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The term "science fiction" has in itself a contradiction: if science is truth, and fiction is make-believe, how can the two come together? The authors, readers, and fans of science fiction have come together to create a set of informal rules for how to deal with this contradiction, allowing fictional science when it is realistic, rigorous, backed up by evidence (which I call empiricism), and free of any obvious bias (which I call objectivity). There are areas, though, where these rules break down. Some of these areas are tied to genre, centered on works that may or may not be science fiction or the larger umbrella genre of speculative fiction, including fantasy. But some of these areas seem not to have a clear cause, causing friction within the larger speculative fiction community. Studies of science and engineering, I argue, offer an explanation: realism, rigor, empiricism, and objectivity are frequently used to hold women and people of color to higher standards than other community members and epistemologically privilege white and male experiences. Women and people of color in science and engineering are told that their work is incorrect or unrealistic without basis; they are told that their work is insufficiently rigorous; they are told that their evidence is not as good as it is, or their work is attributed to someone else entirely; and they are told that they are not capable of being unbiased and producing unbiased work. I argue that these expectations have been translated into science fiction, potentially contributing to arguments and disputes that have caused significant conflict in the community. I look at novels that were nominated for a major speculative fiction award, the Hugo Award, between 2008 and 2012 to see how authors establish made-up facts in their texts. I then analyze online book reviews of those same texts to see if there are patterns in how readers respond to these speculations. Lastly, I look at statements by the authors themselves to documen

There is a growing concern with the structuring of teaching materials, since they are important curricular materials. Research in the field of teaching, points to the importance of insertion and research about scientific controversies. However, there are few studies analyzing the insertion of scientific controversies in textbooks. For a long time, industrial melanism was discussed by the scientific community, becoming a scientific controversy. The investigation of this work consists of analyzing how the scientific controversy regarding industrial melanism is addressed in Brazilian textbooks of the third year of high school. Therefore, we selected the textbooks approved by PNLD 2018. The research followed a qualitative approach, of bibliographic nature and we used the technique of Content Analysis. In the pre-analysis we identified that only six books addressed the theme of industrial melanism, and only three discussed it as a scientific controversy. In view of our results, it can be indicated that although some authors of the textbooks presented the controversial themes, this presentation so far exposes problems and mistakes., Existe una creciente preocupación por la estructuración de los materiales didácticos, ya que son materiales curriculares importantes. La investigación en el campo de la docencia apunta a la importancia de la inserción e investigación sobre controversias científicas. Sin embargo, existen pocos estudios que analicen la inserción de controversias científicas en los libros de texto. Durante mucho tiempo, el melanismo industrial fue discutido por la comunidad científica, convirtiéndose en una controversia científica. La investigación de este trabajo consiste en analizar cómo se aborda la controversia científica sobre el melanismo industrial en los libros de texto brasileños de tercer año de secundaria. Por ello, seleccionamos los libros de texto aprobados por el PNLD 2018. La investigación siguió un enfoque cualitativo, de carácter bibliográfico y utilizamos la técnica de Análisis de Contenido. En el pre-análisis identificamos que solo seis libros abordaron el tema del melanismo industrial, y solo tres lo discutieron como una controversia científica. A la vista de nuestros resultados, se puede indicar que, aunque algunos autores de los libros de texto presentaron los temas controvertidos, esta presentación hasta el momento expone problemas y errores.

In this work, the quark was placed as a central object of an historical and epistemological investigation based on the foundations of Gaston Bachelard's epistemology on the construction of knowledge of Physics in the 20th century. The work of the french philosopher was used to reflect on the historical construction of this object of study that has been widely discussed in the particle physics teaching. The results of the historical study were presented through a historical-epistemological interaction diagram, constructed in analogy to the famous Feynman diagrams. The aim was to show the interaction of historical events, mediated by epistemological movements, elucidating how the ruptures and the modes of theoretical and experimental thinking materializes in the evolution and development of Particle Physics. With this work, we intend to collaborate for the recent discussions about the role played by historical and epistemological debates in the Modern and Contemporary Physics teaching, especially for the Particle Physics teaching., Neste artigo o quark foi colocado como objeto central de uma investigação histórica e epistemológica embasada nos fundamentos da epistemologia de Gaston Bachelard sobre a construção do conhecimento da Física no século XX. O trabalho do filósofo francês foi utilizado para refletir sobre a construção deste objeto de estudo que vem sendo amplamente discutido no ensino da Física de Partículas. Os resultados da investigação histórica sobre sua formulação foram organizados em um diagrama de interação histórico-epistemológico, construído em analogia aos diagramas de Feynman. O intuito foi evidenciar a interação de eventos históricos, mediados por movimentos epistemológicos, elucidando como as rupturas e os modos de pensamento teórico e experimental se materializam na evolução e desenvolvimento da Física de Partículas. Com este trabalho, buscou-se colaborar para as recentes discussões sobre o papel desempenhado por debates históricos e epistemológicos no ensino da Física Moderna e Contemporânea, em especial no ensino da Física de Partículas.

This work deals with the views about the nature of science, issued by Biological Sciences students who participate on the Program of Initiation to Teaching (Pibid); subproject Biology, from a university in the Northwest region of the State of Paraná. The data were constituted through a questionnaire, in which answers should be justified. The analysis followed the methodological assumptions of content analysis, desc ribed by Minayo (2003). Units of meanings based on the theoretical framework of Rivero and Wamba (2011) were constructed. The arguments have shown a diversity of conceptions, with the predominance of the empirical-inductive and neutral view. It is notewort hy that among the subjects there was a greater re-signification about the nature of science by those who have been participating in the program for a longer time., Este trabalho aborda as concepções acerca da natureza da ciência, emitidas por estudantes de um curso de Ciências Biológicas, participantes do Programa de Iniciação à Docência (Pibid), subprojeto Biologia, de uma universidade da região Noroeste do Estado do Paraná. Os dados foram constituídos a partir de um questionário, cujas respostas deveriam ser justificadas. A análise foi feita seguindo os pressupostos metodológicos da análise de conteúdo, descritos por Minayo (2003). Foram construídas unidades de significados fundamentadas no referencial teórico de Rivero e Wamba (2011). As argumentações mostraram uma diversidade de concepções, com o predomínio da visão empírico-indutivista e neutra. Vale ressaltar que, dentre os sujeitos, houve uma maior ressignificação acerca da natureza da ciência por aqueles que estavam participando do programa há mais tempo., Este trabajo aborda las concepciones acerca de la naturaleza de la ciencia, emitidas por estudiantes de una carrera de Ciencias Biológicas, participantes del Programa de Iniciación a la Docencia (Pibid), sub proyecto Biología, de una universidad de la región Noroeste del Estado de Paraná. Los datos fueron constituidos a partir de un cuestionario, cuyas respuestas deberían ser justificadas. El análisis sigui ó los presupuestos metodológicos del análisis de contenido, descritos por Minayo (2003). Fueron construidas unidades de significados fundamentadas en el referencial teórico de Rivero y Wamba (2011). Las argumentaciones mostraron una diversidad de concepciones, con el predominio de la visión empírico-inductivista y neutra. Vale resaltar que entre los sujetos hubo una mayor re significación acerca de la naturaleza de la ciencia por aquellos que estaban participando del programa hace más tiempo.

This study makes a unique contribution to the field of science education. Few studies have investigated the prior knowledge of the nature of science that Australian Preparatory students bring to their learning and how they represent that knowledge. Understanding students' prior knowledge enables teachers to build on it to develop engaging and relevant science lessons for young learners. Affording students the opportunity to develop an understanding of the nature of science is important for future citizens to contribute responsibly to contemporary socioscientific issues and the unexpected consequences that accompany them.

This study applies a new quantitative methodological approach to diagnose epistemology conceptions in a large sample. The analyses use seven multiple-rating items on the epistemology of science drawn from the item pool Views on Science-Technology-Society (VOSTS). The bases of the new methodological diagnostic approach are the empirical psychometric scaling of the item sentences in accordance with experts’ criteria, the implementation of a multiple-rating model of answering (the respondent appraises each item sentence), and a scoring procedure that computes standardized indices from the multiple-rating responses and the sentence’s scaling. These standardized indices represent the extent to which the respondent's conceptions about the epistemology of science are informed (the higher the index, the more informed the conception). The approach is applied to evaluate the conceptions of a large and diverse national sample through its standardized indices, which provide statistical hypothesis-testing across individual sentences, items, groups, or studies, computation of reliability indices, the correlations between items, and an exploratory factor analysis that may complement qualitative analysis. Finally, the most relevant features of the new approach, its potential for applications to teacher training and curricular development in the science classroom and the method's power to make easy, quick, and economic evaluations of conceptions about the nature of science, are discussed.

Descartes outlined human intelligence as a divine gift, albeit in a system governed by universal laws of physics and mathematics. In the eighteenth century the camaldolite Guido Grandi and Tommaso Ceva, both mathematicians, had a dispute about the interpretation of the Cartesian model of human intelligence. This case provides an opportunity to retrace the path of a speculative techno-philosophical question concerning the human possibility to equipping robots with the ability to experience a self-consciousness.

An analysis of the current state of the visibility of scientific production related to Education in Cuba, based on consideration of bibliometric indicators and the remarkable potential of information technology and communications. The study identified a group of developing thematic lines, representing contemporary Cuban scientific activity and to assess the strengths and weaknesses of the findings obtained from the consideration of the visibility of the results as an attribute closely related to key aspects scientific activity, including epistemology and sociology of science and its social impact., Se realiza un análisis del estado actual de la visibilidad de la producción científica relacionada con la Educación en Cuba, sobre la base de la consideración de indicadores bibliométricos y de las notables potencialidades de las tecnologías de la información y las comunicaciones. El estudio permitió identificar un grupo de líneas temáticas en desarrollo, representativas del quehacer científico cubano contemporáneo, así como valorar las fortalezas y debilidades de los hallazgos obtenidos, a partir de la consideración de la visibilidad de los resultados como un atributo íntimamente relacionado con aspectos claves de la actividad científica, como la epistemología y la sociología de las ciencias y su impacto social.

En los últimos años se ha llegado entre los expertos de Didáctica de las Ciencias a notables consensos en epistemología de la ciencia, que con el paso del tiempo ha derivado, en primer lugar, en la formulación de algunas debilidades de la epistemología tradicional y, en segundo lugar, en una importante lista de consensos. El trabajo propone un marco epistemológico formulado desde un entramado conceptual novedoso tal que, recogiendo la diversidad de aportaciones actuales, se ensamblen en un todo ordenado y coherente, lo cual conllevaría también a una redescripción epistemológica del conocimiento de ciencia. Se finaliza reflexionando sobre los valores añadidos que aporta la nueva redescripción epistemológica en relación a los tradicionales y a la lista de consensos actuales.

This article offers an approach to the general structure of the debates in economy. In our case we adopted a perspective to study a particular aspect of the rhetoric that comes from the context of a particular debate: the debate on the advantages of the free commerce between Daly and Bhagwati. It is sustained that the positions in economy present with relative frequency interest conflicts that are revealed in the dialectic one of the arguments. A position in open defense of the free commerce is not released of slants and presumptions reflected in the field of the rhetoric. Of similar way for opposite positions. Reason why to include the rhetorical dimensions of the argumentation in economy has advantages for the field of the explanation and the epistemology., El presente artículo tiene como objetivo proponer un análisis sobre los esquemas de argumentación en economía1. Desde los trabajos de MacCloskey, Hirschmann, Ovejero, Kotonzian, la epistemología de la ciencia económica ha encontrado necesario plantear los temas derivados del lenguaje. En particular, contemplar la historia de los conceptos como parte de una extensa y compleja dialéctica y evolución de los términos. Los esquemas de argumentación se comprenden como estructuras que permiten identificar técnicas retóricas mediante las cuales una teoría o un pensamiento económico están estructurados.

This paper presents the main features respect the : *explicitation de theoretical frameworks *selection and organization of scientific contents *integration of cognitive,methodological and affective components of contents The importancie of these processes in science teachers education is detache, Se plantea la importancia del aporte de la epistemología de la ciencia a la enseñanza de la misma en las siguientes problemáticas: • la explicitación del marco teórico de referencia. •la selección y organización de contenidos. •la integración de las componentes cognoscitivas, metodológicas y afectivas de cada contenido. Se destaca la importancia de incorporar estas cuestiones a la formación de profesores.