological training of students that creates the conditions for using important interdisciplinary connections to achieve a positive result, and certainly contributes to the formation of the creative potential of future teachers.

Impacts of Problem-Based Instruction on Students’ Beliefs about Physics and Learning Physics

To help prepare students to address future challenges in Science, Technology, Engineering, and Mathematics (STEM), they need to develop 21st-century skills. These skills are mediated by their beliefs about the nature of scientific knowledge and practices, or epistemological beliefs. One approach shown to support students’ development of these beliefs and skills is problem-based instruction (PBI), which encourages collaborative self-directed learning while working on open-ended problems. We used a mixed-method qualitative approach to examine how implementing PBI in a physics course taught at a Dutch university affected students’ beliefs about physics and learning physics. Analysis of the responses to the course surveys (41–74% response rates) from the first implementation indicated students appreciated opportunities for social interactions with peers and use of scientific equipment with PBI but found difficulties connecting to the Internet given the COVID-19 restrictions. The Colorado Learning Attitudes towards Science Survey (CLASS), a validated survey on epistemological beliefs about physics and learning physics, was completed by a second cohort of students in a subsequent implementation of PBI for the same course; analysis of the students’ pre- and post-responses (28% response rate) showed a slight shift towards more expert-like perspectives despite challenges (e.g., access to lab). Findings from this study may inform teachers with an interest in supporting the development of students’ epistemological beliefs about STEM and the implementation of PBI in undergraduate STEM courses.

Writing spice-themed poetry for COVID-19 prevention campaign for Indonesian children

ABSTRACT Indonesian spices offer an avenue into a broad spectrum of knowledge covering history, geography, sciences, humanities, and medicine. During the COVID-19 pandemic, spices have been revisited for potentials to boost the immune system. However, this knowledge is often inaccessible to children, which leads to the risk of the nation losing local wisdoms related to its endemic plants. Therefore, this study aims to explore the writing of poetry on spices to educate elementary schools student about COVID-19 prevention. We reviewed literature and wisdom on Indonesian spices and proposed the formula of writing spice-themed poetry. Building on Sam Illingworth’s concept of poetry as a dialogue, we stipulated four guiding elements in writing spice-themed poetry for children, namely (1) facilitation-purpose, (2) science exposure, (3) communicative interaction, and (4) transformation based on Indonesian knowledge and culture. We argue that writing poetry on spices potentially strengthens children’s spice-related knowledge of natural sciences and Indonesian local wisdom.

Хятадын боловсролын систем дэх уламжлалт хятад судлалын нөлөө, чиг хандлага

The main purpose of an education system of any country is to make the citizens adapt moral behavior and ethics, at the same time offering basic knowledge of both natural and social science. Therefore, books and writings from the past play an inevitable role in making the above-mentioned objectives possible. We will discuss briefly about the impact of Chinese classical literature works to the field of Sinology and its future research tendency as they are the key subjects in learning about the history, culture, and tradition.