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Artykuły w czasopismach na temat „Scientific knowledge”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 28 lipca 2024

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1

Meyerstein, F. Walter. "Scientific knowledge". Enrahonar. Quaderns de filosofia 17 (1.03.1991): 55. http://dx.doi.org/10.5565/rev/enrahonar.734.

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2

Bowler, Peter. "Scientific knowledge". Endeavour 21, nr 1 (styczeń 1997): 43. http://dx.doi.org/10.1016/s0160-9327(97)84884-3.

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3

Lathbury, David. "Scientific Knowledge". Organic Process Research & Development 17, nr 9 (5.09.2013): 1075. http://dx.doi.org/10.1021/op400227v.

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4

Kosso, Peter. "Scientific Knowledge". Teaching Philosophy 11, nr 1 (1988): 86–87. http://dx.doi.org/10.5840/teachphil198811118.

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5

Goldman, Michael. "Scientific Knowledge". Teaching Philosophy 22, nr 1 (1999): 113–16. http://dx.doi.org/10.5840/teachphil199922112.

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6

David, Matthew. "Sociological Knowledge and Scientific Knowledge". Sociology Compass 2, nr 1 (styczeń 2008): 337–51. http://dx.doi.org/10.1111/j.1751-9020.2007.00073.x.

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7

Cardoso, Tarcísio. "ON SCIENTIFIC KNOWLEDGE". Revista Pesquisa em Fisioterapia 7, nr 3 (29.08.2017): 310–12. http://dx.doi.org/10.17267/2238-2704rpf.v7i3.1560.

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8

Abdelmottlep., Mamdooh A. "Foreword : Scientific Knowledge". الفكر الشرطي 23, nr 91 (październik 2014): 320. http://dx.doi.org/10.12816/0005724.

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9

Nagel, Ernest. "Whence Scientific Knowledge". American Journal of Economics and Sociology 47, nr 4 (październik 1988): 460. http://dx.doi.org/10.1111/j.1536-7150.1988.tb02075.x.

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10

Fagan, Melinda. "Collective Scientific Knowledge". Philosophy Compass 7, nr 12 (28.11.2012): 821–31. http://dx.doi.org/10.1111/j.1747-9991.2012.00528.x.

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11

Gross;, P. R. "Characterizing Scientific Knowledge". Science 275, nr 5297 (10.01.1997): 140b—144. http://dx.doi.org/10.1126/science.275.5297.140b.

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12

Kulikova, T. A. "Pseudo-scientific myths and scientific knowledge". Science Almanac, nr 1 (2015): 247–49. http://dx.doi.org/10.17117/na.2015.01.247.

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13

van der Walt, Mariana. "Knowledge management and scientific knowledge generation". Knowledge Management Research & Practice 4, nr 4 (listopad 2006): 319–30. http://dx.doi.org/10.1057/palgrave.kmrp.8500115.

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14

Nikitin, Valeriy. "Methods of scientific knowledge". Bulletin of Science and Research Center “Stroitelstvo”, nr 1(28) (2021): 142–50. http://dx.doi.org/10.37538/2224-9494-2021-1(28)-142-150.

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Статья посвящена рассмотрению базовых методов научного познания, в вооружении науки которыми решающую роль сыграла философия. Предлагаемая классификация методов позволяет правильно их использовать в научных исследованиях. Также раскрываются содержание и особенности применения этих методов на практике.

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15

Serpa, Sandro, i Carlos Miguel Ferreira. "Sociology as Scientific Knowledge". Journal of Educational and Social Research 9, nr 3 (1.09.2019): 178–84. http://dx.doi.org/10.2478/jesr-2019-0035.

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Abstract Sociology is a science with specificities and which can potentially offer a more rigorous knowledge about reality. The goal of this position paper is, by means of a thorough literature review, to contribute to demonstrating the urgency of using a sociological stance in a more complete understanding of the social, as well as of Sociology itself as a science. It is concluded that Sociology, a multi-paradigmatic science, seeks to articulate macro-social dynamics with local processes, allowing to connect the subjective significances with the practices, and which focus on the articulations between systems and actors, between structures and practices, between the reality of the social conditions of existence, and the social construction of reality. As an implication, Sociology as a scientific representation and practice of the social, can be cumbersome by helping to dismantle commonly shared preconceived ideas about the instituted social order.

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16

Carmo, Juliana Rabelo do, i Cláudia Maria Pinho de Abreu Pecegueiro. "University scientific knowledge organization". Brazilian Journal of Information Science 5, nr 2 (2.11.2012): 97–109. http://dx.doi.org/10.36311/1981-1640.2011.v5n2.08.p88.

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The scientific knowledge at UFMA justifies the organization process in the Programa Institucional de Bolsas para Iniciação Científica (PIBIC) archive that aims to let produced scientific documents available so the Institutional Repository can use them. It uses the description research methodology in data collection. It deals with document as information holder and representation. It shows meanings, objectives, archive function and emphasizes the necessity of letting documents available and its virtual ease. It describes the collection, analyzes its composition and describes the archive organization process of PIBIC at the Universidade Federal do Maranhão (UFMA). It defines institutional memory based on some authors, emphasizing the importance of preservation of the Institution documents. It clears the Institutional Repository as scientific production medium and concludes by indicating that the UFMA Institutional Repository is an effective tool to make the PIBIC scientific production archives.

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17

Wray, K. Brad. "Who has Scientific Knowledge?" Social Epistemology 21, nr 3 (lipiec 2007): 337–47. http://dx.doi.org/10.1080/02691720701674288.

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18

Brooks, Michael. "Is scientific knowledge special?" New Scientist 234, nr 3119 (kwiecień 2017): 34. http://dx.doi.org/10.1016/s0262-4079(17)30630-9.

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19

Baber, Zaheer. "Sociology of scientific knowledge". Theory and Society 21, nr 1 (luty 1992): 105–19. http://dx.doi.org/10.1007/bf00993464.

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20

Patkul, Andrei B. "Phenomenology and Scientific Knowledge". Russian Studies in Philosophy 54, nr 1 (2.01.2016): 76–92. http://dx.doi.org/10.1080/10611967.2016.1169103.

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21

Blackman, Deborah, i Angela M. Benson. "Overcoming knowledge stickiness in scientific knowledge transfer". Public Understanding of Science 21, nr 5 (24.09.2010): 573–89. http://dx.doi.org/10.1177/0963662510379463.

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22

Stehr, Nico. "Social Scientific Knowledge about Knowledge and Information". Epistemology & Philosophy of Science 60, nr 3 (2023): 131–70. http://dx.doi.org/10.5840/eps202360346.

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Knowledge does not exist as an isolated “piece” of knowledge. Knowledge exists in an aggregated collective state. I define knowledge as a capacity for social action and as a model for reality, as the possibility to set “something in motion”, for example, to solve a task, to produce a material object such as a semiconductor chip or to be competent to prevent something from occurring, for example, the onset of an illness. In this sense, knowledge is a universal human phenomenon, or an anthropological constant. This definition of the term “knowledge” is indebted to Francis Bacon’s famous observation that knowledge is power, a somewhat misleading translation of Bacon’s Latin phrase: scientia potential est. A basic assumption should be that knowledge is not a priori practical. The transformation of knowledge as an ability to act into practical knowledge requires congenial circumstances, such as power or authority that dictates the concrete conditions for action. In this con text, it is helpful to ask about the increasingly prominent role of algorithms (intellectual technology) in relation to knowledge such as ChatGPT software as well as contentious issue of the relation/difference between knowledge and information.

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23

Lyu, Meilin, Ioannis Batas, Dafni Faka i Dimitris Galanis. "Externalities in Education, Scientific Knowledge and Scientific Research". International Journal on Integrating Technology in Education 12, nr 1 (30.03.2023): 11–23. http://dx.doi.org/10.5121/ijite.2023.12102.

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This paper explores how different activities of the State: the outcomes of education, scientific knowledge and research, and technology are interdependent with both positive and negative externalities of society and market structure. It discusses specifically the significance of education, the information wealth of a global knowledge society and the dilemma of the economics of knowledge, which, at the same time have important implications for private investment and intellectual property protections of the new knowledge. This paper aims to examine the complex interactions between the market's role and State intervention in order to achieve two goals: satisfying monetary interests and maintaining balance between technological innovation and productivity gains. Additionally, governmental policy tools play a crucial role in providing equal access to education, open-source knowledge, and research and development opportunities, which allows both society and inventors to benefit from new technology.

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24

Kochkorova, Dinara Ashyrbaebna, i Aliman Myrzakarimovna Ahmedjanova. "SOCIO-CULTURAL INDIVIDUAL SCIENTIFIC KNOWLEDGE AND TRADITIONAL KNOWLEDGE". Bulletin of Osh State University 1, nr 3 (2021): 228–34. http://dx.doi.org/10.52754/16947452_2021_1_3_228.

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25

Cheon, Hyundeuk. "In What Sense Is Scientific Knowledge Collective Knowledge?" Philosophy of the Social Sciences 44, nr 4 (5.05.2013): 407–23. http://dx.doi.org/10.1177/0048393113486523.

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26

Bazhanov, Valentin. "Abstractions and scientific knowledge representation". EPISTEMOLOGIA, nr 1 (lipiec 2013): 74–80. http://dx.doi.org/10.3280/epis2013-001005.

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27

Carus, A. W. "The Pragmatics of Scientific Knowledge". Monist 93, nr 4 (2010): 618–39. http://dx.doi.org/10.5840/monist201093435.

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28

Durán-Sánchez, Amador, María de la Cruz del Río-Rama, José Álvarez-García i Mª Teresa Cabezas-Hernández. "Water Markets: Mapping Scientific Knowledge". Water 14, nr 12 (13.06.2022): 1907. http://dx.doi.org/10.3390/w14121907.

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Water is a vital resource for citizens’ economic and social development. However, the uses to which it can be put often conflict. Possible solutions to mitigate disputes involve political options, scarce economic resources, and the search for mechanisms to ensure its adequate allocation. For over half a century, countries such as Australia, Spain, Chile, and the western states of the United States have been considering the possibility of using markets for rights of use. They are defined as formal or informal trading exchanges of rights, whose aim is to improve efficiency, ensure security of supply, and make allocations more flexible. In this context, the aim of this article is to show a current picture of the scientific production related to Water Markets using the comparative bibliometric study of the documents indexed in the Web of Science (WoS) and Scopus databases as a tool. The advanced search of relevant terms resulted in the retrieval of 261 papers from WoS and 305 from Scopus, with a time limit of 2020, which make up the ad hoc basis of the analysis. From this basis, it can be deduced that the subject of the Water Market has been present in the scientific literature on a more or less regular basis since the beginning of the 1990s. However, it has emerged as a topical issue in recent years, being in a phase of exponential growth, which means that interest in the area is likely to continue in the coming years.

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29

Lima, Celia A. "The democratization of scientific knowledge." Journal of Oral Research 6, nr 12 (29.12.2017): 312–13. http://dx.doi.org/10.17126/joralres.2017.095.

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30

Sulyok, Katalin. "Scientific Knowledge and the ICJ". Hungarian Yearbook of International Law and European Law 10, nr 1 (październik 2022): 116–28. http://dx.doi.org/10.5553/hyiel/266627012022010001007.

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31

YİĞİT, TALİP, i MURAT DİNÇER. "Transforming Power of Scientific Knowledge". International Journal for Innovation Education and Research 9, nr 11 (1.11.2021): 21–48. http://dx.doi.org/10.31686/ijier.vol9.iss11.3462.

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Knowledge, and especially scientific knowledge, is crucial in terms of transforming societies, and making social structures manageable and sustainable. This can be seen in the fact that the universities which are at the top of the global university rankings are mostly located in countries that are the center of attraction. The aim of this study is to examine the positive effects of academic productivity, which is of great importance in optimizing social conditions, on human development on a global scale with a statistically provable technique. In order to understand this relationship more clearly, our study has compared countries according to their academic productivity using the Multidimensional Scaling Analysis method and established a relationship between this and human development. As a result of the analysis carried out within the scope of the study, which used data from 178 countries from the time period of 1996-2019, it was concluded that the relationship between academic productivity and human development was only at a medium level. This suggests that, in addition to the need for scientific knowledge to be used for the improvement of social conditions, scientific knowledge is limited to certain organizations, which leads to the elitism of scientific knowledge.

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32

McGill, Gael G. "Knowledge synthesis through scientific visualization". Nature Microbiology 7, nr 2 (14.01.2022): 185. http://dx.doi.org/10.1038/s41564-021-01048-x.

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33

Gasper, Phillip. "Marx’s Theory of Scientific Knowledge". Radical Philosophy Review of Books 2, nr 2 (1990): 5–8. http://dx.doi.org/10.5840/radphilrevbooks1990220.

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34

Zhuravlev, Victor F. "Organiization of substantive scientific knowledge". KNOWLEDGE ORGANIZATION 20, nr 4 (1993): 195–96. http://dx.doi.org/10.5771/0943-7444-1993-4-195.

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35

Volovik, Vitaly. "Scientific Knowledge-seeking Activityandits Peculiarities". CulturologicalBulletin: ScienceandTheoreticalYearbookofNyzhniaNaddniprianshchyna (the Lower Dnieper Ukraine) 1, nr 37 (2017): 49–56. http://dx.doi.org/10.26661/2413-2284-2017-1-37-06.

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36

Lebedev, Sergey A. "THE METATHEORETICAL SCIENTIFIC KNOWLEDGE TRUTH". Bulletin of the Moscow State Regional University (Philosophy), nr 3 (2020): 98–103. http://dx.doi.org/10.18384/2310-7227-2020-3-98-103.

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37

Huff, Toby E. "Can scientific knowledge be Islamized?" Social Epistemology 10, nr 3-4 (lipiec 1996): 305–16. http://dx.doi.org/10.1080/02691729608578821.

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38

KANO, Yoshimasa. "Educational Sociology as Scientific Knowledge". Journal of Educational Sociology 64 (1999): 21–37. http://dx.doi.org/10.11151/eds1951.64.21.

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39

FOX, MARY FRANK. "Gender, Knowledge, and Scientific Styles". Annals of the New York Academy of Sciences 869, nr 1 WOMEN IN SCIE (kwiecień 1999): 89–93. http://dx.doi.org/10.1111/j.1749-6632.1999.tb08359.x.

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40

Terrell, John Edward. "Anthropological Knowledge and Scientific Fact". American Anthropologist 102, nr 4 (grudzień 2000): 808–17. http://dx.doi.org/10.1525/aa.2000.102.4.808.

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41

Arunachalam, Subbiah. "Open Access to Scientific Knowledge". DESIDOC Journal of Library & Information Technology 28, nr 1 (1.01.2008): 7–14. http://dx.doi.org/10.14429/djlit.28.1.147.

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42

Mistry, J., i A. Berardi. "Bridging indigenous and scientific knowledge". Science 352, nr 6291 (9.06.2016): 1274–75. http://dx.doi.org/10.1126/science.aaf1160.

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43

Tilly, Charles. "Unequal Access to Scientific Knowledge". Journal of Human Development 8, nr 2 (lipiec 2007): 245–58. http://dx.doi.org/10.1080/14649880701371133.

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44

Kuhn, Deanna. "SCIENTIFIC THINKING AND KNOWLEDGE ACQUISITION". Monographs of the Society for Research in Child Development 60, nr 4 (październik 1995): 152–57. http://dx.doi.org/10.1111/j.1540-5834.1995.tb00234.x.

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45

Anderson, Carl F. "Scientific Knowledge & Philosophic Thought". Mayo Clinic Proceedings 61, nr 10 (październik 1986): 849. http://dx.doi.org/10.1016/s0025-6196(12)64850-2.

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46

Dellsén, Finnur. "Scientific progress: Knowledge versus understanding". Studies in History and Philosophy of Science Part A 56 (kwiecień 2016): 72–83. http://dx.doi.org/10.1016/j.shpsa.2016.01.003.

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47

Humphreys, Paul. "Knowledge transfer across scientific disciplines". Studies in History and Philosophy of Science Part A 77 (październik 2019): 112–19. http://dx.doi.org/10.1016/j.shpsa.2017.11.001.

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48

Clendinnen, F. John. "Instrumental Evaluation in Scientific Knowledge". PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1986, nr 1 (styczeń 1986): 219–26. http://dx.doi.org/10.1086/psaprocbienmeetp.1986.1.193122.

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49

Greer, Ann Lennarson. "Scientific knowledge and social consensus". Controlled Clinical Trials 15, nr 6 (grudzień 1994): 431–36. http://dx.doi.org/10.1016/0197-2456(94)90001-9.

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50

Hakli, Raul. "Looking for collective scientific knowledge". Metascience 27, nr 3 (30.07.2018): 465–68. http://dx.doi.org/10.1007/s11016-018-0346-7.

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