Knowledge Of Different Disciplines Research Articles

大学韩语课程思政的跨学科拓展路径探究

As a general foreign language course of College Korean language course, due to the curriculum, student characteristics, teaching methods and other reasons, the ‘Ke-Cheng Si-Zheng’ has not been well integrated into the teaching of College Korean language course, and in the research related to the ‘Ke-Cheng Si-Zheng’, the research related to the College Korean language course is in the embarrassing situation of being marginalized. Analyzing the current situation of ‘Ke-Cheng Si-Zheng’ in the College Korean language course, there are problems such as the lack of awareness of the ‘Ke-Cheng Si-Zheng’, a single and shallow angle of the content of the ‘Ke- Cheng Si-Zheng’, and a single teaching method of the ‘Ke-Cheng Si-Zheng’. This paper will break the limitations of the discipline itself, integrate the knowledge of different disciplines organically, and explore the path and direction of the interdisciplinary expansion of the contents of the ‘Ke-Cheng Si-Zheng’ with the goal of cultivating compound talents with interdisciplinary vision and ability based on the College Korean language course.

High-level training on the topic of landslides and slope stability in Rwanda

[One of trickiest issues in Rwanda has always been linked to hydrogeological risk. To make the scenario even more complicated, it is the lack of integrated knowledge of different disciplines that are related to landslide phenomena. In this context, the Erasmus+ EnRHEd project has organized a Summer School entitled “Landslides and Slope Stability Analysis in Rwanda” addressed to Civil Engineers and Geologists, as well as Technicians and Teachers. The summer school took place from 11 to 16 July 2022 in Musanze, Rwanda.] [In Italian]

Which types of instruction in writing‐to‐learn lead to insight and topic knowledge in different disciplines? A review of empirical studies

AbstractThis review examines which types of instruction in writing‐to‐learn lead to effects on insight and topic knowledge in different disciplines, in grades 5–12 and in higher education. Forty‐three empirical studies have been selected to answer this question. Four types of instruction are distinguished. Three of them are based on hypotheses proposed by Klein (1999) about the cognitive processes involved in writing‐to‐learn: Forward Search, Genre Writing and Backward Search. The fourth type, Planning Only, arises from the literature reviewed. Results of the studies show that about two thirds of the (quasi) experimental studies lead to positive effects on insight and topic knowledge for the four types of instruction. However, given the small number of experimental studies conducted, no firm conclusions can be drawn for three types of instruction. For the remaining type of instruction, Genre Writing, a larger number of studies provide positive evidence. Suggestions for future research are discussed. Context and implicationsRationale for this studyIt is known that instruction is needed for promoting learning by writing. The question is which specific types of instruction can be used for inciting the writing‐to‐learn process.Why the new findings matterThe finding that the four types of instruction, especially Genre Writing, may promote learning, can serve as a reference for judging or formulating instruction.Implications for educational researchers and policy makersThe outcome may be interesting for education, because it entails that one from four types of instruction, that is, Genre Writing, shows the largest positive effects. Subject teachers often are hesitant to use writing‐to‐learn in their teaching practice, therefore the findings may provide clearness about how to instruct it. They can use Genre Writing instruction for composing writing tasks and select the preferred content of this instruction. The authors indicate mechanisms underlying the process of writing‐to‐learn that may be stimulated by instruction. For researchers it can be interesting to study these mechanisms, for instance in think‐aloud studies.

Students' Abductive Reasoning according to Scientific and Historical Knowledge

In the modern era, knowledge is plentiful. In this context, it is important for students to understand the creative process of generating scientific knowledge. In this study, we identified how the prior knowledge of different disciplines affects each stage of induction, how each abductive reasoning stage interacts with each other, and what characteristics emerge according to their scientific and historical knowledge in the context of Deoksugung Palace. We developed and applied an abductive reasoning program that teaches scientific and historical knowledge about Deoksugung Palace and analyzed the data with qualitative methods. Students' observations were not consistent across the three activities included in this program. Their observations were categorized into two types, general and scientific. General observations are broad and shallow. Scientific observations involve a brief process of identification and selection, are made in a specific context, focus on specific data, and involve manipulative observations. We reconstructed the circular and reciprocal process of abductive reasoning. The results of this study suggest that abductive reasoning is strongly affected by prior knowledge. If a teacher wants to apply abductive reasoning, they must consider the circular process, characteristics, area of prior knowledge, and each student's abductive or convergent abilities.

The Role of Machine Learning in Centralized Authorization Process of Nanomedicines in European Union.

Machine Learning (ML) has experienced an increasing use, given the possibilities to expand the scientific knowledge of different disciplines, such as nanotechnology. This has allowed the creation of Cheminformatic models capable of predicting biological activity and physicochemical characteristics of new components with high success rates in training and test partitions. Given the current gaps of scientific knowledge and the need for efficient application of medicines products law, this paper analyzes the position of regulators for marketing medicinal nanoproducts in the European Union and the role of ML in the authorization process. In terms of methodology, a dogmatic study of the European regulation and the guidance of the European Medicine Agency on the use of predictive models for nanomaterials was carried out. The study has, as the framework of reference, the European Regulation 726/2004 and has focused on the analysis of how ML processes are contemplated in the regulations. As a result, we present a discussion of the information that must be provided for every case for simulation methods. The results show a favorable and flexible position for the development of the use of predictive models to complement the applicant's information. It is concluded that Machine Learning has the capacity to help improve the application of nanotechnology medicine products regulation. Future regulations should promote this kind of information given the advanced state of the art in terms of algorithms that are able to build accurate predictive models. This especially applies to methods, such as Perturbation Theory Machine Learning (PTML), given that it is aligned with principles promoted by the standards of Organization for Economic Co-operation and Development (OECD), European Union regulations, and European Authority Medicine. To our best knowledge, this is the first study focused on nanotechnology medicine products and machine learning used to support technical European public assessment reports (EPAR) for complementary information.

A Escola Nova e o Método Intuitivo nos programas de ensino da Escola Normal Superior Vocacional (1937) em Santa Catarina

O artigo em tela analisa os programas de ensino de Psicologia, Pedagogia e História da Educação propostos para a Escola Normal Superior Vocacional em Santa Catarina, por meio do Decreto n. 217, de 9 de março de 1937. O objetivo será problematizar a coexistência de conteúdos referentes ao método intuitivo e de conhecimentos escolanovistas em diferentes disciplinas. A utilização e o ensino do método intuitivo/lição das coisas fundamentou a reforma de ensino catarinense de 1911, sendo adotado como princípio orientador da educação no estado e assim permaneceu adentrando os anos 1930, momento que em que eram difundidos e estudados os conhecimentos da Escola Nova, indicando que estas duas orientações assumiram centralidade na formação teórico-prática do futuro docente. A perspectiva empirista parece ter sido um dos fundamentos que orientou as discussões educacionais do contexto da época, desde os pareceres de Rui Barbosa sobre o ensino até as ideias de Lourenço Filho na obra Introdução ao estudo da Escola Nova. Nos programas de 1937, as questões que envolviam a aprendizagem, a motivação e as diferenças individuais dos estudantes pautavam-se nessa perspectiva teórica, sendo a aposta na formação da mentalidade científica do professor.

‘How Much Politics Is There’? Exploring Students’ Experiences of Values and Impartiality from an Epistemic Perspective

In this article, we report findings of students’ conceptions of values and impartiality in political science teaching in relation to research on epistemic beliefs. This field of research concerns students’ beliefs about the nature of knowledge in different disciplines; beliefs that are central to learning disciplinary knowledge. Interviews were conducted with students after one semester of political science education, focusing on their experiences of values in teaching. Results show that students give contradicting answers regarding values and impartiality in political science teaching. They oscillate between different epistemic beliefs and they have an unclear understanding of the nature of knowledge in the discipline. Questions on the nature and limits of knowledge, therefore, need to be prioritized in political science education. If students are to become literate within their field, they need to become aware of the multiple epistemological underpinnings inherent in the discipline, and the ways these influence the discipline.

Root Plasticity in the Pursuit of Water.

One of the greatest challenges of terrestrial vegetation is to acquire water through soil-grown roots. Owing to the scarcity of high-quality water in the soil and the environment’s spatial heterogeneity and temporal variability, ranging from extreme flooding to drought, roots have evolutionarily acquired tremendous plasticity regarding their geometric arrangement of individual roots and their three-dimensional organization within the soil. Water deficiency has also become an increasing threat to agriculture and dryland ecosystems due to climate change. As a result, roots have become important targets for genetic selection and modification in an effort to improve crop resilience under water-limiting conditions. This review addresses root plasticity from different angles: Their structures and geometry in response to the environment, potential genetic control of root traits suitable for water-limiting conditions, and contemporary and future studies of the principles underlying root plasticity post-Darwin’s ‘root-brain’ hypothesis. Our increasing knowledge of different disciplines of plant sciences and agriculture should contribute to a sustainable management of natural and agricultural ecosystems for the future of mankind.

El proceso enseñanza–aprendizaje y los mapas conceptuales: una reflexión desde la educación en ciencias de la salud

El mapa conceptual es un recurso útil para esquematizar, de manera visual, el conocimiento, y puede servir como herramienta para que los estudiantes, individual o colectivamente, tengan una mayor comprensión y capacidad de síntesis de los conceptos, de las relaciones y de las interacciones de los contenidos estudiados. Este artículo aborda, de manera reflexiva, el modo en que los mapas conceptuales han sido utilizados en la enseñanza en las ciencias de la salud y la manera en que aportan a los análisis que los estudiantes adelantan en su proceso de aprendizaje. La enseñanza está centrada en diseñar interacciones educativas que, a través de situaciones puntuales, involucren el conocimiento de diversas disciplinas en un saber particular. Para el caso de la educación científica, tales interacciones involucran cuatro dimensiones en el proceso de aprendizaje de los estudiantes: la fáctica, la conceptual, la procedimental y la metacognitiva; los mapas conceptuales son una herramienta que aporta a este proceso. El uso de mapas conceptuales amplía tanto la experiencia particular de los docentes como el horizonte de experiencias de educación en el área de la salud. La didáctica es la interacción, en diferentes vías, entre alguien que enseña, alguien que aprende; e implica una disciplina, un saber y un discurso. Usar mapas conceptuales, como herramienta didáctica, puede enriquecer la práctica pedagógica de maestros de ciencias de la salud y favorecer la construcción de escenarios de enseñanza que permitan la construcción del conocimiento conjunto, la retroalimentación del mismo, la adecuada integración y la síntesis de conceptos para su aplicación en escenarios teóricos y prácticos.

Mechatronic education at the Faculty of Technical Sciences Novi Sad

The emerging engineering field of mechatronics has caught the attention of many engineering professionals, academics and government officials in recent years, nationally and globally. The main reason for this is that many modern products are no longer purely electrical and electronic or mechanical. Moreover, they are integrated multidisciplinary products which are made from subsystems which require engineering knowledge of different disciplines. Hence, increasing number of universities is offering courses, certificates and programs at undergraduate and graduate levels in the area of mechatronics. This paper presents an educational program in mechatronics at the Faculty of Technical Sciences, University of Novi Sad, Serbia. In addition, student evaluation of the mechatronics program is presented. The conducted survey enabled faculty to gain more insight into student opinions about this program which provided valuable feedback for further program improvements.

The hydrogeology of the Condamine River Alluvial Aquifer, Australia: a critical assessment

The Condamine plain is an important agricultural zone in Australia with prominent irrigated cotton and grain crops. About one third of the irrigation water is pumped from the shallow alluvial aquifer, causing gross aquifer depletion over time. Over the last few decades, various hydrological, hydrochemical, and geological aspects of this aquifer and the overlying floodplain (including soil properties) have been investigated and used to construct the conceptual understanding and numerical models for management of this resource. Yet, the water balance of the aquifer is still far from resolved, and the geological contact between the alluvial sediments and underlying bedrock is yet to be categorically defined, to mention two major uncertainties. This report collates up-to-date knowledge of different disciplines, critically evaluates the accepted hydrogeological conventions, highlights key knowledge gaps, and suggests strategies for future research. Among recommendations are (1) development of numerical flow and solute transport models for the natural (i.e. pre-developed) period, (2) analysis of groundwater for isotopic composition and presence of pesticides, CFCs and PPCPs, and (3) use of stochastic approaches to characterize the hydraulic properties of the alluvial sediments. These and other proposed measures are relevant also to other alluvial aquifers which suffer from similar fundamental uncertainties.

A Climate Change Board Game for Interdisciplinary Communication and Education

This article reports and reflects on the design and use of the board game KEEP COOL on climate change. The game covers and integrates central biophysical, economic, and political aspects of the issue. By using a board game as common language between students and scientists from different scientific cultures, knowledge of different disciplines can be integrated and different views can be discussed. Thus, even complex issues such as the free-rider problem, trade-offs between adaptation to and mitigation of climate change, and path dependencies can be studied. KEEP COOL is the first game on climate change that is readily available from a commercial publisher. It has successfully been used in multiple settings, for example, as a tool for interdisciplinary research, public relations, public understanding of science, and, in particular, teaching. The experience with the game indicates that it can be effectively used in seminars with students to obtain a holistic picture of the issue and to lay out a common language for deeper reflections on climate change. This contribution also identifies some pitfalls and essential instruments for its adequate use for teaching.

Advances in self-healing optical materials

In recent years, new approaches for the self-repair of optical materials have been proposed, in particular for transparent coatings and systems for solar energy conversion. Moreover, light has been exploited for remotely triggering self-healing in optically responsive materials. This ambitious goal required state of the art knowledge in different disciplines and fine engineering of materials architecture. Here we highlight the recent advances in the field and provide some possible directions for the near future.

Explores the Hospital Building Design Using the Matrix Principle

The purpose of this paper is to solve issues in current hospital such as complex process, large time-consumption and monotony of space design. The research in the paper introduced the principle of matrix with sections and departments as elements, streamline traffic as transmission path of signals, people seeing doctor as method of signals. Therefore, a fresh model of hospital design was made. The result of the research showed its guiding line for hospital design under the new condition. The unique feature of the research is that design innovation was made in hospital design by integrating of knowledge of different disciplines.

Outside In/Inside Out: Bridging the Gap in Literacy Education in Singapore Classrooms

Effective teaching, among other things, can be seen as a series of orchestrated moves between different kinds and levels of knowledge, be they between personal, everyday and technical knowledge, between school knowledge and the world beyond, and between knowledge in different disciplines. This article is about bridging the gap between what students learn in school and their out-of-school experiences. It focuses on the dimension of connected learnings, which is one part of a three-dimensional analytic framework developed for a study in Singapore. By examining transcripts of English language and social studies lessons in Singapore secondary schools, this article shows how teachers can make what is taught in the classroom relevant to the outside world as well as incorporate and infuse students’ prior knowledge and out-of-school experiences into classroom teaching. It argues that such connected learnings not only increases motivation and engagement levels for the students but also makes learning more meaningful and purposeful. In this sense, students are no longer just learning basic literacy competencies within an academic context but endeavour to develop life skills that take them beyond classrooms and examination halls. Put simply, they are going beyond learning how to read and write, rather reading and writing in order to learn.

Chaos of Disciplines

In this new study, Andrew Abbott presents a fresh and daring analysis of the evolution and development of the social sciences. Chaos of Disciplines reconsiders how knowledge actually changes and advances. Challenging the accepted belief that social sciences are in a perpetual state of progress, Abbott contends that disciplines instead cycle around an inevitable pattern of core principles. New schools of thought, then, are less a reaction to an established order than they are a reinvention of fundamental concepts. Chaos of Disciplines uses fractals to explain the patterns of disciplines, and then applies them to key debates that surround the social sciences. Abbott argues that knowledge in different disciplines is organized by common oppositions that function at any level of theoretical or methodological scale. Opposing perspectives of thought and method, then, in fields ranging from history, sociology and literature, become radically similar, much like fractals, they are each mutual reflections of their own distinctions.

Present trends in plant taxonomy in Bangladesh and its future

The trend in plant taxonomic research in Bangladesh between 1972 and 2002 has been investigated by using a broad categorisation scheme and a scoring system. Inventory taxonomic studies (morphological taxonomic studies involving plant resources cataloging) were found to be significantly higher than the integrated studies (studies using the knowledge of different disciplines of biology). Studies on angiosperms were found to be significantly more than any other groups and followed by that on algae, while gymnosperms received significantly least attention. Despite the world-wide decline in taxonomic research, taxonomy can make significant contributions in Bangladesh if initiatives are taken to complete the inventory of plant resources through a country-wide campaign, to incorporate integrated approaches in traditional taxonomy and to stress on the conservation issues in taxonomic studies. Such efforts could be more effective if cooperation among institutions concerned with plant taxonomy could be increased through efficient networking.Keywords: Plant taxonomy, plant systematics, BangladeshDOI:Bangladesh J. Plant Taxon. 10(1): 99, 2003 (June)