In recent years, several strategies have been proposed to tackle social controversies about topics in which science is settled, among which one of the most influential is that of Elizabeth Anderson, who argues that any lay person with access to the Internet and basic education can reliably assess the acceptability of various claims involving expert knowledge. In particular, the author shows that this procedure can be successfully applied to the case of anthropogenic global warming. In this article we will try to argue why, even if we concede that Anderson's proposal is satisfactory in that particular case, it fails to generalize when applied to other controversies. In this article, we illustrate it with the cases of flat-Eartherism and anti-vaxxerism.

Being able to decompose the gender pay gap (GPG) and determine the contribution of each component is important to design appropriate policies to reduce it. With the aim of providing a new tool to achieve this, in this paper, we propose a decomposition approach based on a machine learning model. The tool was implemented on a population of 5,742 Argentinean IT-related workers to obtain the value of the adjusted and unadjusted GPG in a four-phase process: sample characterization, development of a wage predictor, calculation of adjusted GPG, and analysis of the explained component of GPG. According to our analysis, there is a GPG of 20%, 7,7% of which can be explained exclusively by direct discrimination while 12,3% can be ascribed to other factors, such as total years of experience, educational level, and number of people in charge.

En este trabajo, se propone una clasificación epistemológica teórica para el discurso astrológico a partir de evidencia empírica a fin de abordar el problema de cómo determinar específicamente qué es lo que lo hace ilegítimo. A partir de esta clasificación se diseñó una intervención didáctica enmarcada en el enfoque de Enseñanza de las Ciencias Naturales en Contexto (ECNC) con el objetivo de fomentar, en estudiantes de nivel secundario, la capacidad de distinguir enunciados cognoscitivamente ilegítimos -por infalsables o por falsos- respecto de aquellos que pueden constituir genuino conocimiento científico. La secuencia didáctica se implementó con un grupo de 51 estudiantes de 14 a 17 años. Se evaluó su impacto por comparación entre un pretest y un postest. Los resultados mostraron que su capacidad de discernimiento entre enunciados falsables y no falsables se incrementó apreciablemente.

No parece especialmente audaz decir que un objetivo de la educación científica es lograr que el estudiantado pueda entender distintos fenómenos del mundo en su mutua relación. Esto equivale, a grandes rasgos, a promover el conocimiento de las explicaciones científicas, que suponen recurrir a relaciones regulares entre ciertos fenómenos y que, ciertamente, es diferente del conocimiento de tal o cual tipo de suceso tomado de forma aislada. En este texto, llamaremos la atención sobre dos tendencias contrapuestas que, sin embargo, tienden hacia el resultado común de obstaculizar la realización de tal objetivo. Por un lado, encontramos caracterizaciones de la explicación científica que la asimilan a la argumentación y, por tanto, pierden de vista aquello que específicamente hace explicativas a las explicaciones; esto es, piden demasiado poco de una explicación científica. Por otro lado, aquellas que consideran que casos paradigmáticos de explicación científica −como las que se logran subsumiendo fenómenos como las mareas a las leyes de Newton− no constituyen realmente explicaciones sino meramente descripciones; se trata aquí de pedir demasiado de una explicación. Señalaremos, en consecuencia, que una mayor atención a las elaboraciones provistas por la filosofía de la ciencia alrededor de la noción de explicación resulta crucial para servir mejor los propósitos educativos.

La capacidad de identificar y responder preguntas investigables que puedan ser resueltas mediante un diseño experimental es considerada una competencia a ser desarrollada durante el aprendizaje en ciencias naturales. Lograr que los estudiantes cumplan con este objetivo necesariamente implica que el profesorado haya perfeccionado esta competencia previamente. Sin embargo, existen pocas investigaciones al respecto de cuán desarrollada se encuentra esta habilidad en docentes y prácticamente ninguna con la participación de maestros y maestras de escuela primaria. En este trabajo se presenta una secuencia de actividades didácticas en tres fases con el objetivo de indagar sobre esta habilidad, promover la capacidad de identificar, entre un genérico de preguntas investigables, aquellas que, efectivamente, podrían ser resueltas mediante un diseño experimental sencillo y luego formular un experimento adecuado, con variables mensurables y controladas, para responderlas. Dicha secuencia se implementó exitosamente con un grupo de 41 docentes de escuela primaria. 

This work presents a teaching training workshop on human nutrition topics with strong emphasis on the underlying chemical concepts. It was designed according to the Sustainable Conscious Cognitive Learning Model (SCCLM) and framed in a Context-Based Science Education (CBSE) approach. The proposal was implemented with 44 upper secondary school science teachers. It consisted of three phases. First, teachers were presented with 'common-sense' driven sentences on nutrition topics and they were asked if they agreed or disagreed with them. Through an oral discussion, the emergence of the teacher's own cognitive conflicts was promoted in order to trigger subsequent motivation for achieving further knowledge. Next, main scientific ideas and related chemical concepts were presented for each sentence, along with teaching recommendations to complete a CBSE approach. Finally, teachers were asked their opinions on the didactic proposal. Results showed that teachers were motivated to learn beyond their strong initial non-scientific based ideas by questioning the reliability of the information sources. They were also willing to revisit their teaching on some of the canonical concepts of chemistry. 

This article is a review of the current state of interaction between research into the cognitive sciences and mathematics learning in Argentina. It will firstly outline the main guidelines of Argentina’s current educational curricula in regard to the learning of mathematics. Secondly, the results Argentina obtained in international standardized tests are described and research proposals aimed at improving these results are put forward. Finally, the article explores the current lack of interaction between research into cognitive sciences and mathematical education and presents recent proposals that seek to bridge these two areas. 

The Context-Based Science Education (CBSE) approach promotes the inclusion of scientific concepts in everyday situations. In this work, we present a non-traditional context-based teaching experience on the subject of chemical senses that seeks, through a unique didactic instrument, to generate cognitive conflicts in order to promote conceptual change from “common sense” to science-based ideas. This experience encourages the active role of the students and involves simple experiences with everyday materials. It was carried out with 95 students from 12 to 15 years old. The contents developed during the experience were focused on taste and smell and the concepts of perception and sensation. The activities were designed to promote students’ self-awareness on their previous knowledge in order to achieve a sustainable learning by constructing appropriate scientific concepts. Assessment of students’ motivation for learning and their conceptual change – from common sense ideas to science based ideas – was done through an initial survey and a post-test. Students’ perception on their commitment and enjoyment about the approach has been evaluated through a metacognitive poll. The results show that the activities were highly motivating and that students were aware of their improvement in knowledge and their own commitment to the task throughout the entire experience. 

En este trabajo se muestra un modelo de enseñanza vivencial, no tradicional, sobre el tema sentidos químicos. Se trata de una experiencia didáctica que promueve la reflexión sobre ideas o conocimientos previos total o parcialmente erróneos para transformarlos en conceptos sostén apropiados. El diseño didáctico de las actividades fue planificado en función del modelo de aprendizaje cognitivo consciente sustentable. La experiencia relata los resultados que provienen de la implementación de cuatro talleres presenciales de tres horas cada uno, con una participación total de 87 profesores en servicio y en formación, pertenecientes a las áreas de biología, química, física y matemáticas de escuela media. 

En este trabajo reflexionamos sobre la manera en que la información excesivamente fragmentada y sobre-simplificada en la enseñanza de los sistemas del cuerpo humano, puede conducir a conceptos erróneos en el aprendizaje de niños de 5to grado de escuela primaria. A partir de la información presentada en el libro de texto escolar, proponemos una serie de deducciones erróneas (DE) que podrían establecer estudiantes que se inician que intentara comprender los dibujos y sus textos explicativos. Luego, utilizamos las respuestas del alumnado frente a un cuestionario ad hoc como evidencias para analizar cómo referentes recurrentes en sus respuestas tienen correspondencias con las deducciones erróneas propuestas. 

We report the synthesis of a smart novel hybrid with reversible photoswitchable luminescence properties modulated by light. The combination of a low molecular weight organogelator (LMOG) and CdSe/ZnS core–shell semiconductor nanoparticles capped with trioctylphosphine oxide ligands produces a luminescent, stable and transparent material. Modulation of the luminescence properties was successfully achieved using a diarylethene photochromic compound, with good resistance to fatigue ca. 22 cycles. Interestingly, the morphology of the organogel fibers was preserved in the hybrid, while a partial luminescence quenching of the nanoparticle was observed. This material could have implication for on-and-off photoswitching applications. 

Supramolecular gels are an important and interesting class of soft materials that show great potential for many applications. Most of them have been discovered serendipitously, and understanding the supramolecular self-assembly that leads to the formation of the gel superstructure is the key to the directed design of new organogels. We report herein the organogelating property of four stereoisomers of the simple steroid 2,3-dihydroxycholestane. Only the isomer with the trans-diaxial hydroxy groups had the ability to gelate a broad variety of liquids and, thus, to be a super-organogelator for hydrocarbons. The scope of solvent gelation was analysed with regard to two solvent parameters, namely the Kamlet–Taft and the Hansen solubility parameters. The best correlation was observed with the Hansen approach that revealed the existence of two clear gelation zones. We propose a general model of self-assembly through multiple intermolecular hydrogen bonds between the 1,2-dihydroxy system, which is based on experimental data and computational simulations revealing the importance of the di-axial orientation of the hydroxy groups for the one-dimensional self-assembly. Under controlled conditions, the fibrillar superstructure of the organogel was successfully used as a template for the in-situ sol–gel polymerization of tetraethoxysilane and the further preparation of silica nanotubes. We propose that the driving forces for templating are hydrogen bonding and electrostatic interactions between the anionic silicate intermediate species and the self-assembled fibrillar network. 

The modulation of the fluorescence emission of a perylene dye between ON and OFF states was achieved with high efficiency by means of a diarylethene photochromic compound in an organogel medium. Fluorescent gels were prepared from a steroidal low molecular weight organogelator doped with the perylene fluorophore. The compatibility of the photochromic compound in this medium and the non-destructive readout capability were demonstrated. The dye doped organogel was further used as a template and an innovative method was employed to grow fluorescent silica spherical nanoparticles with physically and chemically admixed perylene dye. 

The synthesis of new analogues of allopregnanolone with a bridged sulfamidate ring over the beta-face of ring A has been achieved from easily available precursors, using an intramolecular aziridination strategy. The methodology also allows the synthesis of 3alpha-substituted analogues such as the 3alpha-fluoro derivative. GABA(A) receptor activity of the synthetic analogues was evaluated by assaying their effect on the binding of [(3)H]flunitrazepam and [(3)H]muscimol. The 3alpha-hydroxy-2,19-sulfamoyl analogue and its N-benzyl derivative were more active than allopregnanolone for stimulating binding of [(3)H]flunitrazepam. For the binding of [(3)H]muscimol, both synthetic analogues and allopregnanolone stimulated binding to a similar extent, with the N-benzyl derivative exhibiting a higher EC(50). The 3alpha-fluoro derivative was inactive in both assays. 

Three analogs of neuroactive steroids were prepared (4–6) in which 1,11- or 11,19-oxygen bridges give a constrained conformation. Their 3D structures were obtained by ab initio calculations and in the case of 3α-hydroxy-11,19-epoxypregn-4-ene-20-one (4), confirmed by X-ray analysis. Biological activity of the synthetic steroids was assayed in vitro using t-[3H]butylbicycloorthobenzoate as radiolabeled ligand for the GABAA receptor. The activity of compound 4 was similar to that of allopregnanolone (1). 1α,11α-Epoxypregnanolone (6) was more active than pregnanolone (2).