Knowledge Building Research Articles

Musing About Building Knowledge in the Field of Transformative Learning

Musing About Building Knowledge in the Field of Transformative Learning

Traditional Building Knowledge in Indian Lime and Earthen Plasters

India's traditional building systems and knowledge involving natural materials provide fine examples of low-carbon, place-adaptive architectural solutions as well as embodying simplicity and holistic sustainability. They utilize locally available materials prepared and applied so as to build structures and dwellings that are resilient to climate conditions and able to provide comfort and livability. Culturally, this knowledge is transferred orally from generation to generation and continuously recreated. Unfortunately these knowledge systems and practices have become endangered owing to a rupture in their continuity for reasons such as a preference for and incentivization of easier conventional solutions like cement and steel. With a focus on natural plasters used traditionally, this paper highlights some of these diverse plasters along with their natural additives.

Transactional development of science and mathematics knowledge and reading proficiency for multilingual students across languages of instruction.

This longitudinal study explored the reciprocal relations between students' domain-specific knowledge (science and mathematics) and reading proficiency from kindergarten to Grade 5. We compared these relational trajectories across both domains in the overall sample and examined the domain specificity of these relations within a multilingual subsample with varying language instruction backgrounds. Using latent curve modeling with structured residuals on a nationally representative data set, we identified two key patterns. In the overall sample, higher reading proficiency at kindergarten was associated with greater growth in science and mathematics knowledge, with a particularly pronounced effect in science. The predictive power of science knowledge on reading proficiency strengthened significantly from Grades 2 to 5, while reciprocal relations in mathematics intensified over time. For multilingual students, outcomes varied by the language of instruction. Those receiving English-only instruction showed early correlations between science and mathematics knowledge and reading proficiency; however, initial science and mathematics knowledge did not predict long-term growth in reading proficiency. Conversely, multilingual students who received instruction in their native language showed no immediate correlations at kindergarten. Nonetheless, their early science and mathematics knowledge significantly predicted later growth in reading proficiency. The findings underscore the critical role of native-language instruction in providing an accessible, vital cognitive and linguistic foundation that supports deeper domain knowledge building, highlighting the enduring benefits of native-language scaffolding. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Causal and Chronological Relationships Predict Memory Organization for Nonlinear Narratives.

While recounting an experience, one can employ multiple strategies to transition from one part to the next. For instance, if the event was learned out of linear order, one can recall events according to the time they were learned (temporal), similar events (semantic), events occurring nearby in time (chronological), or events produced by the current event (causal). To disentangle the importance of these factors, we had participants watch the nonlinear narrative, Memento, under different task instructions and presentation orders. For each scene of the film, we also separately computed semantic and causal networks. We then contrasted the evidence for temporal, semantic, chronological, or causal strategies during recall. Critically, there was stronger evidence for the causal and chronological strategies than semantic or temporal strategies. Moreover, the causal and chronological strategies outperformed the temporal one even when we asked participants to recall the film in the presented order, underscoring the fundamental nature of causal structure in scaffolding understanding and organizing recall. Nevertheless, time still marginally predicted recall transitions, suggesting it operates as a weak signal in the presence of more salient forms of structure. In addition, semantic and causal network properties predicted scene memorability, including a stronger role for incoming causes to an event than its outgoing effects. In summary, these findings highlight the importance of accounting for complex, causal networks in knowledge building and memory.

Ontology-assisted GPT-based building performance simulation and assessment: Implementation of multizone airflow simulation

Building performance simulation (BPS) is crucial for building performance assessments across its lifecycle. However, the complexity of buildings and the iterative nature of simulation poses challenges, leading to high costs and low values. Previous studies focused on simplification, but did not fully utilize advanced simulation engines. Despite recent advancements, there is a lack of research on leveraging artificial intelligence (AI), specifically generative pre-trained transformer (GPT), for BPS. Therefore, this study proposes a GPT-based BPS system, enhancing simulation efficiency and value by integrating simulation engines and advanced data analytics in the GPT environment. The ontology for GPT-based BPS is also developed to enable comprehensive, reliable, informative BPS environments. Based on this framework, case studies were conducted for GPT-based multizone airflow network simulation in a high-rise residential building using CONTAM software. They demonstrate GPT’s capabilities in retrieving simulation data, visualizing results with data mining, answering questions based on building knowledge, checking compliance with design guidelines, and proposing design alternatives. Finally, this study emphasizes expert interventions with ontological engineering informatics to utilize strictly structured BPS engines.

Active Learning Strategies in Improving Middle School Students' Mathematical Abilities

Ability communication mathematics have role Which very important in learning mathematics. In mathematics ability Mathematical communication acts as a tool that students use in learning put forward idea Which they have For build knowledge the math. The low ability communication mathematical student influenced by many factors both internal and external. One of the research focuses This looks at external factors namely the learning strategy factor. To improve students' mathematical communication skills, then from teachers need to apply appropriate learning strategies. One strategy that can give chance to student role active in communicating knowledge is an Active Learning learning strategy type tutors peer.This research aims to determine the increase in students' mathematical communication skills after implementing the peer tutoring Active Learning strategy.Approach Which done in study This use approach quantitative. Approach quantitative is an approach based on interpretation of data in the form of numbers. Design study Which will used in study This is study quasi experimenter. On study This, type design Which used researcher that is design control group pretest-posttest design. The data collection technique used in this research is a test. The instruments used in this research are learning tools and test sheets.Based on the results of the research carried out, the conclusion is that the mathematical communication skills of students who apply the Active Learning learning strategy with the peer tutor type improve compared to expository learning.

Co-Creating Tailored Solutions to Combat Sedentary Behaviour: Insights from Scottish SMEs

Abstract Background Prolonged sedentary behaviour (SB) poses health risks for office workers, especially in small-to-medium-sized enterprises (SMEs) often overlooked by current interventions. This abstract aims to report and examine solutions developed through co-creation for SB in SMEs. Methods Three Scottish SMEs, a construction company (n = 150) and two charities (n = 100; n = 30), participated in a co-creation process to create SME-specific actions on SB. Each formed an action group of employees (n = 9-12) as co-creators. The process consisted of between 6-8 workshops (each 1.5h) depending on the company, with workshops improved during the process based on formative reflection from co-creators. The co-creation workshops, facilitated by two researchers, initially involved jointly mapping the company’s current situation and building knowledge and awareness of SB. Further workshops focused on action planning, including brainstorming, feasibility, piloting, and final action(s) development. Following the co-creation of actions, researchers identified the Behaviour Change Techniques (BCTs) underlying the developed actions. Results Each company created a set of actions unique to them, e.g. standing desk promotion, a games room, and innovative meeting strategies. Regarding the BCTs, all companies included adding objects to the environment, physical restructuring, prompts or cues, and addressing health or social and environmental consequences. Additionally, they all incorporated ‘step challenges’ with behaviour self-monitoring and feedback techniques. Two companies offered incentives or rewards; one emphasized role modelling, and another included social support. Conclusions The three companies created tailored actions through the co-creation process. While there were some commonalities, the differences in actions and BCTs among companies underscore the necessity for solutions tailored to the organizational context and the importance of involving employees in creating solutions. Key messages • Co-created actions to combat SB used diverse strategies, emphasising a multifaceted approach to address workplace SB. • Variability among SMEs’ co-created actions underscores the importance of stakeholder involvement to tailor solutions to organisational contexts.

Designing Semantic Tutoring Maps for Enhancing Peer Learning through Lesson Preparation

Advancements in Natural Language Processing technology present significant opportunities to enhance student learning through peer tutoring. While there is substantial research on the effectiveness of peer tutoring in learning science, few studies focus on the lesson preparation stage of peer tutoring. This study utilizes Semantic Web technologies to organize tutoring maps, aiming to develop an innovative learning artifact to address this research gap. Adopting a design-based research methodology, this study first provides a literature review regarding the application of semantic technology in education and peer tutoring preparation. Subsequently, a tutoring map application based on a semantic database is developed, encompassing the organization and storage of tutoring lesson plans using Resource Description Framework (RDF) technology, and the querying and feedback on lesson plan quality based on SPARQL Protocol and RDF Query Language (SPARQL) technology. This paper describes the theoretical basis and design rationale by which student tutors’ learning is improved through structured tutoring preparation. This includes enhancing cognitive and meta-cognitive abilities in designing learning activities, raising questions, anticipating answers, and providing guidance responses to incorrect answers. The paper concludes with recommendations for educational researchers and practitioners. Future research will focus on empirical studies of peer tutoring in scientific fields to verify the validity and adaptability of the design, further facilitating peer learning by tutoring and collective knowledge building.

PERCEPTIONS OF INSTITUTIONAL SOCIAL BODIES REGARDING LIFELONG LEARNING AND EDUCATION OF HUMAN RESOURCES OF SOCIAL SERVICES IN THE FIELD OF HUMAN RIGHTS

In this paper, part of the results of research conducted within the framework of the PhD studies of the first author is presented. The aim of the research is to explore the variety of perceptions held by institutional social bodies regarding the education of human resources and social services in the field of human rights. A qualitative research method was employed to achieve this goal. Data collection took place through semi-structured interviews between February and June 2024. Eight in-depth interviews were conducted with key informants who hold positions within institutional bodies involved in the design and implementation of social policy. The interpretation of the data was carried out using thematic analysis. The results of the research indicated that these institutional bodies support the value of investing in lifelong learning, particularly in the education of human resources in human rights, as a means of building knowledge, cultivating soft skills, and changing attitudes in ways that can subsequently lead to the provision of quality services to vulnerable social groups.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>

Corpus linguistics will benefit from greater adoption of pre-registration: A novice-friendly split-corpus approach to pre-registration

In this brief article, I contend that the field of corpus linguistics stands to gain significantly from an increased adoption of pre-registration. Pre-registration serves to constrain the almost infinite degree of analytic freedom inherent in corpus analysis, thereby enhancing the transparency, reliability, and potential impact of corpus research. While pre-registration is increasingly popular in fields such as psychology and medicine, its uptake in corpus linguistics remains notably limited. To facilitate the transition toward pre-registration, I describe a straightforward split-corpus approach, ideally suited for corpus linguists new to pre-registration and for both hypothesis-testing and exploratory research. This method involves dividing a corpus into an exploratory set (20–40 % of the corpus) and a confirmatory set (the remaining 60–80 %). The exploratory set allows researchers to freely generate hypotheses and develop analysis plans, while the confirmatory set is then used for a more structured and objective analysis according to the pre-specified protocols. By employing this approach, corpus linguists can effectively balance exploratory flexibility with the rigour of confirmatory analysis, boosting the reliability of corpus findings. An increased uptake of pre-registration may not only bolster recognition of corpus linguistics as a robust empirical field, but it may also encourage a stronger emphasis on the building of cumulative knowledge.

Using knowledge building and flipped learning to enhance students' learning performance in a hands‐on STEM activity

AbstractBackgroundSociety requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education.Objectives and MethodsWe utilised a moderately rigorous design to investigate the effects of combining a hands‐on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote‐controlled car using a remote‐control module and electrical circuit, followed by the task of putting balls into a basket.ResultsAfter the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post‐test only when the students' learning motivation pre‐test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group.ConclusionsThe potential benefits of combining active learning approaches with hands‐on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education.

Identifying focus areas for science communication training in the context of undergraduate science education

ABSTRACT In this paper, we present recommendations for integrating science communication training into undergraduate science curricula. Science communication training is increasingly acknowledged as an important element of science education. It is essential to introduce this training early in academic development, ideally at the undergraduate level. The current study was aimed at identifying specific focus areas for such training within an undergraduate biomedical sciences program. Therefore, we tasked undergraduate biomedical students with translating general instructions for engaging in science-society interactions into concrete communicative behavior. Following the thematic analysis of 121 written student responses, we identified two primary focus areas, resulting in two recommendations. Firstly, training should concentrate on helping students to operationalize complex communicative concepts, such as respect and listening, into tangible communicative behavior. A special emphasis should be placed on aspects of nonverbal communication. Secondly, science communication training should prioritize fostering informed views of the nature of science, while connecting to building knowledge and understanding of models of science communication. This approach could enhance students’ receptivity to important aspects of the dialogue model, such as accepting diverse forms of knowledge and recognizing scientists and non-scientists as equal participants in dialogue. For both recommendations, we contemplate potential educational interventions and/or pedagogical approaches.

Exploring Nature and Learning Science Through an Afterschool Birding Club

Background: Birding is ideal for engaging students in authentic scientific inquiry because it relies on specialized equipment, requires keen observation skills, engages prior knowledge, and activates critical thinking. However, there is very little research on the benefits of birding in K-12 education. Purpose: Two elementary teachers created an afterschool bird club to engage students in birding to help them develop a better appreciation for their surroundings and increase awareness of the natural world. This qualitative study was conducted over two academic years and investigated the role an afterschool birding club had on students’ interaction with nature and their peers. Methodology/Approach: Using a primarily ethnographic approach, teacher interviews, parent survey data and interviews, and field notes guided the understanding of the research question. Findings/Conclusions: The study reveals an evident value for elementary students in social interactions, improved relationships with others, a building of scientific knowledge and awareness, and an increased appreciation for nature. Implications: Benefits include allowing students to interact with tools and materials relating to science and bird identification. They make this a fun way to enact their passion and hopefully inspire children to develop a love for birds, birding, and a desire to conserve the local habitat.

Constructing assessment practices for knowledge building in science

ABSTRACT Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis on generic workplace skills at the expense of disciplinary knowledge. We place disciplinary knowledge at the heart of authentic assessment and explore how authentic assessment across a programme can contribute to an authentic view of the broad discipline of science. Through the metaphor of a suspension bridge, we explore relations between disciplinary knowledge, the nature of the discipline, feedback from assessment, and evaluative judgment. We argue that assessment of student reflection on the nature of science is an essential but often overlooked element of authentic assessment and provide data to support this claim. Critical reflection on the nature of science invites students to examine and question their worldview assumptions about what science is and how it works, giving them the epistemic agency to deeply engage with the often-controversial ways science interacts with society.

Between arts-based methods and hermeneutics: Navigating the ethics of participation in research with vulnerable children

Children are underrepresented in research, mainly because of the ethical issues that their participation raises. This is even more true when it comes to marginalized migrant children. For the sake of justice, researchers must think about methods for including children and their families and reflect on the ethics of knowledge building in these contexts. This article returns to the hermeneutics of Hans Georg Gadamer as an interpretation practice which values understanding rather than explanation. It also focuses on the concept of play which can be truth revealing and which is understood as the very being of artistic practices. This allows us to first emphasize the compatibility of hermeneutics and art-based approaches, and their ethical value when it comes to bringing clinical and research issues together. This article highlights that methods based on art and play itself are ethical in the way that they can both provide well-being and reveal a truth that is as useful to the participant as it is to the researcher. This article also addresses how the researcher, in the process of understanding, is “at play” in the research situation which places him in an active role. The play allows a participatory truth to emerge, a truth resulting from a dialogue. This leads us to recognize the ethical value of participation in research with children.

Association between Multimorbidity and Psychological Distress among Older Adults in India: The Moderating Role of Elder Abuse

ABSTRACT Objectives In this study, we examine the association between multimorbidity and psychological distress and to what extent elder abuse mediates the association. Methods We analyzed cross-sectional nationally representative data from the “Building Knowledge Base on Population Ageing in India (BKPAI).” Multivariate logistic regression was used to understand the association between multimorbidity and psychological distress. We used Karlson–Holm– Breen (KHB) method to understand the role of elder abuse in mediating the association between multimorbidity and psychological distress. Results Older adults who ever experienced abuse (OR = 1.92 95%CI = 1.62, 2.26, p < .001) or in last one month (OR = 2.09 95%CI = 1.65, 2.64, p < .001) reported higher odds of psychological distress. Further, older adults with four or more chronic diseases are thrice more likely to report psychological distress (OR = 3.03 95%CI = 2.38, 3.82, p < .001). The results further suggest the mediating role of abuse on the association between multimorbidity and psychological distress. Conclusions The results suggest the role of elder abuse on the association between multimorbidity and psychological distress among older population in India. Clinical implications Creating an environment to reduce the abuse among older adults who have multimorbidity will be essential to reducing the psychological distress among older adults in India

Competence in Unsustainability Resolution—A New Paradigm

Environmental unsustainability in coupled human–nature systems is accumulating. Yet, there is no accreditation requirement for unsustainability resolution competency in higher education. Thus, a new and complete representation of the pedagogy for unsustainability resolution competence has been induced, using what is already available and working. The nature of unsustainability problems points to collaboration and holism attitudes. Resolution requires social skills, namely participation, perspective taking, and the generation of social capital, and cognitive skills, namely project management, knowledge building, and modeling. Resolution is scaffolded in three successive steps during the collaborative process within a systems approach: (i) collapse complexity; (ii) select a path/trajectory; and (iii) operationalize a plan. The hierarchically cumulative abilities toward unsustainability resolution competence are to source data and information about the coupled human–nature system (SEARCH); simplify the dynamics of the human–nature system (SIMULATE); generate and test alternative paths and end points for the coupled human–nature system (STRATEGIZE); chose a favorable path among the available alternatives (SELECT); operationalize the favorable path into a plan (strategy–program–project) with measurable management and policy objectives (IMPLEMENT); and develop criteria/indicators to monitor and adjust when necessary the implementation of the plan toward system goals (STEER). For each one of these learning objectives, the Bloom’s taxonomy and a progression from behaviorist through cognitivist to constructivist tools apply. The development of mastery requires the comparison and contrast of many similar cases with the same unsustainability problem and project-based learning with specific cases for deep learning. In this way, it is the resolutions of unsustainability in human–nature systems that will be accumulating.

Children Australia: Building knowledge - Improving outcomes

Children Australia: Building knowledge - Improving outcomes

Socratic Method in the Use of Web Tools

In the integral training of the student from the Being, to know, to know-how and to know-how to-be; the American University Corporation within its pedagogical model assumes a systemic model, self-regulating constructivist.; teaching and learning revolve around building knowledge from collaborative work, enabling student training. The constructivist model has its roots in philosophy, psychology, sociology and education. the verb build comes from the Latin struere, which means &amp;apos;fix&amp;apos; or &amp;apos;give structure&amp;apos;. Constructivism offers a new paradigm for this new era of information motivated by new technologies that have emerged in recent years. With the advent of these technologies (wikis, social networks, blogs...). In this model learning is active, not passive. people learn when they can control their learning, which generates a relatively permanent change in associations or mental representations as a result of the experience. Teaching addresses discrete learning strategies and models, Those addressed in this space are the Socratic Dialogue for the Development of Critical Thinking that seeks to develop skills in the students of Public Accounting that allow them to perform a reflective critical analysis and the methodology of Applied Projects in which the student is taken, individually or in a group to project something concrete and to execute it, giving you the opportunity to check ideas through your app and stimulate creative thinking.

The development and evaluation of the Designing for Dissemination and Implementation Learning Hub.

There is a growing emphasis on reducing the gap between research and routine practice. Dissemination and Implementation (D&I) science offers theories, models, and frameworks to enhance the implementation, impact, and sustainment of new programs and interventions. Few training opportunities are available that help leaders, researchers, clinicians, and staff (implementers) translate original research into practice settings in a more timely and effective manner without requiring significant time away from their primary clinical duties. To address these needs, we designed a virtual Designing for Dissemination and Implementation (D4D&I) Learning Hub that offered foundational D&I knowledge and opportunities for skill building. We developed the D4D&I Learning Hub curricula to train novice participants in the multicomponent D4D&I implementation strategy bundle when implementing new programs or innovations. The components of the D4D&I strategy bundle include (i) Pre-implementation assessment for proactive planning and multilevel contextual assessment, (ii) Multilevel partner engagement to learn what is important to end-users and obtain buy-in, (iii) Implementation and adaptations guided by a pre-implementation assessment while retaining program fidelity, and (iv) Program evaluation. We utilized a virtual e-learning platform, expert trainers, mentorship, and a Virtual Learning Collaborative to deliver the six-module curricula to support participants' growth and success. We used quantitative and qualitative methods informed by the Kirkpatrick Evaluation Model to evaluate the D4D&I Learning Hub. Thirty-one participants completed the D4D&I Learning Hub across four cohorts. Participants found the D4D&I curricula relevant and favorable, indicating they acquired the intended knowledge and skills. In presentations of their key takeaways, participants cited a greater understanding of how to apply various D&I theories, models, and frameworks to their research, engage multilevel partners during all phases of implementation and evaluation, and assess fidelity and adaptations. Participants planned to incorporate the acquired D&I knowledge and skills in future publications, grant applications, and when implementing new programs and projects in clinical settings. The D4D&I Learning Hub provides foundational education for novice participants of D&I science. It promotes designing, disseminating, implementing, and evaluating effective programs in clinical settings. This article discusses the development and implementation of the D4D&I Learning Hub. In addition, we evaluated the first four cohorts using the Kirkpatrick Evaluation Model.