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Journal articles on the topic 'Science and technology studies'

To see the other types of publications on this topic, follow the link: Science and technology studies.

Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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1

Andersen, Bjarke Lindsø, and Oliver Tafdrup. "Science and Technology Studies." Learning Tech, no. 10 (December 16, 2021): 218–39. http://dx.doi.org/10.7146/lt.v6i10.125247.

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Indholdet i skolens fag har altid været genstand for diskussioner om, hvordan sammenspillet mellem skolefag og videnskab kan og bør tage sig ud. I sin aktuelle form står teknologiforståelse på skuldrene af datalogi og design. Disse leverer vigtige inputs til faget men involverer ofte et målrettet fokus på digitale færdigheder og designprocesser, der fører til digitale løsninger på komplekse problemer. Vi argumenterer for, at STS-feltet (Science and Technology Studies) kan bidrage til en nuanceret teknologiforståelse, hvor digital myndiggørelse bliver et spørgsmål om at kunne bedrive teknologikritik. Denne evne kræver et begrebsligt udgangspunkt, og her byder STS sig til. Vi præsenterer tre begreber fra forskellige STS-positioner: mediering, teknologisk intentionalitet, og sociotekniske imaginationer. Først præsenterer vi begreberne – dernæst diskuterer vi, hvordan de kan danne udgangspunkt for en didaktik, der kvalificerer teknologikritikken i den digitale myndiggørelse.

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2

Van House, Nancy A. "Science and technology studies and information studies." Annual Review of Information Science and Technology 38, no. 1 (September 22, 2005): 1–86. http://dx.doi.org/10.1002/aris.1440380102.

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3

Steiner, Carol J. "Constructive Science and Technology Studies." Social Studies of Science 29, no. 4 (August 1999): 583–616. http://dx.doi.org/10.1177/030631299029004005.

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4

Baber, Zaheer. "Science and Technology Studies after the "Science Wars"." Asian Journal of Social Science 26, no. 1 (1998): 113–20. http://dx.doi.org/10.1163/030382498x00094.

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5

Cole, Stephen, Sheila Jasanoff, Gerald E. Markle, James C. Peterson, and Trevor Pinch. "Handbook of Science and Technology Studies." Contemporary Sociology 24, no. 6 (November 1995): 737. http://dx.doi.org/10.2307/2076663.

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6

Lynch, Michael, and Simon Cole. "Science and Technology Studies on Trial:." Social Studies of Science 35, no. 2 (April 2005): 269–311. http://dx.doi.org/10.1177/0306312705048715.

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7

Mitcham, Carl. "Why Science, Technology, and Society Studies?" Bulletin of Science, Technology & Society 19, no. 2 (April 1999): 128–34. http://dx.doi.org/10.1177/027046769901900207.

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8

Sturchio, Jeffrey L. ""Introduction To Science and Technology Studies"." Bulletin of Science, Technology & Society 5, no. 4 (August 1985): 373–76. http://dx.doi.org/10.1177/027046768500500405.

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9

Hamlin, Christopher. "Reflexivity in Technology Studies: Toward a Technology of Technology (and Science)?" Social Studies of Science 22, no. 3 (August 1992): 511–44. http://dx.doi.org/10.1177/0306312792022003004.

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10

Bauer, Henry H. "The Anti-Science Phenomenon in Science and Technology Studies." Science & Technology Studies 9, no. 1 (January 1, 1996): 34–49. http://dx.doi.org/10.23987/sts.55092.

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11

Patton, Jason W. "An Introduction to Science and Technology Studies." Science & Technology Studies 17, no. 1 (January 1, 2004): 66–69. http://dx.doi.org/10.23987/sts.55173.

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12

Dunn Cavelty, Myriam. "Cybersecurity Research Meets Science and Technology Studies." Politics and Governance 6, no. 2 (June 11, 2018): 22–30. http://dx.doi.org/10.17645/pag.v6i2.1385.

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This article sets out to show how different understandings of technology as suggested by Science and Technology Studies (STS) help reveal different political facets of cybersecurity. Using cybersecurity research as empirical site, it is shown that two separate ways of understanding cybertechnologies are prevalent in society. The primary one sees cybertechnologies as apolitical, flawed, material objects that need to be fixed in order to create more security; the other understands them as mere political tools in the hands of social actors without considering technological (im)possibilities. This article suggests a focus on a third understanding to bridge the uneasy gap between the two others: technology defined as an embodiment of societal knowledge. The article posits that in line with that, the study of cyberpolitics would benefit from two innovations: a focus on cybersecurity as social practice―enacted and stabilized through the circulation of knowledge about vulnerabilities―and a focus on the practices employed in the discovery, exploitation and removal of those vulnerabilities.

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13

Matenhauer Urbinatti, Alberto. "Intercultural communication and science and technology studies." Tapuya: Latin American Science, Technology and Society 4, no. 1 (January 1, 2021): 1907906. http://dx.doi.org/10.1080/25729861.2021.1907906.

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14

Kyrtsis, Alexandros. "New Frontiers in Science and Technology Studies." Sociological Research Online 14, no. 1 (January 2009): 93–94. http://dx.doi.org/10.1177/136078040901400104.

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15

Heath, P. A. "Science/Technology/Society in the Social Studies." OAH Magazine of History 4, no. 2 (March 1, 1989): 60–63. http://dx.doi.org/10.1093/maghis/4.2.60.

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16

Baber, Zaheer. "The taming of science and technology studies." Social Epistemology 17, no. 2-3 (January 2003): 95–98. http://dx.doi.org/10.1080/0269172032000144009.

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17

Camic, Charles. "The Handbook of Science and Technology Studies." Contemporary Sociology: A Journal of Reviews 38, no. 3 (May 2009): 272–73. http://dx.doi.org/10.1177/009430610903800340.

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18

Dear, Peter, and Sheila Jasanoff. "Dismantling Boundaries in Science and Technology Studies." Isis 101, no. 4 (December 2010): 759–74. http://dx.doi.org/10.1086/657475.

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19

Bińczyk, Ewa. "Posthumanist Tendencies in Science and Technology Studies." Dialogi Polityczne, no. 15 (January 1, 2013): 8. http://dx.doi.org/10.12775/dp.2013.001.

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20

Aybar, Andrés. "The Handbook of Science and Technology Studies." Revista de Sociología, no. 25 (December 29, 2017): 295–96. http://dx.doi.org/10.15381/rsoc.v0i25.19057.

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El constante avance de los diversos campos científicos a nivel mundial genera nuevas necesidades y preocupaciones, dentro de ellas también en el quehacer científico social. En buena parte de es en lo que se encuentra enmarcado en este presente handbook, publicado hace ya varios años por el Instituto Tecnológico de Massachusetts (MIT por sus siglas en inglés), bajo el patrocinio de la Society for Social Studies of Science o 4S como mejor se le conoce, en comparación con el desarrollo de las dos anteriores versiones podemos ver en este libro u campo mucho mejor definido tanto en el sentido teórico como empírico. Se encuentra compuesto por 38 artículos de investigadores reconocidos en cada uno de los temas en cuestión. Lamentablemente, no podemos aquí reseñar todas las contribuciones de modo que en honor a la brevedad, analizaremos los grandes bloques bajo los cuales ha sido dividido este libro.

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21

Krishna, V. V., and Rohan D’Souza. "Science, Technology and Society Studies Research Workshop." Science, Technology and Society 9, no. 2 (September 2004): 319–25. http://dx.doi.org/10.1177/097172180400900206.

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22

Markussen, Turid. "Review of Gender, Science and Technology Studies." Gender, Technology and Development 8, no. 1 (March 2004): 161–63. http://dx.doi.org/10.1177/097185240400800110.

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23

Markussen, Turid. "Review of Gender, Science and Technology Studies." Gender, Technology and Development 8, no. 1 (January 2004): 161–63. http://dx.doi.org/10.1080/09718524.2004.11910102.

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24

Lynch, Michael. "Social Constructivism in Science and Technology Studies." Human Studies 39, no. 1 (March 2016): 101–12. http://dx.doi.org/10.1007/s10746-016-9385-5.

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25

Winner, Langdon. "Conflicting interests in science and technology studies." Technology in Society 11, no. 4 (January 1989): 433–38. http://dx.doi.org/10.1016/0160-791x(89)90029-8.

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26

Konu Kadirhanogullari, Meryem, and Esra Ozay Kose. "Bibliometric Analysis: Technology Studies in Science Education." International Journal of Technology in Education and Science 7, no. 2 (May 23, 2023): 167–91. http://dx.doi.org/10.46328/ijtes.469.

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It is thought that the results of a study examining the articles published in peer-reviewed journals on technology in science education in terms of many criteria will provide important information to researchers. For this purpose, bibliometric network analysis was chosen as a method. The purpose of choosing this research method is to clearly summarize the relationship between science education and technology in order to identify technology in science education. In order to answer the research questions, bibliometric data consisting of 8511 articles in the Scopus database were evaluated using the bibliographic data obtained with the VOSviewer program. In addition, Pareto Law, Price Law, Lotka Law were used within the scope of citation analysis in the research. The results obtained from the research are presented.

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27

Hess, David J. "Technology- and Product-Oriented Movements: Approximating Social Movement Studies and Science and Technology Studies." Science, Technology, & Human Values 30, no. 4 (October 2005): 515–35. http://dx.doi.org/10.1177/0162243905276499.

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28

Chandler, Marthe, Martin E. Marty, and R. Scott Appleby. "Worldviews, Science, and Technology." Review of Religious Research 36, no. 4 (June 1995): 389. http://dx.doi.org/10.2307/3511152.

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29

Goodenough, Ursula. "Reflections on Science and Technology." Zygon® 35, no. 1 (March 2000): 5–12. http://dx.doi.org/10.1111/0591-2385.00255.

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30

Mody, Cyrus C. M. "Historical Studies in Which Sciences? The Revolving Door of Engineering and Technology." Historical Studies in the Natural Sciences 50, no. 1-2 (April 2020): 41–49. http://dx.doi.org/10.1525/hsns.2020.50.1-2.41.

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The first eleven volumes of Historical Studies in the Physical Sciences treated science for the most part as an academic, monodisciplinary pursuit of knowledge with little thought of application or contact with wider society. That changed abruptly in 1981 with Volume 12. Ever since, the journal’s name has steadily broadened, while its content has come to include ever more interdisciplinarity and application. The place of science depicted in the journal’s pages is now all of society, including industry and the engineering disciplines. One possible explanation for this shift, associated with Paul Forman, is that technology and applied research achieved cultural primacy over basic science after 1980. On this view, the journal is simply following society’s lead in turning away from basic science. This article argues, instead, that the field of science and technology studies, and its aim to understand science-as-part-of-society, is now taken for granted by the journal’s authors. On this view, the engineering sciences are simply one of several domains (alongside the social sciences, agricultural sciences, and biomedicine) where it is particularly easy to glimpse science’s participation in wider society. This essay is part of a special issue entitled “Looking Backward, Looking Forward: HSNS at 50,” edited by Erika Lorraine Milam.

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31

Prasad, Amit. "Discursive Contextures of Science: Euro/West-Centrism and Science and Technology Studies." Engaging Science, Technology, and Society 2 (July 1, 2016): 193. http://dx.doi.org/10.17351/ests2016.71.

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Science and Technology Studies (STS) by the very act of showing the multiplicity, contingency, and context-dependence of scientific knowledge and practice, provincialized modern science. Postcolonial interventions within STS have pursued this goal even further. Nevertheless, Euro/West-centrism continues to inflect not only scientific practices and lay imaginaries, but also sociological and historical analyses of sciences. In this article, drawing on my own training within STS – first under J.P.S. Uberoi, who was concerned with structuralist analysis of modernity and science, and thereafter under Andy Pickering, when we focused on material agency and temporal emergence and extensively engaged with Actor Network Theory - I emphasize the continuing role of Euro/West-centric discourses in defining the “self” and the “other” and in impacting epistemological and ontological interventions. More broadly, building on a concept of Michael Lynch’s, I call for excavation and analysis of discursive contextures of sciences. In the second section of the article, through a brief analysis of embryonic stem cell therapy in a clinic in Delhi, I show how with shifting transnational landscape of technoscience certain discursive contextures are being “deterritorialized” and left “stuttering.”

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32

Tulkki, Leena. "Objectivity in Science: New Perspectives from Science and Technology Studies." International Studies in the Philosophy of Science 30, no. 3 (July 2, 2016): 314–17. http://dx.doi.org/10.1080/02698595.2017.1316118.

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33

Brown, Mark B. "Politicizing science: Conceptions of politics in science and technology studies." Social Studies of Science 45, no. 1 (December 23, 2014): 3–30. http://dx.doi.org/10.1177/0306312714556694.

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34

Roth, Wolff-Michael. "Science and technology studies and science education: a natural match?" Research in Science Education 28, no. 1 (March 1998): 1–7. http://dx.doi.org/10.1007/bf02461638.

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35

Love, Rosaleen. "Science communication: A growth area in science and technology studies." Metascience 7, no. 2 (July 1998): 281–89. http://dx.doi.org/10.1007/bf02912807.

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36

Wise, George. "Science and Technology." Osiris 1 (January 1985): 229–46. http://dx.doi.org/10.1086/368647.

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37

Moon, Suzanne M. "Research in Science and Technology Studies: Knowledge and Technology Transfer (review)." Technology and Culture 45, no. 1 (2004): 229–30. http://dx.doi.org/10.1353/tech.2004.0035.

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38

Padgett, Alan G. "GOD VERSUS TECHNOLOGY? SCIENCE, SECULARITY, AND THE THEOLOGY OF TECHNOLOGY." Zygon® 40, no. 3 (September 2005): 577–84. http://dx.doi.org/10.1111/j.1467-9744.2005.00689.x.

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39

Albe, Virginie, and Stéphanie Lacour. "« Legal Consciousness Studies » et « Science and Technology Studies ». Croiser des parallèles ?" Droit et société N° 100, no. 3 (2018): 633. http://dx.doi.org/10.3917/drs1.100.0633.

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40

Galis, Vasilis. "Enacting disability: how can science and technology studies inform disability studies?" Disability & Society 26, no. 7 (December 2011): 825–38. http://dx.doi.org/10.1080/09687599.2011.618737.

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41

Nelson, Daniel, Les Levidow, and Bob Young. "Science, Technology and the Labour Process. Marxist Studies." Technology and Culture 28, no. 1 (January 1987): 136. http://dx.doi.org/10.2307/3105491.

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42

WATANABE, YOSHIMI. "Why Metallurgist Studies Fiber Science and Textile Technology?" FIBER 66, no. 1 (2010): P.20—P.21. http://dx.doi.org/10.2115/fiber.66.p_20.

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43

Monberg, John. "Science and Technology Studies Approaches to Internet Research." Information Society 21, no. 4 (September 2005): 281–84. http://dx.doi.org/10.1080/01972240591007607.

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44

JASANOFF, SHEILA. "Coming of Age in Science and Technology Studies." Science Communication 20, no. 1 (September 1998): 91–98. http://dx.doi.org/10.1177/1075547098020001011.

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45

Licoppe, Christian. "THE ‘PERFORMATIVE TURN’ IN SCIENCE AND TECHNOLOGY STUDIES." Journal of Cultural Economy 3, no. 2 (July 2010): 181–88. http://dx.doi.org/10.1080/17530350.2010.494122.

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46

Martin, Ben R., Paul Nightingale, and Alfredo Yegros-Yegros. "Science and technology studies: Exploring the knowledge base." Research Policy 41, no. 7 (September 2012): 1182–204. http://dx.doi.org/10.1016/j.respol.2012.03.010.

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47

Anderson, W. "Asia as Method in Science and Technology Studies." East Asian Science, Technology and Society 6, no. 4 (January 1, 2012): 445–51. http://dx.doi.org/10.1215/18752160-1572849.

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48

Bellanova, Rocco, Katja Lindskov Jacobsen, and Linda Monsees. "Taking the trouble: science, technology and security studies." Critical Studies on Security 8, no. 2 (May 3, 2020): 87–100. http://dx.doi.org/10.1080/21624887.2020.1839852.

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49

Bijsterveld, Karin. "Format theory or revitalizing Science and Technology Studies." Metascience 23, no. 3 (March 19, 2014): 539–42. http://dx.doi.org/10.1007/s11016-014-9886-7.

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50

Dwyer, Larry. "SCIENCE AND TECHNOLOGY POLICY IN AUSTRALIA: THREE STUDIES." Prometheus 5, no. 2 (December 1987): 419–26. http://dx.doi.org/10.1080/08109028708629452.

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