Construction Of Scientific Knowledge Research Articles

Implementación de un entorno virtual para promover estudios postdoctorales en la Universidad Bolivariana de Venezuela

Information and communication technologies (ICT) have led to the emergence of new learning scenarios that lead to a dynamic change in the educational paradigm. Technological resources become the mediators of learning processes through the different activities, so they can easily be used by tutors and tutors in the process of planning, evaluation and control in the development of research monitoring. In the contemporary context, virtual networks are becoming more and more important, considered as a community of professionals and research groups that are dedicated to the activity of knowledge and learning, work with a common interest and base their actions on the construction, development and exchange of scientific and technological knowledge. An example of this is the virtual classroom, an open educational resource to consolidate training processes. In the development of the opening of the Post-Doctorate program developed in the Sucre State for the Bolivarian University of Venezuela, through the Cuba-Venezuela Educational Agreement, the potential of a virtual space has been used to promote this type of study of its doctors and in this work the present experience is systematized.

Images of Objective Knowledge Construction in Sexual Selection Chapters of Evolution Textbooks

Textbooks provide a rich site within which to investigate how members of a scientific discipline choose to represent their research to general audiences. We used critical contextual empiricism as a framework for interrogating how a scientific community is depicted via images in evolution textbook chapters on sexual selection. Textbooks that exhibit science within the tenets of critical contextual empiricism will depict uptake of disciplinary change and acknowledge the inseparability of the social and rational aspects of scientific knowledge construction. Sexual selection is an exemplary arena for this work because the field has undergone substantial change in the past few decades that has been driven by critique from within and among disciplines. We used quantitative methods and content analysis to examine images from the textbook editions and from a time series of editions to examine the portrayal of updated understandings of sexual selection. We found that most textbook images did not reflect the shift happening in the scientific community. Images highlighted primarily the classic view of sexual selection focused on males. Examples typical of a more realistic, complicated understanding received little attention even though the scientific literature on these topics appeared decades before these textbooks were published. Images of males were more common than images of females, females were depicted for fewer concepts than males, and images of males and females reinforced stereotypical sex roles. This study highlights an opportunity for acknowledging the inseparability of the social and the rational in scientific knowledge construction.

Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom

AbstractWriting is widely recognized as fundamental to the construction and communication of scientific knowledge. Building on this relationship between writing and knowledge construction, writing‐to‐learn (WTL) activities have shown to be effective in many science classrooms, but have not been widely implemented at the postsecondary level. To address the lack of implementation, we investigated potential adopters of this pedagogy. Potential adopters, postsecondary faculty, are unique given the key role writing plays in their professional practice as researchers. Because of this unique feature and the fact that an instructor's theoretical orientation toward a construct impacts their instruction of that construct, an investigation of postsecondary faculty's conceptions of writing instruction is necessary to understand the way writing is being used in the postsecondary classroom. To this end, 33 STEM faculty across multiple disciplines and positions were interviewed about writing and its role in their classes. A phenomenographic analysis resulted in four faculty “types” consisting of unique combinations of concept and practice, organized according to compatibility with WTL. Profiles were built that describe unique conceptions, desired outcomes, and challenges for each type. These profiles provide an understanding of the relationship between faculty's conceptions and instructional practices regarding writing and lay the groundwork for understanding how writing is used in the postsecondary classroom.

Formação de professores e o ensino investigativo na química: reflexões e estratégias

Neste trabalho apresentamos uma investigação sobre análise de uma estratégia de ensino investigativo na formação de professores de química em uma Universidade pública federal do Estado de São Paulo, com sete alunos da licenciatura em química durante um quadrimestre. A metodologia no estudo é de natureza qualitativa do tipo análise do discurso. Os dados são compostos pela análise da práxis do plano de aula docente na disciplina Experimentação e Ensino de Química (EEQ). Os dados obtidos revelam o enriquecimento no processo de formação inicial, motivando a participação e comprometimento dos estudantes com as atividades. O ensino investigativo se diferenciou por envolver o bom planejamento do professor e alunos na construção do conhecimento científico, e que é possível como estratégia da aplicação de procedimento didático no trabalho docente.

Esclarecimento sobre tipos de artigos científicos para publicação na Revista de Ciências Agroveterinárias

As a result of several questions and difficulties of some authors in understanding the difference between complete article and scientific note, as well as what is a review article, the objective of this editorial note is to clarify to editors, authors and readers of the Revista de Ciencias Agroveterinarias a the types of articles that are published in this journal. It is also included that this journal will standardize the types of articles, from 2018, as Research Article (full article), Research Note (scientific note) and Review Article (literature review). In addition, this journal publishes communications of the publishers as Nota Editorial. The three types of articles published by the journal, Research Article, Research Note and Review Article, are scientific articles derived from research conducted by the authors. Research articles and research notes are usually derived from original experimental research and, therefore, based on results obtained experimentally by the authors. Review articles are derived from non-experimental research, that is, not based on results obtained experimentally, but rather based on the knowledge (results and conclusions) generated so far on a given subject. Research article and research note are therefore similar according to their empirical basis. However, there are differences between these two types of articles that go beyond the extension of the text. Research notes are short, short texts with small results, but that generate unprecedented conclusion (s) as a result of a new fact discovered by the authors. In this way, its publication is justified due to the importance of the discovery, that is, of the scientific knowledge generated, even though there is not a large volume of results. Research articles are, in turn, longer texts, with greater volume of results, which also generate unprecedented conclusions as a result of new scientific discoveries. Therefore, it should be clear that research articles and research notes are equally important in the construction of scientific knowledge. Thus, an article with a small volume of results, in which the authors increase the information of the introduction and the discussion, in order to increase the number of pages, will not, in essence, be a complete article (Research Paper). Nor will a full article whose text is lean be characterized as a scientific note (Research Note), because its essence is not the same. So while overall articles are generally longer than scientific notes, it is not the number of pages that defines what is one and what is another. Review article, in turn, is not limited to the presentation (or meeting) of the scientific knowledge generated so far in a single article. Structurally, review articles are similar to full papers or scientific notes, presenting the justification, the objective, the methodology, the results (referring to the knowledge generated so far), the discussion (which is the author's critical view on the generated knowledge) and the conclusion (which is the unpublished scientific knowledge generated by the author, based on the scientific knowledge we had so far). Therefore, a review article should generate new scientific knowledge, not just gather information (knowledge) already present in the literature. Another type of scientific paper explored most recently is the meta-analysis. Meta-analysis is a synthesis of previous research on a (often polemical) subject, which emphasizes the production of quantitative conclusions, aiming at extracting additional information from pre-existing data through the union of the results of several works and the application of a or more statistical techniques (UFSM 2017). Meta-analysis is not derived from an original research, but from the analysis of previously published research, and therefore is included as Review Article. It is hoped, in conclusion, that the doubts regarding the articles published by the Revista de Ciencias Agroveterinarias have been remedied and that this brief note will help the writing of future works to be submitted and published in this journal.

EDDIE modules are effective learning tools for developing quantitative literacy and seismological understanding

ABSTRACTEnvironmental Data-Driven Inquiry and Exploration (EDDIE) modules engage students in analysis of data collected by networks of environmental sensors, which are used to study various natural phenomena, such as nutrient loading, climate change, and stream discharge. We compared two approaches to EDDIE module implementation in an undergraduate time-series analysis course. Course goals were to use high-frequency and long-term environmental datasets to improve quantitative literacy, develop data manipulation and analysis skills, construct scientific knowledge about natural phenomena, highlight the inherent variability in real data, and develop informed views about the nature of science (NOS). In both instructional treatments, students explored data and developed skills through a scaffolded in-class analysis and then solved more complex problems in homework assignments. In Treatment 1, engage and explore lesson phases involved discussion of instructor-prepared plots using the think–pair–share method. Conversely, in Treatment 2's engage and explore lesson phases, students prepared graphs and completed activities in a computer lab, which required more guidance in data manipulation and thus contained less structured discussion of data analysis and interpretation. We administered a pre/postquestionnaire to compare learning gains between the two treatments in quantitative literacy, statistical reasoning, nature-of-science (NOS) understanding, and understanding of seismological concepts. Results indicate that EDDIE modules are sufficiently flexible to be effective in both learning environments. Our results indicate that students reacted similarly to both instructional treatments, suggesting that EDDIE modules are flexible enough platforms to achieve measurable learning gains in a variety of pedagogical environments.

A natureza da ciência e a formação de professores: um diálogo necessário

A Natureza da Ciência (NdC) é entendida como um dos aspectos mais fundamentais no que diz respeito à construção, ao estabelecimento e à organização do conhecimento científico. Refere-se, de uma maneira geral, à epistemologia e à sociologia da Ciência, aos valores e às crenças inerentes ao conhecimento científico e seu desenvolvimento. Procuramos destacar neste artigo o fato de que a formação de professores poderia dar foco à importância do entendimento da NdC para o ensino de Ciências, bem como as habilidades necessárias para o desenvolvimento dessa abordagem. Acreditamos que para realçar o conteúdo pedagógico relacionado à NdC, os professores necessitam de oportunidades para reflexão e discussão sobre as questões da NdC e orientações práticas para o ensino da NdC. Assim, o objetivo deste artigo é discutir as possibilidades de se incluir reflexões referentes à NdC nos cursos de formação de professores, procurando apresentar caminhos possíveis para essa integração. Apresentamos de modo breve o projeto europeu History and Philosophy in Science Teaching (HIPST), um caso de sucesso na utilização de tal abordagem. Ao introduzir reflexões epistemológicas na formação inicial e continuada de professores, deseja-se romper com um pensamento de Ciência largamente hegemônico, cuja base pode ser encontrada nas filosofias positivistas e cujo dogma consiste na transmissão de verdades científicas definitivas e neutras. Acreditamos que o ato de refletir sobre a própria prática constitui-se no momento em que o professor pensa sobre si mesmo enquanto educador, e assim constrói uma visão crítica de sua prática, transformando-a.

Experiências educativas e empoderamento das mulheres indígenas Kaingang: formação de professoras/es em educação do/no campo

This work aims to understand the context of Kaingang indigenous women in the Interdisciplinary Course in Rural Education: Natural Sciences - Licentiate of Federal University of Southern Border (UFFS), Campus Erechim, discussing aspects such as the educational experiences of female participation in construction of scientific knowledge and the empowerment of indigenous women with their inclusion in higher education. The methodology used has a qualitative approach of an interpretive nature and the research, in relation to the technical procedures, is bibliographical and documentary. The data were constructed using the Pedagogical Proposal of the Course (PPC), the observation of the experiences and the UFFS Academic Registry. The main results show that the Kaingangs indigenous women have a high degree of representation in the course in Rural Education in the training of teachers in the area of ​​Natural Sciences, thus realizing that the insertion of Kaingang women in higher education contributes to the construction of autonomy, empowerment and resistance of indigenous peoples. These results point to the importance of indigenous female participation in the construction of scientific knowledge and its re-signification, taking into account the social and cultural dynamics of the peoples of the countryside.

EDUCAÇÃO ESCOLAR E A FORMAÇÃO PARA A SUSTENTABILIDADE SOCIOAMBIENTAL

In this text we present reflections on the challenges of school education, especially Environmental Education, for students in the current basic school in view of the impasses that persist in the teaching profession and the construction of scientific knowledge. The assumptions we make are based on the perspective of historical-cultural psychology developed by Vigotsky and scholars in this field of knowledge. We go through the situation that has marked the Brazilian educational context, and in the end we present the suggestion of insertion of socioenvironmental training in school work as one of the possibilities for the transformation and emancipation of the educational and social practices. We understand that environmental education based on critical aspects such as presented by Marxist psychology favors the increase in teaching work, through the insertion of dilemmas and emerging issues, usually unrelated or superficially worked, in curricula and in current school practices.

VIEWS OF A GROUP OF PRE-SERVICE SCIENCE TEACHERS ON THE USE OF EXPERIMENTAL ACTIVITIES IN SCIENCE TEACHING

Teachers often consider experimental activities to be fundamental to the teaching of scientific concepts. However, there are different views about their purpose in science classes; these views are linked to teachers' different understandings of the construction of scientific knowledge. It was analyzed the views of 19 pre-service science teachers (PST) on the use of experimental activities in science classes. These PSTs were enrolled in the subject of science teacher training course of a Brazilian federal university. In their course work, the PSTS were organized into groups and they participated in a pedagogical activity during which they reported their views on two experimental scripts. They answered questions about how they would use these experiments in the future. The activity occurred in two stages: the first was before studying texts on the nature of science with an emphasis on the role of experimentation in the foundation of hypotheses; the second stage was after this. The data analysis was performed using the content analysis technique. The results suggest the importance of debates and deep themes in training courses for science teachers, so that experimental activities are not seen reductively and only as ways to motivate classes or to complement theory, but rather as potential aids in the construction of scientific meaning. Keywords: experimental activities, nature of science, teacher education.

O Que se Tem Pesquisado Sobre Sustentabilidade Empresarial e Sua Evidenciação?

Objective: To present the evolution of the sustainability development and sustainability concept over the years by means of a literature review, as well as the research trends focused on the intersection between accounting and sustainability. Method: The study was developed through a literature review of the Brazilian and international literature on sustainability and its relationships with accounting. The selection of the investigated literature prioritized more recente publications; a mixture between empirical research and literature review; journals with some impact factor and Brazilian journals qualified in Qualis Capes. Results: Studies have advanced particularly in two foci: a) disclosure – many studies aim to verify the quantity and quality of disclosure on sustainability, including suggested models like Integrated Reporting; and b) search for a relation between practices and sustainability indicators with companies’ economic-financial performance. The results have often revealed controversies, which opens room for new and more robust research with more consistent underlying theories. Contributions: Research on the theme sustainability is recent and has gained intensity in the past 20 years, making it importante to develop a study that aims to reflect on how these research findings have evolved, mainly in matters on which no consolidated results exist yet. Hence, this article contributes by structuring the construction of scientific knowledge on sustainability and, thus, highlight gaps that need further research in future studies.

A saia justa da Arqueologia Brasileira: mulheres e feminismos em apuro bibliográfico

Resumo: Este trabalho introduz uma reflexão sobre as condições estruturantes da arqueologia brasileira no que se refere a assimetrias de sexo e gênero, mapeando o papel das arqueólogas e das teorias feministas nos processos de construção e comunicação científica e na formação de estudantes a partir da composição sexual da comunidade científica, da análise de publicações em periódicos e dos projetos pedagógicos dos cursos de graduação em Arqueologia.

Models in science and for teaching science: Data from an intervention programme

Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers' views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research. Keywords: Intervention programme, modelling, models, prospective teachers' views, science teaching.

Pinturas de Salvador Dalí para introduzir conceitos de Mecânica Quântica no Ensino Médio

Poucos trabalhos têm apresentado resultados do ensino de mecânica quântica no ensino médio. Como um alto nível de abstração é exigido, é necessário reconsiderar os pressupostos teóricos, abordagens e metodologias, a fim de reduzir as dificuldades na sua inserção. Este artigo apresenta os resultados de uma pesquisa, que é uma proposta didática para ensino médio compreendendo discussões sobre mecânica quântica e elementos que relacionam física e algumas pinturas de Salvador Dalí. Abraçar as relações entre a física e a arte nos permite aproximar e expressar as relações entre a educação científica e a cultura, com formas alternativas para enriquecer o significado do conhecimento, também buscando proporcionar aos alunos uma visão mais ampla sobre a construção do conhecimento científico, em um diálogo inteligente com o mundo. Para isso, a proposta apresenta uma metodologia operatória, aproximando a ciência como conhecimento histórico e social para ensinar mecânica quântica, e visa tornar o aluno capaz de desenvolver hipóteses, conceitos, situar explicações científicas no tempo, em suma, operar de acordo com as ferramentas fornecidas. Trabalhar com as formas pelas quais a física, introduzida como um componente cultural, influencia as interpretações dos fenômenos macro e microscópicos contribui para a compreensão da física moderna, parte da física do século XX. Portanto, adicionar elementos culturais ao mundo da física parece ser cada vez mais necessário, uma vez que parece ressignificá-la ao reumanizar seu conhecimento. Além disso, usar o contexto histórico parece nos dar uma maior amplitude ao conhecimento, uma vez que ele também começa a fazer parte de uma cultura mais ampla, além de seu significado científico.

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.

Young Children’s Construction of Scientific Knowledge by Cycles of Symbolization in <Tent> Project Approach

Young Children’s Construction of Scientific Knowledge by Cycles of Symbolization in <Tent> Project Approach

La Enseñanza Universitaria y los Retos hacia el Futuro

La Universidad ha sido garante durante siglos, de las funciones tradicionales asociadas al progreso, a la construcción del conocimiento y a la transmisión del saber. Se ha configurado como uno de los motores del desarrollo económico de la sociedad y uno de los polos de la educación a lo largo de la vida. Hoy, las Universidades están en un proceso de transformación y de cambios radicales ya que representan una actividad transcendente, que requiere de una importante inversión de tiempo de recursos humanos y financieros, para poder adaptarse y ser competitivas en los mercados nacionales e internacionales, considerando el mundo globalizado en la cual se encuentra la educación superior.En la actualidad, la enseñanza universitaria posee unas características que la definen como el proceso educativo de enseñanza superior que tiene lugar en una institución que actúa en la búsqueda, adquisición y construcción del saber científico, así como un constante proceso intelectual crítico de esos conocimientos. Tradicionalmente, en la Universidad, como en tantas otras instituciones educativas, el docente es el que sabe y el estudiante el que debe asimilar ese saber con responsabilidad.Con la actual tendencia mundial del enfoque por competencias, se hace más complejo y exigente el proceso de planificación educativa en la educación superior y se requiere de una formación especializada en los docentes, que les permita el aprendizaje de las herramientas y procedimientos técnicos que garanticen que los planes de estudios posean un mayor grado de validez y confiabilidad en la satisfacción de las necesidades formativas.

Understanding how teachers guide evidence construction conversations

AbstractMany classroom units and lessons are now organized around engaging students in developing claims and evidence. An aspect of teachers’ work that is understudied is how teachers manage the complexity inherent in navigating between claims and empirical data. In other words, what do teachers do when students do not see what they are “supposed to” see or when they make sense of observations in unexpected ways? We contend that such complexity is inherent to the scientific endeavor, and that engaging with it is central to doing science. Therefore, the moves that science teachers make in this context have important consequences for students’ conceptual and epistemic understandings. We apply an epistemic levels coding scheme to three classroom episodes in order to better understand the complexity of classroom evidence construction and to develop a description of strategies that teachers might enact to manage this complexity. We then discuss the implications of these strategies for how students are positioned to engage in scientific knowledge construction.

Analyzing Teachers’ Use of Metadiscourse: The Missing Element in Classroom Discourse Analysis

ABSTRACTMetadiscourse, or metatalk, is a discursive resource used in virtually any text or conversation to organize its content or signal the author's stance toward the content. Despite its prevalence in classroom talk, few have examined the role of metadiscourse and how it assists teachers and students to manage classroom communication of scientific knowledge. Thus, the purpose of this study is to analyze how science teachers use metadiscourse to construct scientific knowledge with their students. Based on a corpus of classroom video data, I developed a typology of metadiscourse commonly found in science classroom discourse. The typology comprises six major categories of metadiscourse, namely text connective, knowledge connective, activity connective, attitude marker, epistemology marker, and interpretive marker. In addition, I showed how the analysis on metadiscourse was necessary to complement the gaps from classroom analysis focusing on the interaction and content development aspects of classroom talk, particularly during the opening and reviewing stages of constructing a scientific explanation. With a better understanding of metadiscourse, its potential use as a pedagogical intervention to promote science learning is then discussed.

Cultura Obscura: Race, Power, and "Culture Talk" in the Health Sciences.

"The price of culture is a Lie." 1 This Article advances a critical race approach to the health sciences by examining "culture talk" as a discursive repertoire that attributes distinct beliefs, behaviors, and dispositions to ethno-racialized groups. Culture talk entails a twofold process of obfuscation - concealing the social reality of the people it describes and hiding the positionality of those who employ cultural generalizations. After tracing how culture talk circulates and reproduces racist narratives in and beyond the health sciences, I examine how cultural competency training in medical schools and diversity initiatives in stem cell research use the idiom of culture to manage and manufacture group differences. From culturing cells in the lab to enculturing people in the clinic, I apply the concept of coproduction to argue that culture talk is a precondition and product of scientific knowledge construction.