Production Of Scientific Knowledge Research Articles

Learning and Distributed Expertise in Community‐Based Science

ABSTRACTIn the face of growing social‐ecological challenges, multiple forms of expertise must be brought to bear in environmental problem‐solving. As such, community‐based science has been touted as a potential way to “democratize” scientific knowledge production, allowing for multiple sources of expertise to be harnessed and for learning across stakeholders to occur in new ways. The extent to which this occurs, however, is mediated by a variety of factors. Focusing on the context of a dam removal and river restoration initiative in the Western United States, we leverage community science literacy as a conceptual lens to critically interrogate if and how multiple forms of expertise are taken up through community‐based science toward the goal of watershed revitalization. Based on an analysis of empirical evidence collected from interviews, ethnographic observations, and project artifacts, we found that local residents in the watershed demonstrated robust forms of situated local knowledge that they often leveraged toward the work of science. This occurred through processes of coordination work, which were mediated by opportunities for individuals to shift between roles, the contributions of brokers and boundary spanners, and issues of power, status, and rank. While individuals demonstrated and shared their nuanced local knowledge, dominant science still structured if, when, and how this was taken up in the project. Ultimately, we suggest that leveling hierarchies in community‐based science—and affording broader publics greater epistemic agency in shaping the work of science—is key to fostering social‐ecological transformation through science learning in informal settings.

Monitoring materialities: Anthropocene landscapes of environing technologies in the High North

An increased interest in Arctic regions as places of data generation to inform climate models, reports, and policies on environmental change has created a distinct kind of landscape, transformed by the material legacy of short and long-term monitoring and other scientific activities. Drawing from fieldwork in four key areas for environmental monitoring in the High North of Norway, Sweden, and Greenland, we investigate the intentional and unintentional materialities of environing technologies and other anthropogenic impacts that form a particular kind of Anthropocene landscape related to knowing global environmental change. We conclude that such distinctive monitoring landscapes contribute to work investigating shifting conceptualisations of heritage and the emergence of unintentional landscapes in the Anthropocene, and suggest that as co-creators of the global environment, they provide an interesting insight into the material legacies of natural scientific knowledge production.

Knowledge and emancipation

This essay explores Latin America's struggle for epistemic independence against dominant Global North informational flows in science and technology. It addresses the impact of knowledge production domination on the region, including epistemic injustice and academic imperialism, proposing strategies for bolstering science through epistemic sovereignty. It emphasizes higher education's pivotal role in a nation's sovereignty by fostering knowledge production, global citizenship, and intellectual leadership. However, in today's multipolar world, universities in less developed countries often serve as conduits for Global North knowledge, perpetuating their agendas. The consolidation of digital environments and globalization further exacerbates this issue, leading to an anglophone bias in scientific knowledge production, diminishing the visibility and relevance of Latin American scientific contributions—a form of epistemic injustice. The essay contextualizes the concept of epistemic sovereignty, highlighting ongoing resistance efforts in Latin American higher education against knowledge production dominance and instances of epistemic injustice.

Student Interest Drives Modernization of Climate Science Curriculum: Engaging with Community Partners Outside the Classroom

Abstract As climate change continues to accelerate, there is a growing need for collaboration between geoscientists and community partners to co-create equitable science-based climate solutions that align with community priorities. However, the curriculum of many geoscience Ph.D. programs focus almost exclusively on physical science knowledge production confined to the academic sphere with little attention to usability or applications of climate information to decision-making. A consequence is that there is often little educational support to train future generations of geoscientists with the skills needed to serve as knowledge brokers and interpret climate information into the context needed for decision-making. To address this, a group of students and faculty at the University of Michigan developed a pilot course to provide hands-on experience engaging with local communities to develop climate solutions. This project involved a collaboration with the Washtenaw County Water Resources Commissioner's Office to discuss their high-priority objectives. The inaugural project involved identifying high-priority locations in Washtenaw County for rain garden development to be used for internal planning purposes. The process of recurring communications with partners played a critical role in tailoring the project to have ongoing use for local government after the course. This project provided a student driven bridge between climate knowledge production, climate science usability and community engagement. This type of formal engagement with community partners provides opportunities to train the next generation of geoscientists to have the skills to engage with practitioners and decision-makers and make climate science more accessible.

Indigenous Experiences and Contributions to Western Scientific Knowledge Systems: An Ethnographic Exploration

Knowledge systems are embedded in sets of values, worldviews, and cosmologies that affect the whole process of knowledge production. Employing an ethnographic method that integrates participant observation, interviews, and focus groups, I explore the contributions, ideas, points of view, and metaphors that individuals of Indigenous origins introduce to the scientific method when they enter Western scientific knowledge systems. This ethnographic exploration focuses on a group of students with a variety of Indigenous backgrounds participating in a field course on introduction to Ecology. Native-born students contribute innovations to the knowledge production process by shaping research questions, methodologies, and result interpretations. These innovations stem from diverse worldviews and epistemologies, and while they could significantly impact scientific knowledge production, the students may not fully appreciate their own relevance. This work may serve as a testimony of the processes of reflection and negotiation with the scientific methods, practices, and values that native students undergo when participating in a Western scientific context.

PROVENIR DEL PORVENIR

In Provenir del porvenir Urbano hovers through the fields of sociology, archaeology and philosophy while reflecting on the different mediations of the work: the guided tour, the performance lecture and the video essay. The exposition is based on a speculative artistic-historiographic project where the artist, in the context and aesthetics of the Museum of History, connects her own genealogy with the North. The investigation is a response to recurrent question to people of color living in Scandinavia: “Where do you come from?” This question leads to an epistemological enquire, discussing the limits of knowledge production on a scientific basis versus knowledge production on an artistic basis.

What's in it for citizen scientists? An analysis of participant's gains from a democratisation perspective.

Citizen science projects optimise the democratisation of the production of scientific knowledge. In these initiatives, research processes do not rely solely on scientists' but on citizens' engagement likewise with benefits on both sides. As previous work shows, the democratisation perspective of citizen science projects might be viewed critically as some groups of citizens tend to be overrepresented in these initiatives while other are left out. This paper explores the claim of democratisation and the citizens' benefits based on four citizen science projects in the fields of astrophysics and particle physics on the citizen science platform Zooniverse. Besides a general engagement strategy, the citizen science projects addressed two groups specifically, the elderly and people with visual impairments. The claim for democratisation is reflected in the analysis of citizens' demographic variables as an indicator for accessibility of the research projects. We used a pre-post design with questionnaires on science attitudes, motivations, skills, self-efficacy, and knowledge to assess what citizen scientists gained from participating in the project. The demographic analysis of the data reveals that participants were quite heterogeneous and that people who feel that they belong to a group that is discriminated against are particularly motivated to participate in citizen science projects. In terms of benefits, the results indicate knowledge and scientific skills gains, but no changes on other evaluative dimensions. Their attitude towards science was, in general, already rather positive when joining the projects, thus not leaving much room for change. These results confirm the importance of and call for a diversified citizen science engagement strategy and show that even in citizen science projects where the citizens' task is limited to classifying data lead to scientific knowledge and skills gains.

Introduction: participatory knowledge co-production

ABSTRACT This special Forum presents three articles that demonstrate efforts at participatory knowledge co-production. The three experiences were successful in the modest sense that they provided meaningful agency for participants and their knowledge roles, though in different ways. All three articles comment on the participatory turn that emphasizes an increasing role in public participation in scientific and policy data knowledge production and acknowledge that participation can have diverse meanings, contingent on the interests of the groups involved. This can mean a performative participation with coercive means to achieve particular goals with the participants or the groups that they represent; alternatively, participation can mean liberatory approaches that are designed to remove oppressive structures from disenfranchised populations and shift power to them. The cases here add nuance to critiques of power. Two cases demonstrate how participants are molded to conform to institutional power structures, though at least some participants find that shift (and recognition of their contribution) legitimizing and desirable. While each considers the relevance of participation for democracy, they highlight differences in values related to democracy, as regards whether participation is the endpoint value in democracy, or else whether democracy is a larger process towards redistributing power towards achieving equity and justice.

The public use of early-stage scientific advances in carbon dioxide removal: a science-technology-policy-media perspective

Abstract While Carbon Dioxide Removal (CDR) solutions are considered essential to meet Paris Agreement objectives and curb climate change, their maturity and current ability to operate at scale are highly debated. The rapid development, deployment, and diffusion of such methods will likely require the coordination of science, technology, policy, and societal support. This article proposes a bibliometric approach to quantify the public use of early-stage research in CDR. Specifically, we employ generalized linear models to estimate the likelihood that scientific advances in eight different carbon removal solutions may induce (i) further production of scientific knowledge, (ii) technological innovation, and (iii) policy and media discussion. Our main result is that research in CDR is of significant social value. CDR research generates significant, positive, yet heterogeneous spillovers within science and from science to technology, policy, and media. In particular, advances in Direct Air Capture spur further research and tend to result in patentable technologies, while Blue Carbon and Bio-energy with Carbon Capture and Storage appear to gain relative momentum in the policy and public debate. Moreover, scientific production and collaborations cluster geographically by type of CDR, potentially affecting long-term carbon removal strategies. Overall, our results suggest the existence of coordination gaps between science, technology, policy, and public support.

Information Practices and the Production of Scientific Knowledge through Sound

ABSTRACTEnvironmental sound recording is increasingly vital to the production of scientific and ecological information and knowledge. While research applications have grown tremendously, there is a lack of empirical research around the practices and experiences of those responsible for creating and managing these recordings. This poster reports on initial findings of a qualitative research project that interviewed 30 academic and professional researchers from across Canada and the United States, exploring information activities and meaningful elements and actors involved in their interactions with environmental sound recording. From preliminary findings, two themes are discussed: sound and listening skills involved in the creation and analysis of environmental sound recordings are complex, multisensory information practices, and changing environments and technological affordances enable and constrain the seeking and sharing of information and resulting knowledge production.

Identity Instrumentalized: Pattern Recognition as an Epistemology of Surveillance, 1960-66.

The emergence of new surveillance practices is not solely a matter of technological and political developments. It is also intertwined with the production of scientific knowledge. This article traces how scientists in the 1960s developed some of the earliest computerized facial recognition techniques while covertly sponsored by a U.S. intelligence agency. The article situates their project within approaches from the technical field of pattern recognition. It demonstrates how the scientists, especially amid unsteady patronage relationships, reinforced a key assumption: that recognizing identity could be reduced to classifying specific features within a set of existing examples. As their ambitions grew over six years, the scientists transformed human identity into a scientific object tailored to their recognition techniques. How this transformation occurred foregrounds the epistemic underpinnings of surveillance technologies.

Open bibliographic databases: in search of an alternative to Scopus and the Web of Science

In the context of the recent developments in Russia, such as the termination of activities of several major scientific publishers and the blocking of access to two prominent bibliographic databases, Scopus and Web of Science, Russian scientists face a challenge in continuing their research and contributing to the scientific and educational community. This article aims to explore the potential of open bibliographic databases as a viable alternative to these two databases in addressing the main objectives of scientific and educational policies. The research methodology employed in this study involves a content analysis of relevant sources that examine science as a specialized field of human activity. Additionally, various aspects of utilizing bibliographic databases in decision-making processes related to scientific and educational policies and during actual research are considered. A comparative analysis is conducted on selected open databases to assess their suitability for different stages of scientific knowledge production. The study resulted in the characterization of several open access bibliographic databases: Russian Index of Scientific Citation (RISC), AMiner, The Lens, Dimensions, and OpenAlex. The criteria used for the analysis were: volume of content, period covered, availability of filters, data visualization tools, data upload capabilities, and additional features. Based on these criteria, it was proposed to form a subject area research program using these open bibliographic databases. It was concluded that these databases can fully replace Scopus and Web of Science in terms of solving the problem of defining the boundaries of world science and conducting scientific research. However, at the moment, there is no alternative to Scopus and Web of Science for evaluating scientific results. The study emphasizes the importance of using open bibliographic databases in scientific research and the need to develop them further. The results of the study can be useful for researchers, scientists, and policymakers who are interested in improving the quality and efficiency of scientific research in Russia

Transnational Intersectionality at Sea: Gender, Appearance, Ethnicity, Age and Marine Knowledge Production

<p>Knowledge production is inherently social, as humans interpret their environment. Scientific knowledge production differs from non-scientific ones in their systematic data collection for validation, yet both involve a social element shaping our understanding of the world. The article investigates social contestation processes as part of knowledge producing processes on a German research vessel and in German and Brazilian marine science institutes with a particular focus on the social identity markers of gender, ethnicity, and age and how they affect team-based sense-making processes. Methodologically, our research draws on participant observation of following marine scientists and associated non-scientists in their daily working routines, as well as semi-structured interviews on a research vessel in 2021 and in marine science institutes from 2022 to 2024. Conceptually, the research follows approaches of the Sociology of Knowledge (Keller et al., 2018) and intersectional approaches (Grabe & Else-Quest, 2012; Patil, 2013) that integrate transnational experiences across national borders and other (physical) boundaries. Based on the empirical research, we assess transnational intersectional sense-making practices at sea. Our findings show that 1) (sexual) harassment in marine knowledge production processes occurs independent of localities, 2) intersectional discrimination at sea leads either to emancipation processes or to withdrawal, 3) tensions especially arise between scientists and non-scientists, which broadens the gap between these social groups and knowledge systems. We conclude by providing recommendations for increased intersectional and female workforce at sea and in marine sciences, so that the doing of research and work at sea can be more inclusive, equal, and safe.</p>

Teaching Human Geography Sustainability: The Concept of the Anthropocene as a Didactic Tool for Higher Education

Thesis. This critical reflection outlines the didactical challenge of teaching human geography in higher education, focusing on the concept of the Anthropocene as a tool for highlighting sustainability issues. Concepts. The critical reflection discusses the diverse knowledge production traditions, including modernist, postmodernist, and post-postmodernist approaches. It highlights the importance of understanding the ontological and epistemological assumptions underlying these frameworks, in relation to human geography, the concept of the Anthropocene and sustainability. Results and conclusion. The suggestion is a fourfold strategy for improving human geography education: emphasizing the relevance of knowledge production, understanding its impact on the student-teacher relationship, enriching teaching with epistemological discussions, and presenting the Anthropocene as a contested ontological concept rather than a predefined framework. Originality. This critical reflection offers a novel perspective on human geography higher education in how the concept of the Anthropocene can be used for didactic purposes. The paper argues that the concept of the Anthropocene can function as a didactic tool for higher and human geography education, by drawing out the human element within scientific knowledge production.

Epistemic injustice and the “Nature of Science”

AbstractScientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construct has shaped national and international science education reforms with the goal of creating a more scientifically literate populace. In this article, we name and question assumptions built into the NOS construct using the philosophical perspective of epistemic injustice. Using specific lenses of contributory injustice and testimonial injustice, we analyzed the 97 most‐cited peer‐reviewed NOS journal articles to examine which scholars are selected to create the NOS construct. We also examined how researchers using NOS position learners in relation to the construct. We found that White men are primarily named by NOS scholars to inform the construct. We also found that NOS research often positions learners from a deficit perspective compared to the construct. We conclude by discussing the potential injustices perpetuated by the NOS construct, and offer a vision for a more complete story of science in sites of learning.

Against Disinformation: Bridging Science and Public Discourse

The Science and Society Research Group at the Ludovika University of Public Service organised a conference in Budapest on 13 October 2023 titled: ‘Science and disinformation: how science can support society against disinformation’. The conference explored the complex relationship between science, society, and disinformation. A panel discussion was held with the aim of examining the challenges and strategies for science communication in the context of the ever-increasing issues of dis-/misinformation. The discussion highlighted the multifaceted factors that influence public trust in science; the role of digital culture on science communication and scientific knowledge production; the impact of artificial intelligence; and the relationship between science and business developments on science disinformation, especially on science-related conspiracy theories. The participants helped shed light on how science communication strategies can be improved to stabilise trust in a multi-stakeholder information environment. This article summarises the main insights and conclusions from the discussion.

Massification of Higher Education in Türkiye and Its Challenges

In the last 20 years, the education system in Türkiye has witnessed massive growth and transformation from primary- and secondary education to higher education. Significant improvements have been made in enrollment rates at all levels of education, reaching a level comparable to OECD countries. In this context, this study focuses on the transformation and massification of higher education in Türkiye. The net enrollment ratio in higher education in Türkiye has increased from 10% to 46% during this period. Especially, the establishment of higher education institutions in all cities has contributed positively to women's access to higher education, and for the first time, the enrollment and graduation rates of women have surpassed those of men. The increase in the supply of higher education and easier access has raised the proportion of higher education graduates from under 20% to over 40% in the 25-34 age group during this period. At the same time, the average length of education for the population aged 15 and over is increasing every year. Additionally, this study identifies problem areas and proposes solutions to ensure the sustainability of the expansion in higher education during this period. The evaluation identifies insufficient face-to-face teaching capacity in the higher education system and attempts to compensate for this deficiency with distance education programs as the primary problem area. Especially since 2015, almost half of the students who have enrolled in higher education have been able to enroll in distance education programs. Therefore, increasing face-to-face teaching capacity in higher education and reducing the proportion of distance education in higher education stand out as challenging issues. The second problem area is highlighted as being related to the limitations in scientific knowledge production performance of higher education institutions and the number of doctoral graduates. Despite an increase in the number of doctoral graduates from all disciplines every year, sustaining the growth achieved during this period is highly inadequate. This problem not only negatively affects the capacity for scientific knowledge production but also creates significant challenges, especially in meeting the need for faculty members in newly established universities, thus adversely affecting the quality of higher education. The study also offers some recommendations for addressing these problems.

Exploring the Interrelationship between Scientific Knowledge and Economic Growth in Serbia: Empirical Insights

The primary objective of this study is to examine the nature of the relationship between the production of scientific knowledge and economic growth in Serbia during the period 1996-2022. For this purpose, the Vector Autoregression approach, along with the impulse response function and forecast error variance decomposition, was employed. Results suggest an impact of economic growth on the production of scientific knowledge, while no impact in the opposite direction is detected. The Serbian government should persist in investing in science and work closely with the scientific community to overcome barriers to scientific knowledge's full contribution to economic prosperity.

Post-independence health research productivity in Portuguese-speaking African countries: A bibliometric analysis of 43 years of research and higher education in Mozambique

BackgroundAfrica has a high double burden of infectious and non-communicable diseases underscoring the critical need for robust scientific research. However, it is also associated with low scientific research productivity. Mozambique, which gained independence in 1975, serves as a poignant example. However, there remains a notable scarcity of evidence evaluating the country's trajectory in scientific and academic development. This study aims to evaluate 43 years of health-related scientific knowledge production through bibliometric analysis, focusing on key indicators. Additionally, it seeks to characterize the higher education institutions within the country. MethodsThe data was retrieved from the Web of Science Core Collection using an advanced search tool with Boolean research strategies, covering the period from 1976 to 2022 for all PALOP and 1976 to 2019 for Mozambique. To map Mozambican higher institutions, information was sourced from the Ministry of Science Technology and Higher Education database. Descriptive statistics were employed to summarize the findings, while the VOSviewer program version 1.6.19 was utilized to visualize distance-based bibliometric networks, focusing on co-authorship among institutions and keyword co-occurrence. ResultsPortuguese-speaking African countries (PALOP) contribute 2.5 % (10,933 out of 442,309) to Africa's total scientific output, with Mozambique leading at 63.6 % (6,951 publications) followed by Angola at 16.6 % (1,811 publications). All PALOP countries experienced decreased scientific productivity during the third year of the COVID-19 pandemic. In Mozambique, over 70 % (1,710 out of 2,380) of health-related publications from 2011 to 2019 were concentrated in this period. Key journals for health sciences include PLOS ONE, Malaria Journal, and Tropical Medicine & International Health, focusing on HIV, malaria, and tuberculosis. Higher education institutions in Mozambique show regional disparities, with 67.9 % in the South and only 8.9 % in the North, indicating significant inequality in their distribution across the country. ConclusionThis study highlights Mozambique's significant progress in health research productivity over 43 years, establishing it as a leader among PALOP countries. The substantial increase in publications, particularly after 2008, underscores the nation's growing research capacity and commitment to addressing critical health challenges such as HIV, malaria, and tuberculosis. However, regional disparities in higher education access and limited research contributions from private universities remain high in Mozambique.

Engagement of early career researchers in collaborative assessments of IPCC reports: achievements and insights

The participation of a diverse –in terms of geography, discipline and gender– group of Early Career Researchers (ECRs) in the peer review process can help alleviate the workload of senior researchers and counteract the perceptual biases that the latter tend to show. Moreover, ECRs can benefit from developing skills that are often not included in educational programs. From 2018 to 2021, the Association of Polar Early Career Scientists, in collaboration with other associations, organized six group reviews of the Intergovernmental Panel on Climate Change (IPCC) reports by a total of more than 600 ECRs from over 70 different countries. This study aims to evaluate this group review in terms of its contribution to the production of scientific knowledge, and as a career development opportunity for ECRs. The data analyzed consists of application forms, review comments, and feedback surveys that were collected during each review process. The results of this study show that, overall, the group reviews were a success in terms of the experience of ECRs and their contribution to the peer review of the IPCC reports. Most survey respondents considered the general organization of the group reviews satisfactory and expressed interest in participating in future group reviews. However, most participants did not engage in discussions with their peers, which constitutes a missed opportunity to engage in active learning and the shared production of knowledge. ECRs made a significant contribution to the review of the IPCC reports by producing an average of 2,422 ± 532 comments per group review, 36% of which were substantive. PhD students were shown to be as proficient reviewers as postdoctoral researchers and faculty reviewers. More importantly, the diversity of reviewers in terms of geography and discipline, together with the fact that they are ECRs, can help produce more balanced scientific reports since they bring new perspectives, thus counteracting the biases that senior researchers have. These group reviews could be improved by providing more comprehensive training and facilitating communication among reviewers so that they can engage in meaningful exchanges. We conclude that the IPCC should formalize the inclusion of ECRs in future reviews of the IPCC reports.