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Artículos de revistas sobre el tema "Scientific knowledge"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Meyerstein, F. Walter. "Scientific knowledge." Enrahonar. Quaderns de filosofia 17 (March 1, 1991): 55. http://dx.doi.org/10.5565/rev/enrahonar.734.

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2

Bowler, Peter. "Scientific knowledge." Endeavour 21, no. 1 (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, no. 9 (2013): 1075. http://dx.doi.org/10.1021/op400227v.

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4

Kosso, Peter. "Scientific Knowledge." Teaching Philosophy 11, no. 1 (1988): 86–87. http://dx.doi.org/10.5840/teachphil198811118.

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5

Goldman, Michael. "Scientific Knowledge." Teaching Philosophy 22, no. 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, no. 1 (2008): 337–51. http://dx.doi.org/10.1111/j.1751-9020.2007.00073.x.

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7

Ahmad Daud, Maspuroh, Endang Nur Fitriani, Neng Zulfa Alawiyah, and Rakha Firjatullah. "Knowledge, Science and Scientific Knowledge." Bibliotheca: Journal of Philosophy 1, no. 1 (2025): 17–26. https://doi.org/10.61166/bibliotheca.v1i1.4.

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Knowledge is a fundamental aspect of human life that encompasses various forms of information and skills acquired through experience, education, or perception. In this paper, knowledge is categorized into three main types: general knowledge, scientific knowledge, and scientific understanding. Scientific knowledge refers to knowledge obtained through scientific methods, involving systematic testing and observation, while scientific understanding pertains to the results of research processes based on empirical evidence that can be tested and verified. This paper discusses the differences between

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8

Cardoso, Tarcísio. "ON SCIENTIFIC KNOWLEDGE." Revista Pesquisa em Fisioterapia 7, no. 3 (2017): 310–12. http://dx.doi.org/10.17267/2238-2704rpf.v7i3.1560.

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9

Abdelmottlep., Mamdooh A. "Foreword : Scientific Knowledge." الفكر الشرطي 23, no. 91 (2014): 320. http://dx.doi.org/10.12816/0005724.

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10

Nagel, Ernest. "Whence Scientific Knowledge." American Journal of Economics and Sociology 47, no. 4 (1988): 460. http://dx.doi.org/10.1111/j.1536-7150.1988.tb02075.x.

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11

Fagan, Melinda. "Collective Scientific Knowledge." Philosophy Compass 7, no. 12 (2012): 821–31. http://dx.doi.org/10.1111/j.1747-9991.2012.00528.x.

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12

Gross;, P. R. "Characterizing Scientific Knowledge." Science 275, no. 5297 (1997): 140b—144. http://dx.doi.org/10.1126/science.275.5297.140b.

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13

Kulikova, T. A. "Pseudo-scientific myths and scientific knowledge." Science Almanac, no. 1 (2015): 247–49. http://dx.doi.org/10.17117/na.2015.01.247.

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14

van der Walt, Mariana. "Knowledge management and scientific knowledge generation." Knowledge Management Research & Practice 4, no. 4 (2006): 319–30. http://dx.doi.org/10.1057/palgrave.kmrp.8500115.

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15

Varnasari, Ahmadreza, Hassan Mahnaz Tayef, and Beheshti Moluksadat Hosseini. "A Knowledge Map of Knowledge Engineering Scientific Products." Knowledge Processing Studies 2, no. 1 (2021): 55–73. https://doi.org/10.5281/zenodo.14040954.

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Drawing a knowledge map of scientific productivity in the field of knowledge engineering in the 2011-2021 period on Web of Science.&lrm; Method: This was an applied descriptive analytical study using a quantitative research design.&lrm; The research population consisted of all scientific products in the field of knowledge engineering, which included 7724 documents published in indexed journals on the Web of Science database in the 2011-2021 period.&lrm; The data were analyzed in Excel.&lrm; VOS viewer was used for constructing the bibliometric networks of researchers, institutions, and countri

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16

Nikitin, Valeriy. "Methods of scientific knowledge." Bulletin of Science and Research Center “Stroitelstvo”, no. 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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17

Serpa, Sandro, and Carlos Miguel Ferreira. "Sociology as Scientific Knowledge." Journal of Educational and Social Research 9, no. 3 (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

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18

Carmo, Juliana Rabelo do, and Cláudia Maria Pinho de Abreu Pecegueiro. "University scientific knowledge organization." Brazilian Journal of Information Science 5, no. 2 (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 organiz

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19

Wray, K. Brad. "Who has Scientific Knowledge?" Social Epistemology 21, no. 3 (2007): 337–47. http://dx.doi.org/10.1080/02691720701674288.

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20

DUPLINSKAYA, Julia, and Irina STEKLOVA. "ASSOCIATIONS IN SCIENTIFIC KNOWLEDGE." Economy Governance and Lave Basis, no. 4(43) (December 27, 2024): 14–18. https://doi.org/10.51608/23058641_2024_4_14.

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A philosophical justification has been made for the presence of ontological foundations of associations, which represent the interconnection of facts, events, systems that are formed in a personal consciousness through reminiscence and fixed in his consciousness. Associations are defined as a continuous sensation leading to certain imagery that is caused by random incidents. A random event may or may not happen, so the basis of associations is uncertainty, expressing subject-object relations. Uncertainty is a fundamental property of existence and is characterized by variability, instability, u

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21

Brooks, Michael. "Is scientific knowledge special?" New Scientist 234, no. 3119 (2017): 34. http://dx.doi.org/10.1016/s0262-4079(17)30630-9.

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22

Baber, Zaheer. "Sociology of scientific knowledge." Theory and Society 21, no. 1 (1992): 105–19. http://dx.doi.org/10.1007/bf00993464.

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23

Patkul, Andrei B. "Phenomenology and Scientific Knowledge." Russian Studies in Philosophy 54, no. 1 (2016): 76–92. http://dx.doi.org/10.1080/10611967.2016.1169103.

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24

Kaunov, E. N., and E. D. Makeeva. "Valorisation of scientific knowledge." Bulletin of the State University of Education. Series: Economics, no. 1 (March 10, 2025): 6–18. https://doi.org/10.18384/2949-5024-2025-1-6-18.

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Aim. Actualization of the problems of increasing the value of scientific knowledge.Methodology. The analysis of academic sources and government policy documents of the Kingdom of the Netherlands is carried out, information on mechanisms, models and results of valorization of scientific knowledge as an element of scientific and technical policy is systematized and summarized.Results. The study reveals the genesis of the concept of “valorization”, mechanisms for increasing the value of scientific knowledge in the field of social sciences and humanities, summarizes approaches to understanding the

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25

Blackman, Deborah, and Angela M. Benson. "Overcoming knowledge stickiness in scientific knowledge transfer." Public Understanding of Science 21, no. 5 (2010): 573–89. http://dx.doi.org/10.1177/0963662510379463.

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26

Stehr, Nico. "Social Scientific Knowledge about Knowledge and Information." Epistemology & Philosophy of Science 60, no. 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 observat

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27

Lyu, Meilin, Ioannis Batas, Dafni Faka, and Dimitris Galanis. "Externalities in Education, Scientific Knowledge and Scientific Research." International Journal on Integrating Technology in Education 12, no. 1 (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 r

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28

AIRCC. "Externalities in Education, Scientific Knowledge and Scientific Research." International Journal on Integrating Technology in Education (IJITE) 12, no. 1 (2023): 11–23. https://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 knowledgeand research, and technology are interdependent with both positive and negative externalities of societyand market structure. It discusses specifically the significance of education, the information wealth of aglobal knowledge society and the dilemma of the economics of knowledge, which, at the same time haveimportant 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 a

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29

Nguyen, Anh Quoc, and Ngoc Linh Lam. "The Scientific Essence." International Journal of Social Science And Human Research 05, no. 10 (2022): 4711–17. https://doi.org/10.5281/zenodo.7257182.

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Anything, phenomenon, or person that exists has a balance in internal and external exchange. The exchange of humans is a natural, social exchange. Natural, social on the outside becomes knowledge within man. The exchange of knowledge is the exchange within and outside of humans, the exchange of life. Human life manifests itself in functions and tasks in work, occupation, and scientific knowledge. Scientific knowledge is human life, but science becomes a profession that makes science strange, that is science outside of humans. Science beyond humans is science fiction. Imagination in science tak

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30

Kochkorova, Dinara Ashyrbaebna, and Aliman Myrzakarimovna Ahmedjanova. "SOCIO-CULTURAL INDIVIDUAL SCIENTIFIC KNOWLEDGE AND TRADITIONAL KNOWLEDGE." Bulletin of Osh State University 1, no. 3 (2021): 228–34. http://dx.doi.org/10.52754/16947452_2021_1_3_228.

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31

Cheon, Hyundeuk. "In What Sense Is Scientific Knowledge Collective Knowledge?" Philosophy of the Social Sciences 44, no. 4 (2013): 407–23. http://dx.doi.org/10.1177/0048393113486523.

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32

Bazhanov, Valentin. "Abstractions and scientific knowledge representation." EPISTEMOLOGIA, no. 1 (July 2013): 74–80. http://dx.doi.org/10.3280/epis2013-001005.

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33

Carus, A. W. "The Pragmatics of Scientific Knowledge." Monist 93, no. 4 (2010): 618–39. http://dx.doi.org/10.5840/monist201093435.

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34

Durán-Sánchez, Amador, María de la Cruz del Río-Rama, José Álvarez-García, and Mª Teresa Cabezas-Hernández. "Water Markets: Mapping Scientific Knowledge." Water 14, no. 12 (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 su

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35

Lima, Celia A. "The democratization of scientific knowledge." Journal of Oral Research 6, no. 12 (2017): 312–13. http://dx.doi.org/10.17126/joralres.2017.095.

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36

Sulyok, Katalin. "Scientific Knowledge and the ICJ." Hungarian Yearbook of International Law and European Law 10, no. 1 (2022): 116–28. http://dx.doi.org/10.5553/hyiel/266627012022010001007.

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37

YİĞİT, TALİP, and MURAT DİNÇER. "Transforming Power of Scientific Knowledge." International Journal for Innovation Education and Research 9, no. 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 clea

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38

McGill, Gael G. "Knowledge synthesis through scientific visualization." Nature Microbiology 7, no. 2 (2022): 185. http://dx.doi.org/10.1038/s41564-021-01048-x.

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39

Gasper, Phillip. "Marx’s Theory of Scientific Knowledge." Radical Philosophy Review of Books 2, no. 2 (1990): 5–8. http://dx.doi.org/10.5840/radphilrevbooks1990220.

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40

Zhuravlev, Victor F. "Organiization of substantive scientific knowledge." KNOWLEDGE ORGANIZATION 20, no. 4 (1993): 195–96. http://dx.doi.org/10.5771/0943-7444-1993-4-195.

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41

Volovik, Vitaly. "Scientific Knowledge-seeking Activityandits Peculiarities." CulturologicalBulletin: ScienceandTheoreticalYearbookofNyzhniaNaddniprianshchyna (the Lower Dnieper Ukraine) 1, no. 37 (2017): 49–56. http://dx.doi.org/10.26661/2413-2284-2017-1-37-06.

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42

Lebedev, Sergey A. "THE METATHEORETICAL SCIENTIFIC KNOWLEDGE TRUTH." Bulletin of the Moscow State Regional University (Philosophy), no. 3 (2020): 98–103. http://dx.doi.org/10.18384/2310-7227-2020-3-98-103.

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43

Huff, Toby E. "Can scientific knowledge be Islamized?" Social Epistemology 10, no. 3-4 (1996): 305–16. http://dx.doi.org/10.1080/02691729608578821.

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44

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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45

FOX, MARY FRANK. "Gender, Knowledge, and Scientific Styles." Annals of the New York Academy of Sciences 869, no. 1 WOMEN IN SCIE (1999): 89–93. http://dx.doi.org/10.1111/j.1749-6632.1999.tb08359.x.

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46

Terrell, John Edward. "Anthropological Knowledge and Scientific Fact." American Anthropologist 102, no. 4 (2000): 808–17. http://dx.doi.org/10.1525/aa.2000.102.4.808.

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47

Arunachalam, Subbiah. "Open Access to Scientific Knowledge." DESIDOC Journal of Library & Information Technology 28, no. 1 (2008): 7–14. http://dx.doi.org/10.14429/djlit.28.1.147.

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48

Mistry, J., and A. Berardi. "Bridging indigenous and scientific knowledge." Science 352, no. 6291 (2016): 1274–75. http://dx.doi.org/10.1126/science.aaf1160.

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49

Tilly, Charles. "Unequal Access to Scientific Knowledge." Journal of Human Development 8, no. 2 (2007): 245–58. http://dx.doi.org/10.1080/14649880701371133.

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50

Kuhn, Deanna. "SCIENTIFIC THINKING AND KNOWLEDGE ACQUISITION." Monographs of the Society for Research in Child Development 60, no. 4 (1995): 152–57. http://dx.doi.org/10.1111/j.1540-5834.1995.tb00234.x.

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