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1 de oct. de 2023 · Our participants clearly identified that scientific uncertainty is not just about the science, or the influences on science, but also about the broader landscape on which science is conducted and communicated. For example, this includes the scientific outcomes and objectives and resulting impacts upon decisions.
20 de jul. de 2021 · Home. Science & Education. Article. Is Uncertainty a Barrier or Resource to Advance Science? The Role of Uncertainty in Science and Its Implications for Science Teaching and Learning. Kostas Kampourakis, Kevin McCain (2019): Uncertainty: How It Makes Science Advance. Oxford University Press, New York, NY.
1 de abr. de 2023 · This discussion often occurs in the absence of well-defined and developed concepts of what uncertainty and risk-taking mean in science, how these can be measured and incorporated into peer review. 1 In order to address this void, we first outline a framework to characterize risk in science, drawing on the rich and diverse literature on risk and ...
28 de ago. de 2020 · Within a broader perspective, Horsman’s diagnosis that the field of digital forensic science ‘‘diverges from other forensic-sub disciplines [sic]’’ [p. 2] and, in effect, digital evidence practitioners do not need to quantify their uncertainty, can be seen as a form of intellectual exceptionalism.
5 de may. de 2024 · When I wrote about that here, I touched on the issue of uncertainty, pointing to the tactic Freudenberg and colleagues called SCAMs – for “Scientific Certainty” Argumentation Methods. That’s using science’s standards for declaring strong certainty to instil excessive doubt in bodies of evidence.
Two key factors that contribute to science’s inherent uncertainty are the complexity of natural phenomena and human limitations. Although the challenges posed by these two factors can be somewhat mitigated by way of scientific methods of investigation and the use of precise mathematical formulations, neither can be fully done away with.
21 de jul. de 2022 · Evidence for this is presented in a case study from a Russian University Business School where a large group of teachers co-designed and delivered a dialogical module on digitalization and interdisciplinarity over a period of 4 years—a collaboration ended by recent geopolitical events.
