Attitudinal Knowledge Research Articles

La integración de conocimientos teórico-prácticos desde la experiencia de profesionales del Trabajo Social en la formación del estudiantado a través de metodologías activas y participativas

In undergraduate studies in social work, a series of competency objectives related to the theoretical, methodological and attitudinal knowledge contemplated in the discipline’s educational curriculum are established, as set out in the White Paper on the Degree in Social Work. The incorporation of active and participative methodologies in the teaching-learning processes favours student acquisition of these contents. Likewise, in the teaching-learning processes, the use of didactic resources that connect theoretical knowledge with the exercise of professional practice favours student understanding of the curricular subjects. This study aims to analyse the impact that theory has on social intervention for active social workers in order to create theoretical-practical content for the subject of Introduction to Social Work Models at the University of Granada. The methodology applied incorporates documentary work and the development of three discussion groups, in which 18 active social work professionals participated. The analysis of the speeches generated in these groups has served as a resource for the development of a flipped-classroom with students taking the Introduction to Social Work Models course at the University of Granada. The analysis has been conducted around three categories: the value of theory in professional practice; roles, purposes and theoretical models underlying social work; and the social work of the future. The results show how social work professionals attach great importance to theory as a guide in their professional practice, preferably approaching it from systemic and humanist theoretical models and opting for the recovery of community and critical-transformative theoretical approaches.

Educational intervention and its application in the development of higher-level self-learning skills

This work is a practical attempt to defend the methodological proposal of action research as a means of interrelating direct teaching actions with the students' own forms of expression and performance in the process of professional development. The intervention has already been carried out, and there is certainty that it met the proposed expectations both in terms of research level and addressing the educational problem. Recognizing educational problems entails accepting co-responsibility for their existence. The concept of cognitiveness encompasses an approach that extends beyond job training and professional training within specialized frameworks. It integrates attributes of instrumental and attitudinal knowledge that are not regulated as in labor-related ones, but they can still be shaped based on criteria established by professional organizations in each knowledge area.

Operators’ Requirements for SSA Services

The space data association (SDA), an association of global satellite operators working to ensure a controlled, reliable, and efficient space environment, has run a survey among its members to gather data on their Conjunction Assessment concept of operations. These include collision avoidance Go/No-Go metrics, collision avoidance targets, and operational constraints. This paper assesses the various positional accuracy requirements of space situational awareness (SSA) data associated with each of these diverse "Go/No-Go" metrics as employed in the conjunction mitigation processes used for space traffic coordination and spaced traffic management. These metrics include miss distance at the time of closest approach (TCA), componentized miss distance (e.g., TCA radial separation to preclude collision even when in-track or cross-track separations or uncertainties are unknown), and maximum collision probability and estimated actual probability. A common practice is to approximate a spacecraft’s hardbody with an encapsulating sphere. This one-shape-fits-all approach eliminates the need to determine orientation, but results in an overestimated object volume and an overinflated probability unless both satellites are actually spheres. The dependence of collision probability on orientation and configuration/shape of the satellites at TCA is examined in contrast to the use of an encapsulating spheres to produce more representative probabilities. To overcome the lack of knowledge of the enveloping box's orientation a spectrum of collision probability values corresponding to a range of box orientations, from which the interrelationship between attitudinal knowledge and position accuracy required for a given collision probability threshold can be determined. It was found that such an approach can typically reduce probability by a factor of 3 or more. The interrelationships between SSA positional accuracy, the operator-selected Go/No-Go metric and its threshold, timeliness, and resulting maneuver frequency is also explored. For example, the necessity to perform a collision avoidance maneuver adhere to a squared relationship on the adopted miss-distance threshold. The miss distance threshold adopted by the operator should, if done properly, be a function of the estimated accuracy of the primary and secondary objects as a function of time. This paper concludes by comparing the accuracy requirements derived for each metric above with estimates of positional accuracy observed in actual SSA data fusion experiments conducted this past year. In many situations, the accuracy of legacy and commercial SSA systems is insufficient to support the adopted Go/No-Go metric without using comprehensive data fusion techniques. Recommendations for operators are provided.

‘I have enjoyed teaching science more’: changing the attitudes of primary teachers and pupils towards science

ABSTRACT This article explores issues with primary science, changing attitudes towards primary science and the interrelationship between attitudes and experiences. It examines findings from research that investigated the views and experiences of twelve science leaders undertaking a professional development programme designed to develop primary science pedagogy and leadership. Qualitative data collected using questionnaires, an interview, focus group, and programme submissions were analysed thematically and using keywords. The findings suggest changes in science leaders’ and teachers’ attitudes towards teaching science and of pupils towards learning science. By considering attitudinal change as a particular form of learning leading to the acquisition of ‘personal knowledge’ after Eraut, this article raises questions about individual and social construction of attitudinal knowledge. It also explores the way attitudes and experiences interrelate and how teachers’ professional development might influence collective attitudinal knowledge across school communities and, in turn, enhance individual learning.

Experiencing an extensionist action of the academic leagues in the itinerary of the student of Medicine

An Academic League is formed, primarily, by students and professors of a certain course (or courses), united by the common interest of developing activities of teaching, research, extension, culture and / or affirmative policies in several areas of academic formation. This study aims to report the importance of health leagues in the construction of the formative itinerary, especially, based on an experience report from the construction of the 1st Academic League Symposium of Recôncavo of Bahia, with the main theme “Interconnecting the Children's Health” highlighting childhood as a stage of the life cycle that requires socio-cultural, political-economic and individual transformations. For this purpose, 15 Academic Leagues, mostly with medical students, were divided into groups to coordinate the event's activities: conferences, courses, practical stations and presentations of scientific papers. Providing students with the competence of an autonomous and critical-reflexive professional with the capacity to meet the population's health demands, striving for the articulation of attitudinal knowledge and skills to act at different levels of health care. The result of this experience shows that developing activities that enable student protagonism where students can exercise skills such as leadership, management, communication and teamwork are fundamental for both the growth of the university and the development of students, in order to deal with future challenges, making the Leagues tools of important value in the academic itinerary of the student in the health field.

Academic production in the field of combat sports: the case of judo and the studies of the principles and values of the sport

Aim: The purpose of the study was to carry out a survey and analysis of the scientific production of judo, specifically the contents that discuss the principles and values of this sport, to understand the contexts of its production at the national and international levels. Methods: A “state of the art” literature review was used to analyze seven national journals of Physical Education and five specialized in the area of combat sports, from their first editions up until the year 2021. Results: The results indicated that judo production has grown mainly in the last decade. In both national and specialized journals, the analyzed productions (n = 69 and n = 410, respectively) were concentrated in biodynamics (57.97% and 72.93%), followed by the sociocultural (30.43% and 23.41%) and pedagogical areas (11.60% and 3.66%). Articles on principles and values accounted for only 8.35% of judo production, of which 47.50% were written entirely in English, 42.50% in Japanese with only abstracts in English, and a measly 10% in Portuguese, confirming the difficulty in finding information on the topic. This aridity may be the result of the technical-sports perspective that drives scientific research in the area of biodynamics and the language barriers of publications concentrated in English and Japanese. Conclusion: It is suggested that actions by the regulatory institutions be taken to encourage both research and greater access to the conceptual and attitudinal knowledge of judo, extrapolating the offer of bodily knowledge and approaching the democratic and integral educational process that is expected.

Teaching from the heart: exploring beginner teachers’ attitudinal knowledge

This article provides insight into the knowledge held by Zimbabwean Ordinary Level beginner teachers who teach Literature in English. An extant of research output on ESL focuses on curriculum, subject, learner, and pedagogical content knowledge of linguistic content, with limited, if any, focus on knowledge of Literature in English. To address this gap, this study employed a qualitative single case study design to gather data on the knowledge held by four purposively selected beginner teachers. In the context of this study, beginner teachers were college trained English teachers who had been in the profession for less than four years. The study was underpinned by social constructivism and current literature on experiential teacher knowledge. The study established as a novel finding that beginner teachers held attitudinal knowledge. Additionally, the findings affirmed that beginner teachers’ knowledge was a multiple-sourced construct that was fluid, idiosyncratic, attitudinal, pragmatic, and contextual. The study recommends that teacher preparation institutions consider the findings as basis for student teacher training programmes that foster connections between personal and experiential sources of knowledge construction.

Nursing governance in integrated health service networks and its impact on care processes in the field of primary care teams

Introduction: professional governance constitutes the processes and structures that give nurses autonomy, control and authority over nursing practice in an organization. Objective: to describe the perception of nursing governance in integrated health service networks from the nursing care process in the field of Primary Care Teams. Method: a descriptive, cross-sectional study was carried out in June 2020. Mixed. 66 workers from 11 Health Units where the network-protect program was implemented in the municipality of Moreno, Province of Buenos Aires, were studied. Qualitative and quantitative instruments were used. Descriptive and inferential statistics were used Results: governance practices perceived positive responses in: cardiovascular risk assessment, use of network management instruments, in cardiovascular rehabilitation and in the implementation of the Nursing Care Program (PAE) aimed at cardiovascular risk factors (P <0.001). There is no relationship between sociodemographic variables and practices related to nursing governance. Conclusions: there are constructivist principles of MAPEC with practices for nursing governance in the estimation of cardiovascular risk applying the PAE and in the actions of the cardiovascular rehabilitation office. Regarding attitudinal knowledge about the axes of care for NCDs and cardiovascular risk, nursing governance practices are positively perceived in relation to the assessment and estimation of cardiovascular risk according to tables pre-established by the WHO

Saberes para a docência em Biologia na Educação Profissional

O artigo é resultado de uma dissertação de mestrado (Morais, 2017) defendida no âmbito do Programa de Pós-Graduação em Educação Profissional (PPGEP) e tem como temática central os saberes docentes. O objetivo do texto é refletir acerca dos saberes docentes necessários ao fazer dos professores de Biologia no contexto da Educação Profissional (EP). Para alcançar tal intuito, consultamos os estudos de pesquisadores como Saviani (1997) Araujo (2008), Moura (2014) e Tardif (2014), o que configura a pesquisa como bibliográfica. Os resultados apontam para uma fragilidade histórica no que concerne aos processos de construção, mobilização e reconstrução dos saberes para a docência em Biologia na Educação Básica (EB), em geral, e na EP, em específico. A partir desses achados, discutimos uma base de saberes necessários ao fazer cotidiano dos professores que atuam com o componente disciplinar Biologia na EB integrada à EP, quais sejam, os saberes relativos à Biologia; os saberes relativos às ciências da educação; os saberes do pesquisador; os saberes experienciais; os saberes de áreas profissionais em que pode atuar; e os saberes crítico-contextual e atitudinal, a fim de subsidiar o trabalho docente na perspectiva da formação humana integral.

Attitudinal, conceptual, and procedural dimensions of the knowledge of trail guides in national parks

Abstract Aim: This study aimed to present the conceptual, procedural, and attitudinal knowledge of the trail guides (TG) in the Serra da Capivara National Park (SCNP) and Caparao National Park (CNP). Results: Seventy-nine TGs participated in this descriptive-exploratory research, with a qualitative approach, representing 84% (n = 40) of CNP guides and 80% (n = 39) of SCNP guides. Conclusions: The evidence describes the conceptual, attitudinal, and procedural dimensions displayed before and during trail-walking, with differences in conceptual knowledge, discrepancies in procedural knowledge, and equality in attitudinal aspects. The importance of the participation of the area of physical education was highlighted in the training of TGs, alongside the need to include didactic-pedagogical content, environmental education, exercise physiology, movement biomechanics, flora, fauna, notions of minimal or desirable impact, and first aid.

Metacognição e a experimentação investigativa: a construção categorias interativa dialógicas

Metacognição na experimentação investigativa é um processo que envolve conhecimentos procedimentais e atitudinais necessários para a formação crítica científica. A experimentação investigativa (EI) como abordagem didática, pode desenvolver nos alunos a alfabetização científica, potencializando a metacognição. Nessa perspectiva, objetivou-se apresentar proposições de instrumento de análise com potencial metacognitivo com foco nas interações discursivas originadas de atividades experimentais investigativas realizadas em um Clube de Ciências. A metodologia de abordagem qualitativa concebe a pesquisa participante, para o desenvolvimento de práticas epistêmicas com formas interativas mais gerais do processo discursivo baseadas na metacognição. A tal efeito, o instrumento possibilita aplicação e análise de categorias e intervenção pedagógica em sequências de ensino investigativo (SEI), através da resolução de problemas reais. A definição de categorias contribui para compreender que o trabalho pedagógico deve acontecer de maneira interativa e colaborativa, a fim de analisar o entendimento da complexa dinâmica envolvendo os processos interativos dialógicos que têm motivado o desenvolvimento de pesquisas relacionadas ao discurso entre professores e alunos, e seu impacto na condução de argumentações no contexto do ensino de Ciências.

Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts

ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts

ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

Aprender arte en primaria a través de Códigos QR

Esta investigación tuvo como principal objetivo analizar si era posible aprender y enseñar Historia del Arte, en educación primaria, a través del diseño de códigos QR. Para ello nos basamos en un Project Based Learning, que cumplía tres finalidades, conocimiento científico, aprendizaje colaborativo e integración tecnológica. El estudio se realizó sobre una muestra de 24 alumnos de Educación Primaria, con edades comprendidas entre los 10 y 11 años. Se utilizaron dos cuestionarios, uno previo y otro final, para detectar el progreso en el aprendizaje y una rúbrica para verificar comportamientos. Los resultados mostraron un progreso notable en el conocimiento del Arte, en el trabajo colaborativo con sus iguales y en su integración tecnológica. Demostraron que habían mejorado notablemente sus conocimientos conceptuales, procedimentales y actitudinales, tanto cuantitativa como cualitativamente.

Quality early childhood education and care – the role of attitudes and dispositions in professional development

ABSTRACTThe early childhood workforce is routinely demonstrated as being central to the quality of early childhood education and care (ECEC). Frequently, discussions of quality focus on structural features of training, such as level and duration. However, the literature demonstrates that quality extends beyond the structural and that early childhood practitioners identify knowledge that is not from qualifications, referring instead to less tangible attitudes that are often seen as innate for guiding their work with children. Drawing on empirical research in three European countries (UK, Hungary and Italy), this paper considers the attitudes that those at the start of their professional development identify for ECEC and where and how they develop them. The findings highlight how attitudes are bound by socio-cultural understandings of ECEC, with a post-structuralist perspective highlighting the importance of bringing to the fore the tacit attitudinal knowledge that is assumed to exist for guiding quality ECEC.

Environmental Professional Competence Education: A Need of University Students and Present and Future Society

Environmental Professional Competence Education: A Need of University Students and Present and Future Society Aymee Alonso Gatell, Nivia T. Álvarez Aguilar, Jaime Arturo Castillo Elizondo Abstract This paper is aimed at analyzing professional competencies, particularly university students’ environmental professional competencies (EPC). Understanding the meaning and sense of professional competencies lead the authors to recognize the need of integrating conceptual, procedural and attitudinal knowledge, to distinguish between general professional competencies and environmental professional ones, and to design activities for educating and fostering their development on the basis of recognizing a distinctive character, determined by the social object of each career and its actual corresponding formative process. The study examines not only world-wide published materials on the topic but the university educational practices of several Latin-American countries. The findings also include a definition for EPC that takes their function and the specific environmental content into account. The importance of EPC in satisfying university education requirement is also appraised. From authors’ perspective an important reference is contributed for similar studies in other areas of education. These findings prove the necessity of a finest conceptual precision of environmental professional competence education in current conditions. Full Text: PDF DOI: 10.15640/jehd.v5n1a15

Orbitofrontal cortex provides cross-modal valuation of self-generated stimuli

Prior research has shown that the orbitofrontal cortex (OFC) plays an important role in the representation of the evaluation of stimuli, regardless of stimulus modality. Based on these findings, researchers have proposed that the OFC serves a common currency function, allowing for the direct comparison of different types of perceptual stimuli (e.g. food, drink, money). The present study was designed to extend this research and investigate whether these same regions of OFC that have been identified in previous research are involved in evaluating imagined stimuli. Specifically, we asked participants to draw on prior attitudinal knowledge to generate internal representations of liked and disliked exemplars from different categories during functional magnetic resonance imaging. The results of this study support the idea that imagined stimuli (regardless of stimulus category) are evaluated in the OFC using a common system that has been identified in previous research for externally perceived stimuli.

Representation of attitudinal knowledge: role of prefrontal cortex, amygdala and parahippocampal gyrus

It has been proposed that behavior is influenced by representations of different types of knowledge: action representations, event knowledge, attitudes and stereotypes. Attitudes (representations of a concept or object and its emotional evaluation) allow us to respond quickly to a given stimulus. In this study, we explored the representation and inhibition of attitudes. We show that right dorsolateral prefrontal cortex mediates negative attitudes whereas left ventrolateral prefrontal cortex mediates positive attitudes. Parahippocampal regions and amygdala mediate evaluative processing. Furthermore, anxiety modulates right dorsolateral prefrontal activation during negative attitude processing. Inhibition of negative attitudes activates left orbitofrontal cortex: a region that when damaged is associated with socially inappropriate behavior in patients. Inhibition of positive attitudes activates a brain system involving right inferior frontal gyrus and bilateral anterior cingulate. Thus, we show that there are dissociable networks for the representation and inhibition of attitudes.

Smoking-related attitudes and their sociodemographic correlates among Mexican-origin adult smokers.

The purpose of the study was to describe smoking-related knowledge and attitudes of a specific group of Latino smokers, and to identify sociodemographic correlates. This study is one of the few to provide information about smoking-related psychosocial variables and their correlates among a Latino subgroup. A survey was administered to a volunteer sample of adult smokers of Mexican-origin (n = 278) to assess their sociodemographic characteristics, and smoking-related knowledge and attitudes. Measures of smoking-related attitudes targeted six constructs: self-efficacy for quitting smoking, anticipated outcomes, intentions to quit, normative expectations, social support, and barriers to quitting. Smoking/cessation knowledge was assessed with a 14 item test. This sample of smokers had high knowledge and positive attitudes about quitting smoking. Several sociodemographic variables were associated with attitudinal knowledge variables, although no consistent pattern of association was seen. Results underscore the complexity between smoking-related attitudes and sociodemographic factors, and are discussed in terms of implications for culturally-tailored interventions.