Self-management of knowledge in the framework of the science-technology-society relationship: reflection from pedagogy

Authors

  • Adaymí González Valdés Universidad de Pinar del Río «Hermanos Saíz Montes de Oca»
  • C. Débor Mainegra Fernández Universidad de Pinar del Río «Hermanos Saíz Montes de Oca»
  • C. Marislay García Cruz Universidad de Pinar del Río «Hermanos Saíz Montes de Oca»

DOI:

https://doi.org/10.5377/ccs.v7i1.13293

Keywords:

Higher education, CTS ratio, knowledge self-management, classroom inverted, pedagogical professional training, Cuba

Abstract

The objective of the article is to explain the trends in relation to the self-management of knowledge, the STS approach and the relationship that can be established between the two within the framework of an academic discipline. Essential concepts are systematized to understand
the STS relationship, such as science, technique, technology and technoscience, assuming positions regarding the methodology that should be established in Cuban Higher Education, particularizing how the STS relationship is conceived, the Study Plan E (currently in force in Cuba) for this educational subsystem and a professional pedagogical career at a higher level. It concludes by analyzing in detail how this relationship should be enhanced through the self-management of knowledge, specifically, with the inverted classroom method in the Bachelor of Education, Spanish-Literature specialty.

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Published

2022-01-31

How to Cite

González Valdés, A. ., Mainegra Fernández, C. D., & García Cruz, C. M. . (2022). Self-management of knowledge in the framework of the science-technology-society relationship: reflection from pedagogy. Ciencia, Cultura Y Sociedad, 7(1), 75–96. https://doi.org/10.5377/ccs.v7i1.13293

Issue

Vol. 7 No. 1 (2021)

Section

Investigation Article

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Ciencia, Cultura y Sociedad articles are published in open access and are under a Creative Commons Attribution-NonCommercial 4.0 International License.