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Past studies establish that general education and scientific knowledge foster more favorable public attitudes toward scientists and scientific research. They also highlight important attitudinal impacts of group identities, in particular, political ideology, party affiliation, religion, and race. The primary purpose of this paper is to determine whether and how these identities might moderate the effects of general education and scientific knowledge on public attitudes toward scientists and scientific research. Main findings include effects of education and scientific knowledge remain significant to varying degrees but are not uniformly generalizable across different group identities; attitudes toward scientists and scientific research have remained fairly stable since 2006; and to love science and hate scientists is not confined to political conservatives. [ABSTRACT FROM AUTHOR]

While many Australians agree with the need for COVID‐19 restrictions and lockdowns, a vocal minority of citizens loudly voice opposition to government restrictions, characterised as impositions on 'free speech' and impacting the Australian economy. National data from the 2020/21 Australian Survey of Social and Attitudes and Tasmanian survey data enable an examination of those who support or oppose health initiatives aimed at minimising the impact of the pandemic. The majority of Australians believed government imposed restrictions were 'about right', although women were more likely than men to be concerned about the health implications of COVID‐19. Tasmanian data show that controlling for social background, those who prioritise the economy are less likely than those concerned about the health implications of COVID‐19 to wear masks in public, less likely to be tested in case they have to self‐isolate, less likely to check in, and less likely to be vaccinated. Alternatively, higher trust in university research, and trust in scientists as a source of information about COVID‐19 was positively associated with attitudes and behaviour designed to reduce the transmission of COVID‐19. [ABSTRACT FROM AUTHOR]

The Rick Turner Lecture was presented in honour of the 50th anniversary of Rick Turner's book, I The Eye of the Needle i , and the relevance of his forward-thinking philosophy to the present day, at the Southern Centre for Inequality Studies, University of the Witwatersrand, on 22 February 2022. "Think More Clearly than the State Allows": Rick Turner's Challenge to the Present 17 Turner, I The Eye of the Needle i (1972), 3, 5; Turner, The Eye of the Needle (2015), 1, 4. 18 Turner, I The Eye of the Needle i (2015), 2. 19 Turner, I The Eye of the Needle i (2015), 4. 20 Morphet's words reminded me of Lee McIntyre's discussion of scientific attitude, which I recently read: 'An ethos. 15 Turner, I The Eye of the Needle i (2015), 1. 16 Turner, I The Eye of the Needle i (2015), emphasis added. [Extracted from the article]

The article focuses on the origin and development of South Korean young men's right-wing radicalization. Topics include their swing towards conservative candidates, the influence of alternative-right websites that led to their radicalization into politics of nihilism and misogyny, and the online civil society that evolved into an offline political force with the assistance of South Korea's conservative governments.

In recent years, adult education program closures have led to a historically low presence for adult education in U.S. research institutions. For a research‐to‐practice field, the implications of this are considerable. One reason for this development is the field's abandonment of what McIntyre calls the scientific attitude: a commitment to evidence and a willingness to change theory with new evidence. Here, I explore what is meant by the scientific attitude and why it is needed if the research field is to remain tied to U.S. research institutions. I then detail two signs of the scientific attitude's absence from the field's research: (a) untested and untestable theory and (b) scant quantitative research. I conclude with a call for the formation of a new discipline called the adult learning sciences, which works closely with adult education to inform its practices and policies with evidence‐informed ideas. To establish this discipline, I specify seven immediate actions that researchers and programs must take. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Guided by the theory of planned behavior and the science communication learning goals model, we conducted a survey to identify science communication training needs of university scientists (n = 266) at a large US land-grant university. Results indicate that most respondents believed scientists and media relations offices were most responsible for communicating science to the public but only somewhat responsible for their learning of science communication or its outcomes. In addition, respondents who had higher levels of interest and enjoyment in science communication perceived their content knowledge to be higher and reflected on science communication concepts and processes better than respondents with lower levels of interest and enjoyment. We also found that scientists who participated in science communication training during the past three years enjoyed science communication more and were more likely to contribute than scientists who did not participate. Results suggest that communication training should focus on increasing scientists' positive attitudes toward public engagement and motivating scientists to feel responsible for public engagement. Trainers should encourage scientists to share their communication experiences with colleagues, expose them to science communication resources, and help them recognize their individual role in the science communication process.. [ABSTRACT FROM AUTHOR]

Lackner et al. found science overconfidence peaks at intermediate levels of knowledge. Those with intermediate knowledge also hold the most negative attitudes toward scientists. In doing so, they provide a novel measure of overconfidence that measures the tendency to give incorrect answers as opposed to answering, 'I don't know'. [ABSTRACT FROM AUTHOR]

"Social criticism" helps us to evaluate the positive or the negative in society, both for individuals and for groups, classes or other aggregates. This "social criticism" can help us to point out problems, conflicts or social contradictions, to eventually propose changes, solutions or solutions. Ingeneral, utopia and ideology are practically inescapable components of the social sciences, at the starting point, although theoretical and methodological rigor and scientific ethics can help to compensate for the evaluative attitude that one might hold in the beginning. First of all, let questions, not prior certainties, guide the research. It is necessary to exercise intellectual honesty, self-criticism, self-reflexivity, epistemological vigilance. There are then two main senses in which Latin American critical social science is understood: on the one hand, what we have called "social criticism", in which starting from the historicity of the object of study and approaches enriched with a historical approach, from rigorous empirical research is able to show the obstacles and contradictions that prevent the fullest development of social and human subjects. On the other hand, in the philosophical, original sense of criticism as the broad and deep knowledge of authors and texts, enriched at the same time with the most modern meaning that takes into account the historical, material conditions of production of such texts. [ABSTRACT FROM AUTHOR]

The study assessed preservice biology teachers' higher-order thinking skills (HOTS), scientific attitudes, and creativity in the study area. The study also evaluated how the components of HOTS and scientific attitudes predict scientific creativity to determine which elements were strong predictors of scientific creativity. The study adopted a correlational survey research design. The population consists of all preservice Biology teachers in Southwestern Colleges of education, from which five hundred were randomly selected from five colleges of education. Three instruments, including Higher Order Thinking skills Test, Scientific Attitude questionnaire, and Scientific Creativity Test, were used to collect data for the study. The result showed that the HOTS scores of the respondents were low, with low mean scores of 2.54, 1.22, and 1.88 from a total maximum possible score of 9, 5, and 6, respectively, the cognitive (=20.00), emotional (=19.05), attitudinal components (=26.67). The mean score for fluency, flexibility, and originality were 14.00, 12.00, and 13.00. It was also seen that a correlation exists between sex and HOTS. The study finally showed that the Analysis (t=2.597, p<0.05) and evaluation (t= 2.115, p<0.05) components of HOTS predict scientific Creativity while cognitive component teachers (t=2.373, p<0.05) of Scientific attitude predicts Scientific Creativity. [ABSTRACT FROM AUTHOR]

Purpose: Scientific knowledge has been a topic of interest for scholars for a long time; however, its impact on scientific decision- making and determining trust is severely underresearched. This study is aimed at determining the relationship between cultural and social attitudes and scientific knowledge and the impact of knowledge on trust in scientists in general. Design/methodology/approach: The authors conducted a face-to-face survey, drawing from a nationally representative sample of the adult Serbian population (N = 1,451). The authors tested the following parameters: a. the levels of scientific knowledge within the Serbian population; b. social and cultural values as predictors of scientific knowledge and c. the effects of scientific knowledge on trust in scientists. Findings: The analysis shows a moderate level of scientific knowledge, predominantly positive public attitudes towards scientists. The authors found that scientific knowledge indeed predicts trust in scientists on various issues, and so do cultural and social worldviews, both directly and even more significantly through the mediation of scientific knowledge. Originality/value: This is the first attempt to assess the level of scientific knowledge among the Serbian public and evaluate its, as well as other factors', influence on public attitudes toward scientists in a time when trusting experts is of great relevance. [ABSTRACT FROM AUTHOR]

The study aimed to identify the effectiveness of a program based on a differentiated education strategy in developing written skills in the Arabic language course among students of the scientific departments of the College of Education - Sana’a، based on the two approaches (descriptive and quasi-experimental). Differentiated education، achievement test and presenting them to arbitrators in the Arabic language curricula and teaching methods to judge their sincerity. The field study sample consisted of (41) male and female students from the first level students in the two departments (Mathematics and Life Sciences) who were registered in the academic year (2021 AD - 2022 AD)، they represented one experimental group who were taught the written skills prescribed to them in the book (Arabic Language 102) using the differentiated education strategy، The results of the study revealed that there were statistically significant differences at the significance level (0.05) between the mean scores of the experimental group in the two applications (before and after) to test the writing skills in favor of the post application، due to the teaching of written skills using the differentiated learning strategy. The researcher recommended the need to use the differentiated education strategy in teaching the written skills prescribed to students of scientific departments because of its effectiveness in increasing students’ achievement level. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to preparing small games for fifth graders. And to identify the impact of these small games in developing some concepts of traffic safety for fifth graders. The two researchers used the experimental method to solve the research problem, and the research community was identified with students. The fifth grade of primary school in the province of Baghdad and a sample was chosen from the private Baghdad Primary School, which numbered (60) male and female students. They were distributed equally into two groups by simple random method (experimental and control groups). As for the most important conclusions reached by the two researchers, it is the presence of an effect of small games in developing some concepts of traffic safety for the fifth-grade students. The two researchers recommended the adoption of small games as a popular method for students to learn scientific concepts, including the concepts of traffic safety, and to make students' interest and attitudes towards practicing positive behaviors to achieve the concept of traffic safety. [ABSTRACT FROM AUTHOR]

The aim of this study, which was carried out using the embedded design, is to examine the effects of life science lessons conducted with the organic school model on primary school third-grade students' science process skills and attitudes towards life science course. For this purpose, the change in students' scientific process skills and attitudes towards life science course was examined by using a single group pre-test post-test design in the quantitative part of the research. Then, focus group interviews were conducted to obtain in-depth information about the education experienced by the students. There were 19 students in the study group of the research. Quantitative data were analyzed using the Wilcoxon signed rank test and qualitative data were analyzed using thematic analysis. As a result, a statistically significant increase was observed in the students' scientific process skills and positive attitudes towards the life science course. In addition, it was observed that the students liked the organic school model, their stress levels were low during the lessons, and they especially enjoyed the activities they performed in nature. The results indicate that the physical learning environment in the organic school model contributes to the development of students' scientific process skills and their attitudes towards the lessons taught. [ABSTRACT FROM AUTHOR]

This review aims to describe the present central debates of the research carried out between 2010 and 2020 on the attitude or predisposition of Spanish-speaking university students towards scientific research. Methodology: A critical analysis of the literature was performed using the method of documentary analysis and delving into the significant background such as research training, competencies, abilities, skills and research attitudes. The analysis of the material made it possible to identify the criticisms and applications behind various conceptions regarding research training. Similarly, aspects such as the curriculum, the academic training strategies, the actors of the investigative process and the institutional dynamics were identified, and how they present the investigative training processes. In addition, the review shows that the cognitive component presents a positive level (51.8%). The affective and behavioural components are divided into regular (35%) and negative (13.2%) attitudes or dispositions towards scientific research. The documentary review confirms the importance of incorporating the attitude or predisposition towards scientific research from the beginning of academic training since positive or negative attitudes towards research is attributable to emotional and external agents in the teaching-learning process of research. Therefore, it is vital to promote and guarantee the scientific productivity of university education institutions. [ABSTRACT FROM AUTHOR]

In this paper we explore how citizen science promotes epistemic improvement both in scientific institutions and in society at large. In this sense, we offer a characterization of citizen science and show how the participation of non-specialists can contribute to epistemic strengthening through plurality. Furthermore, we examine how the inclusion of members of society in scientific research can foster epistemic improvement of individuals, by promoting critical thinking. We conclude by pointing out the fact that citizen science can optimize these kinds of epistemic improvement by designing projects that, in addition to their scientific objectives, are aimed at attaining these goods. [ABSTRACT FROM AUTHOR]

Understanding, manipulating and owning life: Sheila Jasanoff: Can science make sense of life? In each of these case study chapters, Jasanoff documents the different ways in which the authority of the life sciences frequently comes to inappropriately dominate definitions of life at the expense of broader humanistic understandings. Jasanoff traces how the narrative that science itself, rather than law and regulation, should set the agenda for biotech development was promoted through key events such as the Asilomar meeting of 1975. [Extracted from the article]

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Al-Rafidain Journal For Sport Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To effectively employ inquiry-based learning to enhance students' inquiry practices and encourage them to think and act like scientists, science teachers must have a deeper understanding of the factors that influence scientific research and attitudes about scientist practice. This research contains the experience of two postdoctoral researchers in epigenetics as graduate students in a newly established epigenetics laboratory. Two in-depth interviews, two preliminary questionnaires, a record of laboratory visits, and a supervisor interview were analyzed for this qualitative research. Even though the two postdoctoral researchers have encountered various obstacles, such as a lack of resources, scientific uncertainty, and unestablished personal identity, they are effectively maturing as scientists as a result of their capacity to overcome these obstacles. This study may provide science educators and students with a better understanding of the challenges they will experience in their scientific work and strategies for overcoming those challenges. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students’ achievement and their future career choices. Unfortunately, previous literature found that students’ scientific skills and attitudes tend to be unsatisfactory. Thus, cultivating students’ skills and attitudes is seen as a fundamental goal in science education. This research sought to promote scientific process skills and scientific attitudes of pre-service chemistry teachers using REORCILEA (Research-Oriented Collaborative Inquiry Learning). In this quasi-experimental research, a one-group pretest and posttest design was utilized. A total of 50 pre-service teachers (6 males and 44 females) at a medium-sized public university in Indonesia were recruited in this study. In order to gather data, the Scientific Process Skills Observation Checklist (SPSOC) and the Scientific Attitude Survey (SAS) were administered before and after the intervention. The data obtained in this study were analyzed through paired-samples t-test and Cohen’s d. The results showed a significant increase from pretest to posttest in scientific process skills and scientific attitude scores during treatment, each with a high effect size. It can be summarized that REORCILEA is effective in fostering scientific skills and positive attitudes of pre-service chemistry teachers to a satisfactory level. It is recommended for educators to apply REORCILEA to other college chemistry courses to improve their performance. [ABSTRACT FROM AUTHOR]

Scientific oral communication is of major importance in democratic societies, but science students often dread giving oral presentations because of the stress they cause, and more generally, because of their attitude towards science communication. As attitude influences behavior, attitude towards science communication might have an impact on the performance students give during an oral presentation. This study was conducted with French-speaking postsecondary CEGEP (17–19 years old) science students in Montreal, Quebec, Canada. In this mixed-methods study, students' attitude towards oral communication in science (n = 1295) was measured using a five-component model (perceived relevance, anxiety, enjoyment, self-efficacy (S-E) and context dependency). We then observed, by video, a sample of 26 students and measured their oral performance skills during a presentation on a scientific topic. The results suggest a strong correlation between oral performance in science and two components of attitude: the enjoyment of doing oral presentations and a specific aspect of S-E we called Showmanship S-E. In addition, although most students had a high perception of the relevance of oral communication in science, this did not correlate to their oral performance and most experienced anxiety about their oral communication. [ABSTRACT FROM AUTHOR]

Copyright of Russkaa Starina is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación (18133363) is the property of Universidad Femenina del Sagrado Corazon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Böhnert's method, which will be discussed later in this review, arose from his involvement in the interdisciplinary research group "Animal - Human - Society" (LOEWE, 2014-2017), which focused on the interdisciplinary investigation of animal-human relationships in history and society. Finally, as the study of animal minds makes it clear once again, it is worth pointing out that, besides empirical research, philosophy too has its rightful place in the discourse about animal studies. Böhnert does not assume that both animal psychologists in their work in comparative psychology were simply arguing about a set of problems that were present at the time, but that they were dealing with three methodological gaps in the study of animal mind. While elaborating a method to compare different approaches of animal studies, Böhnert's book is not to be understood as a philosophy of animals, but rather as a work located more generally in philosophy of science. [Extracted from the article]

Purpose: Few options are available for preserving female fertility to postpone childbirth. Although egg freezing with successful thawing is now possible, women' attitudes towards its use or the circumstances under which this technique may be considered remain unclear. Methods: This study is a cross-sectional online survey. From November 2020 to January 2021, 848 questionnaires were collected through the Questionnaire Star Network platform, and a total of 750 valid answers were obtained. Results: For more than 40% of the interviewees, the level of knowledge about egg freezing was only 0–25%; 36.9% of the interviewees supported elective egg freezing, and the main factor affecting their approval was major; approximately 60% of interviewees believed that being married should not be a condition for freezing eggs; and 56.7% of the interviewees supported the establishment of an egg bank in China, and the main factor affecting their acceptance was the place of residence. Conclusion: College students generally have a high level of recognition regarding elective egg freezing and the establishment of an egg bank, but their level of knowledge about egg freezing is low. Relevant knowledge must be strengthened to help college students achieve a correct understanding of elective egg freezing and egg bank establishment and then guide college students in developing a scientific dialectical attitude towards this technology. [ABSTRACT FROM AUTHOR]

Individuating the logic of scientific discovery appears a hopeless enterprise. Less hopeless is trying to figure out a logical way to model the epistemic attitude distinguishing the practice of scientists. In this paper, we claim that classical logic cannot play such a descriptive role. We propose, instead, one of the three-valued logics in the Kleene family that is often classified as the less attractive one, namely Hallden's logic. By providing it with an appropriate epistemic interpretation, we can informally model the scientific attitude. [ABSTRACT FROM AUTHOR]

Copyright of Tasavvur: Tekirdag Theology Journal / Tekirdag Ilahiyat Dergisi is the property of Namik Kemal University, Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Beytulhikme: An International Journal of Philosophy is the property of Beytulhikme: An International Journal of Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Internet brings new opportunities and challenges to scientific development and science communication. Previous studies overwhelmingly focused on individual-level Internet factors but overlooked the potential explanatory strength of Internet context. This study addresses the existing gap by examining how the Internet influences Chinese people's scientific optimism from a comprehensive perspective (Internet as a medium and Internet as a context). Multilevel models were built based on individual-provincial merged data. The results indicate that (1) the Internet context impairs scientific optimism while Internet exposure has no significant effect. (2) The relationship between individual Internet exposure and scientific optimism varies by province. As a quantitative indicator of Internet context, Internet penetration mitigates the weakening effect of individual Internet exposure on scientific optimism. This research provides empirical evidence on scientific attitude formation in the non-Western environment and expands the analytic approach of public attitudes toward science. [ABSTRACT FROM AUTHOR]

While discussions of the imagination have been limited in philosophy of science, this is beginning to change. In recent years, a vast literature on imagination in science has emerged. This paper surveys the current field, including the changing attitudes towards the scientific imagination, the fiction view of models, how the imagination can lead to knowledge and understanding, and the value of different types of imagination. It ends with a discussion of the gaps in the current literature, indicating avenues for future research. [ABSTRACT FROM AUTHOR]

The initial learning experience is a critical opportunity to support conceptual understanding of abstract STEM concepts. Although hands-on activities and physical three-dimensional models are beneficial, they are seldom utilized and are replaced increasingly by digital simulations and laboratory exercises presented on touchscreen tablet computers. The purpose of this study is to measure the effectiveness of different pedagogical strategies (physical model building, digital model building, or traditional paper worksheets) on short-term and long-term conceptual understanding of an abstract STEM concept. A sample of 161 9th-grade students in six in-tact science classes participated in the study. Conceptual understanding was measured using an objective quiz, a drawing, and a hand-written constructed response explanation. Conceptual understanding was measured immediately after intervention and again two months later. To account for potential covariates, spatial ability and attitudes to scientific inquiry were measured and a conceptual understanding pre-test was administered. For both immediate and delayed post-tests, there were no differences among the groups for the objective quiz measure. However, the physical model group outperformed the digital model and control groups in both the drawing and constructed response measures at both timepoints (p < 0.01). Spatial ability was a significant covariate for objective quiz and drawing measures. Attitudes were not significant throughout. These results suggest that, at the initial learning experience, hands-on manipulation of three-dimensional physical models better aids conceptual understanding in the short term and the long term when compared to two-dimensional touchscreen devices and that assessments should move beyond objective-based exams to accurately measure conceptual understanding. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to identify the effectiveness of a program based on a differentiated education strategy in developing written skills in the Arabic language course among students of the scientific departments of the College of Education - Sana’a، based on the two approaches (descriptive and quasiexperimental). Differentiated education، achievement test and presenting them to arbitrators in the Arabic language curricula and teaching methods to judge their sincerity. The field study sample consisted of (41) male and female students from the first level students in the two departments (Mathematics and Life Sciences) who were registered in the academic year (2021 AD - 2022 AD)، they represented one experimental group who were taught the written skills prescribed to them in the book (Arabic Language 102) using the differentiated education strategy، The results of the study revealed that there were statistically significant differences at the significance level (0.05) between the mean scores of the experimental group in the two applications (before and after) to test the writing skills in favor of the post application، due to the teaching of written skills using the differentiated learning strategy. The researcher recommended the need to use the differentiated education strategy in teaching the written skills prescribed to students of scientific departments because of its effectiveness in increasing students’ achievement level. [ABSTRACT FROM AUTHOR]

Based on the experience of 40 years of participating in research projects on peasant agriculture in the mountains of southeastern Mexico ("Los Altos de Chiapas"), the proposal of the existence of a peasant method alien to science that generates agricultural knowledge. Starting from the concept "cognitive system" its foundations and its differences with respect to scientific activity are argued. The "peasant method" is based on its own ontolog-ical principles, proceeds empirically and uses utilitarian results as validation criteria to make local decisions on resource management and production. This method is still in force in rural Mexican communities and over time it has generated a narrow knowledge of the behavior of ecosystems, forming an independent cognitive corpus ("empirical ecology") comparable to that of ecological science. However, even the most consistent science has epistemic limitations for its understanding, and the globalization faced by rural communities threatens the permanence and relevance of this cognitive system. A change in the attitude of scientists towards less dogmatic positions would allow a more fruitful interaction with rural communities in the search for solutions to current environmental and food problems. [ABSTRACT FROM AUTHOR]

This article presents a review of empirical studies on the teaching and learning processes whose purpose is to contribute to the area of Science Education interested in understanding science teaching in early childhood education. Therefore, we collected data in Brazilian and Spanish publications and scientific journals, as wel l as in the National Forum for Researches on Science Education - ENPEC. Data analysis is based on the theoretical perspective of Bardin (2011). Results were discussed according to the following categories: (1) use of methodology that leads to the use of an investigative process associated with experimentation; (2) effects of these methodologies in conceptual, procedural (skills), and attitudinal learning of students; and (3) difficulties presented by students in the activities that they carried out. We have found some implications, such as the elaboration of an integrated planning that favors an environment conducive to the development of concepts, skills, and scientific attitudes that helps students to construct the necessary knowledge for a critical and socially responsible position, based on scientific arguments and events. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of blended instructional approach in improving students' scientific learning outcomes. This study employed a quantitative research design, where meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was mainly used to determine the effectiveness of previously done studies on blended instructional approaches. Using Comprehensive Meta-Analysis (CMA) software, the study extracted 53 effect sizes from 49 empirical studies from January 2016 to June 2021. The overall weighted effect size of g=1.349 suggests that the blended instructional approach has a significantly large and positive effect on students' scientific learning outcomes. Moderator analyses showed that the blended instructional approach has the largest effect on students' learning achievement (g=1.499) in comparison to scientific attitudes (g=0.472) and scientific process skills (g=0.277) with both small effects. Overall, the findings establish the effectiveness of blended instructional approaches in developing students' scientific learning outcomes. Hence, science teachers must be equipped with technological and pedagogical knowledge on the effective implementation of the blended instructional approaches in science teaching. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Human Sciences (19922876) is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the paper is to investigate the role of technological infrastructures in the relationship between subjective well-being (SWB) and the use of technological goods on the one hand, and between SWB and technological attitudes on the other. We use the sixth wave of the World Value Survey, which allows us to have comparable data for 60 countries over the period 2010–2014. We show that the use of internet as a means of collecting information is associated with different levels of SWB depending on the efficiency of the technological infrastructure. Moreover, we find a positive, though not always statistically significant, association between scientific and technological attitudes and SWB and show that this relation is stronger in areas with less efficient technological structures. The focus on the linkage between technological infrastructure and SWB paves the way for policy interventions aimed at promoting a coherent development of technological access, use and beliefs. [ABSTRACT FROM AUTHOR]

According to the Programme for International Student Assessment (PISA) 2015 measurements, Slovak primary school pupils commonly can reach some below average scores in terms of scientific literacy and have less and less positive attitudes towards the natural sciences. Natural sciences and statistics are intertwined disciplines. This implies that there is a room for teachers to try using interdisciplinarity and including basic statistics in the laboratory lessons of natural sciences. The aim of this research paper is to identify the difficulties that can occur when primary pupils collect and process data during a practical research task, combining, here, the knowledge stemming from the natural sciences and statistical reasoning. The research sample consisted of nine primary pupils from grade 1 to grade 4; the average age was 9.44 ± 1.33 years. Pupils were divided into the three age heterogeneous groups who were assigned a laboratory exam. The data were collected via an unstructured participatory observation. The results of our analysis of verbal expressions and practical activities suggest that pupils in our research sample are in the range of levels of nonformal and inconsistent understanding of statistics. In addition, we observed here some characteristics of consistent noncritical understanding. These findings suggest that, with the proper stimulation and frequent research activities requiring the direct activity and involvement of pupils, they could achieve higher levels of statistical literacy as well. [ABSTRACT FROM AUTHOR]

Background: Several studies reveal a problematic prevalence of research misbehaviors. There are several potential causes of research misconduct but ensuring that scientists hold attitudes that reflect norms of acceptable behaviors is fundamental. Aim: Our aim was to evaluate the psychometric properties (factor structure and reliability) of an "attitude" scale that we adopted from a questionnaire we previously used to investigate the prevalence of research misbehaviors in the Middle East. Methods: We used data from participants (n = 254) who were involved in our prior questionnaire study to determine the validity of an attitude scale that we adapted from this previous study. We performed exploratory factor analysis (EFA) to determine the factor structure of the attitude scale followed by measures of convergent and concurrent validity. We assessed reliability by computing the Cronbach's alphas of each construct of the attitude scale. Results: EFA indicated that the attitude scale consists of two factors (constructs). Convergent validity was demonstrated by significant correlations of item-item and item-total. Correlation analysis revealed that the attitude constructs were significantly correlated with the Research Misbehavior Severity Score, thereby demonstrating concurrent validity. Cronbach's alphas were greater than 0.75 for both constructs. Conclusion: We demonstrated a valid and reliable 20-item attitude scale with two factors related to "acceptability of practices in responsible conduct in research" and "general attitudes regarding scientific misconduct". The use of a validated attitude scale can help assess the effectiveness of educational programs that focus on participants acquiring attitudes that are instrumental in responsible conduct in research. [ABSTRACT FROM AUTHOR]

The article discusses the history of harmonial religion in East Texas from 1875 to 1915. According to religious historian Sydney Ahlstrom, the said religion include forms of piety and belief that include spiritual composure, physical health, and economic well-being. Also cited are the teachings of personalities like Warren Felt Evans, Mary Baker Eddy, and Emanuel Swedenborg on the subject.