“研究的新领域:大型数据和基于证据的教育跨学科研究的作用”

IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Educational Cultural and Psychological Studies Pub Date : 2016-12-19 DOI:10.7358/ECPS-2016-014-LARO
C. L. Rocca
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引用次数: 0

摘要

第六届科学研讨会于2016年6月24日举行,由《教育、文化与心理研究杂志》组织。主题是在教育中使用大数据和基于证据,目的是促进对互联网上可用的大型数据库在教育实证研究中的可用性问题的反思。讨论会分为两届会议,分别举行关于拟议主题的讲座和一个跨学科圆桌会议。罗马第三大学校长Mario Panizza、总经理Pasquale Basilicata和教育部部长Lucia Chiappetta Cajola出席了开幕式;他们欢迎这一倡议,认为这是一个宝贵的机会,可以反思大量可用信息所产生的文化丰富性,保持忠实的科学知识,以批判和负责任的方式分析和使用数据,并将信息的复杂性与生活经验的特殊性相协调。学习日所涵盖的主题似乎引出了一个极其复杂的反思视角,在某种程度上可以追溯到塞拉斯在上世纪末所说的“给定的神话”,即需要理解数据是否实际上只能用于观察目的,或者它们是否可以用于进行具有认知意义的推论。
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6° Seminario Internazionale di Studi sulla Ricerca Empirica in Educazione: «Le nuove frontiere della ricerca: il ruolo dei Big Data e dell’Evidence Based per gli studi interdisciplinari in campo educativo»
The 6th scientific seminar, held June 24, 2016, was organized by the Journal of Educational, Cultural and Psychological Studies. The topic was the use of Big Data and Evidence Based in education, with the aim of promoting a reflection on issue of usability, in empirical research in education, of large databases available on the Internet. The seminar was divided into two sessions concerning the lectures on the proposed theme, and an interdisciplinary round table. The opening was attended by Mario Panizza, Rector of Roma Tre University, Pasquale Basilicata, General Manager and Lucia Chiappetta Cajola, Head of the Department of Education; they welcome the initiative considered a valuable opportunity to reflect on the cultural richness generated by the enormous availability of informations, keeping firm the dutiful scientific knowledge to analyze and use the data in a critical and responsible way, and to reconcile the complexity of the information with the particularity of lived experiences. The topics covered in the study day seem to bring out an extremely complex perspective of reflection that in some ways can be traced to what Sellars, at the end of the last century, has called the «myth of the given», that represented the need to understand if the data can actually be used only for the purposes of observation, or if they can be used to make inferences with cognitive meaning.
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