Komuniti saintifik
Komuniti saintifik ialah rangkaian saintis yang berinteraksi. Ia termasuk banyak "sub-komuniti" yang bekerja di bidang sains tertentu, dan dalam institusi tertentu; aktiviti disiplin dan lintas-institusi juga penting. Objektiviti dijangka dapat dicapai melalui kaedah saintifik. Semakan sejawat, melalui perbincangan dan perdebatan dalam jurnal dan persidangan, membantu dalam objektiviti ini dengan mempertahankan mutu metodologi penyelidikan dan tafsiran hasil.[1]
Rujukan sunting
- ^ Kornfeld, W; Hewitt, CE (1981). "The Scientific Community Metaphor" (PDF). IEEE Trans. Sys., Man, and Cyber. SMC-11 (1): 24–33. doi:10.1109/TSMC.1981.4308575.
Sumber akademik sunting
- Sosiologi sains
- Latour, Bruno; Woolgar, Steve (1986) [1979]. Laboratory life: the construction of scientific facts. Princeton, New Jersey: Princeton University Press. ISBN 9780691094182.
- Traweek, Sharon (1992). Beamtimes and lifetimes: the world of high energy physicists. Cambridge, Massachusetts: Harvard University Press. ISBN 9780674044449.
- Shapin, Steven; Schaffer, Simon (1985). Leviathan and the Air-Pump: Hobbes, Boyle, and the experimental life. Princeton, New Jersey: Princeton University Press. ISBN 9780691083933.
- Knorr-Cetina, Karin (1999). Epistemic cultures: how the sciences make knowledge. Cambridge, Massachusetts: Harvard University Press. ISBN 9780674258945.
- Sejarah dan falsafah sains
- Kuhn, Thomas S. (2012). The Structure of Scientific Revolutions. 50th anniversary. Ian Hacking (intro.) (ed. 4th). University of Chicago Press. m/s. 264. ISBN 9780226458113. LCCN 2011042476.
- Alan Chalmers - What is this thing called science
- Lain-lain
- Haas, Peter M. (Winter 1992). "Introduction: epistemic communities and international policy coordination". International Organization. 46 (1): 1–35. doi:10.1017/S0020818300001442.CS1 maint: ref=harv (link) Pdf.
- Höhle, Ester (2015). From apprentice to agenda-setter: comparative analysis of the influence of contract conditions on roles in the scientific community. Studies in Higher Education 40(8), 1423-1437.