Different Types Of Knowledge Research Articles

Contributions to professional construction in a collaborative network

Internship is a central axis in teacher training, forcing the mobilization and articulation of different types of knowledge, both personal and professional. Becoming a teacher is, thus, an individual and collective process that requires the internal symbiosis of action, experience, and emotion, to constitute itself as a total action of a person in the performance of a specific profession. This text is based on an approach to the basic principles of teacher training, and then we proceed to make a report on teacher training courses in Portugal, in the so-called post-Bologna period, with a specific focus on internship. Given the relative autonomy of the construction and development of the courses in higher education, which we will address, we will use the master's course in Pre-School Education and Teaching of the 1st Cycle, that takes place at the Institute of Education - University of Minho, as a case from which the internship will be explained. This is realized with the support of a collaborative network, constituted by the intern, by the cooperating teacher, and by the supervising teacher, in a process of action and reflection, in which pedagogical research has a very relevant meaning.

Systematizing ecosystem change in coastal social-ecological systems: Perspectives from a multi-stakeholder approach in Nakatsu mudflat, Japan

Coastal social-ecological systems (SES) are essential for the wellbeing of coastal communities and the wider society. However, in many parts of the world coastal SES face rapid change, and ultimately degradation. In this paper we unravel the mechanisms and implications of change in coastal SESmobilising multiple sources of knowledge, including scientific, expert-based and traditional and local knowledge (TLK). We focus on the rapidly changing Nakatsu mudflat in Japan, and combine primary and secondary data elicited through a mixed-method participatory approach that mobilised local stakeholders with different types of engagement with (and knowledge of) the mudflat. Through 4 expert interviews and 40 questionnaire surveys we identified the main ecosystem services provided by the mudflat that are perceived to be essential to the wellbeing of the local community. Although practically all respondents identified food provision as an important mudflat ecosystem services, many also pointed to the importance of some cultural (e.g. aesthetic beauty, spirituality, education and knowledge) and supporting services (e.g. habitat provision, sediment formation/retention). Through 8 Focus Group Discussions (FGD) and concept mapping we identified and systematized the underlying direct and indirect drivers of ecosystem change in the Nakatsu mudflat. These include population ageing and shrinking, economic diversification, and technological change that have collectively eroded TLK practices associated with the sustainable use of the mudflat. We also identified the mechanisms mediating these drivers and how they unfold in reality. Our study demonstrates that participatory processes engaging multiple stakeholders with different types of knowledge can provide rich and useful information on coastal SES change, which might not be readily obvious from simple headline indicators such as the change in the extent of the SES.

Navigating boundaries in coproduced research: a situational analysis of researchers’ experiences within integrated knowledge translation projects

Background:Research coproduction is advocated as an approach to produce more impactful evidence, by valuing a diversity of expertise and integrating knowledge users into research processes. Yet, extant literature finds that trying to bridge boundaries between different types of knowledge can also cause collaboration challenges and present barriers to success in coproduction. Aims and objectives:To study how researchers understand and manage knowledge boundaries in coproduced health research, or ‘integrated knowledge translation’ (IKT) as it is referred to in Canada. Methods:Data were collected from: 1) semi-structured interviews (n=20) with researchers leading different IKT projects across Canada; and 2) participant observation and document analysis for an in-depth case study of one IKT project. Data were combined and analysed using situational analysis, a modified grounded theory approach to visually map patterns of discourse along salient axes of controversy. Findings:We describe four key discursive positions participants take concerning knowledge boundaries in IKT: to recognise and handle, respect and clarify, blur and integrate, or challenge and embrace. These are plotted relative to two salient axes: the degree to which participants viewed boundaries as a problem, and the degree to which they believed boundaries should (or could) be challenged. Discussion and conclusion:The four discursive positions identified will help those doing coproduced research to critically reflect on their own position(s) regarding boundaries in collaborative research, and strategically discuss, select, or switch discourses as needed to support their goals.

A methodological proposal of the Sustainolive international research project to drive Mediterranean olive ecosystems toward sustainability

Mediterranean olive growing characterizes, identifies, and can sustain the socioeconomic viability of rural areas, not only through the production of primary products but also through the management of renewable natural resources, and the conservation of landscape and biodiversity. However, high levels of mechanization, monocultures, intensive farming techniques, and the use of synthetic pesticides and fertilizers are threatening the environment and affecting rural communities in turn. In the last years, the agroecological discourse emerged as a transdisciplinary science merging agronomy, ecology, and socioeconomic sciences with the purpose of responding to socioeconomic and environmental concerns, responding to the globalized industrial food processing and intensive agriculture. In this context, the research project Sustainolive, guided by an international consortium of stakeholders from academia and the productive sector, has the aim of promoting sustainability in the olive oil sector through the implementation and promotion of innovative and technological solutions based on agroecological concepts. Through an innovative, transdisciplinary, and multi-actor approach, Sustainolive combines different types of knowledge (e.g., scientific, empirical, and traditional), disciplines (ranging from engineering to the humanities), and methodological approaches (e.g., Life Cycle Sustainability Assessment, Social Agrarian Metabolism and multicriterial analysis tools) to provide practical solutions that address the complexity of the olive sector. The results from the application of this methodology are expected to highlight which agroecological practices are more environmentally, economically, and socially sustainable and uncover how Mediterranean societies use agrarian biophysical resources.

Managing uncertainty in multidisciplinary renal team meetings: decision-making processes and complex challenges in kidney transplant listing

Multidisciplinary team (MDT) meetings are common to many fields of medicine and widely established internationally. They are intended to ensure higher-quality decision-making and improved patient outcomes. For patients with end-stage kidney disease (ESKD), decisions on whether to place marginally suitable candidates on the kidney transplantation waiting list can be challenging and as such they are supported by MDT meetings. Uncertainty in terms of the best course of action can be linked with a dearth of knowledge or evidence on specific medical conditions and likely implications for successful transplantation, but also on unforeseen outcomes influenced by patient behaviours. In this project, we observed how MDT meetings work in practice in kidney transplant listing, unpacking issues of risk and uncertainty in transplant decision-making processes. Our findings indicate that a central value of MDT meetings is managing medical uncertainty and psychosocial risks, and distributing responsibility for complex transplant listing decisions to ensure equity of access to transplantation as well as an efficient use of scarce kidneys. This sheds light on strategies enacted to mitigate these risks and uncertainties, and the role played by different types of knowledge (experiential versus scientifically evidence-based) in the overall decision-making process.

How Effective are SETA Programs Anyway: Learning and Forgetting in Security Awareness Training

Prevalent security threats caused by human errors necessitate security education, training, and awareness (SETA) programs in organizations. Despite strong theoretical foundations in behavioral cybersecurity, field evidence on the effectiveness of SETA programs in mitigating actual threats is scarce. Specifically, with a broad range of cybersecurity knowledge crammed into in a single SETA session, it is unclear how effective different types of knowledge are in mitigating human errors in a longitudinal setting. his study investigates how knowledge gained through SETA programs affects human errors in cybersecurity to fill the longitudinal void. In a baseline experiment, we establish that SETA programs reduce phishing susceptibility by 50%, whereas the training intensity does not affect the rate. In a follow-up experiment, we find that SETA programs can increase employees’ cybersecurity knowledge by 12-17%, but the increment wears off within a month. Furthermore, technical-level knowledge decays faster than application-level knowledge. The longer “shelf-life” of application-level knowledge explains why training intensity makes no difference within a month. This study reveals a (relatively) more effective component of SETA programs and cast doubts on the overall effectiveness of SETA programs in the long run.

KPT: Keyword-Guided Pre-training for Grounded Dialog Generation

Incorporating external knowledge into the response generation process is essential to building more helpful and reliable dialog agents. However, collecting knowledge-grounded conversations is often costly, calling for a better pre-trained model for grounded dialog generation that generalizes well w.r.t. different types of knowledge. In this work, we propose KPT (Keyword-guided Pre-Training), a novel self-supervised pre-training method for grounded dialog generation without relying on extra knowledge annotation. Specifically, we use a pre-trained language model to extract the most uncertain tokens in the dialog as keywords. With these keywords, we construct two kinds of knowledge and pre-train a knowledge-grounded response generation model, aiming at handling two different scenarios: (1) the knowledge should be faithfully grounded; (2) it can be selectively used. For the former, the grounding knowledge consists of keywords extracted from the response. For the latter, the grounding knowledge is additionally augmented with keywords extracted from other utterances in the same dialog. Since the knowledge is extracted from the dialog itself, KPT can be easily performed on a large volume and variety of dialogue data. We considered three data sources (open-domain, task-oriented, conversational QA) with a total of 2.5M dialogues. We conduct extensive experiments on various few-shot knowledge-grounded generation tasks, including grounding on dialog acts, knowledge graphs, persona descriptions, and Wikipedia passages. Our comprehensive experiments and analyses demonstrate that KPT consistently outperforms state-of-the-art methods on these tasks with diverse grounding knowledge.

Higher order thinking in social science education

The aim of this article is to discuss what kinds of higher order thinking are encouraged in social science lessons in lower secondary school. The study used a research design employed by Klette et al. (2017) with video-taped lessons from social science education in Denmark and Norway. We identified teaching segments that included activities promoting higher order thinking and analysed them to produce an overview of the characteristics of cognitively demanding teaching. We found several examples of teaching that encouraged students’ higher order thinking, either by facilitating student’s interaction with complex knowledge or engaging them in demanding cognitive processes. By analysing selected examples, we found that the relationship between knowledge and processes was not linear: it seems possible to have a cognitively demanding task with little knowledge, and simple tasks performed oncomplex knowledge. We argue for using a two-dimensional model that captures cognitive processes as well as different types of knowledge required.

Storm surges: Exploring the role of experience and knowledge

Damaging storm surges from tropical cyclones have not occurred frequently in northern Australia and therefore residents in this region do not have a lot of experience to draw on when assessing potential risk. Lack of experience can also impact on the knowledge an individual holds about an event, and this in turn can alter how associated risks are perceived. This study explored the role of different types of knowledge in perceiving the threat from a storm surge and how experience can impact on these perceptions. The sample consisted of 198 members of the north Queensland community. Participants were asked to indicate the different types of experience they have had with a surge and how knowledgeable they believed they were about these events. Several true/false items gave a measure of objective knowledge, while risk perception was ascertained based on measures of perceived severity, vulnerability, likelihood and potential consequences. The results demonstrated that when an individual had experience with a surge, they were more likely to rely on their subjective knowledge to inform their risk perception. In contrast, when an individual did not have experience, objective knowledge was a better predictor for risk. These findings have implications for how future risk communication can be structured, to ensure individual differences and biases in the processing of risk information are accounted for.

From Problem-Centric to Design-Centric STEM Inquiry

Abstract Most STEM curricula focus on problem-solving an authentic issue. However, design-centric STEM curricula have been addressed to a lesser extent. This article reports on findings from a case study on a group of students that have conducted a STEM inquiry project to problem-solve an authentic issue. The STEM inquiry transition to design-centric STEM was organically derived from the interactions between the teacher and students. Qualitative data analysis of the students’ interviews, written reports and reflections was conducted using a prescriptive list of codes that categorises different types of knowledge in 21st century learning. The findings showed students’ content, meta, and humanistic learning outcomes during problem-centric inquiry, and other humanistic outcomes during design-centric inquiry. Implications on integrated STEM curriculum design and contributions to the STEM education literature on the potential diverse affordances of different centricities of STEM curriculum are discussed.

Study on Subject Knowledge Building Based on Discipline Discourse Corpus: From the Perspective of Grammatical Metaphor

The purpose of this paper is to explore the distribution characteristics of different grammatical metaphor types in different types of knowledge. Six textbooks of geophysics, writing, geography, management, biochemistry, and history were selected as samples to build their own electronic textbook corpus, and by means of word suffix search and related word form search, it was found that: (1) there are certain distribution characteristics of grammatical metaphor usage types in subject textbooks of different knowledge types. Experiential grammatical metaphors are all used most frequently; interpersonal grammatical metaphors are used more than logical grammatical metaphors in the process of constructing technical knowledge; logical grammatical metaphors are used more than interpersonal grammatical metaphors in the process of constructing educational or daily knowledge. (2) The hierarchical nature of the representation, presentation, and organization of knowledge differs among knowledge types and it is inferred that technical knowledge is highest hierarchy knowledge type. This study also has some implications for the development and evaluation of teaching materials.

Knowledge transfer between physicians from different geographical regions in China's online health communities.

Online Health Communities (OHCs) are a type of self-organizing platform that provide users with access to social support, information, and knowledge transfer opportunities. The medical expertise of registered physicians in OHCs plays a crucial role in maintaining the quality of online medical services. However, few studies have examined the effectiveness of OHCs in transferring knowledge between physicians and most do not distinguish between the explicit and tacit knowledge transferred between physicians. This study aims to demonstrate the cross-regional transfer characteristics of medical knowledge, especially tacit and explicit knowledge. Based on data collected from 4716 registered physicians on Lilac Garden (DXY.cn), a leading Chinese OHC, Exponential Random Graph Models are used to (1) examine the overall network and two subnets of tacit and explicit knowledge (i.e., clinical skills and medical information), and (2) identify patterns in the knowledge transferred between physicians, based on regional variations. Analysis of the network shows that physicians located in economically developed regions or regions with sufficient workforces are more likely to transfer medical knowledge to those from poorer regions. Analysis of the subnets demonstrate that only Gross Domestic Product (GDP) flows are supported in the clinical skill network since discussions around tacit knowledge are a direct manifestation of physicians' professional abilities. These findings extend current understanding about social value creation in OHCs by examining the medical knowledge flows generated by physicians between regions with different health resources. Moreover, this study demonstrates the cross-regional transfer characteristics of explicit and tacit knowledge to complement the literature on the effectiveness of OHCs to transfer different types of knowledge.

The effects of innovation types and customer participation on organizational performance in complex services

PurposeThis study aims to explain the effects of different types of innovations on organizational performance in terms of firms’ external effectiveness and internal efficiency. The study examines the interrelationship of technical and nontechnical innovations in complex services and the mediating effect of customer participation on the relationship between innovation type and organizational performance.Design/methodology/approachThe study draws on a neo-Schumpeterian model for innovation to examine the complex service setting of healthcare provision. Data from Statistics Sweden, containing 38 hospitals and 242 primary care units in Sweden, provided the study's results.FindingsThe findings show the importance of combining different types of innovations in complex services, demonstrating a mediating effect of nontechnical innovation on both the relationship between technical innovations and external effectiveness and internal efficiency. Moreover, the results show that customer participation has a positive mediating effect for technical innovation and nontechnical innovation on external effectiveness. However, there is no such significant effect on internal efficiency.Research limitations/implicationsThe findings are based on self-assessment data, which has inherent limitations. The innovation data used were cross-sectional, which may lack reliability (although self-assessed data counter this risk to some extent).Practical implicationsManagers should pursue both technical and nontechnical innovations for gains in external effectiveness and internal efficiency. However, complex services call for technical innovations to be accompanied by nontechnical innovations to support positive effects. The results cause a dilemma for managing customer participation in complex services. As the results show customer participation resulting in external effectiveness, they also fail to establish an effect on internal efficiency.Originality/valueThe primary contribution is to add to the knowledge of different types of innovation in complex services by demonstrating their interdependent effects on both external effectiveness and internal efficiency. Furthermore, the study tests and advances the mediating effect of customer participation in complex services on organizational performance.

The state of the art of skin of mummies, an ancient skin for the study of paleodermatology

The skin is made up of 70% water, which corresponds to approximately 3 liters of water for an adult organism, and it is precisely this water contained in the skin that makes the process of skin mummification possible. Our objective is to explain the impact of mummification on the skin and the different types of knowledge that can be obtained from the study of these ancient skins through representative examples. Firstly, we carried out a bibliographical research to detail the main mummification methods in order to be able to explain the impact of these conservation treatments on the skin (impact on the epidermis and the dermis). Then, we studied publications dealing specifically with the skin of mummies obtained according to the various mummification processes. Whether this process of mummification is cultural (voluntary mummification) or natural (accidental mummification), it is in both cases a mechanism of desiccation leading to the complete elimination of water from the body and de facto the water from the skin. There is a total drying of skin that mainly made of collagen which is close, depending on the conditions in which the mummification process was carried out, to an extreme desiccation or freeze-drying. Thus, in the light of new technologies of molecular biology and imaging, this mummified skin reveals millennia-old secrets and has opened the field to a new discipline, paleodermatology. This discipline, which studies ancient skin, offers a singular scientific proof of the dermatoses of the time and the living conditions of the past.

Mapping interorganizational knowledge sharing mechanisms in projects from the socio-technical perspective

Interorganizational knowledge sharing (IKS) has become an important strategy for project organizations to drive high performance in interorganizational projects. Distinct IKS mechanisms (i.e., the management activities facilitating IKS among organizations) are proposed in the existing literature. However, the matching between knowledge categorization and IKS mechanisms are less explored. From the socio-technical perspective, this study employed grounded theory to identify and match different types of knowledge and IKS mechanisms. Qualitative data collected from primary and secondary sources were integrated to triangulate the research findings. Four categories of knowledge were identified based on their characteristics, including knowledge tacitness and heterogeneity. Then, a four-dimension framework of IKS mechanisms (i.e., event, social, technical, and document mechanisms) was developed to form matching configurations to facilitate IKS in different scenarios. This framework deepens our understanding of how to form strategies to apply proper IKS mechanisms to facilitate the sharing of different types of knowledge from the socio-technical perspective.

Slowing Down Climate Services: Climate Change as a Matter of Concern

This article addresses the appropriate place for and design of climate services drawing upon a case study of three different forms of climate service delivery in a coastal landscape in Northern Germany. Each of these forms addresses different audiences and provides different types of knowledge about climate change and a different orientation toward policy support. The three-part case study includes a regional, a municipal and a social climate service. Drawing upon this comparative, case-based research, I develop the idea of ‘slowing down climate services’, based on the ‘slow science manifesto’ introduced by the science philosopher Isabelle Stengers, by postnormal science and by political ecology as suggested by Bruno Latour. How does climate change become a matter of concern? Slowing down climate services means following the social life of scientific facts, engaging with the public and exploring ways to improve democratic and place-based decision making. I argue that there is an urgent need to overcome the big science orientation of climate services and to add what Stengers calls ‘public intelligence’, the integration of a sense of place and of the social, cultural, political and other performative aspects of climate change in specific landscapes.

Ecospirituality in French-Speaking Europe: Linking Ecological Thought with Alternative Spirituality

Contemporary ecospirituality is built on a double articulation between ecology (science) and spirituality (religion) and can be intertwined with practices and beliefs stemming from neopaganism and, more broadly, an animist vision. The study presented here is anchored in social anthropology, which adds an important empirical dimension that is often underrepresented within the contemporary debates of ecospirituality and the philosophical approaches to science and religion. I therefore propose to begin by describing the methodology I am using. Then, I will outline the sociological (and historical) roots of ecospirituality. Thirdly, I will present the main different currents that make up ecospirituality. Finally, I will end this article by exposing the different types of knowledge produced by ecospiritual actors, reconciling intuitive knowledge and rational knowledge.

Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

AbstractDigital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty‐six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay. Practitioner notesWhat is already known about this topic Instructional supports, such as elaborative feedback, are a key feature of learning games. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. Prior knowledge is an important moderator to consider in the context of elaborative feedback. What this paper adds Providing additional instruction (eg, pre‐training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre‐training within their gameplay. Highlights the importance of children's preferred learning strategies within the design of pre‐training and feedback to ensure children are able to use the instructional support provided within the game. Possible implications for pre‐training and feedback design within literacy games, as well as highlighting areas for further research. Implications for practice and/or policy Pre‐training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback. Pre‐training should be combined with different types of in‐game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic). Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.

A COLABORAÇÃO INTERPROFISSIONAL COMO ESTRATÉGIA DE CUIDADO ANTIMANICOMIAL

The study aims to analyze interprofessional collaboration with the intent of breaking with asylum care practices in a Psychosocial Care Center (CAPS). The research is descriptive, with a qualitative approach carried out with professionals from the multidisciplinary team of a CAPS from a city in Ceará. A semi-structured interview and non-participant observation were used for data collection, which took place from August to September 2021. The study demonstrates that the effectiveness of interprofessional collaboration is still a challenge tho the teams. However, its exercise allows for a break with asylum practices, as the care offered does not restrict knowledge to the figure of the doctor, but privileges dialogue, communication and interaction between different types of knowledge. It was identified that the pandemic of the new coronavirus (COVID-19) made traditional practices in mental health care more evident, such as the prevalence in outpatient and medication. In view of this, it is necessary to adopt interprofessional care practices, with an emphasis on anti-asylum actions, encouraging interaction, exchange and sharing of knowledge, in order to strengthen interprofessional relationships between the team.

Addressing Post-Separation Parental Stalking: a Multimethod Qualitative Approach to Producing Knowledge of Stalking in Children’s Lives

PurposeBased on our research, the purpose of this paper is to examine the production of knowledge about children’s exposure to parental stalking after their parents have separated. The paper addresses the following questions: (1) What dimensions of knowledge has the multimethod qualitative approach produced in our research? and (2) What methodological choices are conducive to conducting ethically sound research on parental stalking? The aim is to contribute to the methodological and ethical discussions in social science research on children exposed to stalking as a specific form of domestic violence and abuse.MethodWe utilized a multimethod qualitative approach in studying children’s exposure to parental stalking. The approach produced five dimensions of knowledge: (1) practice wisdom, (2) experiential knowledge, (3) contextual and situational knowledge, (4) socio-structural knowledge, and (5) norm-related knowledge, which all were important in studying children’s exposure to parental stalking.ResultsIn conducting an ethically sound study, the central methodological choices were as follows: employing child-centered practice, respecting intergenerational dialogue, forming trusting relationships with professionals, and valuing different types of knowledge and realities by using a multivoice approach.ConclusionsA multimethod qualitative approach enables rich dialogue through which knowledge of parental stalking can be constructed. We argue that the approach makes it possible to bring children’s marginalized voices into the academic and professional discussions on parental stalking and thereby to advance the realization of the rights of children who are subjected to a parent’s stalking behavior.