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Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior 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 Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU 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.)

El presente artículo tiene como objetivo principal presentar una propuesta meto-dológica para la esquematización del proceso de apropiación social de la ciencia y la tecno-logía (ASCyT) en contextos donde existan proyectos de conservación para la vida silvestre a nivel local. A partir de la selección de la definición de León Olivé Morett (1950-2017) sobre “apropiación fuerte”, se extrajeron los elementos que fueron analizados con herramientas basadas en la sociología de traducción propuesta por Callon, lo que brindará una noción sobre los agentes que contribuyen en proyectos de conservación y la conformación de redes. Posteriormente, se plantearon herramientas que coadyuven a la distinción de los agentes identificados, detectando sus posibles cambios debido a sus interacciones, las formas que adoptan dichas interacciones y la influencia de los discursos provenientes del ámbito aca-démico en la ASCyT. Se presenta una propuesta metodológica para la esquematización y entendimiento de los procesos de ASCyT, en la que es necesaria la interacción entre actores de distintas culturas. Con esto se reflexiona sobre las estrategias de diálogo y ejecución de proyectos que implementan los agentes del área científica y del campo de la sustentabilidad, con énfasis en el papel que desempeñan como expertos.

Nowadays, the didactics of experimental sciences is interested in scientific culture and scientific literacy--beyond their differences and conceptual relationships--because they have strategic purposes in science education. In response, this study identifies and categorizes elements that currently hinder the teaching of scientific culture and scientific literacy in experimental sciences. The PRISMA protocol for systematic reviews was applied to search the Scopus, Web of Science, EBSCOhost, and SciELO databases using strategic keywords, as well as inclusion and exclusion criteria. This search retrieved 12 articles that underwent thematic content analysis using Atlas.ti software. Based on this analysis, hindering elements were identified and classified into methodological, epistemological, and socio-cultural. The most common category was methodological, a trend that indicates that science education is more interested in practical and experiential problems. It is concluded that the problem of developing scientific culture and scientific literacy in school settings is mainly associated with practical, phenomenological, cognitive, and disciplinary aspects related to a deficit-based approach, which supports traditional views and models of scientific culture and scientific literacy. These aspects coincide with the predominance of a traditional approach to teaching experimental sciences. As a result, teachers should receive epistemology and didactics training that addresses teaching in a more comprehensive manner based on emerging didactic approaches that respond to their context. [ABSTRACT FROM AUTHOR]

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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.)

Las competencias en investigación del profesorado constituyen una herramienta fundamental en el fortalecimiento de la cultura investigativa y la calidad académica en las universidades, asociadas con el mejoramiento de capacidades para impulsar la investigación y el incremento de la productividad científica. De ahí la relevancia del estudio que analiza las competencias investigativas del profesorado a tiempo completo, obtenidas a través de un cuestionario validado por expertos y con una confiablidad Alpha de Cronbach de 0,90, aplicado a una muestra de 405 docentes de una universidad ecuatoriana. Con fundamento en el enfoque mixto y diseño de investigación no experimental, se examina el potencial docente, mediante el análisis de regresión múltiple, que incluyó la correlación entre las variables que integran la capacidad investigativa como un todo; lo cual, permitió detectar el impacto de cada competencia particular en la competencia investigativa total. Los resultados revelan que solo el 9% de profesores presenta “muy buena competencia”, el 48% arroja “buena” competencia y el 43% muestra un nivel “insuficiente”. Evidencias que manifiestan desconocimiento en aplicación de paradigmas, métodos y diseños de investigación, explicado por la carga administrativa impuesta. Se concluye la existencia de escasa relación entre competencias científicas y cultura investigativa de la institución.

This reflection article is part of the theoretical advances of the Doctoral Thesis titled "Scientific Culture in Teacher Training in Sciences. Approach to Intersubjective Models" developed within the framework of the Doctorate in Human Sciences at the University of Talca (Chile). In this paper, epistemological and didactic features that could substantially contribute to scientific culture from the teacher's practice are characterized and analyzed. From a hermeneutical exercise, epistemological elements emerged that assign a transcendent role to the teacher and the educational practice: 1) recognize the latent: educating in sciences, with the purpose of building scientific culture implies overcoming the interactions and experiences that occur on the phenomenological experiential level, and giving greater importance to the deep structures that cultural models contain, interpretive patterns that support didactics; 2) promote Verstehen: the understanding of science and scientific knowledge must occur inductively, that is, starting from reality and not from theory; 3) complexifying and integrating disciplines: it implies overcoming the partial or segmented vision of reality, giving way to complex and interdisciplinary perspectives; 4) valuing uniqueness: it calls for considering the science that is taught as a cognitive component of culture permeated by context and history. These are features that strengthen the relevance of an education where the teacher is a public intellectual who uses dialogic competences, placing scientific knowledge in the framework of current challenges, among them, the construction of scientific culture. [ABSTRACT FROM AUTHOR]

The positive incidence that constitutes the scientific development of any country, can be represented by various measurement indicators, having as one of its main ones the training processes of researchers from the action and influence of postgraduate programs and their levels of recognition. In the Mexican case, a population of 722 doctoral programs was identified by 2022 that, through various scientific policies, adhere to evaluation and financing processes from the National Council of Science and Technology (CONACYT), renamed as National Council of Humanities, Sciences and Technologies (CONAHACYT), of which, through stratified random sampling allowed the identification of 86 doctorate programs with a focus on research, which were analyzed according to the characterization of various features of scientific culture and scientific literacy in two general dimensions: (1) scientific concentration (national geographic distribution, offering institution, type of institution, academic programs, area of knowledge and accreditation level of the program); and (2) influence on the training of researchers (admission requirements, entry profile, subjects related to scientific culture, and graduation profile). Based on the results obtained through a mixed method, it was possible to derive a national analysis identifying a set of conceptual models that define the dimension of scientific culture and scientific literacy in the admission, training and graduation of human capital at the level of doctorate with a focus on research. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

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Copyright of Investigium IRE: Ciencias Sociales y Humanas is the property of Editorial Institucion Universitaria Centros de Estudios Superiores Maria Goretti 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.)

Nos interesa reflexionar sobre el rol central de la comunicación social para la producción y comunicación de los conocimientos científico-tecnológicos y sobre formatos y medios utilizados por investigadores/as para comunicar los resultados de sus investigaciones. En este artículo buscamos indagar, analizar y reflexionar sobre los modos de comprender a la comunicación pública de la ciencia y la tecnología (CPC) por parte de investigadores/as de una universidad Pública argentina. Buscamos analizar sobre los sentidos que otorgan a esta práctica, cuáles son sus experiencias, reconocimientos de espacios, facilidades o dificultades para llevar a cabo esta práctica. En este contexto partimos de los siguientes interrogantes: ¿Qué implica para estos/as investigadores/as la CPC? ¿Poseen formación y/o capacitaciones al respecto? ¿Cuentan con recursos (económicos, humanos, técnicos, etc.) para llevarlos a cabo?

Las Unidades de Cultura Científica y de la Innovación (UCC+i) se han convertido en uno de los agentes más dinámicos en la divulgación de la ciencia en España. A partir de una metodología propia basada en la realización de una encuesta a casi 60 profesionales, se analizan de forma exhaustiva cuatro aspectos claves de su estructura profesional: principales funciones, ubicación institucional, evolución de los recursos humanos de los que disponen, y reconocimiento profesional que se les otorga. Tras contextualizar el origen, evolución y mapa actual de las UCC+i, los resultados indican que estas unidades están especializadas, principalmente, en la comunicación de los resultados y la divulgación de la ciencia. Y, en menor medida, desarrollan funciones de asesoramiento y formación. A nivel institucional, se ubican bajo la tutela de las áreas de comunicación y de investigación. Respecto a las plantillas, la estructura más habitual son 3 profesionales, pero con escasas expectativas de ampliación y limitado reconocimiento por parte de las propias universidades. En resumen, su alta visibilidad profesional se identifica como su principal punto fuerte, y la falta de recursos económicos como un problema grave para desarrollarse.

En este artículo se analiza la formación de una cultura científica entre los intelectuales de La Paz (Bolivia) durante los años previos a la guerra del Pacífico, partiendo del estudio hemerográfico de grandes periódicos locales. Su propósito es demostrar que los círculos literarios fueron un lugar privilegiado para la difusión de ideas científicas y de disciplinas emergentes como la lingüística o la arqueología. Esta propuesta también busca estudiar cómo se formaron redes locales e internacionales en la ciudad durante los años que van de 1876 a 1879.

RESUMO O artigo trata dos limites e potencialidades das instituições republicanas e democráticas no que diz respeito às relações da Epistemologia, da Política e da Educação/Educação Física. Enfatiza a necessidade de reafirmar, ante as novas gerações, os valores fundantes e a necessidade de manter uma relação crítica com seus modos de objetivação. Conclui com a aposta em uma Educação/Educação Física que promova o desenvolvimento de uma cultura democrática capaz de resistir às tentações autoritárias, à direita e à esquerda, de “cortar caminho”, e em uma cultura científica que sirva de anteparo crítico ao charlatanismo, sem mistificar a ciência.

Copyright of Revista de Indias is the property of Consejo Superior de Investigaciones Cientificas 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 Human Review is the property of Eagora Science 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.)

A interação entre os diferentes atores sociais que produzem e consomem a informação científica, que codificam e decodificam essas linguagens para que a comunicação seja efetiva, além das especificidades dessas relações, estão representadas na Espiral da Cultura Científica, um modelo de comunicação da ciência desenvolvido pelo linguista Carlos Vogt há 20 anos. Repensar a espiral a partir da emergência de uma nova doença respiratória causadora de uma crise de saúde pública mundial nos faz refletir sobre a relevância, não só da circulação das informações científicas na esfera pública, mas também do modo com que se deu a apropriação desse conhecimento e seu desenvolvimento contínuo a partir de interações ciência e sociedade. Vogt atua há três décadas fomentando a Divulgação Científica no Brasil. Aos 80 anos completados em fevereiro deste ano, ele tem sido incansável em projetos ambiciosos e pioneiros voltados para ampliar o acesso público ao conhecimento científico. Nesta entrevista, Vogt retoma o conceito da Espiral da Cultura Científica à luz das novas conexões estabelecidas entre ciência e sociedade com a pandemia de Covid-19 quando houve uma ampliação ao acesso público ao conhecimento científico.

As Artes apresentam grande potencial contextualizador, além de motivacional no processo de ensino, podendo servir como recurso didático visando a Física Moderna. O objetivo desse artigo é mapear os trabalhos a respeito da união temática entre as Artes e a Física Moderna e/ou Contemporânea. A associação de Física e Arte no ensino pode propiciar a aprendizagem significativa dos temas a serem estudados e favorecer a inserção dos alunos na cultura científica, ou no desenvolvimento dessa. No intuito de explorar a transdisciplinaridade entre as culturas Física e Arte, fundamentada nas ideias de Teoria da Complexidade de Edgar Morin, foi realizada uma pesquisa nos principais repositórios com o objetivo de construir um Estado da Arte, que relacionam culturas como o cinema, a literatura, a música, o teatro, o cordel, os quadrinhos, a escultura, a pintura etc. e a Física Moderna. Os resultados indicaram uma carência histórica na exploração do tema, porém, recentemente, tem havido um aumento significativo de interesse e pesquisa nessa área.

Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas 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 Archeologia Medievale: Cultura Materiale, Insediamenti, Territorio is the property of All'Insegna del Giglio s.a.s. 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.)

En este trabajo se realiza un análisis de los contenidos y actividades de bioética en seis libros de texto de la asignatura de Cultura Científica de 1º Bachillerato español y se considera también cómo tratan 26 docentes dichos contenidos y qué metodologías didácticas utilizan en el aula. La metodología empleada fue el análisis de contenido. Con respecto a los libros de texto se diseñó un sistema de categorías a partir de los criterios de evaluación del currículo, y para conocer cómo trabajaban los docentes se diseñó un cuestionario con seis preguntas abiertas. Los resultados mostraron que existe cierta heterogeneidad en el tipo de contenidos vinculados a la bioética que incluyen las editoriales, destacando aquellos relacionados con la industria farmacéutica, así como en los contenidos curriculares desarrollados por los docentes en el aula. Con respecto a las metodologías y enfoques de trabajo destaca el debate como una de las herramientas más utilizadas por los docentes para trabajar dilemas bioéticos.

Este trabajo se propone abordar los dos proyectos más importantes de la escritora peruana Margarita Práxedes Muñoz, la novela La evolución de Paulina (1893) y el periódico La Filosofía Positiva (1898), para analizar el modo particular en que esta mujer de ciencias concibe su relación con la cultura científica finisecular. Si bien ambos proyectos se presentan como obras de propaganda, destinadas a difundir el positivismo comtiano, la reivindicación del afecto como una dimensión crucial de la subjetividad femenina y de su relación con el conocimiento desencadena una serie de efectos en los escritos de Práxedes Muñoz que exhiben, ya sea a través de la disidencia o del trazado de nuevas alianzas, las nuevas tensiones de género que ese imaginario científico en ciernes dispara.

Athanasius Kircher SJ permanece vinculado a los estudios del hermetismo y a la egiptomanía, pero su obra Mundus subterraneus plantea una utopía en el sentido de un viaje fantástico a un no-lugar, en este caso por medio del análisis de las interioridades del globo terráqueo. Esta utopía describe “la mayor de las obras de Dios” como un geocosmos imaginario. Analizaremos esta utopía de lo oculto, de aquello que no es manifestado a la vista de todos, y cómo esta idea permanece vinculada con otras obras del autor.

el objetivo del artículo fue estudiar las transformaciones del concepto “tierra” como objeto de la ciencia moderna en Occidente. Metodológicamente, el texto recurrió a la historia de las ideas con el fi n de identifi car el tránsito de sus representaciones singulares entre los siglos XVII y XIX. Para tal fi n, se seleccionaron y compararon como fuentes los análisis desarrollados por algunos fi lósofos e historiadores de la ciencia como Giorgio Agamben, Michel Foucault, François Dagognet, Arthur Lovejoy y Stephen Jay Gould, entre otros. A partir de este revisión bibliográfi ca el artículo describió procesos de conocimiento implicados en esas derivas históricas de la idea de ciencia en la modernidad, por ejemplo, que el botánico de una hoja o un fruto, dedujo el árbol; el paleontólogo de un diente o un hueso, dedujo al animal; el nosólogo de un signo, derivó una patología; el geólogo de una roca, observó la tierra; el geógrafo de un escalonamiento temporal obtuvo la distribución espacial; el fi lólogo de la estructura de las palabras encontró el origen y composición de la cultura. De esta manera se concluyó que el conocimiento producido en estas ciencias del desciframiento, interesadas en la “lógica de lo viviente”, emergió en tensión con una teología cristianizante, dominante en Occidente, donde el Génesis planteaba una naturaleza creada desde el principio del mundo completa e inmutable, con sus mecanismos para regular la transformación. Sin embargo, la consideración de la variable tiempo hizo visible el espacio y este nuevo escenario llevó al surgimiento de teorías alternas como el preformismo y la epigénesis y a controversias como las que se tejieron desde el pensamiento científico en torno al cálculo de la edad de la tierra.

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata 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 Question (1669-6581) is the property of Universidad Nacional de La Plata 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 Avances is the property of Instituto de Informacion Cientifica y Tecnologica 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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.)

Resumo As produções cinematográficas apresentam diferentes representações da ciência e dos cientistas. O presente estudo, teve por objetivo compreender como a ciência e os cientistas são representados em narrativas de superaventuras, em particular nos filmes sobre O Incrível Hulk. Analisamos quatro produções cinematográficas do super-herói: duas da década de 1970, quando foram lançados os primeiros filmes do personagem, e duas do início do século XXI, durante o crescimento do universo cinematográfico Marvel, em que filmes de super-heróis se tornaram frequentes entre as maiores bilheterias no mundo. Em particular, buscamos analisar como as representações de ciência e de cientistas mudaram historicamente nos filmes do Hulk.

El presente ensayo aborda el problema de la comunicación tal cual es desplegado por el guion cinematográfico Homo-Humus y por el largometraje Mburucuyá, cuadros de la naturaleza de Jorge Acha. Ambas obras se enfocan en una parte del viaje de Alexander von Humboldt y Aimé Bonpland por Sudamérica, específicamente su estadía en la selva del Orinoco y su contacto con el pueblo yaruro. Humboldt contempla extática y estéticamente la naturaleza pero esa forma de relacionarse con el ambiente está en función de recolectar especímenes y realizar mediciones de todo tipo sin comprender cómo ese proceder afecta a la cosmovisión de los indígenas. Esta contradicción marca una división interna al propio Humboldt. Bonpland, por su parte, se aparta de la actitud de Alexander cuando se mimetiza con la población local, encarnando así una forma alternativa de conocimiento. Los yaruros, a su vez, mantienen una relación poética con el entorno, su manera de comunicarse, a diferencia de la de Humboldt, no rompe el continuum entre cultura y naturaleza. Acha propone, como salida comunicativa al desencuentro, que los europeos e indígenas se coman los piojos mutuamente, que confraternicen carnal y horizontalmente.

Las actividades de fomento de la cultura científica se han convertido en una práctica habitual de las instituciones de investigación, que destinan presupuesto y recursos humanos a este objetivo. Cada vez más personal científico y técnico incorpora esta misión a sus tradicionales tareas de investigación y formación. Sin embargo, mientras la investigación y la docencia cuentan con indicadores establecidos, las actividades de divulgación siguen estando consideradas como un ejercicio extraordinario, pocas veces reconocido institucionalmente. En este sentido, el uso de unos indicadores de cultura científica contribuiría a favorecer un cambio de mentalidad y a la obtención de datos objetivos sobre los que orientar las acciones de comunicación social de la ciencia. En este contexto, el Consejo Superior de Investigaciones Científicas (CSIC), a través de su Vicepresidencia Adjunta de Cultura Científica, se ha propuesto analizar las actividades desarrolladas en esta línea, entre 2011 y 2019, en relación a los siguientes indicadores: 1) la inversión económica; 2) el personal dedicado a cultura científica; 3) el número y tipo de actividades; y 4) el público al que se llega. Entre las principales conclusiones, destaca que el CSIC cuenta con una masa crítica más o menos estable de unas 200 personas que se dedican a tareas de cultura científica. Cada año se realizan alrededor de 15.000 actividades (presenciales y no presenciales) en las que se implican alrededor de 3.000 trabajadoras y trabajadores del CSIC. Cada año participan cerca de un millón y medio de personas de manera presencial.

Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 present article is a product of a Master’s Degree in Education developed in the Universidade Federal do Triângulo Mineiro. At the time we figured that the scientific education of individuals from a specific society shouldn’t be subjugated only to the educational and non-formal environment. We believe that all members of a society, in its diversity of spaces and times, should contribute to education promotion. Also, we consider that science is a place where cultural products, material and symbolic, are built. Some of these symbolic products can be conceptions on what, who and how science is made. We understand that these conceptions are promoted by and in society through some social actors that should promote the above-mentioned scientific education. Therefore, we consider relevant investigating how science is presented in the digital version of a popular science magazine that has youngsters as their audience in Brazil, SuperInteressante, between 2010 and 2019. We outlined our research to the articles that had Cosmology as their main subject because we see it as curious by the audience and with low approaches in Brazilian classrooms. The analysis on the articles was qualitative, made through Textual Discourse Analysis. We consider 5 fundamental elements to understand how science is presented in this magazine. These elements are our main categories: (i) scientific knowledge, (ii) scientific work, (iii) the scientist, (iv) scientific development and (v) its influences. We found trustworthy presentations about science, but also fancy or even fictional conceptions. We discussed and concluded about the influences that these presentations may impact society and their audience.

This article contributes to the understanding of psychiatric classifications by adopting a postcolonial approach to science and technology. For this purpose, I examine the case of a psychiatry training program in a medium-sized city in Colombia. The method I used was ethnography, taking part in classes, case presentations, and academic meetings. It was found that learning about psychiatric classifications involves dynamics in which the global and the local are reconfigured according to the positions assumed by psychiatrists and psychiatry students. In this study, some participants stated that there is a cultural domination of North American psychiatry over its Colombian counterpart, and, therefore, they should adhere to the classification of the former. Others argued that psychiatric education should follow the European orientation and leave the North American classification aside. And a small group considered that they should use Latin American classifications. I conclude that the manuals of the American Psychiatric Association and the World Health Organization are established as what Rodríguez Medina calls subordinating objects, while Latin American classifications are positioned as local entities that serve specific purposes. However, the hierarchies involved in the geopolitics of knowledge can be contested in daily pedagogical practices. [ABSTRACT FROM AUTHOR]

This article reviews the international state of the art of research on the development of scientific thinking in secondary school students. In order to systematize the research perspectives of scientific publications in this field into thematic areas and conceptual approaches, an analytical literature review was carried out by mapping the bibliographic information of research articles about this topic published between 2011 and 2021 and indexed in the Redalyc, Scopus, and Web of Science databases. The results describe the relationship between three conceptual approaches (i.e., political perspective, pedagogicaldidactic perspective, and philosophical perspective) and eleven thematic areas. They also reveal the existing interest of secondary education in operationalizing scientific thinking and strengthening the development of skills, abilities, attitudes, and competences using pedagogical and didactic strategies articulated with political and curricular guidelines. This should enable students to apprehend general and particular domains of science and contribute to the construction of a global scientific culture. It is concluded that the development of high school students' scientific thinking should be consistent with their social, political, and ethical needs and deepen their conceptual understanding, due to its historical, complex, and multidisciplinary nature. [ABSTRACT FROM AUTHOR]

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In this paper, we seek to analyse the content and activities on bioethics in six different textbooks for the subject of Scientific Culture in the first year of the Spanish baccalaureate. It also considers how 26 teachers deal with this content and what didactic methodologies they use in the classroom. The methodology was framed in content analysis. Regarding to the textbooks, a system of categories based on evaluation criteria of the curriculum was carried out. To find out the way these teachers worked, a questionnaire with six open questions was also designed. The results show that there is a certain heterogeneity in the type of content about bioethics included in the textbooks, highlighting those related to the pharmaceutical industry, as well as in the curricular content developed by the teachers in the classroom. In terms of methodologies and working approaches, debate stands out as one of the tools most used by teachers to work on bioethical dilemmas. [ABSTRACT FROM AUTHOR]

The starting point of this study is that science teaching should be part of the curriculum in every educational system, that its purpose should be to provide scientific literacy to all citizens rather than to educate scientists, and that schools have not reached the goal of preparing citizens for making informed decisions involving science. The notion of scientific literacy or culture is defined; attempts to measure such literacy are explained; the measurement results of several countries are summarized; and information on the scientific culture of Mexico's elementary teachers is shared. The conclusion reflects on the reason science teaching has failed in ensuring a solid scientific culture for all citizens, and prescribes actions for improving science teaching. [ABSTRACT FROM AUTHOR]

Este artigo tem como objetivo analisar dois filmes biográficos de Stephen Hawking com o intuito de identificar as representações do cientista presentes em obras cinematográficas. Para isso, a investigação contou com a análise fílmica e os filmes foram categorizados seguindo as principais representações identificadas pela literatura. A análise identificou as representações mais comuns presentes nas cenas e sequências em que o protagonista atuou, levando em consideração o contexto de determinadas ações do cientista. A representação de gênio foi a mais evidente nos dois filmes. Os resultados indicaram que as obras analisadas, de gênero biográfico, também estão fadadas a permear estereótipos que contribuem com uma visão deturpada do cientista e do labor científico, assim como acontece em outros gêneros cinematográficos.

Este artículo presenta el acercamiento al estado de la cuestión, el cual refiere la situación actual del conocimiento sobre el desarrollo del pensamiento científico en estudiantes de educación secundaria en el ámbito internacional. Con el objetivo de sistematizar las perspectivas investigativas en campos temáticos y enfoques conceptuales, se realizó una revisión analítica a través de mapeamiento informacional bibliográfico de artículos de investigación publicados entre 2011 y 2021 en las bases de datos de Redalyc, Scopus y Web of Science. Los resultados describen la relación entre tres enfoques conceptuales denominados: perspectiva política, perspectiva pedagógico-didáctica y perspectiva filosófica y once campos temáticos, que exponen el interés que existe en la educación secundaria de operativizar esta forma de pensamiento y fortalecer el desarrollo de habilidades, capacidades, actitudes y competencias a través de estrategias pedagógicas y didácticas articuladas a directrices políticas y curriculares, que permitan la aprehensión de los dominios generales y particulares de la ciencia, para aportar a la construcción de una cultura científica global. Se concluye que es necesario propender porque el desarrollo de este pensamiento resulte consecuente con las necesidades sociales, políticas y éticas de los estudiantes de secundaria, así como profundizar en su comprensión conceptual, dada su naturaleza histórica, compleja y multidisciplinar.

La alfabetización científica contribuye al desarrollo de la competencia científica, necesaria para toda la ciudadanía. El objetivo de este trabajo es analizar cómo se aborda la difusión del empleo del método científico y la alfabetización científica en las aulas con la finalidad de obtener un panorama general sobre la misma. Método. Se realiza una revisión de la investigación educativa sobre alfabetización y método científico en las aulas a partir de la Base de Datos Web of Science (2008 a 2018), donde se examinan de forma informétrica y cienciométrica las publicaciones científicas seleccionadas mediante la bibliometría y el análisis de contenido. Resultados. Con los descriptores empleados se han seleccionado 60 artículos. Los principales resultados obtenidos revelan que el método y la alfabetización científica en educación tienen escasa presencia en las revistas científicas y aparecen frecuentemente con ausencia manifiesta de declaración respecto al diseño, la recogida de datos o el análisis de la información que se presenta. Discusión y Conclusiones. Mejorar la comunicación del empleo de la alfabetización científica en el aula tiene implicaciones no solo en el progreso de la propia comunicación de resultados, sino también en la práctica y el fomento de la investigación sobre dicha alfabetización. Estos resultados ponen de manifiesto la necesidad de incrementar la difusión en las revistas científicas de la alfabetización científica llevada a cabo en las aulas, así como de hacerlo con más rigor científico.

The objective of the research was to determine the level of scientific culture of the students of the Faculty of Education of the National University of the Center of Peru, which is made up of seven Professional Academic Schools (PAS). The level of this research was descriptive, prospective and longitudinal. The instrument used was the Scientific Culture Questionnaire (SCQ) made up of 73 items, whose design and construction was based on the recommendations of the Antigua Manual (OEI-RICYT) which was then applied, through the survey technique, to 72 students, selected by probabilistic and stratified sampling. The level of scientific culture of the students was determined, first by PAS and from these, the level of general scientific culture of the faculty, which, analyzed in terms of frequencies, was 44.61%, corresponding to a low level of scientific culture, according to an established scale. [ABSTRACT FROM AUTHOR]

The processes of social confinement caused by the global health crisis (COVID-19), have forced professors to assume new research competencies that allow them to improve science indicators and contribute to the research culture in the digital era for the Latin American region. This article analyzes the research culture of Latin American professors in 20 countries in the digital era, and their relationship with the production of scientific papers indexed in the Journal Citation Report (JCR) between 1996 and 2019. A questionnaire (with validity and reliability criteria) with a Likerttype scale was applied to 2,215 professors selected from five international scientific events. The main results show that 78% of the professors have less than 15 years of teaching experience, with ages under 44 years of age and 38.9% of them with an undergraduate academic level, 62.5% of whom responded that they have never published in indexed journals, and that they do not know the proper application of paradigms and research designs. On the other hand, 23.86% of the total citations are self-citations. Therefore, the results reflect a significant relationship between the research culture of professors and Latin American scientific production. Finally, Latin American professors have found themselves in economic, political and social circumstances that affect good research and scientific publication practices, leaving a training gap in research competencies in the new digital era. [ABSTRACT FROM AUTHOR]

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A partir de uma leitura da evolução dos processos de divulgação da ciência e promoção da cultura científica desde as Feiras da Indústria do início da Revolução Industrial, este trabalho propõe que os dispositivos para a promoção pública da cultura científica são parte integrante do desenvolvimento do sistema científico-tecnológico e respondem às suas necessidades de desenvolvimento. Propõe-se ainda que a comunicação pública da Ciência e Tecnologia evoluiu de uma visão tecnicista e unidirecional, numa lógica de disseminação, para um modelo complexo de transferência de conhecimento entre instituições que compõem o tecido social de uma comunidade, num diálogo multidirecional, entendendo a cultura científica como um bem social que requer a reconceptualização das estruturas de divulgação da ciência como agências locais de mediação entre a ciência e as necessidades locais, sociais e produtivas.