PhilArchive
Not a member yet
119355 research outputs found
Sort by
Beyond reliability: towards a broader epistemic evaluation of citizen science
No full textCitizen science has been one of the main forms of public participation in scientific research. The inclusion of non-professional scientists in this context has, however, generated concerns about the reliability of its results, and a great part of the literature has been investigating it. In this paper, we aim to provide a more comprehensive epistemic evaluation of citizen science by discussing standards other than reliability. To do this, we refer to Alvin Goldman’s social veristic epistemology and its fivestandards for epistemically evaluating social practices or institutions: reliability (the ratio of results to total number of results and errors fostered by a practice), power (the practice’s ability to help cognizers find results that answer the questions that interest them), fecundity (the practice’s ability to lead to large numbers of results for many practitioners), speed (how quickly a practice leads to results), and efficiency (how well a practice limits the cost of getting results). By applying it to the citizen science literature and by relying upon its contributions, this framework enables the integration of various theoretical reflections on citizen science, encompassing trade-offs among these standards and addressing ethical concerns. Furthermore, it also allows one to respond to common criticism about citizen science and to draw some important implications. In particular, we show how citizen science's fecundity is crucial for mitigating the challenges associated with unseen science, i.e., research whose results are never shared outside an institution boundary, thus highlighting its significance in the growing landscape of public participation in scientific research
An Instructional Innovation for History Learning: Implementing an Active Learning Approach to Enhance Critical Thinking in Primary Education
No full textIn an era defined by rapid information exchange and complex global challenges, the role of education in cultivating critical thinking among young learners has never been more vital. Within this context, history education traditionally reliant on memorization of facts, dates, and figures must evolve to meet the needs of 21st-century learners. This study aims to explore and propose an instructional innovation for history learning that leverages active learning approaches to enhance critical thinking among primary school students. Using the documentary research method, this paper synthesizes a wide range of scholarly sources, policy documents, and pedagogical models to construct a conceptual framework for innovative and student-centered history instruction.
The research is grounded in the theoretical underpinnings of constructivism and social constructivism, which advocate for learning as an active, contextualized process of knowledge construction. These frameworks support pedagogical strategies that prioritize inquiry, collaboration, and reflection—elements central to both active learning and critical thinking. By analyzing historical thinking models, inquiry-based learning theories, and international curricular standards, the study identifies key features of effective history instruction, including the use of primary sources, debate and discussion formats, and project-based assessments.
The findings indicate that active learning in history is not only possible but highly effective in developing critical thinking skills such as source evaluation, contextual analysis, and reasoned argumentation. Empirical evidence from global contexts must including educational systems in the UK, Australia, and the United States demonstrates that when students are engaged in historical inquiry, they develop deeper conceptual understandings and are better able to analyze complex social and historical phenomena. Furthermore, national education policies, including Thailand’s Basic Education Core Curriculum (2008), emphasize analytical and evaluative learning outcomes, providing institutional support for such innovations.
Key instructional models emerging from the documentary analysis include the Historical Inquiry Model, which fosters independent investigation; Project-Based Learning, which promotes long-term engagement with historical questions; and dialogic teaching strategies, which cultivate reasoning and empathy through classroom discussion. Each model places the learner at the center of the educational experience, empowering them to question, interpret, and connect historical content to their own lives and societies. These approaches contrast sharply with traditional lecture-based methods, which often fail to develop higher-order thinking skills.
The paper concludes by offering a set of practical recommendations for integrating active learning into primary-level history instruction. These include professional development for teachers in active learning methodologies, the development of contextualized instructional materials such as historical case studies and source packs, and the alignment of assessment practices with critical thinking objectives. The study also highlights the importance of teacher roles as facilitators and co-learners in the classroom, requiring shifts in both mindset and instructional practice.
By documenting, analyzing, and synthesizing key sources in the field, this paper provides a foundational resource for educators, curriculum developers, and policymakers seeking to innovate history education in ways that are pedagogically sound, contextually appropriate, and oriented toward the development of essential 21st-century competencies. The proposed instructional innovation aligns with global educational priorities and offers a roadmap for transformative teaching practices that empower students to think historically and critically from a young age
Endosimbiosis versus selección natural: un falso dilema en la educación
No full textSeleccionar los modelos científicos a enseñar es una tarea difícil. En el caso de la Biología Evolutiva existe un complicado panorama debido a los numerosos modelos desarrollados con posterioridad a la teoría sintética de la evolución. En este contexto, es habitual que desde la divulgación se presente la endosimbiosis como una modificación revolucionaria contraria al darwinismo. Desde este punto de vista, el darwinismo supondría una visión de la naturaleza centrada principalmente en la competencia. La endosimbiosis mostraría, en contraposición, la importancia de la cooperación. En este trabajo cuestionaremos esta imagen, frecuente entre el profesorado, y mostraremos cómo, de hecho, la correcta caracterización de la endosimbiosis presupone la visión darwiniana de la naturaleza, siendo ambas teorías complementarias. Finalmente, extraeremos las consecuencias didácticas de nuestro enfoque
Predicting of Academic Achievement of Student Using Machine Learning Model
No full textPredicting university student graduation is a beneficial tool for both students and institutions. With the
help of this predictive capacity, students may make well-informed decisions about their academic and career paths, and
institutions can proactively identify students who may not graduate and offer tailored support to ensure their success.
The use of machine learning for predicting university student graduation has drawn more attention in recent years.
Large datasets of student academic performance data can be used to train machine learning algorithms to identify
patterns that are applicable in predicting future outcomes. In accordance with some studies, this approach predicts
student graduation with an accuracy rate as high as 90%. Many systematic literature reviews (SLRs) have been
conducted in this field, but there are still limitations, including not discussing the predictive models and algorithms
used, a lack of coverage of the machine learning algorithms applied, small database coverage, keyword selection that
does not cover all synonyms relevant to the investigation, and less specific data collection transparency
Margaret Cavendish on Dreaming
No full textMargaret Cavendish’s (1623–1673) philosophy has been gaining increasing interest in recent years. Untypically to her time, she was a materialist, who denied the existence of immaterial substance. Deviating from other materialists of the period, like Thomas Hobbes (1588–1679), she likewise considered that matter was not in fact a ‘dead’ thing moved by external motion, but living, sensing, and thinking. Such curious commitments obviously raise questions about her views on human experience like perception, thinking, imagining, and dreaming. Of these, most commentary interest has focused on perception and thinking in Cavendish (e.g. Michaelian 2009; Boyle 2015; Adams 2016; Cunning 2016; 2023; Georgescu 2020; Lascano 2023; Peterman 2025) and Cavendish’s views on fancy and imagination have likewise seen large discussion in recent years (e.g., Hock 2018; Gilman Sherman 2021). However, Cavendish account of dreaming is noticeably less discussed (with Cunning 2016; Lascano 2023; and Manzo 2023 as exceptions). In this paper, I focus on Cavendish’s views on dreaming, arguing that her approach to dreaming evolved between her early works and her later ones. While in the World’s Olio (WO; 1655) and Philosophical and Physical Opinions (PPO; 1655), Cavendish connects dreaming more strongly with memory, by her more systematic natural philosophical works, such as Philosophical Letters (PL; 1664) and Observations Upon Experimental Philosophy (OEP; 1666), her account has changed to comparing dreaming more with imagination than with remembering. This change seems to coincide with a larger systematization of her philosophical thinking and genuine interest in skeptical themes in philosophy. Thus, at the end of the paper, I discuss whether her account of dreaming allows for material for a response to a dreaming based skeptical scenarios
Cloud based Attendance System
No full textAn attendance system allows to add the attendance of the employee/student who is present on that day.
This attendance system helps in maintaining the attendance details of every student efficiently. The attendance is
generated if the student is present in that particular lecture. While the attendance is maintained on daily basis, the staffs
have unique usernames and passwords to mark students if the student is present or absent. Subjects are handled by
respective faculty to mark the attendance of all students. Total attendance is generated by calculating the total number
of days present divided by the total number of lectures. The reports generated are based on semester and are
consolidated regularly. This system can add faculty, student, and their subjects respectively, also the system can put an
attendance structure for a particular subject
o monstrolinguismo da boca
No full text“Alguém já disse que casamento é uma vidraça pedindo tijolo”, declara Julia Serrano, personagem do romance Como Esquecer – anotações quase inglesas, da escritora brasileira Myriam Campello. Em meio ao luto que sucede sua separação, Julia se defronta com os anos de matrimônio, a relação conjugal, os contratos de aluguel e as contas pagas – o retrato de um passado que persiste como um espectro. Nada disso foi suficiente para comportar a materialidade do outro, sua organicidade – vivemos sempre à mercê de uma imagem que criamos do outro. O casamento nasce falido. Sua falência decorre de que as línguas precisam umas das outras, e em demasia. A univocidade que pivota o casamento nos induz à ilusão da permanência, da fixidez, e da rigidez – ou, como em breve escrevemos, da secura – de determinado conjunto de certezas: o ‘para sempre’ proferido por vezes com hesitação, por vezes com excitação, não passa de uma crença, de uma promessa do Um. O casamento nos parece tão ficcional quanto o Sujeito e, portanto, quanto os monstros que o acompanham por contraste. Essa instituição humana, tal como todas as que partem do pressuposto da perfectibilidade, demanda nossa crença. Precisamos crer no casamento para integrá-lo às nossas vidas, para que seja palpável, real; precisamos crer no Sujeito para nele nos espelharmos
Being Seen and Being with Others
No full textI seek to vindicate heteronomous shame: shame that one experiences in response to a judgment from another that one does not accept. I suggest that such experiences are instances of interpersonal shame. This is shame that involves a sensitivity to interpersonal ideals, whose instantiation depends partly on the attitudes of others. I defend the importance of such shame by showing how vulnerability to others is a constitutive part of rich interpersonal relationships. The account both casts light on and vindicates the heteronomous shame that is pervasive among marginalized and oppressed groups. Such shame is not irrational but often involves an accurate apprehension that misrecognition on the part of others has paralyzed their ability to act and degraded an important part of their identity