Acquisition Of Academic Knowledge Research Articles

What to consider at the development of educational programs and courses about next-generation cyber-physical systems?

Abstract We live in an age in which new things are emerging faster that their deep understanding. This statement in particularly applies to doing research and educating university students concerning next generation cyber-physical systems (NG-CPSs). The fast evolution of this system paradigm would have expected a rapid and comprehensive paradigmatic change in research and education concerning this family of systems. However, this has not happened yet. Seeking for a sufficing explanation, this paper reviews the current literature and makes an attempt to cast light on the most significant recent developments in the field of NG-CPSs. The main assumptions of the authors are that research and education should appear in harmony in academic knowledge acquisition and distribution processes, and that academic education of NG-CPSs should be organized and conducted according to a defendable future vision. Combining the results of a broadly-based study of the literature with prognostic critical thinking and personal experiences, this review-based position paper first discusses the current socio-techno-scientific environment, the involved stakeholders, and the demands and two approaches of truly systems-oriented education. Then, it concentrates on the recognized limitations of mono- and interdisciplinary research, and on supradisciplinary approach and transdisciplinary knowledge generation for NG-CPSs. As main contributions, the paper (i) identifies and analyzes the latest theoretical, engineering, and technological developments, (ii) reveals the major trends and their presumably significant implications, (iii) presents a number of thought-provoking findings and makes propositions about the desirable actions.

Understanding students’ strategies underlying knowledge cultivation in oral language teaching

Appropriate strategies are believed to help students reduce difficulties, facilitate learning, and achieve expected learning outcomes in second language acquisition. Without adequate strategies, students are less likely to learn effectively. This paper investigates the students’ strategies commonly used to cultivate their knowledge in the learning process in both explicit and implicit manners. A review of the literature indicates that six types of strategies, namely memory strategies, metacognitive, compensatory strategies, affective strategies, social strategies, and cognitive strategies, which are commonly used in language learning, can improve students’ acquisition of academic knowledge and skills (O’Malley & Chamot, 1990; Oxford, 1990; Rubin, 1987; Stern, 1992; Vann & Abraham, 1990). In oral language teaching, one of the best contributions teachers can make is to develop students’ learning skills and strategies as well as help raise students’ awareness of their learning values and progress. The research findings can state some pedagogical implications for the improvement of students’ learning strategy use, language acquisition, and lifelong learning skills.

Understanding students’ strategies underlying knowledge cultivation in oral language teaching

Appropriate strategies are believed to help students reduce difficulties, facilitate learning, and achieve expected learning outcomes in second language acquisition. Without adequate strategies, students are less likely to learn effectively. This paper investigates the students’ strategies commonly used to cultivate their knowledge in the learning process in both explicit and implicit manners. A review of the literature indicates that six types of strategies, namely memory strategies, metacognitive, compensatory strategies, affective strategies, social strategies, and cognitive strategies, which are commonly used in language learning, can improve students’ acquisition of academic knowledge and skills (O’Malley & Chamot, 1990; Oxford, 1990; Rubin, 1987; Stern, 1992; Vann & Abraham, 1990). In oral language teaching, one of the best contributions teachers can make is to develop students’ learning skills and strategies as well as help raise students’ awareness of their learning values and progress. The research findings can state some pedagogical implications for the improvement of students’ learning strategy use, language acquisition, and lifelong learning skills.

Digital PBL-CBL teaching method improves students' performance in learning complex implant cases in atrophic anterior maxilla.

The clinical teaching of esthetic implant-supported restoration of the atrophic maxilla is challenging due to the complexity and unpredictability of bone and soft tissue augmentation. The traditional problem-based learning and case-based learning method (PBL-CBL method) with a full digital workflow (digital PBL-CBL method) provides the students a chance to view clinical cases in a more accurate and measurable way. The aim is to evaluate the effectiveness of the new digital PBL-CBL method in teaching complex implant cases in esthetic area. A full digital workflow of dental implant therapy was established for patients with severely atrophic anterior maxilla. The digital data of cases done in the new workflow was used as teaching materials in digital PBL-CBL teaching. Fifty-four postgraduate students were randomly selected and divided into three groups, including traditional PBL-CBL group (students taught in a PBL-CBL method with no digital cases), digital PBL-CBL group (students taught in a PBL-CBL method with full digital cases) and control group (students taught in didactic teacher-centered method). After training for three months, a study of the students' opinions on the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to evaluate students' mastery of knowledge about tissue augmentation and esthetic implant restoration. A case analysis was used to determine whether students could apply the knowledge to problem solving. The digital PBL-CBL method resulted in a higher rate of satisfaction than the traditional PBL-CBL method and the didactic teacher-centered method in all items except for "This approach decreases extracurricular work". Case analysis scores of the digital PBL-CBL group were significantly higher than that of the traditional PBL-CBL group and the control group. For the theory test, the digital PBL-CBL group (61.00±6.80) but not traditional PBL-CBL group (55.22±9.86) obtained a significant higher score than the control group (45.11±12.76), although no significant difference was found between the digital PBL-CBL group and the traditional PBL-CBL group. Compared with other methods, students taught with the digital PBL-CBL method showed higher satisfaction and better performance in acquisition of academic knowledge and ability in solving practical clinical problems. The digital PBL-CBL method provided a promising alternative for teaching complex implant cases at the anterior maxilla.

FORMATION OF SOCIAL-EMOTIONAL SKILLS IN THE STUDENT YOUTH

The article is devoted to the issue of formation of social-emotional skills in the context of the development of emotional intelligence of students in a modern school. The significance of introduction of elements of socio-emotional and ethical education during the acquisition of academic knowledge of students is substantiated. It is worth noting that this fall of 2023, 75 educational institutions, namely 3,000 students aged 15 years, will participate in a large-scale survey of the study of social and emotional skills (SES) and will join the 15 countries that have been implementing SES in educational institutions since 2022. The purpose of the article is the theoretical justification of the organizational and content conditions for the development of social-emotional competences among schoolchildren, to provide recommendations for the implementation of social-emotional education for schoolchildren. To use the studied tasks, theoretical research methods were used, namely, the analysis of psychological-pedagogical, sociological sources, synthesis, generalization, systematization. Social-emotional learning (SEL) has become an object of research quite recently, but has received active attention due to its relevance for example, SEL researcher Brendan Ozawa de Silva conducted an analysis of the implementation of this component of education and noted that SEL helps to reduce antisocial behavior by 10%, respectively, prosocial behavior increased by the same amount, academic knowledge of students increased by 11%, which makes it possible to positively evaluate the implementation of SEL in educational process. The article highlights the scientific novelty of the research, namely, the socio-psychological conditions for the formation of social-emotional skills of schoolchildren are substantiated; the content, structure, dimensions and levels of formation of social-emotional skills of schoolchildren are clarified. The article contains a list of valuable skills of student youth that positively contribute to the formation of social-emotional competencies.

The Use of Audio-Visual Materials in the Education of Students with Hearing Loss

Learning is the process of restructuring mental schemas through adaptation to new experiences. Instructional materials help form a suitable and individualized educational environment for students with hearing loss while facilitating lexical development and comprehension of academic content. This case study aims to demonstrate the contribution of visual and audiovisual materials to the efficiency of the Social Studies Course for 4th-grade students with hearing loss. Findings of the study have been collected through video recordings of the lessons, validity meetings, the research log, realia, photographs/images, graphic organizers, and educational videos/documentaries. Data analysis demonstrates that the use of visual and audiovisual materials contributes substantially to students’ (a) comprehension of the questions and explanations, (b) participation in and drawing conclusions from classroom discussions, and (c) understanding of new vocabulary and concepts. Based on the results, it can be argued that the use of visual and auditory materials presented so as to cater to the individual needs of the students, together with various educational strategies, provides significant advantages in the acquisition of academic knowledge by students with hearing loss.

VCBTA: A Novel Approach to ESP in Medical Colleges and Universities

English education in medical universities should have its distinct features and characteristics. English for specific purposes (ESP) in medical universities, which is different from English for general purposes (EGP), should not be limited merely to the sphere of biomedicine. To meet the needs of all-round development of medical students in the new era, ESP need to be revamped both in contents and approaches. Visualized case-based teaching approach is a novel approach to serve the above purposes, integrating improvement of English skills, acquisition of academic knowledge, development of critical thinking and cultivation of humanism into the whole course of training qualified medical and health personnel.

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry.

BackgroundTeaching of maxillary sinus floor augmentation (MSFA) is challenging for dental educators due to the varied sinus anatomy and high rate of complications. The method integrating problem-based learning and case-based learning (PBL-CBL method) may be more effective than the traditional teacher-centered method. The aim is to evaluate the efficacy of the PBL-CBL method in teaching MSFA.Materials & MethodsNinety-two students who received training between 2015 and 2017 at the Department of Implant Dentistry were divided randomly into an experimental group and a control group. Students in the experimental group were trained using the PBL-CBL method, while those in the control group were trained using the traditional teacher-centered method. After three months of training, a survey of the students’ opinions about the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to investigate the level of MSFA knowledge among the students. A case analysis was designed to test whether the students can apply the knowledge in solving new problems.ResultsCompared with the control method, the PBL-CBL method resulted in higher scores in both the theory test and the case analysis, and obtained a higher rate of satisfaction among the students. The difference in scores between the two methods were statistically significant (P < 0.01),ConclusionThe PBL-CBL method resulted in better results regarding acquisition of academic knowledge, ability in case analysis and student satisfaction compared with the teacher-centered method. It may be a promising mode for teaching complex surgical techniques in implant dentistry and other dental fields.

Augmented learning, smart glasses and knowing how

While recent studies suggest that augmented learning employing smart glasses (ALSG) increases overall learning performance, in this paper we are more interested in the question which repercussions ALSG will have on the type of knowledge that is acquired. Drawing from the theoretical discussion within epistemology about the differences between Knowledge-How and Knowledge-That, we will argue that ALSG furthers understanding as a series of epistemic and non-epistemic Knowing-Hows. Focusing on academic knowledge acquisition, especially with respect to early curriculum experiments in various STEM disciplines as investigated by the BmBF “Be-Greifen” project, we take the Be-Greifen holo.lab setup as an example for showing that ALSG shifts the learning focus from propositional knowledge to epistemic competencies, which can be differentiated as “grasping”, “wielding”, and “transferring”.

THE IMPACT OF STUTTERING ON THE ABILITY TO ACQUIRE ACADEMIC KNOWLEDGE IN CHILDREN OF SCHOOL AGE

The aim of this research was to establish the level of abilities that is a prerequisite for acquiring academic knowledge of children who stutter. The sample consisted of 102 subjects, of whom 42 children were experimental, and 60 children constituted a control group. We used following instruments: Riley test - a test for stuttering estimation, for quantitative speech analysis and ACADIA - a capacity assessment test that is a prerequisite for the acquisition of academic knowledge. The obtained results showed that there are differences in perceptual, visuo-motor, non-verbal and speech-language abilities of children stuttering in relation to children who do not stutter. There is a significant connection between the stuttering and the success of the Serbian language and the stutter and education of the parents. These differences should be used as the starting point in a therapeutic program for working with children who stutter

Effects personality disparities: A look at academic knowledge acquisition activities in Malaysia

Potential effects of the Big Five personality traits of openness, conscientiousness, emotional stability, agreeableness and extraversion on academic Knowledge Acquisition activities and productivity were investigated in this study by utilising a large sample of academics from a Malaysian Public University. It contributes theoretically and empirically by demonstrating several effects of the Big Five on academic outcomes related to Knowledge Acquisition activities. The study also has practical significance based on its implications for university faculty members, providing suggestions for better understanding of how they might increase their success at Knowledge Acquisition activities. A quantitative method was used, resulting in useable data from N = 985 respondents. Following descriptive analysis, hypotheses testing were conducted using a structural equation modelling approach. When all five personality traits were considered together, only openness, extraversion and agreeableness significantly predicted KA. Further recommendations were made for this study by adding different theory such as Theory of Planned Behaviour, motivation or user satisfaction components relationships for expanding further research.

Knowledge Is Power for Medical Assistants: Crystallized and Fluid Intelligence As Predictors of Vocational Knowledge.

Medical education research has focused almost entirely on the education of future physicians. In comparison, findings on other health-related occupations, such as medical assistants, are scarce. With the current study, we wanted to examine the knowledge-is-power hypothesis in a real life educational setting and add to the sparse literature on medical assistants. Acquisition of vocational knowledge in vocational education and training (VET) was examined for medical assistant students (n = 448). Differences in domain-specific vocational knowledge were predicted by crystallized and fluid intelligence in the course of VET. A multiple matrix design with 3 year-specific booklets was used for the vocational knowledge tests of the medical assistants. The unique and joint contributions of the predictors were investigated with structural equation modeling. Crystallized intelligence emerged as the strongest predictor of vocational knowledge at every stage of VET, while fluid intelligence only showed weak effects. The present results support the knowledge-is-power hypothesis, even in a broad and more naturalistic setting. This emphasizes the relevance of general knowledge for occupations, such as medical assistants, which are more focused on learning hands-on skills than the acquisition of academic knowledge.

Using hybrid algorithmic-crowdsourcing methods for academic knowledge acquisition

Scientific literature contains a lot of meaningful objects such as Figures, Tables, Definitions, Algorithms, etc., which are called Knowledge Cells hereafter. An advanced academic search engine which could take advantage of Knowledge Cells and their various relationships to obtain more accurate search results is expected. Further, it’s expected to provide a fine-grained search regarding to Knowledge Cells for deep-level information discovery and exploration. Therefore, it is important to identify and extract the Knowledge Cells and their various relationships which are often intrinsic and implicit in articles. With the exponential growth of scientific publications, discovery and acquisition of such useful academic knowledge impose some practical challenges For example, existing algorithmic methods can hardly extend to handle diverse layouts of journals, nor to scale up to process massive documents. As crowdsourcing has become a powerful paradigm for large scale problem-solving especially for tasks that are difficult for computers but easy for human, we consider the problem of academic knowledge discovery and acquisition as a crowd-sourced database problem and show a hybrid framework to integrate the accuracy of crowdsourcing workers and the speed of automatic algorithms. In this paper, we introduce our current system implementation, a platform for academic knowledge discovery and acquisition (PANDA), as well as some interesting observations and promising future directions.

Primary school minority and majority language children in a partial immersion program

Reading skills are among the basic skills acquired during the primary school years, and they play a key role in the acquisition of academic knowledge and later participation in society. Numerous studies have reported that children with a minority language background show deficits in the acquisition of reading skills in mainstream education programs regardless of whether the language tested is the majority language or a foreign language. The present longitudinal study examined minority and majority language children at the end of Grades 3 and 4, who attended a German-English partial immersion primary school, with respect to their English and German reading comprehension and fluency skills. The results did not reveal any differences between the two groups irrespective of the test format and the language being tested. Apparently, immersion primary school programs are also suitable for minority language children, whose L2 German and L3 English reading skills developed age-appropriately.

Facilitating the development of pre-service teachers as reflective learners: a Malaysian experience

Studies of reflective practices among pre-service teachers focus mostly on teaching practice and very rarely on the acquisition of academic knowledge. The aim of this study was to examine the reflections of 25 pre-service teachers in online forums and weblogs focused on their learning in two literary pedagogical courses. A total of 97 online forum entries and 189 weblog entries were analysed. Semi-structured interviews and document analysis were also undertaken. A five-level framework for reflection in response to a literary text was derived from the reflective entries. Although this study indicated a positive outcome in reflective quality, the number of reflections at the highest level of reflection (Transformation) was low. It is suggested that the mixed outcomes of the project were related in part to the mismatch of syllabi and learning outcomes, and the medium of reflection (online forums and weblogs).

A quest for meta-learning gains in a physics serious game

This paper describes how a short, repeated and structured opportunity to reflect was integrated in the storyline of a serious game in order to stimulate the development of a meta-cognitive skill: the ability to self-assess the degree of confidence in own answers. An empirical validation of the approach, conducted with 28 secondary school pupils, delivers an uncommon pattern: while the cognitive benefits--the acquisition of academic knowledge in optics--are negligible and mixed up, the meta-cognitive gains present a raising tendency. The experiment also demonstrates that reflection does not necessarily hamper the game flow, if certain conditions, discussed in the paper, are met.

Stereotype Threat Undermines Academic Learning

Two experiments tested whether stereotype threat can undermine the acquisition of academic knowledge and thus harm performance even in nonthreatening settings. In Experiment 1, Black and White students studied rare words in either nonthreatening or threatening conditions. One to two weeks later, participants recalled word definitions, half in a nonthreatening "warm-up" and half in a threatening "test." Replicating past research, Black students performed worse on the test than on the warm-up. But importantly, Black students who had studied in the threatening rather than nonthreatening environment performed worse even on the warm-up. White students were unaffected. In Experiment 2, a value affirmation eliminated the learning-threat effect and provided evidence of psychological process. The results suggest that stereotype threat causes a form of "double jeopardy" whereby threat can undermine both learning and performance. The discussion addresses implications for the interpretation of group differences and for understanding how brief threat-reducing interventions can produce long-lasting benefits.

A Personal Perspective on the Structure of Post-graduate Work-based Learning Programme at an English University

This paper critiques a work-based learning (WBL) programme at an English university. This post-graduate diploma for regulatory professionals is enacted via a tri-partite arrangement between learners, their public-sector employer and the university. Prompted by my need, in a new role, to understand more about WBL I explore the literature surrounding WBL, in particular the complexities of the inter-relationships between acquisition of academic knowledge and practical learning. What is the source of knowledge, how is it obtained and who holds it are fundamental questions. I find that WBL is aligned with a social constructionist epistemology whereby knowledge is built-up by the practitioner through exposure to practice; however, discipline-based propositional knowledge is still vital as a basis for the development of practical knowledge. In considering the programme's practices I acknowledge my perspective as a module leader and highlight elements contrasting with a constructionist epistemology. I address questions that include whether WBL is fully employed and might use of Technology Enhanced Learning (TEL) be beneficial. The dichotomous nature of knowledge is discussed as is recently upgraded thinking on ‘Mode 2' knowledge, and the concept of learning as social participation. The epistemology of practice is framed and I show how knowledge becomes coherent only through practice. I question whether this programme's concept of WBL is sufficiently well-defined and identify two areas where change might be explored: firstly, the two controlling actors might consider involving learners more explicitly and, secondly, closer alignment to the principles of WBL is suggested. Allowing learners to steer, and using technology to support learning, perhaps via a virtual community of practice may be found to be worthwhile. Such use of TEL should incorporate the ontological considerations illustrated in this paper: namely, co-construction of learning and foregrounding the contextualised creation of individuals' knowledges by blending propositional with practical knowledge. Lewin's (1951) field theory may be helpful in facilitating change. Equally, Parchoma's (2006) consideration of potential forces which may drive or restrain adoption of e-learning may be useful to reveal the mix of forces operating in this programme's situated context. The complexity and messiness of establishing a WBL programme is evident and reflection, by the university and partner organisation, is advocated.

Students with special educational needs in the inclusive classroom: social integration and self-concept

Successful implementation of diversity in education requires a special effort to respond to the special educational needs (SEN) of students. Schools generally tend to place priority on acquisition of academic knowledge but rarely make provision for activities designed to foster socio-affective development of special needs students. This paper evaluates the degree of social integration of SEN students in the school, and explores the relationship between social integration and the students' selfconcept in comparison with their non-special needs classmates. To do this, a sociogram and a self-concept test covering three dimensions: social, personal and academic self-concept, were administered. The study sample is made up of 97 special needs students integrated in a mainstream school in Catalonia (Spain). These children have hearing, motor, visual, relational, learning and mental retardation problems. Our results indicate that the special needs students have a positive selfconcept although it is significantly lower than that of their counterparts, especially in the social and academic dimensions. In addition, the study highlights the interrelationship between peer group perception and construction of personal selfconcept in special needs students. The paper argues that while school integration is a necessary condition facilitating social integration of SEN students – and consequently improving their self-concept – it is not in itself always sufficient for optimization of both these aspects of socio-affective development. Criteria for appropriate intervention and educational activities are suggested.