Acquisition Of Scientific Knowledge Research Articles

Storytelling and good relations: Indigenous youth capabilities in climate futures

AbstractHow can we support young citizens facing chaotic climate futures? This question is urgent, particularly for Indigenous communities who face disproportionate risks and impacts of climate change. For the past three decades, climate‐related education has focused largely on the acquisition of scientific knowledge in instrumental ways, while encouraging individual behaviour change. This approach centres the problem rather than human capabilities to generate solutions, which is especially misaligned with the increasing practice and significance of Indigenous communities’ regenerating self‐determining capabilities. This article reports on a pilot study that uses intergenerational storytelling methods or pūrākau to support leadership capabilities among Indigenous Māori and Pacific young people aged 10 to 14 years in communities at high risk of flooding in Ōtautahi/Christchurch, Aotearoa/New Zealand. The study showed how storytelling locates and scaffolds Indigenous young people into positions of individual and collective responsibility for grappling with “wicked problems” such as climate and injustice and climate‐related challenges as part of the future they will inherit and shape within a broader intergenerational journey of resilience and reclamation.

Chemical and engineering bases for green H2O2 production and related oxidation and ammoximation of olefins and analogues.

Plastics, fibers and rubber are three mainstream synthetic materials that are essential to our daily lives and contribute significantly to the quality of our lives. The production of the monomers of these synthetic polymers usually involves oxidation or ammoximation reactions of olefins and analogues. However, the utilization of C, O and N atoms in current industrial processes is <80%, which represents the most environmentally polluting processes for the production of basic chemicals. Through innovation and integration of catalytic materials, new reaction pathways, and reaction engineering, the Research Institute of Petroleum Processing, Sinopec Co., Ltd. (RIPP) and its collaborators have developed unique H2O2-centered oxidation/ammoximation technologies for olefins and analogues, which has resulted in a ¥500 billion emerging industry and driven trillions of ¥s' worth of downstream industries. The chemical and engineering bases of the production technologies mainly involve the integration of slurry-bed reactors and microsphere catalysts to enhance H2O2 production, H2O2 propylene/chloropropylene epoxidation for the production of propylene oxide/epichlorohydrin, and integration of H2O2 cyclohexanone ammoximation and membrane separation to innovate the caprolactam production process. This review briefly summarizes the whole process from the acquisition of scientific knowledge to the formation of an industrial production technology by RIPP. Moreover, the scientific frontiers of H2O2 production and related oxidation/ammoximation processes of olefins and analogues are reviewed, and new technological growth points are envisaged, with the aim of maintaining China's standing as a leader in the development of the science and technologies of H2O2 production and utilization.

A Systematic Review on Education Outside the Classroom: Lessons for Science EOC Practices

The United Nations’ sustainable development goals highlight the importance of embracing our natural environment through action in education. In science education, it is therefore important to enhance our understanding of pedagogical approaches that promote Education Outside the Classroom (EOC). The aim of this systematic review is to investigate EOC methods and pedagogies and examine how they can help inform students’ acquisition of scientific knowledge and skills. In total, 157 full texts were read and considered for inclusion in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The final review included 49 empirical studies that examined EOC research between 2012 and 2021 across all disciplines. Positive outcomes are reported regarding student learning, motivation, and enjoyment, which highlight the benefits and rationale for adopting such approaches to support learning. However, a lack of longitudinal data was evident regarding the impact of the EOC experiences. This review shows that the pedagogical models underpinning the approaches to EOC were not always explicit or clearly stated. In terms of the methodological considerations, a number of gaps emerged in relation to the reporting of geographical and gender differences. We offer recommendations to implement EOC in science education and suggest areas for future research.

The integration of Artificial intelligence (AI) in literature review and its potentials to revolutionize scientific knowledge acquisition

The integration of Artificial intelligence (AI) in literature review and its potentials to revolutionize scientific knowledge acquisition

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

The conceptual change approach has been a prevalent theoretical foundation for comprehending students’ acquisition of scientific knowledge. Despite its extensive use, only a limited number of studies have employed this framework to examine the effectiveness of game-based learning (GBL). The GBL was utilized to teach 101 middle school students concerning bioaccumulation and biomagnification concepts. Concept cartoons were used for pre- and post-test to assess the extent of conceptual change. Students’ reflections were employed to understand the emotional and social aspects analyzed by content analysis. The result indicated that before engaging in the GBL activity, most students had limited concepts of bioaccumulation (50%) and held partially accurate concepts of bioaccumulation without biomagnification (49%). After learning with the game activity, the students changed their concepts range from limited concepts to accurate concepts of bioaccumulation and biomagnification. The Wilcoxon signed-rank test revealed a significant change (Z = 2850, p ≤ 0.001), with an effect size of 1.00 indicating a large effect. This result provided evidence of the cognitive and the intentional aspects of conceptual change in which students extended their conceptions through GBL experiences. Furthermore, the students reported feeling joyful and expressed positive sentiments toward the learning activity and collaborative work.

ВИКОРИСТАННЯ ЕКСПЕРИМЕНТАЛЬНИХ ЗАВДАНЬ В КУРСІ ГЕОГРАФІЇ

The article shows the importance of creating an effective system of experimental training of future geography teachers. The main doctrine in the study of modern geography, as well as other natural science courses, is a scheme that combines a complex of theoretical and laboratory-practical means of learning phenomena in nature. Perception of theoretical propositions, their verification in practical classes and modelling during the performance of experimental tasks are equivalent in the acquisition of scientific knowledge. The components of the proposed system of forming the experimental competence of the future teacher are distinguished by their adaptability to modern educational requirements, goal-oriented organization of the training of the future specialist, and the use of a competence-oriented approach to planning the educational process. It is not possible to organize the productive training of a future teacher as an experimenter using only a traditionally organized system of experimental activity. As experience shows, it is possible to increase the efficiency of such activity only if it is complemented by an optimally organized selection system and the use of experimental tasks. Goal-oriented management of experimental training of future teachers is important under the condition of creating an educational environment based on the introduction of research educational technologies into the educational process, which are provided with appropriate methodological developments.

Information About Ourselves from Ourselves: Young Users of Wearable Technologies in Secondary School

Abstract Several researchers have recognized the value of self-tracking technologies used to personally obtain data about ourselves. The aim of the present study was to assess the barriers associated with the “technologies of existence”, so-called wearables, including lack of knowledge of these devices, lack of information on their correct use, as well as difficulties regarding data integration and interpretation. To help to overcome these barriers we investigated a project involving two self-tracking activities in an Italian secondary school, performing a quantitative and qualitative analysis of the students using these technologies for educational purposes. Thanks to the project and its contextualized practical and theoretical activities, students were able to become “enhanced users” in terms of their knowledge, autonomy and awareness as regards wearable technologies. Our findings regarding the application of wearable technologies in a scholastic setting may also be step forward in addressing a well-known common pitfall of self-tracking: insufficient scientific rigor. Our quantitative and qualitative analysis showed how the use of wearable devices in educational settings had a range of beneficial effects, above all, eliciting satisfaction among students, but also yielding positive outcomes regarding the acquisition of scientific knowledge perceived both in terms of device applications and data interpretation. In conclusion, our findings may have broad implications in the future design and development of wearable technologies.

The use of software technologies in teaching а foreign language

The main task in the field of education is the use of new technologies for the acquisition of scientific knowledge, new pedagogical approaches to teaching, and new courses of study and teaching methods. All this regulates the activation of the intellect of the trainees, forming their creative and mental abilities, the development of a holistic worldview of individuals — a full member of the information society. With all the variety of teaching technologies: didactic, computer, problematic, modular and others, the implementation of the leading pedagogical processes remains with the teachers. With the introduction of modern technologies into the educational process, the teacher increasingly acts not as a distributor of information (as traditionally accepted), but as a consultant, adviser, sometimes even a colleague of the student. This gives some positive aspects: students actively participate in the learning process, learn to think independently, put forward their points of view and simulate real situations. The new educational multimedia environment creates additional opportunities for the development of students' creativity, stimulates their curiosity and instills interest in scientific activities. Thus, multimedia is an extremely useful and fruitful educational technology due to its inherent qualities of interactivity, flexibility, and integration of various types of multimedia educational information, as well as due to the ability to take into account the individual characteristics of students and help to increase their motivation. The purpose of the article is to observe the correctness of the system of training using didactic materials and prove its effectiveness. To achieve this goal, an experiment was conducted. During the experiment, platforms such as the Kahoot and Learnings.app and visual aids were used. As a result, the quality of students' knowledge of English has increased, and interest in the lesson has awakened.

Learning Statics through Physical Manipulative Tools and Visuohaptic Simulations: The Effect of Visual and Haptic Feedback

In this study, we: (a) compared the differences in the learning of friction concepts between a physical manipulative tool (PMT) and a visuohaptic simulation (VHS) in four different configurations (visually enhanced feedback on/off, force feedback on/off), and (b) analyzed the influence of the visual and haptic feedback for learning the concept of friction. Specifically, this study explored the role of an object’s size in friction. In a three-stage experiment (i.e., pre-test, experimentation, and post-test), 206 undergraduate students compared the friction force, speed, acceleration, and traveled distance between two cubes with the same weight but different sizes pushed on a smooth surface. Our results suggest that (a) VHS was an effective tool for promoting the learning of friction concepts actively, (b) learners in the VHS condition outperformed the learners in the PMT condition (PMT &lt; VHS), (c) the easy identification of the forces by enhanced visual cues promoted the acquisition of scientific knowledge, (d) the haptic feedback promoted a grounded experience for learning about friction, and (e) learners in the Sequenced (H→H + V) condition had more learning benefits than the Simultaneous (H + V), Visual, and Haptic conditions. Students in the Sequenced (H→H + V) condition took advantage of the affordances of the virtual and physical manipulatives. The implication for teaching and learning is that the virtual and physical affordances of the learning tools and the students’ prior knowledge must be considered in the design of the VHS to enhance learning. For the education research, the study implied that body actions positively impacted the learning experience.

Bayesian Adaptive Randomization with Compound Utility Functions

Bayesian adaptive designs formalize the use of previous knowledge at the planning stage of an experiment, permitting recursive updating of the prior information. They often make use of utility functions, while also allowing for randomization. We review frequentist and Bayesian adaptive design methods and show that some of the frequentist adaptive design methodology can also be employed in a Bayesian context. We use compound utility functions for the Bayesian designs, that are a trade-off between an optimal design information criterion, that represents the acquisition of scientific knowledge, and some ethical or utilitarian gain. We focus on binary response models on two groups with independent Beta prior distributions on the success probabilities. The treatment allocation is shown to converge to the allocation that produces the maximum utility. Special cases are the Bayesian Randomized (simply) Adaptive Compound (BRAC) design, an extension of the frequentist Sequential Maximum Likelihood (SML) design and the Bayesian Randomized (doubly) Adaptive Compound Efficient (BRACE) design, a generalization of the Efficient Randomized Adaptive DEsign (ERADE). Numerical simulation studies compare BRAC with BRACE when D-optimality is the information criterion chosen. In analogy with the frequentist theory, the BRACE-D design appears more efficient than the BRAC-D design.

Cyber anti-intellectualism and information seeking about SARS-CoV-2 variants

While scientific knowledge acquisition is a vital premise for citizens’ self-protection against COVID-19, the impact of anti-intellectualism on scientific information seeking has yet to be fully examined. Based on a cross-sectional survey, this study investigated the association of distrust and stigmatization forms of anti-intellectualism (i.e. AID vs. AIS) with the Planned Risk Information Seeking Model (PRISM) in predicting Chinese netizens’ information seeking about SARS-CoV-2 variants. The statistical results show that AIS is positively associated with seeking-related subjective norms and perceived control, indicating that it may boost a sense of self-empowerment. However, AIS is negatively related to affective risk response and the knowledge-sufficiency threshold, suggesting its possible link to overconfidence and trust in government. AID was found to be negatively associated with seeking-related attitudes and perceived control. Because AIS is far more popular than AID among respondents, its contradictory health implications should be brought into the vision of health communicators.

Towards a new relationship between: Innovative ideas and designs adopted by teachers for improving the study environment of life and earth sciences in Morocco

Science teaching requires not only the acquisition of scientific knowledge, but also the appropriation of scientific ways of thinking and the development of a scientific and technological culture. According to the constructivist model, the teacher must consider the classroom as a research laboratory, enabling learners to apply scientific approaches to the construction of knowledge. Adopting this model requires consideration of coherent methodological and epistemological options, as well as an understanding of key aspects of the nature of science, as the latter is an essential component in developing students’ scientific culture. This research aims to explore and analyze the idea of science among Moroccan teachers of life and earth sciences. We explored these ideas through semistructured interviews, followed by a qualitative content analysis. We found a certain heterogeneity of conceptions among the teachers. They share contrasting conceptions of science, sometimes adequate, sometimes erroneous. This study therefore highlights a profound lack of culture in terms of reflection on the nature of science and the ways in which scientific knowledge is developed. Hence, it is important to add epistemology in initial and in-service teacher training. Thus, training in the history of science appears desirable in order to emphasize the evolutionary and revolving character of science, and to ensure a positive impact on teachers, students, society and the environment.

The decisive learning skill for the scientific knowledge acquisition developed by artificial intelligence

Several researchers in the field of education have taken an interest in the development of scientific skills. Their objective is to enable learners to have an attitude of reflection and behavior in the face of the different pedagogical situations that may arise. We are also interested in these scientific skills, namely C1: Appropriate, C2: Analyze and reason, C3: Achieve, C4: Validate and C5: Communicate, we have characterized them by capacities whose objective is to evaluate them with interesting precision. We are interested in all these scientific skills but with significant weightings in order to realize a balanced, complete and effective overall assessment of scientific learning. In this work, we will also discover the most important scientific skill for the construction of Knowledge in a given scientific session, using artificial intelligence based on the decision tree by implementing a program in Python. Therefore, taking into consideration the one that leads to the birth of ideas and that allows to converge towards the objective, the teacher gives more importance to this skill and develops it by proposing different specific pedagogical situations. This learning approach allows the teacher to make the right decisions at the right time and it allows equity between the learners to acquire the different scientific skills according to their learning ability. Therefore it allows the learner an intrinsic motivation for the acquisition of scientific knowledge.

Dual Coding Cognition in Devising Infographics for an Enhanced Students’ Scientific Knowledge

The goal of science education is to increase students’ scientific literacy, which includes the acquisition of scientific knowledge, to become informed and active citizens who can make decisions that influence their health, environment, or society. In line with this, the study sought to determine the efficacy of using infographics in enhancing the scientific knowledge of 160 grade 8 students in Alaminos Laguna. Furthermore, it investigates the students’ dual coding cognition as inputs to developing the infographic materials. It also evaluates students’ preferences for static and animated infographics, and evaluators’ ratings of the created infographics. This study is descriptive developmental in nature, as it employs survey questionnaires to assess students’ dual coding cognition, students’ preference for static versus animated infographics, and experts’ ratings on the designed infographic materials. It also creates, designs, and assesses infographic learning materials in accordance with the criteria established to be effective. The results showed that students’ dual coding cognition in terms of verbal and imagery is both “practiced” and that both infographics were “preferred” by the students. The static infographics received an “excellent” score from the expert raters, while animated infographics received a “very good” rating. The result generated showed infographics enhanced learners’ performance and demonstrated a substantial difference between their pre-and post-test scores in terms of scientific knowledge. The findings indicate that using infographics to increase students’ scientific knowledge and academic performance was indeed beneficial.

Developing a scale of scientific sense for students at a private university.

The study indicates the importance of providing students with the scientific sense and its concomitant development. It aims to develop a scale of scientific sense for students at a Private University. This study is the first to develop a scale of scientific sense for students. The sample included (395) students enrolled during the Summer Semester 2019/2020. The results showed high psychometric properties of the scales of scientific sense. The indicators of conformity within the accepted standard confirm the construction validity of the scale of scientific sense. The scale of scientific sense in its cognitive and emotional aspects greatly contributes to the acquisition of scientific knowledge, life skills and the achievement of educational goals in higher education institutions. The study recommended using the final vision of the scale of scientific sense, and utilizing the scale to verify the scientific sense (Cognitive, Emotional) of the students. Keywords: development; scale; scientific sense; cognitive; emotional; exploratory factor analysis; confirmatory factor analysis.

Pathway to Sustainability through Pragmatic Wisdom

In this era of rapid modernization, technology has changed people’s everyday lives globally but at a heavy price, as evidenced, for example, by the earth’s deteriorating environments. Environmental contamination has induced the adverse impacts of climate change, manifested as natural disasters. According to scientific predictions, if climate change continues at the current rate, irreversible damage to the planet’s ability to sustain life could occur by 2100. This disturbing scenario has prompted a wake-up call for promoting sustainability and initiatives, such as the Sustainable Development Goals formulated by the United Nations, which are aimed at influencing and penetrating every aspect of life. This article discusses the importance of pragmatic wisdom for our earth’s restoration through the achievement of sustainability, which requires a revolution in education. A new educational model, particular within higher education, which extends beyond most of the current educational models for acquiring knowledge, is required to promote pragmatic wisdom. Apart from the acquisition of scientific knowledge, philosophical thinking and critical thinking skills are essential for promoting pragmatic wisdom. In this context, an education that couples liberal arts with natural sciences could be one of the solutions for facilitating the transformation of knowledge into pragmatic wisdom, which can potentially foster sustainability.

Application of Artificial Intelligence Methods Depending on the Tasks Solved during COVID-19 Pandemic

Health systems challenges that emerged during the COVID-19 pandemic, such as a lack of resources and medical staff, are forcing solutions which optimize healthcare performance. One of the solutions is the development of clinical decision support systems (CDSS) based on artificial intelligence (AI). We classified AI-based clinical decision-supporting systems used during the pandemic and evaluated the mathematical algorithms present in these systems. Materials and methods: we searched for articles relevant to the aim of the study in the Scopus publication database. Results: depending on the purpose of the development a clinical decision support system based on artificial intelligence during pandemic, we identified three groups of tasks: organizational, scientific and diagnostic. Tasks such as predicting of pandemic parameters, searching of analogies in pandemic progression, prioritization of patients, use of telemedicine are solved for the purposes of healthcare organization. Artificial intelligence in drugs and vaccine development, alongside personalized treatment programs, apply to new scientific knowledge acquisition. Diagnostic tasks include the development of mathematical models for assessing COVID-19 outcomes, prediction of disease severity, analysis of factors influencing COVID-19 complications. Conclusion: artificial intelligence methods can be effectively implemented for decision support systems in solving tasks that face healthcare during pandemic.

English medium of instruction in science learning: A path analysis

As a result of the global boom in English-medium instruction (EMI) education, an increasing number of content subjects are now taught in English. Though many variables have been identified as important predictors of academic success in the EMI context, the relationships between them are still poorly understood. Drawing on survey data collected from 356 students studying at eight English-medium secondary schools in Hong Kong, we developed a model to describe the structural relationships between L2 students' English proficiency, their use of language in the science classroom, their self-perceived difficulty in using English in the science classroom, their science learning self-concept, and their science achievement. The path analysis revealed strong connections between the variables, indicating that L2 students' self-perceptions and their English competence play important roles in their acquisition of scientific knowledge. Although L2 students' English proficiency was identified as a strongest predictor of science achievement, negative perceptions of EMI caused by lack of English competence to some extent also facilitate students’ academic outcome in science. In terms of pedagogical implication, mixed-language instruction appeared to be more beneficial than pure English-medium instruction when teaching science subjects.

PROBLEM-BASED LEARNING AS AN ESSENTIAL CONDITION FOR THE DEVELOPMENT OF PUPILS’ CREATIVE THINKING DURING SUMMARIZING AND SYSTEMATIZATION OF KNOWLEDGE IN ORGANIC CHEMISTRY

The article describes problem-based learning as an essential condition for summarizing and systematization of knowledge in organic chemistry summarizing and systematization of knowledge in organic chemistry. It is substantiated that, the problem-based learning, based on the principle of research, educational and cognitive activities provides mastering chemical knowledge with schoolchildren at constructive and creative levels of complexity. Functions of theoretical knowledge are disclosed. The author came to the conclusion that, representing theories in their development, systematically summarizing theoretical knowledge, the teacher discloses the dialectic of knowledge, at the same time pupils acquire major worldviews on flow of substances in nature, dependence of chemical properties on molecular structure and mutual influence of the atoms in the molecules, the source of polyatomicity of organic molecules and their genetic link, the contribution of organic chemistry in economic development etc. It’s outlined the chain of problem-based situations, that may be drawn in the course of making connections between the structural elements of the topic «Hydrocarbons»; wide possibilities of such logical operations as comparison and analysis are described during the generalization of knowledge by creating problematic situations and their resolving with the broad participation of pupils, when they gain experience of a creative approach to the acquisition of scientific knowledge, the understanding of interdisciplinary field of versatility of organic compounds, their importance in solving practical problems of today. The prospects for new approach to the integration of the knowledge about the organic substances in terms of electronic effects in molecules aimed at improving of natural scientific and chemistry subject-specific competencies have been analyzed.

АКМЕОЛОГІЧНИЙ ПІДХІД ДО ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ БІОЛОГІЇ

The article is devoted to the problem of formation of professional competence of future biology teachers in accordance with modern requirements for the organization of the educational process in higher education institutions. The article notes that the acquisition of scientific knowledge and their implementation in practice requires the creation of a number of conditions that would promote the development of the personality of future professionals. The article notes that despite the prospects and opportunities provided by higher education, there is a problem of self-realization of the individual in educational activities. The author emphasizes that the educational process in higher education institutions should involve productive interaction and be based on the principles of success, subjectivity and creativity. The purpose of the article is to substantiate the ways of forming the professional competence of future biology teachers. The research uses theoretical methods: analysis of psychological and pedagogical, scientific and methodological literature, generalizations and empirical method - pedagogical observation of the educational and cognitive activities of future teachers of biology. We consider the professional competence of future biology teachers as a complex multifaceted category, which includes: professional motivation, systematic knowledge of science and teaching cycle, professional and communication skills, stability, professional mobility, flexibility and critical thinking, initiative, emotional attitude to the profession nature, society, the ability to model the pedagogical process and perform pedagogical activities in non-standard situations, to make rational decisions. According to the author, the key positions of the acmeological approach are: facilitation, motivational activity, productivity, personal orientation of the educational process, pedagogical support, individual learning trajectory, developmental educational and professional environment, self-actualization of future professionals, appreciation of students. The article substantiates the didactic possibilities of the acmeological approach to the formation of professionalism of future specialists, the conditions for personal and professional development of the teacher's personality, his achievement of competitiveness and the tops of pedagogical skill.