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STEAM: Metodologia Disruptiva Vista Sob a Óptica da Complexidade
Get PDFEste artículo sintetiza un proyecto de graduación doctoral realizado en la Universidad de La Salle, San José, Costa Rica. Su objetivo es analizar las principales dimensiones del paradigma emergente en educación y su relación con la metodología STEAM, un enfoque novedoso para la enseñanza y el aprendizaje en el aula. Se examinaron áreas clave integrales a la metodología STEAM, incluyendo a los educadores como mediadores, la metacognición, la tecnología, el pensamiento crítico, la autoorganización, el trabajo colaborativo y el aprendizaje significativo, entre otros. Este análisis busca evaluar la metodología STEAM como un pilar del paradigma educativo emergente. El artículo emplea una metodología cualitativa, centrándose en la interpretación y comprensión de los hallazgos relacionados con la complejidad y la metodología STEAM. Una limitación importante de esta investigación radica en su perspectiva sobre la relación entre STEAM y la inmensa complejidad que implica. Entre las conclusiones más destacadas se encuentra que la metodología STEAM se alinea con los principios de la Economía 4.0, ya que fomenta una educación más inclusiva y globalizada. En consecuencia, desde la perspectiva de la teoría de la complejidad, puede complementar la metodología STEAM, convirtiéndose en una parte fundamental de la nueva visión educativa para la vida.This article synthesizes a doctoral graduation project completed at the University of La Salle, San José, Costa Rica. Its objective is to analyze the main dimensions of the emerging paradigm in education and its relationship with the STEAM methodology—a novel approach to teaching and learning in the classroom. Key areas integral to the STEAM methodology were examined, including educators as mediators, metacognition, technology, critical thinking, self-organization, collaborative work, and meaningful learning, among others. This analysis aims to assess the STEAM methodology as a cornerstone of the emerging educational paradigm. The article employs a qualitative methodology, focusing on interpreting and understanding findings related to complexity and the STEAM methodology. A significant limitation of this research lies in its perspective on the relationship between STEAM and the vast complexity it entails. Among the most noteworthy conclusions is that the STEAM methodology aligns with the principles of Economy 4.0, as it fosters a more inclusive and globalized education. Consequently, from the perspective of complexity theory, it can complement the STEAM methodology, forming a vital part of the new educational vision for life.Este artigo sintetiza um projeto de graduação doutoral realizado na Universidade de La Salle, San José, Costa Rica. O objetivo é analisar as principais dimensões do paradigma emergente na educação e sua relação com a metodologia STEAM, uma abordagem inovadora para o ensino e a aprendizagem na sala de aula. Foram examinadas áreas-chave integrais à metodologia STEAM, incluindo os educadores como mediadores, a metacognição, a tecnologia, o pensamento crítico, a autoorganização, o trabalho colaborativo e a aprendizagem significativa, entre outros. Esta análise visa avaliar a metodologia STEAM como um pilar do paradigma educacional emergente. O artigo emprega uma metodologia qualitativa, focando na interpretação e compreensão dos achados relacionados à complexidade e à metodologia STEAM. Uma limitação importante desta pesquisa reside em sua perspectiva sobre a relação entre STEAM e a imensa complexidade que ela implica. Entre as conclusões mais destacadas, está o fato de que a metodologia STEAM se alinha com os princípios da Economia 4.0, pois promove uma educação mais inclusiva e globalizada. Consequentemente, sob a perspectiva da teoria da complexidade, ela pode complementar a metodologia STEAM, tornando-se uma parte fundamental da nova visão educacional para a vida
STEAM: Metodologia Disruptiva Vista Sob a Óptica da Complexidade
No full textEste artículo sintetiza un proyecto de graduación doctoral realizado en la Universidad de La Salle, San José, Costa Rica. Su objetivo es analizar las principales dimensiones del paradigma emergente en educación y su relación con la metodología STEAM, un enfoque novedoso para la enseñanza y el aprendizaje en el aula. Se examinaron áreas clave integrales a la metodología STEAM, incluyendo a los educadores como mediadores, la metacognición, la tecnología, el pensamiento crítico, la autoorganización, el trabajo colaborativo y el aprendizaje significativo, entre otros. Este análisis busca evaluar la metodología STEAM como un pilar del paradigma educativo emergente. El artículo emplea una metodología cualitativa, centrándose en la interpretación y comprensión de los hallazgos relacionados con la complejidad y la metodología STEAM. Una limitación importante de esta investigación radica en su perspectiva sobre la relación entre STEAM y la inmensa complejidad que implica. Entre las conclusiones más destacadas se encuentra que la metodología STEAM se alinea con los principios de la Economía 4.0, ya que fomenta una educación más inclusiva y globalizada. En consecuencia, desde la perspectiva de la teoría de la complejidad, puede complementar la metodología STEAM, convirtiéndose en una parte fundamental de la nueva visión educativa para la vida.This article synthesizes a doctoral graduation project completed at the University of La Salle, San José, Costa Rica. Its objective is to analyze the main dimensions of the emerging paradigm in education and its relationship with the STEAM methodology—a novel approach to teaching and learning in the classroom. Key areas integral to the STEAM methodology were examined, including educators as mediators, metacognition, technology, critical thinking, self-organization, collaborative work, and meaningful learning, among others. This analysis aims to assess the STEAM methodology as a cornerstone of the emerging educational paradigm. The article employs a qualitative methodology, focusing on interpreting and understanding findings related to complexity and the STEAM methodology. A significant limitation of this research lies in its perspective on the relationship between STEAM and the vast complexity it entails. Among the most noteworthy conclusions is that the STEAM methodology aligns with the principles of Economy 4.0, as it fosters a more inclusive and globalized education. Consequently, from the perspective of complexity theory, it can complement the STEAM methodology, forming a vital part of the new educational vision for life.Este artigo sintetiza um projeto de graduação doutoral realizado na Universidade de La Salle, San José, Costa Rica. O objetivo é analisar as principais dimensões do paradigma emergente na educação e sua relação com a metodologia STEAM, uma abordagem inovadora para o ensino e a aprendizagem na sala de aula. Foram examinadas áreas-chave integrais à metodologia STEAM, incluindo os educadores como mediadores, a metacognição, a tecnologia, o pensamento crítico, a autoorganização, o trabalho colaborativo e a aprendizagem significativa, entre outros. Esta análise visa avaliar a metodologia STEAM como um pilar do paradigma educacional emergente. O artigo emprega uma metodologia qualitativa, focando na interpretação e compreensão dos achados relacionados à complexidade e à metodologia STEAM. Uma limitação importante desta pesquisa reside em sua perspectiva sobre a relação entre STEAM e a imensa complexidade que ela implica. Entre as conclusões mais destacadas, está o fato de que a metodologia STEAM se alinha com os princípios da Economia 4.0, pois promove uma educação mais inclusiva e globalizada. Consequentemente, sob a perspectiva da teoria da complexidade, ela pode complementar a metodologia STEAM, tornando-se uma parte fundamental da nova visão educacional para a vida
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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