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This study evaluated the adapted science and mathematics books for students with visual impairment in inclusive classrooms in Tanzania secondary schools. It was conducted in 14 regions using qualitative and quantitative approaches. Data were generated from a sample of 19 heads of school, 103 students, and 77 teachers. The findings of the study show that the books are appropriate for students with visual impairment. However, they lacked enough tactile illustrations and pictures. Further findings revealed that lack of braille knowledge among some teachers limited them from using the books. As such, a few teachers who had braille knowledge had started to use the books while those with limited knowledge did not. Most teachers reported lack of appropriate pedagogy for handling special needs in inclusive classrooms. Therefore, although the books are appropriate, a lot needs to be desired in building teachers' capacity to use the books. Various inclusive methodological knowledge to teachers needs to be ensured. Furthermore, the books must be improved to include more tactile graphics and pictures to make them more reader-friendly for students with visual impairment. Other educational books, including three-dimensional (3D) models, should be part of the adapted books.

Esta tesis trata sobre las perspectivas democráticas presentes en iniciativas de investigación basada en la comunidad en universidades técnicas. Focaliza sobre un movimiento particular dentro del campo, las tiendas de la cienca (science shops), que desde sus orígenes en los Países Bajos en los años 1970 reivindica su contribución a la 'democratización de la ciencia y la tecnología'. La referencia teórica habitual que sostiene esa reivindicación es la interpretación dada por Richard Sclove (1995) del concepto de la democracia fuerte. Según esta perspectiva, la contribución de las tiendas de la ciencia a la democracia se basa en su 'enfoque basado en la demanda': las tiendas de la ciencia hacen responder la investigación directamente a las demandas expresadas por colectivos ciudadanos; de esta forma, 'empoderan' esos colectivos y promueven a la vez la inclusión de sus preocupaciones en la investigación y enseñanza universitaria. Sin embargo, esta perspectiva democrática no da cuenta del trabajo efectivo de las tiendas de la ciencia. La tesis analiza la práctica de las tiendas de la ciencia desde una perspectiva democrática alternativa que se corresponde con un enfoque centrado en los 'issues' (Marres, 2005; 2007) y a los principios de la democracia técnica (Callon, Lascoumes y Barthe, 2009). Estudia para ello el trabajo de la Tienda de la Ciencia de la Universidad Técnica de Dinamarca, y en particular un proceso de investigación colaborativa en planificación urbana facilitado por esta institución. La evaluación reflexiva de un proyecto piloto llevado a cabo para impulsar la creación de una tienda de la ciencia en la Universidad Politécnica de Valencia completa la investigación. El análisis de las prácticas observadas mediante la perspectiva centrada en los issues muestra el potencial de este enfoque para una mejor comprensión del trabajo de las tiendas de la ciencia y de su relevancia democrática. ; Schlierf, KS. (2010). COMMUNITY-BASED RESEARCH AND THE DEMOCRATIZATION OF SCIENCE AND TECHNOLOGY. A FRAMEWORK FOR ...

AbstractWhile there have always been those in the American public who mistrust science and scientists' views of the world, they have tended to be a minority of the larger public. Recent COVID-19 related events indicate that could be changing for some key groups. What might explain the present state of mistrust of science within an important component of the American public? In this study, we delve deeply into this question and examine what citizens today believe about science and technology and why, focusing on core theories of trust, risk concern, and political values and on the important role of science optimism and pessimism orientations. Using national public survey data, we examine the correlates of science optimism and pessimism and test the efficacy of this construct as drivers of biotechnology policy. We find that science optimism and pessimism are empirically useful constructs and that they are important predictors of biotechnology policy choices.

In un libro recente "La valutazione possibile - Teoria e pratica nel mondo della ricerca, Bologna, Il Mulino, 2015" Andrea Bonaccorsi, già membro del consiglio direttivo dell'"Agenzia Nazionale per la Valutazione dell'Università e del sistema della Ricerca (ANVUR)", argomenta in favore della valutazione governativa della ricerca scientifica. Il principale argomento del libro è che la valutazione governativa della ricerca scientifca è espressione delle norme mertoniane della scienza (comunismo, universalismo, disinteresse, scetticismo organizzato). La tesi è debole per due ragioni. a) Bonaccorsi offre una visione distorta del pensiero di Merton. b) L'autore del libro trascura il rapporto tra norme giuridiche formali e norme informali. In his recent book "La valutazione possibile - Teoria e pratica nel mondo della ricerca, Bologna, Il Mulino, 2015" Andrea Bonaccorsi, former member of board of directors of Italian "National Agency for the Evaluation of the University and Research Systems (ANVUR)", argues in favor of governmental evaluation of scientific research. The main argument of Bonaccorsi is that the governmental evaluation of scientific research is an expression of Mertonian norms of science (communism, universalism, disinterestedness, organized skepticism). The thesis is weak for two reasons. a) Bonaccorsi misrepresents Merton's thought. b) He neglects the relationship between formal legal rules and informal norms. ; Trento Law and Technology Research Group Research Paper n. 30

AbstractThis chapter describes a comprehensive model for the evaluation of science education programs that was developed from existing models. Observations are also provided regarding the role of evaluation models in the reform of science education.

The quantitative evaluation of science, now in its second generation, has become a policy-oriented specialty. Second-generation bibliometrics, as represented by several new approaches, has transformed the analysis of publication and citation data into a sophisticated tool for comprehending the complexity of the scientific enterprise and for addressing practical issues on the national and world science policy agenda. By developing quantitative measures of research performance, second-generation bibliometrics has improved the scope and relevance of science output indicators and, to a lesser degree, indicators of the institutional structures that mediate science and society. These improved output measures are essential components of social impact of science (SIS) indicators, which represent in quantitative terms the conjunction of science indicators derived from second-generation bibliometrics and available social indicators.

AbstractThis article argues for policies regarding the implementation of evaluation as an integral part of science education reform. Approaches to evaluation should be made comprehensive enough to include multiple methods and, through their use, to gain in‐depth information on large‐scale science education programs and projects. There must be a sustained commitment from stakeholders such as the National Science Foundation to support the training of specialists in the evaluation of science education. Specialists who are able to arrive at independent conclusions that are meaningful and beneficial for science teaching and learning are needed. Evaluation recommendations posited by the authors should be put through careful analysis and feasibility testing before moving to widespread adoption.

BENEFITS RESULTING FROM POLITICAL SCIENCE FIELDWORK: DEVELOPING GOOD CO-WORKER RELATIONSHIPS, INTERPERSONAL SKILLS, CONFIDENCE IN ONE'S ABLITIES, THEORETICAL KNOWLEDGE, & CAREER PREFERENCES. THOSE RECIEVING HIGHER LEVELS OF VARIOUS BENEFITS FOUND TO BE STUDENTS WHO SPENT MORE TIME ON THEIR STUDIES, HAD SPECIFIC GOALS FOR THE FIELDWORK EXPERIENCE HAD HIGHER LEVELS OF POLITICAL INTEREST & EXPERIENCE.