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Copyright of Eutopía: Revista de Desarrollo Económico Territorial is the property of Eutopia: Revista de Desarrollo Economico Territorial 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.)

2022 marks the fiftieth anniversary of the approval of the UNESCO World Heritage Convention, an event that marked the beginning of recent consideration of cultural heritage. During this period, industrial heritage has become a relevant issue in Spanish scientific studies, but conditioned by its diffuse conceptualization, within the framework of a controversial discipline -Industrial Archeology- and with a study object of complex methodological delimitation, chronological and thematic. In this context, scientific research on the legacy of contemporary industrialization in Spain has grown exponentially in recent decades and yields interesting conclusions about the nature of the different studies, their territorial and thematic distribution or the various branches of knowledge that have participated in them. This process. This work carries out a bibliometric study on the more than 1,600 works published on this issue in these fifty years and allows obtaining results about how, when and from what perspectives the study of Spanish industrial heritage has been approached. [ABSTRACT FROM AUTHOR]

Preparing future teachers to contribute to the scientific literacy of society requires working their capacities to teach the nature of science (NOS) and critical thinking (CT) from the earliest stages of training. is work presents the pedagogical content knowledge (PCK) for the teaching of these elements developed in a sample of pre-service primary teachers, aer participating in an intervention. Data were collected through the Content Representation, and a rubric was designed to characterise some aspects of the PCK. Results show that the intervention contributed to acquire the knowledge required for integrating NOS and CT in the classroom, especially for the latter one, recognise the importance to plan the NOS and CT in science and feel confident when planning teaching in this respect. e key results are discussed identifying challenges and drawing some recommendations for teacher professional development. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Filosofía UIS is the property of Universidad Industrial de Santander 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 Ámbitos: Revista de Estudios de Ciencias Sociales y Humanidades is the property of Asociacion de Estudios de Ciencias Sociales y Humanidades 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 Argumenta Philosophica is the property of Herder Editorial S.L. 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 Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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.)

This article analyzes the realist and naturalist epistemology of John Dewey, discussing his contribution to epistemology today. The focus of this research is to articulate the concepts, experience and nature of John Dewey's epistemology to the contributions of contemporary authors. In the end, it aims to demonstrate that Dewey's realism, characterized as naturalist, offers important contributions to the current epistemology when placed in a viewpoint contrary to objectivism, but without ignoring science. When opposing classical epistemology, Dewey does not intend to stray entirely from this area of philosophy, but to postulate a new theoretical model in which knowledge can be understood as mediated by natural, causal, cognitive, and cultural relations. It will be revealed that this perspective anticipates the current viewpoints of knowledge whose explanation passes through the notion of complexity and holism. [ABSTRACT FROM AUTHOR]

Copyright of Revista de la Universidad del Valle de Guatemala is the property of Universidad del Valle de Guatemala 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.)

There are two phrases that I would like to comment: "There is no nature", from Jean-Luc Nancy, and "the being is the Capital", from Frédéric Neyrat. The intersection between both of these concepts passes through Heidegger and his idea of Gestell. It is not an objective of this text to talk "about nature", as the first Greeks did, neither to carry out a history of the concept; rather, what we will try to do is to draw a line between nature and technique using the concepts of Gestell, Ecotecnia and consummation, from Heidegger, Nancy and Neyrat, respectively. This "between" (in Heideggerian style) will indicate an epochal figure: one of the lines of our globalized world marks this fusion of nature and artifice. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the main approaches used in science education for nature of science teaching. Two general approaches could be considered: implicit and explicit-reflexive. We value the relative effectiveness of both approaches through the results of the implementation in science teaching, and we pay attention to underlying inherent assumptions. Up to now, explicit-reflexive approach has been shown more effective that implicit approach. However, more knowledge about the effectiveness of both approaches in different contexts is required. Consequently, is still necessary more systematic research on this question. [ABSTRACT FROM AUTHOR]

This paper aims to identify the conceptions of nature existing in Brazilian educational ideas in the 1920s and 1930s. As part of this documentary study, diverse sources in the educational area were analyzed, such as: periodicals, textbooks on reading, geography, physics and natural sciences, published and used in our schools during those decades. Based on the readings and data analysis, the following concepts about nature were identified: anthropocentric, utilitarian, anthropomorphic, such as "common mother and/or all that was not made by man," or "all that exists, all that God created," or "book" and finally, the aesthetic or romantic conception. These conceptions appear explicitly in the textbooks, although they are also present in the other documents analyzed. [ABSTRACT FROM AUTHOR]

The article presents a historical pursuit of how environmental education has suffered and of how this has moved from the 1980s to the 20th century including tendencies related to sustainable development. The transformation is analyzed focusing on the suffering of nature and the notion of "object," modeled from the XVIII century Emilio of Rousseau, and how it ends up becoming the modern conception of ecosystems. [ABSTRACT FROM AUTHOR]

El artículo enfoca en las excursiones escolares durante los años que gobernó México el general Porfirio Díaz, o el periodo llamado "el porfiriato". El objetivo del artículo es conocer el aprendizaje de los escolares mexicanos fuera de la escuela y de las limitaciones del salón de clases. Este aprendizaje fuera del aula tuvo lugar a través de la realización de excursiones y viajes escolares. Estas excursiones permitieron a los estudiantes conocer diferentes aspectos del país, entre ellos, el progreso de la época, con la visita a las industrias, las haciendas, los talleres y el campo.

A new distribution locality is given for Gillaspytes janzeni Howden, 1980, in Tamaulipas, Mexico. [ABSTRACT FROM AUTHOR]