Subdomains Of Knowledge Research Articles

Employability attributes of hospitality graduates and expectations of hotel managers

Employers worldwide place the responsibility of ensuring that graduates are employable on institutions of higher learning. This study was conducted to determine the employability attributes of hospitality management students from private Higher education institutions. The study adopted a qualitative research approach using semi-structured interviews. Purposive, judgement sampling was used to gather hotel managers’ thoughts, knowledge and opinions. The findings suggest that hotel managers require eight knowledge sub-domains, and seven skill sub-domains, and a wide range of competencies from hospitality graduates from private Higher education institutions. However, private higher education institutions, hotel managers, hospitality graduates and human resources personnel have a great responsibility to ensure that graduates are competent, competitive and valuable and can make meaningful contributions to the hotel industry. Data was only gathered from hotel managers from 4 and 5-star hotels, therefore the findings cannot be generalised to all hotels in South Africa. Consequently, the findings cannot be generalised to all the tertiary institutions in South Africa. Suggestions are made that can assist higher education institutions, hotel managers, hospitality management graduates, students and future researchers, particularly now in this time of globalisation, knowledge economy, and rise of technological advancements.

Knowledge of Community Pharmacists in Saudi Arabia Regarding Human Monkeypox, Its Management, Prevention, and Vaccination: Findings and Implications.

Many cases of monkeypox have recently been reported in countries where this disease is not endemic, raising a global health concern. Consequently, healthcare professionals (HCPs), including pharmacists, need to be aware of the disease, its prevention, including the role of vaccines, and its management to reduce transmission. A cross-sectional, questionnaire-based study was conducted among conveniently sampled community pharmacists in the Qassim region of Saudi Arabia. A total of 189 community pharmacists participated in the study, giving a response rate of 72.97%. From these, 86.77% were male, 51.32% were ≤30 years old, 36.51% were aged between 31-40 years, and 43.39% had 1-5 years of experience as community pharmacists. Their overall knowledge was 17.72 ± 5.56 out of a maximum of 28. The overall rate of correct answers for the knowledge statements was 63.29%, with 52.4% answering ≥50-<75% of the knowledge questions correctly and 31.2% answering ≥75% of the questions correctly. The knowledge subdomain related to diagnosis and clinical characteristics recorded the highest score, with the subdomain relating to causative pathogens and epidemiology recording a lower score. Overall, community pharmacists had moderate knowledge of monkeypox and its clinical management, prevention, and the role of vaccines, which is a concern for the future. Consequently, tailored, flexible, and timely educational interventions are needed to ensure that HCPs, including community pharmacists, are fully equipped with the latest evidence-based knowledge regarding this viral disease to reduce transmission and improve care.

A mathematics teacher’s specialized knowledge in the selection and deployment of examples for teaching sequences

This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according to the mathematics teachers’ specialized knowledge analytical model. We will analyse active and passive examples, pointing out the mathematical entity that is being exemplified and the aspect of this entity which is being emphasized by the example. The results identify the different subdomains and categories which are drawn on in the selection and use of examples, along with the various interconnections across knowledge subdomains which interact in the process.

Os exames de qualificação realizados no mestrado profissional em matemática em rede nacional

Abstract This article analyzes the nature of the knowledge, especially that of a specialized nature, evoked in the solution of the questions that made up the National Qualification Exams (NQE), developed within the scope of the Professional Master’s Program in Mathematics in the National Network (PROFMAT), between the years 2012 and 2019. The focus of this program was based on the development of a solid education in Mathematics, which contemplates the needs arising from the daily lives of teachers in the school space and their broad needs for development and professional appreciation. Therefore, a qualitative study was developed in which, from the interpretative content analysis, a total of 62 questions were classified in the light of the conceptual-analytical model Mathematics Teachers’ Specialized Knowledge (MTSK), which composed the NQE applied in the first semester of the 8 years analyzed. The analysis carried out showed that: a) more than 70% of the questions focus exclusively on knowledge that appears in only one subdomain of Mathematical Knowledge (MK), the Knowledge of Topics, while only 5% of them address knowledge that appears in all subdomains of MK; b) Absence, in all questions, of knowledge associated with the Pedagogical Content Knowledge (PCK) domain. Thus, it is concluded that the evaluation developed through the NQE privileges knowledge that appears only in one of the six subdomains of knowledge that really support the teacher in his daily work with mathematics, which is opposed to the results of many relevant studies that emphasize the importance and impact of knowledge associated with the PCK domain in teaching.

The perceptions of future teachers about mathematical modeling and the links with D'Ambrosio's conception and mathematical knowledge for teaching

In this work, we present partial results of a qualitative research that aims to investigate mathematical knowledge for the teaching and practice of mathematical modeling in Basic Education. For that, a data collection was carried out with a group of students of the Degree in Mathematics of the Federal University of Alagoas. The results showed that the researched group showed signs that subdomains of mathematical knowledge for teaching are emerging in initial training, but the perceptions about D'Ambrosio's conception of Modeling and the sociocritical perspective are still fluid, little structured, due to the little contact with the theoretical foundation and practice of Mathematical Modeling in the context of Mathematics Education, making it necessary that in the Mathematics Degree course, mathematical modeling becomes a frequent practice in a specific discipline or inserted in the different disciplines of the Mathematics area so future teachers will be prepared to apply it in their classes.

Global knowledge base for municipal solid waste management: Framework development and application in waste generation prediction

Increasing municipal solid waste (MSW) generation has become not only a major sustainability challenge and a considerable financial burden for municipalities across the globe, but also an opportunity to promote a circular economy, provided adequate information is made available. Data and information on MSW generation, characterization, and management practices are prerequisites to studying and optimizing solid waste management systems (SWMS). However, such data and information are usually dispersed, unsystematized, and suffering from various availability and quality issues. This study aims to assemble and provide access to the current landscape of MSW data by establishing a comprehensive framework for understanding the interconnectedness of various sub-domains of MSW knowledge. Existing databases and governmental reports were reviewed to compile 1720 records of MSW generation, composition, management practices, and socioeconomic contexts for 219 countries and 410 cities. Multivariate linear regression and additive models were built to relate MSW generation, composition, and recovery rates to demographics, economic development, and climate patterns of cities and regions. These models generate new insights into the complex nature of SWMS and provide an evidence-based decision-making tool to future researchers and policy makers. Specifically, economic development (GDP), density factors (population, population density, and household size), sustainability initiatives, education, and regulation are all identified as positive drivers toward the targets of United Nations Sustainable Development Goal 12.

Development and validation of an end stage kidney disease awareness survey: Item difficulty and discrimination indices.

Lack of awareness for chronic kidney disease (CKD), including end stage kidney disease (ESKD) and their management options is a major impediment to patients being able to select and use home dialysis therapies. While some instruments have been developed to measure CKD awareness, we lack validated instruments to evaluate patients' awareness of ESKD and dialysis modalities. This study is part of multipart project for developing and validating an ESKD-centric disease awareness questionnaire. A team of specialty renal care experts developed a 45-items questionnaire encompassing the subdomains of General Kidney Knowledge, CKD Knowledge, and ESKD Knowledge. Item reduction analysis-specifically, calculation of item difficulty and item discrimination index scores-was used to items for further review and potential removal. Index scores were reviewed in conjunction with consideration of theoretical and substantive item content to reduce the number of items in the questionnaire, resulting in a 32-item questionnaire, retaining 5/10 items in the general kidney knowledge subdomain, 14/21 items in the CKD knowledge subdomain, and 13/14 items in the ESKD knowledge subdomain. Retained items ranged from 0.19 to 0.79 on the difficulty index, and from 0.31 to 0.81 on the discrimination index. Scores for percent correct on the reduced questionnaire spanned 0% to 87.5% correct on the full scale, 0% to 100% correct on the General Knowledge subdomain, 0% to 100% on the CKD Knowledge subdomain, and 0% to 92.3% on ESKD Knowledge subdomain. The questionnaire developed and refined in this study constitutes a patient disease awareness instrument that spans a range of difficulty, and yet shows strong ability to distinguish between patients with varying levels of disease awareness. This study is the first in part of a multistep project to addresses a gap in measuring ESKD specific knowledge. Accurate assessment of patients' disease awareness through a validated instrument can allow identification of knowledge domains leading to positive impacts on their healthcare decisions and improve targeted patient education efforts.

Components of a successful community-based exercise program for individuals with Parkinson’s disease: Results from a participant survey

ObjectivesThe aim of the project was to examine the personal beliefs, motivators, and barriers in people with Parkinson’s disease (PwPD) relating to their participation in a year-round community-based cycling program, Pedaling for Parkinson’s (PFP). DesignCross-sectional survey from a 12-month pragmatic study. SettingFive community-based PFP sites. Main outcome measuresA survey was designed to capture the attitudes and beliefs of those participating in a PFP program. Survey responses were rated on a 5-point Likert scale (1–5; higher number representing a more positive response) assessing the subdomains of Personal Beliefs and Knowledge, Health and Disability, Program, and Fitness Environment following a 12-month exercise observational period. ResultsA total of 40 PwPD completed the survey. Mean subdomain scores were as follows: 4.37 (0.41) for Personal Beliefs and Knowledge, 4.25 (0.65) for Health and Disability, 4.11 (0.53) for Program, and 4.35 (0.44) for Fitness Environment. There were no significant correlations between survey subdomains and demographic variables (age, years of education, years since diagnosis, years attending the PFP program, and disease severity) or subdomains and exercise behavior (cadence, attendance, and heart rate). ConclusionsRegardless of demographic variables and disease severity, PwPD who attended a PFP program enjoyed the class, felt that their PD symptoms benefited from exercise, and were motivated to exercise by their PD diagnosis. Factors such as location of the gym, cost, and transportation were important. With the growing body of PD literature supporting the role of exercise in potentially altering the disease trajectory, it is critical that communities adopt and implement exercise programs that meet the needs of PwPD and facilitate compliance.

Framework of Technological Pedagogical (TPACK) On Teacher’s Backgrounds in Geography Learning In Muna Distric

Educationhave a big influence in the world of education, one of which is the role of the teacher who is no longer a source of learning, but the teacher is only a facilitator. Advances in Information, Knowledge and Technology pose challenges to teachers in finding relevant roles in order to measure student learning progress in order to face challenges in the 21st century. This study aims to determine the Technological Pedagogical Content Knowledge (TPACK) Competencies of Geography teachers in Muna Regency, (Research This study uses a survey method with quantitative descriptive analysis. With the results of the study showing that: The quality of the TPACK framework for geography teachers in Muna Regency is in the very good category (1) In the Technological Knowledge (TK) subdomain, geography teachers in Muna Regency are in Good criteria, (2) Pedagogical Knowledge (PK) of geography teachers in Muna Regency is in very good criteria and masters pedagogy very well, (3) Content Knowledge (CK) of geography teachers in Muna Regency is also in very good criteria which includes mastery of good content. very good, (4) Technological Content Knowledge ( TCK) geography teachers in Muna Regency are in good criteria, (5) Pedagogical Content Knowledge (PCK) for geography teachers are in very good criteria, (6) Technological Pedagogical Knowledge (TPK) is in good category, and (7) Technological Pedagogical Content Knowledge (TPACK) of geography teachers in Muna Regency is in the very good category.

Patterns of Use of Smartphone-Based Interventions Among Latina Breast Cancer Survivors: Secondary Analysis of a Pilot Randomized Controlled Trial.

BackgroundLatina breast cancer survivors experience poorer health-related quality of life (HRQoL), greater symptom burden, and more psychosocial needs compared to non-Latina breast cancer survivors. eHealth platforms such as smartphone apps are increasingly being used to deliver psychosocial interventions to cancer survivors. However, few psychosocial eHealth interventions have been developed specifically for Latina breast cancer survivors. Further, little is known about how Latinas, in general, engage with eHealth interventions and whether specific participant characteristics are associated with app use in this population. We evaluated the use of 2 culturally informed, evidence-based smartphone apps for Latina breast cancer survivors—one that was designed to improve HRQoL and reduce symptom burden (My Guide) and the other to promote healthy lifestyle behaviors (My Health).ObjectiveThe objectives of our study were to explore the patterns of use of the My Guide intervention app and My Health attention-control app among Latina breast cancer survivors.MethodsEighty Latina breast cancer survivors were randomized to use the My Guide or My Health app for 6 weeks. Assessments were collected at baseline (T1), immediately after the 6-week intervention (T2), and 2 weeks after T2 (T3). Specific study outcomes included subdomains of HRQoL, symptom burden, cancer-specific distress, cancer-relevant self-efficacy, and breast cancer knowledge.ResultsOn average, participants used their assigned app for more than 1 hour per week. Sociodemographic or psychological characteristics were not significantly associated with app use, except for employment status in the My Health group. Content related to common physical and emotional symptoms of breast cancer survivors as well as recommendations for nutrition and physical activity were most frequently accessed by My Guide and My Health participants, respectively. Lastly, clinically meaningful improvements were demonstrated in breast cancer well-being among low app users (ie, <60 minutes of use/week) of My Guide and social well-being among high app users (ie, ≥60 minutes of use/week) of My Health.ConclusionsThe favorable rates of participant use across both apps suggest that Latina breast cancer survivors are interested in the content delivered across both My Guide and My Health. Furthermore, since sociodemographic variables, excluding employment status, and baseline HRQoL (psychological variable) were not related to app use, My Guide and My Health may be accessible to diverse Latina breast cancer survivors.Trial RegistrationClinicalTrials.gov NCT03645005; https://clinicaltrials.gov/ct2/show/NCT03645005

Mindfulness Improves Otolaryngology Residents’ Performance in a Simulated Bad-News Consultation: A Pilot Study

Delivering bad news is a stressful moment for both patient and clinician. As poor bad-news consultation quality may lead to misunderstandings, lack of treatment adherence, acute or even post-traumatic stress in patients, training interventions to improve communication skills and stress-management are necessary. Mindfulness is a recognised stress-management strategy that has shown its efficacy in reducing stress in both health professionals and students. We then supposed that a short mindfulness meditation session performed just before a simulated breaking bad-news consultation to patients with laryngeal cancer may help ear, nose and throat (ENT) residents to master their stress and improve their management of this consultation. This study aims at showing how a short mindfulness meditation performed before a simulated bad-news consultation may improve performance in its realisation by ENT residents. We enrolled 53 ENT residents, randomised in 2 groups. The first group completed a 5-minute mindfulness session while the other group listened to a control track. Thereafter, every resident completed an 8-minute simulated bad-news consultation with a standardised patient. Two blinded expert assessors evaluated their performance on a 25-point grid (BNC-OSAS). Residents self-assessed their stress before and after the intervention and simulated patients rated their perception of physician's empathy. The performance was significantly better in the mindfulness group than in the control group (m = 19.8, sd = 3.2 and m = 17.4, sd = 3.7 respectively, F(1,45)=5.27, p = 0.026, d = 0.67), especially in the communication and knowledge subdomains. There was no significant difference in perceived stress between the 2 groups. Empathy perceived by simulated patients was positively correlated to residents' performance. A short mindfulness meditation is effective for improving ENT residents' performance in a simulated bad-news consultation. These results encourage further assessments of this method with objective measures of physiological stress. More research is required concerning the feasibility and efficacy of mindfulness before daily clinical activities such as stressing bad-news consultation.

Design of self-instruction textbooks on number and operations by preservice elementary school teachers: A preliminary Study

Context : Study framed in the area of teacher training. Objective : To analyze the self-instruction booklets that elementary education future teachers designed and implemented to teach a subject related to the Numbers and Operations axis. Design : The research follows a qualitative, exploratory-descriptive methodology, using the content analysis method. Setting and participants : Sample composed of 85 preservice teachers who studied Numbers and Operations in Elementary School , attending the first semester of Pedagogy in Basic General Education with Mention in a Chilean university. Data collection and analysis : The activities and conclusions of the booklets are analyzed, considering the units of analysis: implemented learning objective, detected obstacles, type of activities and contexts, assessment of the pedagogical knowledge of the content and general experience. Results : The work emphasizes that future teachers mostly: design booklets associated with the first two years of elementary school; consider the objective associated to counting to 1,000; declare the epistemological obstacle; the activities are exercise-like; activities are posed without context; indicators associated to the subdomains of knowledge of content and of the students, and content and teaching of the pedagogical knowledge model of mathematics are not mentioned; value this resource to encourage mathematics learning. Conclusions : The work with booklets has allowed preservice teachers to approach teaching work for the first time, involving mastery and application of both didactic and knowledge of the subject matter for teaching numbers, which will improve during their training.

Pre-Transition Readiness in Adolescents and Young Adults with Four Chronic Medical Conditions in South East Nigeria - An African Perspective to Adolescent Transition.

IntroductionWhen a child reaches a certain age, he or she moves over to the adult physician. For this to maximally benefit the child, there has to be a process of equipping the child with skills required for taking on more responsibilities. Transitioning involves a process in which the adolescent with chronic illness is prepared ahead of time to enable them to eventually transfer to adult care with good outcomes. In high-income countries with well-organized health financing, the transitioning process begins as early as 12 years. In Africa, this process is not as organized and most hospitals would write a referral letter once the child turns 18 and transfer to adult clinic. In four of our chronic disease clinics (asthma, HIV, sickle cell anaemia and chronic kidney diseases) patients up to 24 years old are still attending the paediatric clinics. Understanding transition readiness among African adolescents remains a gap. Our findings will form a basis for informed practices for adolescent clinics in African countries.MethodsThis was a descriptive cross-sectional study of pre-transition readiness in adolescents and young adults with chronic illnesses attending four outpatient specialist clinics in a tertiary hospital in Enugu Nigeria. This was done using the validated STARx Questionnaire. Total scores were computed and scores nearer the upper limit of 90 were acceptable, while mean subdomain scores of 4 and above were considered as optimal level of transition readiness. Demographic and clinical data were also collected. Acceptability to move on to adult-oriented care was documented using binary response (yes/no). Cross tabulations were done, and likelihood ratios obtained for predictors of acceptability of transition. Significant value was set at p-value of ≤0.05.ResultsA total of 142 adolescents and young adults aged 12 to 24 years were studied. There were 38.0% (54), 24.6% (35), 22.5% (32) and 14.8% (21) from HIV, sickle cell anaemia, asthma and nephrology clinics, respectively. Their mean age was 15.6 years ± 2.4, and 48.6% (69) were male. The mean total transition readiness score was 56±14 and this was not nearer the higher spectrum of total scores obtainable. Highest mean scores (3.7) occurred in the knowledge subdomain while least mean score (2) was noted in the use of medication reminders. The males had highest scores in the knowledge subdomain while the females were better informed about medication adherence and were more inquisitive about their chronic illness. Only about 37% (53) of the adolescents and young adults welcomed the idea of moving on to adult-care clinics. Children who had less frequent emergency hospital visits and better treatment outcome accepted the idea of transfer to adult care. Irrespective of the age all participants had suboptimal subdomain scores. High scores did not influence the participants’ choice to embrace transfer to adult care.ConclusionThere is suboptimal transition readiness irrespective of the age. The older age groups were less willing to transfer to adult care. Better disease knowledge and better communication skills did not positively influence acceptability of transfer to adult care.

Factors influencing supportive care needs of multiple myeloma patients treated with chemotherapy.

The present study is a descriptive survey conducted to identify factors influencing supportive care needs of patients with multiple myeloma treated with chemotherapy. A structured questionnaire was provided to 141 patients with multiple myeloma who were treated as inpatients or outpatients at Seoul St. Mary's Hospital of the Catholic University of Korea. Data were analyzed with t test, ANOVA, Scheffe's test, correlational analysis, and linear regression analysis using SPSS version 21.0. The mean score of supportive care needs of patients with multiple myeloma was 1.51 out of 4 points. Of supportive care needs, information on future disease outcome scored the highest, with a mean score of 2.12, followed by easy and candid explanation by health care staff (2.11), and information on foods that are healthy for cancer patients (2.02). The mean score of disease-related knowledge was 0.52 of 1 point, and diagnostic test results scored the lowest among the subdomains of disease-related knowledge. The mean score of emotional state was 1.13 out of 3 points, mean anxiety score was 1.01 out of 3 points, and mean depression score was 1.26 out of 3 points. Anxiety and depression were identified as factors influencing supportive care needs of patients with multiple myeloma. The present study demonstrated that the supportive care needs of patients with multiple myeloma are associated with their emotional state. The supportive care needs of patients with multiple myeloma should be identified at an individual level, and should be addressed to reduce anxiety and depression.

Relationships Between the Knowledge of Practices in Mathematics and the Pedagogical Content Knowledge of a Mathematics Lecturer

Currently, studies focusing on mathematics education pay more attention to the study of the lecturer’s knowledge, aiming to understand this knowledge, its development, and how it is reflected in the practice of teaching. Following this line of research, the present study is based in the Mathematics Teacher’s Specialized Knowledge (MTSK) model, which includes two domains of knowledge, namely, mathematical knowledge and pedagogical content knowledge. Through an instrumental case study, classroom observation, and a semi-structured interview, we inquire how the knowledge of practices in mathematics, one of the subdomains of mathematical knowledge, is related to the pedagogical content knowledge of a lecturer in a real analysis course. The results show relationships between these subdomains considering their nature of support or conditioning. In this regard, the lecturer’s knowledge of practices in mathematics conditions his/her knowledge of mathematics teaching (e.g. techniques, metaphors, and analogies). So, a lecturer’s teaching goal is that students, in addition to understanding the mathematical contents, learn how to think mathematically to validate and construct arguments. Additionally, a lecturer’s knowledge of students’ weaknesses in carrying out proofs and working with quantifiers is supported by his/her knowledge of practice in mathematics (e.g. different methods of proofs and statements with quantifiers, as well as their meaning). In this respect, the nature of relationships between two or three subdomains of the MTSK model contributes to understanding how the lecturer’s knowledge is integrated and is a good starting point for investigating the development of lecturers’ mathematical and pedagogical knowledge.

Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship

A structured didactic radiation oncology clerkship curriculum for medical students is in use at multiple academic medical centers. Objective evidence supporting this educational approach over the traditional clerkship model is lacking. This study evaluated the curriculum efficacy using an objective knowledge assessment. Medical students received the Radiation Oncology Education Collaborative Study Group (ROECSG) curriculum consisting of 3 lectures (Overview of Radiation Oncology, Radiation Biology/Physics, and Practical Aspects of Simulation/Radiation Emergencies) and a radiation oncology treatment-planning workshop. A standardized 20-item multiple choice question (MCQ) knowledge assessment was completed pre- and post-curriculum and approximately 6months after receiving the curriculum. One hundred forty-six students at 22 academic medical centers completed the ROECSG curriculum from July to November 2016. One hundred nine students completed pre- and post-clerkship MCQ knowledge assessments (response rate 74.7%). Twenty-four students reported a prior rotation at a ROECSG institution and were excluded from analysis. Mean assessment scores increased from pre- to post-curriculum (63.9% vs 80.2%, P<.01). Mean MCQ knowledge subdomain assessment scores all improved post-curriculum (t test, P values<.01). Post-scores for students rotating de novo at ROECSG institutions (n=30) were higher compared with pre-scores for students with ≥1 prior rotations at non-ROECSG institutions (n=55) (77.3% vs 68.8%, P=.01), with an effect size of 0.8. Students who completed rotations at ROECSG institutions continued to demonstrate a trend toward improved performance on the objective knowledge assessment at approximately 6months after curriculum exposure (70.5% vs 65.6%, P=.11). Objective evaluation of a structured didactic curriculum for the radiationoncology clerkship at early and late time points demonstrated significant improvement in radiation oncology knowledge. Students who completed clerkships at ROECSG institutions performed objectively better than students who completedclerkships at non-ROECSG institutions. These results support including a structureddidactic curriculum as a standard component of the radiation oncology clerkship.

What is Chemistry, for Kant?

Abstract Kant’s preoccupation with architectonics is a characteristic and noteworthy aspect of his thought. Various features of Kant’s argumentation and philosophical system are founded on the precise definitions of the various subdomains of human knowledge and the derivative borders among them. One science conspicuously absent from Kant’s routine discussions of the organization of knowledge is chemistry. Whereas sciences such as physics, psychology, and anthropology are all explicitly located in the architectonic, chemistry finds no such place. In this paper, I examine neglected passages from Kant’s corpus as well as texts regarding chemistry that Kant himself read in order to unveil his views on the definition of chemistry and its relations with the other sciences. These considerations reveal chemistry to be the science that studies the changes of matter into new kinds. Yet Kant idiosyncratically believes that such a change requires an infinite division of matter, effected by chemical forces. Although this understanding of chemical change dovetails with Kant’s dynamical, continualist theory of matter, it implies that chemistry cannot be reduced to physics. Thus, although chemistry stands alongside empirical physics as an applied natural science in Kant’s architectonic, it remains a distinct, independent science.

Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q)

ASD knowledge deficits contribute to disparities in the timing and quality of ASD services. To address the limitations with existing measures of ASD knowledge, we developed and examined the Autism Stigma and Knowledge Questionnaire (ASK-Q), which comprehensively assesses multiple subdomains of ASD knowledge while maintaining strong psychometric support and cross-cultural utility. ASK-Q items derived from the published research are organized into four subscales: (i) diagnosis, (ii) etiology, (iii) treatment, and (iv) stigma. ASK-Q items were selected based on ratings of face, construct, and cross-cultural validity by a group of 16 international researchers. Using Diagnostic Classification Modeling we confirmed the proposed factor structure and evaluated the statistical validity of each item among a lay sample of 617 participants.

Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms

This paper describes Lesson Study research with 25 pre-service primary teachers. We focus on pedagogical content knowledge (PCK) development as participants design, teach and reflect upon early number lessons. Engaging in Lesson Study promoted mathematics PCK development, notably in Knowledge of Content and Students (KCS) and Knowledge of Content and Teaching (KCT) subdomains. Reflecting on classroom teaching facilitated growth across both knowledge subdomains and resulted in highly integrated and robust pedagogical understandings that transferred beyond the study context. This development of early number PCK is outlined and the features of LS that make it effective in initial teacher education identified.

그림책을 활용한 이야기 나누기 활동을 연계한 자연친화적 교육활동이 유아의 생명존중 인식과 자연친화적 태도에 미치는 영향

The purpose of this study was to discover what effect environmental education by early childhood educational organizations on children's respectful recognition of life and environmental attitudes and to explore the educational meaning and values of environmental education and respectful recognition of changing nature through environmental education. Subjects of this study were 40 private kindergarten students (21 boys, 19 girls) in Yeondong, Jeju-do. Results of the study were as follows: Firstly, test results showed that the experimental group of children, which experienced environmental education connected to story sharing using picture books, was confirmed by post-testing to have increased respectful recognition of life. The three subdomains of respectful attitude, knowledge and actions toward life also showed marked improvement, and theses differences were statistically significant. Secondly, improvement in environmental attitudes was confirmed through post-testing among children who had received environmental education compared to the control group. The subdomains of great improvement, and these differences were statistically significant. Taken together, these research results mean that environmental education connected to story sharing using picture books increased children's respectful recognition of life and had a positive effect on their environmental attitudes.