Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Citizen science's influence on public policy for addressing complexity:a systematic review of tech-based projects in higher education(Journal of Social Studies Education Research, 2023) Alfaro Ponce, Berenice; Sanabria Zepeda, Jorge Carlos; Rivero Zambrano, Luis Francisco; Muñoz Ibáñez, Cristopher Antonio; Tecnológico de Monterrey; https://ror.org/03ayjn504Citizen science’s (CS) deployment and benefit over the last ten years have been remarkably substantial in their contributions to the massification of citizen participation in tech-based CS projects. Insights into how CS projects influence community changes through proposals of actions and public policies are essential to understanding how they facilitate citizens' advocacy in decisionmaking at various ecosystem levels. To this end, we conducted a systematic literature review of tech-based CS projects published between 2017 and 2022, in which the participation of the tertiary education sector played a central role. We used a guideline that education plays a fundamental role in developing technology-based CS projects. The more educational processes, such as incorporating activities that strengthen complex thinking in citizens, the greater their involvement in decision-making to propose public policies that address their current problems. Findings suggested that a) there is significant involvement of the educational system with CS; b) CS projects do not comply with the innovation helixes; c) tech-based CS projects usually indirectly develop competencies and sub-competencies of complex thinking, and d) social actions are clearly articulated through these competencies and sub-competencies that determine the complete cycle of tech-based CS projects, which result in organized actions or public policies. To sum up, this study serves as a call for long-term co-design projects that consider both the individual development of the participants and the integral impact on decision-making at all levels
- Citizen science in Latin America and the global south, part 1(2022-11-21) Piña Romero, Julieta; Reyes Galindo, Luis; Vallejo Novoa, Leopoldo Arturo; Tecnológico de Monterrey; ENES Morelia; Wageningen University; https://ror.org/03ayjn504; https://ror.org/04qw24q55‘Citizen science’ has become an umbrella term for a growing number of projects that introduce laypersons into the heartlands of science-making, and an extension of calls for increasing science ‘democratisation’ and ‘engagement.’ Engagement, and therefore citizen science, may be classified according to its varying degree of institutionalisation (Invernizzi 2020) Top-down approaches which strongly demarcate what laypersons may and should do within scientific projects (e.g. pre-framed data gathering and sorting). Cooperative or counter-hegemonic interactions in which laypersons-institution interaction occurs on more level epistemic terms (e.g. NGO-led science, patient-group data gathering) Science ‘on the margins’, where science and knowledge are created and live out independently from institutions. This special cluster aims to reflexively explore projects of citizen science in Latin America and the Global South, particularly in the first two modes, i.e. when layperson-institutional interaction is a critical component of engagement. We invite papers that include but are not limited to sociological, anthropological or historical case studies; philosophical reflections on epistemological, ontological, cultural, geopolitical and ethical questions raised by citizen science; and discussions on the role that citizen science can play in science policy—including the wide range of diversely-democratic and participatory conceptualisations of science-society relations found in the Global South. Project management and infrastructure-related articles that fully engage with STS topics are also encouraged.
- Co-creación e innovación abierta : Revisión sistemática de literatura(2018-01-01) Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Tecnológico de MonterreyLa ciencia abierta, como bien común, abre posibilidades para el desarrollo de las naciones a través de innovaciones y construcciones colaborativas que ayudan a democratizar el conocimiento. Los avances en la materia aún son incipientes y el triángulo ciencia abierta, co-creación del conocimiento e innovación abierta se presenta como una oportunidad de generar un aporte original, desde la investigación, para la teoría y las prácticas educativas abiertas. En el estudio se analizaron los artículos que abordan este triángulo, con el fin de identificar los contextos y retos que se presentan en la innovación y en la co-creación de conocimiento para impulsar la ciencia abierta. El método fue una revisión sistemática de literatura (SLR) de 168 artículos publicados en acceso abierto, de enero 2014 a mayo 2017, en las bases de datos Web of Science y Scopus. La validación se dio con los criterios de la Universidad de York: inclusión y exclusión, pertinencia, evaluación de calidad / validez de los estudios y descripción de datos. Los hallazgos reflejan que los contextos de mayor publicación sobre el tema son los de Estados Unidos y Brasil, en los sectores empresariales y académicos (seguido de cerca por el sector social) y los retos se abren en las posibilidades de innovación, apertura e investigación. Se concluye que el contexto y las prácticas de colaboración son elementos sustanciales para la innovación y la ciencia abierta.
- Co-creation and open innovation: Systematic literature review(2017-11-15) Ramírez Montoya, María Soledad; García Peñalvo, Franciso José; Tecnológico de Monterrey; Universidad de SalamancaOpen science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. Advances in this area are still emerging, and the open science, co-creation of knowledge and open innovation triangle, is presented as an opportunity to generate an original contribution from research to open educational theory and practices. The study analyzed the articles that addressed this triangle, in order to identify the contexts and challenges that arise in open innovation and the co-creation of knowledge to promote open science. The method was a systematic literature review (SLR) of 168 articles published in open access format, from January 2014 to May 2017 in the Web of Science and Scopus databases. In the validation process, the York University criteria were used: inclusion and exclusion, relevance of the pertinent studies, evaluation of the quality / validity of included studies and description of data / basic studies. The findings showed that the most-widely publicized contexts were in the United States and Brazil, in the business and academic sectors (closely followed by the social sector), and the challenges were open to innovation, opening and research. The research concludes that the context and practices of collaboration are substantial elements for innovation and open science.