Dimensions Of Knowledge Research Articles

Enhancing knowledge transformation in digital education: an analysis of the SECI model’s application in course design and execution

This study investigates the application of the SECI model of knowledge dimensions in the design and execution of educational courses in “Innovation and Digitization Management” and “Data-Based Decision Making” microdegrees, developed within the rapidly evolving educational landscape of 2023 and 2024. The research incorporates a diverse sample of learners across multiple demographics to enhance generalizability. Leveraging natural language processing (NLP) and text analysis, the study explores patterns in course content that correlate with positive learner feedback and effective knowledge transformation. The methodology, combining both quantitative and qualitative approaches, includes data preprocessing, tokenization, vectorization, and clustering to compare and contrast course elements with learner feedback systematically. Preliminary findings indicate that the integration of the SECI model, emphasizing real-time content sharing and example-based learning, significantly enhances the transfer of knowledge from tacit to explicit forms. This research aims to identify a replicable cadence in content preparation that optimizes learning outcomes, applicable to a broad range of educational contexts including data-related courses, innovation, digital transformation or knowledge-management topics.

A SeNA-based study of in-service teachers’ interaction patterns in an online learning community

In-service teachers, constrained by work commitments, adopt online learning methods for their graduate studies, emphasizing the significance of exploring the construction of online learning communities. Analyzing collaborative conversation texts within the online learning process of the “Learning Science” course at a university in Beijing, this study employed social epistemic network analysis (SeNA) to investigate interaction patterns of in-service teachers and propose optimization strategies. The findings of this study show that in asynchronous discussions without intervention, the overall situation of collaborative conversations among in-service teachers tends to be low-level. The social interaction network shows polycentricity, categorizing members into core and peripheral interactors based on distinct social interaction characteristics, highlighting substantial disparities in epistemic networks. Core interactors prioritize engaging with others, yet their contributions primarily echo interactions, reflecting superficial knowledge dimensions. Conversely, specific peripheral interactors prioritize independent reflection, sharing content largely derived from personal experiences or knowledge, signifying a commitment to independent and in-depth thinking within deeper knowledge dimensions. Moreover, learners’ online interactions are influenced by individual characteristics, instructional evaluation and the learning community atmosphere.

Thinking and Unthinking the Present: Philosophy after Foucault

What might a contemporary philosophical practice after and following Foucault look like? After briefly analyzing Foucault’s rather ambiguous stance towards academic philosophy in his posthumously published Le discours philosophique, we argue for continuing his historico-philosophical practice of diagnosing the present. This means taking up his analytic heuristic (with its three dimensions of power, knowledge and subjectivity) rather than his more concrete diagnostic concepts and the specific historical results they yield. We argue that the common methodological operation on each of the three axis is to shift the perspective from the given legitimacies, norms, identities and selves to their historical, conflict-ridden emergence. Practicing philosophy in this way allows developing Foucauldian contributions in two contemporary philosophical debates: critical ontology and political epistemology. While ontology and epistemology might seem surprising fields to work in for philosophers inspired by and critically loyal to Foucault, we attempt to dispel these reservations and illustrate the stakes in both debates, pointing to the urgent issues of ecological questions and of the problematization of untruths in politics respectively.

Sustainable Literacy of Climate Change: A Survey Study on Pre-Service Elementary Teachers'

Sustainability literacy is a crucial skill that should be introduced to students as a way to achieve sustainable development. Environmental issues are one of the main goals in sustainable development. The objective of this study is to analyze the sustainability literacy profile of pre-service elementary teachers related to climate change. This research is a survey study. The subjects of this study are 156 pre-service elementary teachers. Data collection techniques used semi-open questionnaires. Data analysis techniques used descriptive techniques. The results of the analysis show that the sustainability literacy of the students falls into the very good category, with an average score of 84.85%. The Sustainable Knowledge (SK) dimension is the highest compared to the other dimensions, with a percentage of 92.96%. Meanwhile, the Sustainable Behaviour (SB) dimension is the lowest, with a percentage of 76.75%.

Mapping ignorance to uncover shortfalls in the knowledge on global Orthoptera distribution

Understanding the spatiotemporal distribution of species is fundamental for ecology, evolution and conservation. However, this and other aspects of biodiversity knowledge suffer from shortcomings and biases. Quantifying and mapping biodiversity knowledge shortfalls is therefore crucial to ascertain the current quality and completeness of biodiversity data, prioritize sites for (re)sampling, or plan conservation interventions. Here, we compile a comprehensive dataset of Orthoptera occurrences, and use it to create a global ‘ignorance map’ based on taxonomic, survey and temporal completeness, and on survey and temporal evenness of the inventories. We hypothesize that knowledge of Orthopteran biodiversity is relatively poorer in tropical regions compared to temperate regions, and in the south compared to the northern hemisphere. Due to biocultural factors, we expect regions in the tropics and the Global South to have lower levels of completeness and evenness in time and space for all the studied aspects of biodiversity information. Our findings show gaps in the knowledge of orthopteran distributions, which are characterized by low survey and temporal evenness in tropical regions, but also in many temperate regions (e.g., most of the countries in temperate Asia). The combination of multiple dimensions of biodiversity knowledge (taxonomic, spatial and temporal) reveals that biogeographic interpretations based on only one component can lead to an illusion of completeness. We believe that the novel framework used in our study can guide future research towards building more accessible maps of biogeographical ignorance for entire groups.

Knowledge, Attitudes, and Practices of Oncology Nurses in the Maintenance of Peripherally Inserted Central Catheter (PICC) in Selected Hospitals in Shandong Province China

Background: Standardized catheter maintenance by nurses can reduce complications. Understanding the knowledge, attitude and practice status of clinical nurses in PICC maintenance is of great practical significance for medical and health development. Objective: To describe the current knowledge, attitude and practice (KAP) of nurses on peripheral central catheterization (PICC) maintenance. Methods: The knowledge, attitude and behavior of PICC maintenance of 317 oncology nurses in Shandong Province were analyzed by questionnaires. The counting data were described by frequency and percentage. The influence factors of PICC maintenance knowledge, attitude and behavior were determined by independent sample t test and one-way analysis of variance. Results Gender, age, professional title, education level, work experience, PICC training experience and PICC certificate are all significant factors affecting PICC maintenance knowledge, attitude and behavior. In the dimension of PICC maintenance knowledge, 212 nurses (mean = 10.00, SD=1.26) were proficient in PICC maintenance knowledge, while 105 nurses (mean = 16.60, SD=1.34) were obviously lacking in PICC maintenance knowledge. In the dimension of PICC maintenance attitude, the average score of nurses' PICC maintenance attitude was 52.92+10.34 points, and 228 nurses (mean = 58.86, SD=4.67) had a positive attitude towards PICC maintenance. The average score of nurses' PICC maintenance practice was 62.03+13.00, 64% of nurses had good PICC maintenance practice ability, and 203 nurses (mean =71.33, SD=4.76) had good PICC maintenance practice ability. Discussion In conclusion, the knowledge, attitude and practice of PICC maintenance of oncology nurses in Shandong Province were all at a moderate level. The role of demographic factors on PICC maintenance was paid attention to, and the training on PICC maintenance was emphasized, and the knowledge level, attitude cognition and practical ability of nurses on PICC maintenance were improved through diversified training methods.

Changing Levels of Bloom’s Taxonomy in Learning Objectives and Exam Questions in First-Semester Introductory Chemistry before and during Adoption of Guided Inquiry

When General Chemistry at West Point switched from interactive lectures to guided inquiry, it provided an opportunity to examine what was expected of students in classrooms and on assessments. Learning objectives and questions on mid-term exams for four semesters of General Chemistry I (two traditional semesters and two guided inquiry semesters) were analyzed by the Cognitive Process and Knowledge dimensions of Bloom’s revised taxonomy. The results of this comparison showed the learning objectives for the guided inquiry semesters had a higher proportion of Conceptual and Understand with a corresponding decrease of Factual, Procedural, Remember and Apply learning objectives. On mid-term exams, the proportion of Remember, Understand, Analyze/Evaluate, Factual, and Conceptual questions increased. We found that guided inquiry learning objectives and mid-term exam questions are more conceptual than traditional courses and may help explain how active learning improves equity in introductory chemistry.

How does financial literacy affect households’ financial fragility? The role of insurance awareness

This paper investigates the impact of household heads' financial literacy on households' financial fragility. We estimate a panel probit model by employing panel data from four waves (2015, 2017, 2019, and 2021) of the China Household Finance Survey (CHFS) with 58,802 observations. We focus on the mediating role of insurance awareness. First, enhanced financial literacy significantly mitigates households’ financial fragility, with insurance participation emerging as a crucial mechanism. Second, our cross-sectional analyses show that the beneficial effects of financial literacy are more pronounced in households not constrained by wealth or cognitive skills, as well as households with lower health risks and those located in the central and western regions of China. Third, we identify that financial literacy, through its distinctive financial knowledge attributes, offers unique contributions to reducing household financial fragility, separate from general cognitive abilities. Last, we highlight peer effects in the influence of financial literacy on financial fragility, predominantly driven by social norms.

Where is the reflexive ‘I’ in the Elements of AI?

ABSTRACT AI’s opportunities and potential high-risk consequences for individuals and societies render mass AI literacy imperative. MOOCs are one effective conduit for its provision. However, MOOCs remain epistemologically one-sided when lifelong learning steadily shifts towards a reflexive epistemology whereby subjectivities and expert knowledge intersect, problematising the latter’s relevance to agents when disregarding the first. Addressing the underexplored epistemologies of AI literacy MOOCs and kindled by transformative learning in late modernity, this paper examines how the design of the MOOC Elements of AI prompts reflexivity over AI. A Bloom’s taxonomy-based qualitative content analysis categorised 16 learning objectives and 25 assessments according to cognitive processes and knowledge dimensions they serve. Results showed adequate but delayed instruction for reflexivity and a benign constructive misalignment, with assessment hitting higher and wider processes and dimensions than the learning objectives. Following the fleshing out of results, their discussion leads to EAI-specific and general enhancements for identity-based transformative AI literacy MOOCs catering to scale and individuality.

Modern Technologies: The Use and Role of Immersive Classroom in Teaching and Learning and its Implications on Educational Management

The role of Artificial Intelligence in reshaping education cannot be under mined. Immersive classroom fueled by evoking classroom technologies such as Virtual Reality, Augmented Reality and Mixed Reality represent a holistic force of transformation offering inclusive dynamic learning experience that prepares not just learners but also educators for the complexities in the digital world. The study of Bailenson et al. (2015) reveals that students who learned through the immersive classroom experiences demonstrated better understanding and retention of concepts compared to their peers who learned using traditional teaching and learning methods. This paper is a contextual review of the use and role of immersive classroom on teaching and learning. The various applications of immersive classroom technologies in teaching and learning were discussed in the paper. The paper also highlighted some of the key benefits and challenges confronting the implementation of immersive classroom technologies in education. Carefully constructed questions were administered to respondents using online Google form questionnaire instrument. The gathered responses were then subjected to reliability analysis. Conclusively, the paper inferred that harnessing the use of immersive technologies we help educators to unlock new dimensions of knowledge and empower learners to thrive in the digital age. Finally, recommendations were made.

Knowledge of the Future and Reliable Belief-Forming Processes

ABSTRACT This paper embraces the view that we have substantial knowledge of the future and investigates how such knowledge fundamentally differs from knowledge of the past and present. I argue for a new source of context-sensitivity with respect to knowledge attributions arising from presuppositions about reliable belief-forming processes. This context sensitivity has important consequences for knowledge of the future, as well as the appropriateness of assertions about the future. I argue that not only is knowledge of future events typically brought about by fundamentally different processes from those that bring about knowledge of past events, but also that this is the case is often presupposed in attributing knowledge. I argue that this new source of context sensitivity naturally extends to explaining the recent puzzle of ‘easy foreknowledge’.

Nurses' knowledge, attitude and practice in preventing medical device-related pressure injuries and its influencing factors: a cross-sectional study

The purpose of this study was to explore the knowledge, attitude, and practice about preventing medical device-related pressure injuries among Chinese nurses. A cross-sectional survey was used to gather self-reported data from 2236 nursing staff, from 164 nursing units in a tertiary hospital of China by using MDRPI knowledge, attitude, and practice questionnaire. The median total score for nursing staff in preventing MDRPI is 151 (with a quartile range of 138-165) points, and the score rate is 79.40%，the median total score for the knowledge dimension is 54 (with a quartile range of 45-60), with a score rate of 70.67%, the median total score for the attitude dimension is 37 (with a quartile range of 36-44), with a score rate of 85.06%，the median total score for the practice dimension is 59 (with a quartile range of 55-68), with a score rate of 85.48%. Multiple linear regression analysis indicated that position and whether training or not are key factors influencing the total score of nursing staff in MDRPI prevention. The study found that while nurses' attitude and practice score in preventing MDRPI are high, there is room for improvement in their knowledge score. Factors such as nurse position and training were identified as promoting MDRPI prevention. To enhance patient safety and quality of care, it is recommended that medical institutions focus on training programs to improve nurses' knowledge and attitude towards preventing MDRPI.

Unpacking the knowledge dimensions of digital innovation: implications for accountability in public and private sectors during extraordinary times

Unpacking the knowledge dimensions of digital innovation: implications for accountability in public and private sectors during extraordinary times

Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports can be interpreted as general measures of performance-related self-beliefs. Still, due to the contextualized nature of TPACK and potential biases, their use as proxies for actual knowledge has been criticized. Self-reports may be especially gender biased as women often underestimate their performance in STEM subjects. Drawing on a sample of N = 161 mathematics in-service and pre-service teachers, we aim to analyze (i) the structure of the self-reported knowledge and (ii) the relationship between self-reported and contextualized actual knowledge. To this end, we used general TPACK self-reports and a test instrument that infers the amount of knowledge separately for each dimension from performance over multiple authentic demands that teachers encounter teaching secondary school mathematics. The current study shows that the TPACK self-beliefs can be separated and measured reliably. Although all self-beliefs show bivariate relations to corresponding actual knowledge dimensions, this changes for PCK and TPCK self-beliefs when other actual knowledge dimensions are controlled. We interpret these findings that TCK self-belief and to a lesser degree CK self-belief seem to be calibrated according to corresponding actual knowledge, while PCK and TPCK self-beliefs are primarily calibrated according to non-pedagogy-related actual knowledge. Lastly, we do not find gender biases, but a small gender effect with lower actual and self-reported knowledge for female teachers over all dimensions.

Characterisation of the pedagogical knowledge of evolution content using the mapping approach

ABSTRACT The attributes of Pedagogical Content Knowledge (PCK) related to biological evolution in Biology teachers with varying years of professional experience were investigated. Unlike previous research that used questionnaires and interviews, we adopted a mapping approach, a more contemporary exploratory methodology. We conceptualised PCK as a narrative knowledge, which inquiring through a hypothetical classroom situation, reveals a teleological epistemological obstacle about evolution. We explored the perceptions, predictions, and justifications of 32 teachers, using their narratives as analysis units for mapping in accordance with their teaching experience. The results highlight that the most linked components of PCK are knowledge of the curriculum, knowledge of students, and teaching strategies. It was observed that novice teachers exhibit PCK with a greater number of linked components. Conversely, expert teachers recognise assessment knowledge in the structure of PCK, while novices emphasise the purposes and nature of the sciences. These findings suggest that the exploration of the relationships between components should not be viewed uniformly, but in terms of the type of the generating knowledge.

Prevalence of Cardiovascular Disease (CAD) due to industrial air pollutants in the proximity of Islamabad Industrial Estate (IEI), Pakistan.

Contaminated air quality, in lieu of massive industrial pollution, is severely attributing to health anomalies in the proximity of industrial units. Cardiovascular Disease (CAD) is rising around industrial units in the planned capital city of Pakistan, Pakistan. To study self-reported CAD in the proximity of Industrial Estate Islamabad (IEI) by equating two distinct study groups as 'Band-I': the residence 0-650 meters and 'Band-II' 650-1300 meters radius around the perimeter of IEI. The perimeters were digitized using Google Earth and GIS. Field survey was conducted on deploying 388 (194 in each Band) close-ended (self-administered) questionnaires at the household level, after adjusting the potential confounding variables. The research calculated odds ratios (ORs) of the CAD at 95% CI. The study's findings of the multiple logistic regression for ORs confirmed a significant increase in CAD problems due to industrial affluents in Band-I than in Band-II which were less severe and less life-threatening. Study confirmed high incidences of high blood pressure and breathing issues (up to 67%), due to accumulation of unhealthy affluents thus leading to heart stroke (Band I = 56.20% and Band II = 60.30%). It is aided by smoking that has increased CAD in Band-I. Societal attributes of knowledge, beliefs, attitudes, and preferences fail to safeguard the local residents amid high concentration of harmful pollutants. As a counter measure the affected respondents engaged in highlighting the issue to the concerned public offices, yet there is a high need on part of the capital government to take mitigative measures to immediately halt the disastrous industrial air emissions to save precious lives.

PERAN KNOWLEDGE SHARING BEHAVIOUR DALAM MENINGKATKAN KUALITAS LAYANAN PUBLIK DIKANTOR LURAH BORONGLOE KABUPATEN GOWA

This research is a type of qualitative research with the aim of knowing exactly the role of knowledge sharing behavior in improving the quality of public services at the Borongloe Village Head Office, Gowa Regency. The type of data used is descriptive qualitative with data collection through observation and interviews. The research results that can be written show that the role of knowladge sharing plays an important role for borongloe village head employees in improving the quality of services provided to the community. It is said to play an important role because seen from the dimensions of knowledge sharing and service quality, researchers found that there are four indications that can affect it, namely knowladge donating (knowledge transfer), knowladge collection (knowledge collection), technical quality (what is obtained from services), and functional quality (how to get services). Although the role of knowledge sharing for employees is not optimal, they still prioritize integrity by continuing to provide excellent service

Inquiry-Guided Experiential Learning in FASB Codification Research: An Investment Portfolio Simulation Project

We designed and implemented an inquiry-guided experiential learning project in which students researched and interpreted accounting standards from FASB Accounting Standards Codification to support their applications and assessment of the accounting treatment in a hands-on quasi-real-world simulation for investment activities. Specifically, in the project’s first phase, students explored, researched, identified, and interpreted the related accounting standards from the Codification for a fictional client’s investment activities. Students then ran an investment portfolio simulation in the second phase, in which they (1) created organic investment activities, (2) made authentic applications of accounting standards, (3) analyzed and evaluated the impact on self-prepared financial reports, and (4) modified subsequent investment decisions. Most students were well motivated to explore and self-study the accounting concepts and procedures. They considered the project relevant, interesting, and effective. Their performance in project knowledge tests improved student learning along factual, conceptual, procedural, and metacognition knowledge dimensions. They were willing to put time and effort into the project and would recommend it for future use.

A puzzle about knowledge ascriptions

A puzzle about knowledge ascriptions

Exploring the multi-dimensional human mind: Model-based and text-based approaches

In this study, we conceptualize two approaches, model-based and text-based, grounded on mental models and discourse comprehension theories, to computerized summary analysis. We juxtapose the model-based approach with the text-based approach to explore shared knowledge dimensions and associated measures from both approaches and use them to examine changes in students' summaries over time. We used 108 cases in which we computed model-based and text-based measures for two versions of students' summaries (i.e., initial and final revisions), resulting in a total of 216 observations. We used correlations, Principal Components Analysis (PCA), and Linear Mixed-Effects models. This exploratory investigation suggested a shortlist of text-based measures, and the findings of the PCA demonstrated that both model-based and text-based measures explained the three-dimensional model (i.e., surface, structure, and semantic). Overall, model-based measures were better for tracking changes in the surface dimension, while text-based measures were descriptive of the structure dimension. Both approaches worked well for the semantic dimension. The tested text-based measures can serve as a cross-reference to evaluate students' summaries along with the model-based measures. The current study shows the potential of using multidimensional measures to provide formative feedback on students' knowledge structure and writing styles along the three dimensions.