Transformation Of Knowledge Research Articles

Immersive virtual reality for improving flood evacuation behaviour and self-efficacy

The series of evacuation drills implemented for flood disasters were mostly through monotonous traditional pedagogical methods. The application of these methods was observed to be ineffective because of the inability to realistically represent the actual dangers and have a significant impact on behavioural changes. Therefore, this research aimed to develop and test the effectiveness of Immersive Virtual Reality (IVR) Flood Evacuation to improve knowledge and self-efficacy regarding flood disasters. This was achieved through the adoption of a one-group pretest-posttest design as well as the selection of 45 students as participants. The results showed that IVR significantly improved the knowledge of the best evacuation practices and self-efficacy (T-test, p 0.005) with long-term influence on the memory of the participants. These observations supported the previous studies that reported the ability of virtual reality in ensuring longer knowledge retention compared to traditional learning methods.Contribution: Immersive virtual reality was found to have the potential to be applied as an interesting pedagogical tool for flood evacuation training. The application of the method for drills was discovered to be more efficient, cost-effective, and provide enhanced knowledge retention for users. This research shows the significance of seamlessly incorporating knowledge with flood evacuation practices through IVR in disaster education programmes. The integration is important in the transformation of knowledge into actionable steps, thereby enhancing overall preparedness.

Shifting Herbal Knowledge: The Ecological and Cultural Dynamics Behind Plant Use Changes in the Southern Occitan Alps

This study examines changes in medicinal and wild food plant knowledge in the Alpine Southern Occitan area, focusing on temporal and cultural shifts. Drawing from ethnobotanical data from the Maira Valley (1970, 2022), Stura Valley (2004), and Grana Valley (2011), we explore dynamics in plant use and how they may have been generated by ecological, socio-economic, and cultural changes. A total of 308 plant taxa were recorded, with notable declines in Asteraceae and Lamiaceae utilizations by 2022, suggesting a remarkable erosion of traditional ecological knowledge (TEK). Conversely, the use of families like Brassicaceae and Amaranthaceae increased, possibly due to socio-economic factors. This study also found in recent years a decrease in medicinal plant uses and a greater reliance on food system-related plants. Logistic regression models highlighted altitude (600–1600 masl) as a key factor in plant diversity use, with older participants showing more diverse ethnobotanical knowledge. This study underscores the resilience and transformation of plant knowledge in response to socio-economic and environmental changes in the Alpine area.

Critical Teacher Education for Social Sustainability: Voices from Zambian Student Teachers and Tutors

ABSTRACT This study aims to reveal the contributions of teacher education to social sustainability in an African context. The study explored the gaps and connections between multiple layers of policy, global, regional, and national educational targets, and the voices of teacher education tutors and students from a local teacher education college in the Copperbelt region of Zambia. Semi-structured interviews were employed to gather participants’ views on their aspiration, knowledge transformation and professional capacity. Employing a critical realist approach, the study identifies four key ‘moments’ in teacher education (Robertson and Dale, 2015) and reveals dedicated teacher education practices that aim to support national economic development local demands for specialised subject knowledge, along with family and individual human needs within communities. The findings lead to a discussion mapping critical teacher education that promotes social sustainability within the Global South, emphasising the significant roles of teacher education in fostering a comprehensive understanding of societies and human well-being, encouraging reciprocal knowledge exchange within communities, and supporting the continued professional development of teachers.

Peningkatan Profesionalisme Guru Melalui Pelatihan Penulisan Karya Ilmiah bagi Kepala Sekolah dan Guru di Pulau Untung Jawa

Writing scientific papers can train thinking skills, become a vehicle for practicing ideas and ideas as well as a medium for knowledge transformation. This community service activity aims to improve the ability of school principals and teachers on the Untung Jawa island to produce scientific publications. The training was conducted by organizing seminars and workshops for all levels of education on the island. This activity was attended by thirty people consisting of Principals and teachers of PAUD, TK, PKBM and SMP on the Untung Jawa Island, Kepulauan Seribu. At the seminar, participants listened to material about the theory and concept of scientific papers by keynote speaker. In the workshop activities, each participant made scientific papers. The result of this service activity is that all participants can make scientific papers based on their respective ideas that can be published in accredited national journals and included in scientific writing competitions. Writing scientific papers can help principals and teachers improve their professionalism and creativity. It is hoped that with this training, educators can publish their ideas in accredited scientific journals and participate in scientific writing competitions.

Pedagogical Principles as the Basis for Multiliteracy Assessment in Literature Learning in Higher Education

The two main topics covered in this paper are the pedagogical principles of multiliteracy as the cornerstone of successful assessment and the ideal forms of literariness in higher education teaching and learning. Evaluating multiliteracy is essential for showing that students have understood the material and proving that they can interact with many genres at the same degree of complexity. These evaluations are also essential for informing decisions about education and curriculum development. Assessments' design must incorporate practical educational concepts to convert theoretical frameworks into proper instruments that guarantee relevance, fairness, and accuracy. Assessments can create a learning environment that supports the development of critical professional skills by upholding solid pedagogical ideas. This study follows Borg and Gall's research and development (R&D) approach, concentrating on the first two phases, Phase 1 (information collection and research) and Phase 2 (planning). It uses needs analysis and research data to direct the evaluation procedure. The results highlight the need to include practical pedagogical components, such as explicit knowledge transformation, real-world practice contexts, and reflective learning, in assessing multiliteracy in literary education. With a heavy emphasis on literary literacy, these guidelines guarantee that evaluations in literary education test critical thinking, creativity, and the capacity to comprehend and produce various types of literacy in addition to content knowledge.

Providing tailored reflection instructions in collaborative learning using large language models

AbstractThe relative effectiveness of reflection either through student generation of contrasting cases or through provided contrasting cases is not well‐established for adult learners. This paper presents a classroom study to investigate this comparison in a college level Computer Science (CS) course where groups of students worked collaboratively to design database access strategies. Forty‐four teams were randomly assigned to three reflection conditions ([GEN] directive to generate a contrasting case to the student solution and evaluate their trade‐offs in light of the principle, [CONT] directive to compare the student solution with a provided contrasting case and evaluate their trade‐offs in light of a principle, and [NSI] a control condition with a non‐specific directive for reflection evaluating the student solution in light of a principle). In the CONT condition, as an illustration of the use of LLMs to exemplify knowledge transformation beyond knowledge construction in the generation of an automated contribution to a collaborative learning discussion, an LLM generated a contrasting case to a group's solution to exemplify application of an alternative problem solving strategy in a way that highlighted the contrast by keeping many concrete details the same as those the group had most recently collaboratively constructed. While there was no main effect of condition on learning based on a content test, low‐pretest student learned more from CONT than GEN, with NSI not distinguishable from the other two, while high‐pretest students learned marginally more from the GEN condition than the CONT condition, with NSI not distinguishable from the other two. Practitioner notesWhat is already known about this topic Reflection during or even in place of computer programming is beneficial for learning of principles for advanced computer science when the principles are new to students. Generation of contrasting cases and comparing contrasting cases have both been demonstrated to be effective as opportunities to learn from reflection in some contexts, though questions remain about ideal applicability conditions for adult learners. Intelligent conversational agents can be used effectively to deliver stimuli for reflection during collaborative learning, though room for improvement remains, which provides an opportunity to demonstrate the potential positive contribution of large language models (LLMs). What this paper adds The study contributes new knowledge related to the differences in applicability conditions between generation of contrasting cases and comparison across provided contrasting cases for adult learning. The paper presents an application of LLMs as a tool to provide contrasting cases tailored to the details of actual student solutions. The study provides evidence from a classroom intervention study for positive impact on student learning of an LLM‐enabled intervention. Implications for practice and/or policy Advanced computer science curricula should make substantial room for reflection alongside problem solving. Instructors should provide reflection opportunities for students tailored to their level of prior knowledge. Instructors would benefit from training to use LLMs as tools for providing effective contrasting cases, especially for low‐prior‐knowledge students.

Knowledge absorption and innovation in UK SMEs: A study by economic sector and place

This study focusses on knowledge absorption in SMEs and their abilities to develop innovations. It does so by examining SMEs in three different economic sectors, namely, manufacturing, high-tech and services. In doing so it provides one of the first comparative studies of SMEs within these different sectors. It also examines variations by place and compares the performance of SMEs across four distinct places within the UK. The research is based around both a quantitative analysis of firm performances followed by a detailed in-depth qualitative study. Our results focussed on the stages of knowledge transfer from acquisition, assimilation, through to the transformation and exploitation of knowledge. The findings draw attention to the significance. of management practices within SMEs and recognised the importance of open innovation. The study indicates that place alone does not play a key role, compared with the industry sector.

Shrimp aquaculture, absorption capacity and competitiveness: an analysis based on the case of Ahome, Mexico

R Objective: to present empirical evidence of the effect that the Knowledge Absorption Capacity (AC) and its dimensions have on the competitiveness of shrimp farming companies. Design/ Methodology/ Approach: a multiple linear regression analysis was performed to determine the degree of influence of the independent variables (AC dimensions) on the dependent variable (competitiveness). Results: There was a positive effect between AC dimensions and competitive performance. The capacity for transformation of knowledge was the strongest effect. Study limitations/ Implications: due to time and resource constraints, this study was based on a survey limited to a small number of businesses in the municipality of Ahome (Sinaloa), Mexico. Therefore, these results could be specific to the activity evaluated and to that region. Findings/ Conclusions: studies such as this represent a turning point in exposing the importance of conceiving AC as a complex and multidimensional construct that contemplates the processes of acquisition, assimilation, transformation and exploitation of knowledge.

Exploration and Practice on the Construction of Engineering Training Centers in Applied Undergraduate Universities

Based on the exploration of the reform and development practice of the Engineering Training Center, with the reform of talent cultivation concept as the core, the upgrading of teaching system and the drive of entrepreneurship education as the path, and the innovation and entrepreneurship education platform and entrepreneurship competition as the starting point, the focus is on cultivating students' self-learning ability, practical hands-on ability, innovative development ability, and ability to solve complex engineering problems, achieving the transformation of knowledge into ability. The practical results have shown that the Engineering Training Center has achieved significant results in cultivating students' innovation, practical skills, abilities, and engineering qualities.

Step away from the paraphrase: teaching note-taking as a gateway to knowledge transformation

In this presentation, we examined the role note-taking can play as a gateway to knowledge transformation in the reading-to-write process and challenged an academic focus on the teaching of paraphrasing. Much research has been done into the role that note-taking plays in lectures (Morehead et al., 2019), the impact of longhand notes compared with digital (Allen et al., 2020) and student writing strategies (Wingate and Harper, 2021). Although notes play an important role in evidence-based writing, in both providing a clear record of a student’s reading and increasing encoding and engagement (Voyer et al., 2022), very little research directly addresses the impact of note-taking strategies in the reading-to-write process. This study builds on work done in educational psychology by Cuevas et al. (2016) examining writing beliefs. It aims to understand student approaches to evidence gathering and explore links between their current practices and their writing beliefs. Understanding current student practices and the link with epistemological beliefs will allow us, as learning developers, to more effectively create targeted activities and interventions to support student understanding and engagement with texts in the reading-to-write process. It will also provide a foundation for explicit discussion and reflection of student beliefs about the nature of reading and writing and the link between these beliefs and note-taking practices, encouraging students to see reading and writing as knowledge construction and, importantly, encouraging deeper cognitive engagement and learning. The study builds on work done in educational psychology by Cuevas et al. (2016) examining the link between writing beliefs and students’ ability to create argumentation and synthesis and attempts to answer the questions: (1) In the reading-to-write process, what common strategies are students using to record information from their reading? (2) What potential impacts do common practices have on learning, focus, source integration and academic integrity? (3) How are students’ epistemological beliefs about reading and writing reflected in their notetaking practices? (4) How do common practices impact students’ ability to transform knowledge and incorporate it into existing beliefs? Understanding current student practices and the link with epistemological beliefs will allow us, as learning developers, to more effectively create targeted activities and interventions to support student understanding and engagement with texts in the reading-to-write process. It will also provide a foundation for explicit discussion and reflection of student beliefs about the nature of reading and writing and the link between these beliefs and notetaking practices, encouraging students to see reading and writing as knowledge construction and, importantly, encouraging deeper cognitive engagement and learning.

Implementasi Kegiatan Supervisi Akademik di Sekolah

The school is a vehicle or space for the transformation of knowledge by and between school personnel, namely the principal, teachers and students as subjects and objects in the learning process as well as other educational staff who support the smooth running of managerial activities in the school. For the success of learning activities, the competence of the principal as a supervisor in the school is required to provide guidance and direction to teachers through academic supervision activities which are carried out in stages and continuously in accordance with the obstacles experienced by teachers during the learning process. This research aims to explore the implementation of academic supervision. The subjects of this research were teachers at Madrasah Aliyah Ma'arif 7 Banjarwati Paciran Lamongan using purposive sampling techniques. Data collection was carried out using interview, observation and documentation techniques. The research results showed that at this stage activities were carried out, including preparing an academic supervision program plan, preparing academic supervision instruments and socializing the academic supervision program; The stages of implementing activities carried out in academic supervision are pre-observation, observation and post-observation; In the follow-up stage, the activities carried out by the school principal are evaluation and follow-up.

Ethics and Values Matter: The Role of Higher Education

Human existence is a process of learning and development aimed at achieving wisdom, and education has been regarded as the ultimate value system since the birth of culture and way of life for this reason. Education is more than only the acquisition of skills or the gathering of knowledge or news about a topic of interest from others or from other parts of the world. It is not limited to the abilities of obtaining information received and preserved via knowing, or just the exploration of existential problems and familiarization with previously acquired knowledge or data, or with a system of knowledge - but also with the goal of comprehending this cognition. Knowledge is involved with the comprehension of a collection of propositions or concepts. Knowledge can be theoretical and practical, fundamental and abstract, and it may exist in any time period: past, present, and future. However, cognition is always done in the present. Past memories and future prophecies are also remembered in the present, as the ideas flash or surface in the mind. These flashes act as an impetus for our quick determination, allowing us to decide whether or not to undertake anything. However, for the purpose of brevity, I'll lump the two, knowledge and cognition, together under the heading of knowledge. Education fosters the development of talents from all three faculties, as well as wisdom in their right application for the benefit of people and society for creating value and ethics. The goal of NEP 2020 is also having important role in higher education teaching to encourage systematic and focused discoveries and practices that benefit society. Society views higher education institutions as catalysts for the transformation of knowledge into wisdom. The quality, morals, and ethics of higher education institutions are increasingly important in integrating young people into society. A country like India has a large young population, and they are the frontiers of the Indian government's Made in India Initiative. It has been well mentioned that the actual philosophy of education is in the combination of ethics, virtues, values, and the validity of human life, thus it is vital to improve ethical values, philosophical thinking, study, research, and moral growth in the Indian education system.

Historical insights at scale: A corpus-wide machine learning analysis of early modern astronomic tables.

Understanding the evolution and dissemination of human knowledge over time faces challenges due to the abundance of historical materials and limited specialist resources. However, the digitization of historical archives presents an opportunity for AI-supported analysis. This study advances historical analysis by using an atomization-recomposition method that relies on unsupervised machine learning and explainable AI techniques. Focusing on the "Sacrobosco Collection," consisting of 359 early modern printed editions of astronomy textbooks from European universities (1472-1650), totaling 76,000 pages, our analysis uncovers temporal and geographic patterns in knowledge transformation. We highlight the relevant role of astronomy textbooks in shaping a unified mathematical culture, driven by competition among educational institutions and market dynamics. This approach deepens our understanding by grounding insights in historical context, integrating with traditional methodologies. Case studies illustrate how communities embraced scientific advancements, reshaping astronomic and geographical views and exploring scientific roots amidst a changing world.

Influence of Knowledge Capabilities on Performance of Kenyan Fintech Companies

Purpose: The purpose of the study was to examine the influence of knowledge capability on performance in Kenyan fintech companies. The research questions that guided the study were to establish the influence of knowledge acquisition, knowledge assimilation, knowledge transformation and knowledge exploitation on performance of Kenyan fintech companies. The theoretical review of the study used the dynamic capabilities theory. Methodology: The study adopted a descriptive research design with a target population of 850 employees at management level working at 85 Kenyan fintech companies. Stratified random sampling technique was used to select a sample size of 272 management level employees. Primary data was collected using a questionnaire and analysed using descriptive and inferential statistics. The statistical package for the Social Science was used as a data analysis tool and thereafter the data was presented in figures and tables. Findings: Findings on the first research question, indicated that there was a negative correlation between fintech performance and knowledge acquisition capability. The multiple linear regression results revealed that knowledge acquisition had no statistically significant influence on the performance of fintech. The results from the regression coefficients indicated that knowledge acquisition capability did not significantly predict the performance of fintech firms in Kenya. For the second research question, the correlation analysis findings indicated that knowledge assimilation capability had a negative relationship with performance of the fintech companies. The regression coefficient results indicated that knowledge assimilation capability did not significantly predict the performance of fintech organizations in Kenya. Regarding the third research question, correlation results noted that knowledge transformation capability had a negative relationship with performance of fintech firms. Findings of the regression coefficients indicated that knowledge transformation capability significantly did not predict performance of fintech organizations in Kenya. On the last research question, correlation results revealed that knowledge exploitation capability had a negative relationship with performance of fintech firms. Regression coefficients result indicated that knowledge exploitation capabilities did not significantly predict the performance of fintech firms in Kenya. Unique Contribution to Theory, Policy and Practice: The study concluded that knowledge capabilities did not significantly influence the performance of Kenyan fintech companies. This is mainly attributed to the other elements and factors that influence performance more. The study recommends that fintech institutions should increase their focus on knowledge capabilities to compete sustainably in turbulent business environments. Fintech organizations can fully exploit the knowledge they receive to effectively achieve strategic objectives. Additionally, due to other factors being more influential in predicting performance, further research is required with these additional variables considered.

“Tears turning to diamonds:” creating empathic understanding toward women living with HIV through contemplative viewing of a virtual art exhibition

We explored changes in HIV knowledge and attitudes among audiences of an exhibition about women living with HIV (Information removed to maintain peer-review integrity). Six tours were facilitated with three groups: women living with HIV, health and social care providers, and the general public. Thirty participants were guided through a meditative breathing exercise prior to viewing five artworks from the exhibition through the contemplative process of “deep looking.” Participants were prompted to write and draw in response to their feelings and thoughts about each artwork. Four themes were identified: the first described how tours worked to elicit emotional responses; the second described the power of art to convey lived experiences and provoke new understandings; the third indicated a transformation in knowledge and attitudes; and the fourth highlighted many participants’ desires to effect change and reduce stigma. Creative and contemplative practices can make valuable contributions to public health by fostering empathic understanding toward marginalized groups.

Improve disaster literacy in nurses: a qualitative descriptive study.

The enhancement of nurses' disaster literacy is crucial for effective disaster emergency management, especially for clinical nurses with no prior experience in disaster rescue. This study aims to explore the perspectives of nurses who have been involved in disaster rescue operations on strategies to advance nurses' disaster literacy. A qualitative descriptive study, which follows unified qualitative study reporting guidelines. Thirty disaster rescue nurses were recruited to participate in this study, who came from 30 third-class hospitals in China. From October to December 2021, information was acquired by conducting semi-structured telephone interviews with participants. Qualitative content analysis was used to examine the data. Six categories and eleven subcategories were created. Strengthening disaster education and training was the main focus, and its subcategories included continuing education, nursing curriculum development, and disaster rescue experience guide. The second focus, which included scene simulation, actual combat/military simulation, and virtual reality simulation, was strengthening disaster simulation and drill. The third focus was on providing psychosocial support, which included improving self-psychological adjustment, developing resilience, and engaging in active coping. The fourth category was to strengthen nurse/hospital managers roles and leadership, which included enhancing professional identity and policies/leadership support. The fifth category was disaster preparedness, and the sixth was enhancing knowledge transformation. Government agencies or healthcare organizations should actively promote the formation of nurses' disaster literacy from multiple viewpoints. Disaster education and training, simulation exercises, and psychosocial support should be prioritized.

The industry demand oriented construction of intelligence medicine specialty in traditional Chinese medicine university: teachers’ perspective

BackgroundThe aim of this study was to explore the relationships between teaching competence, career development, industrial orientation, and specialty construction in the case of intelligent medicine specialties in universities of traditional Chinese medicine, as well as the influencing factors of specialty construction.MethodsTwo-stage sampling with unequal probability was conducted to distribute self-administered questionnaires in the fieldwork. A structural equation model was built to investigate the influencing factors of specialty construction. Forty-two teachers were recruited and completed the questionnaire.ResultsThe study found that teaching competence, career development, and industrial orientation positively affect specialty construction at a significant level. Career development and industrial orientation play chain mediating roles in the effect of teaching competence on specialty construction.ConclusionsIn the construction of intelligent medicine specialties, a professional curriculum system should be built that caters to industrial demand and is combined with industrial development, the traditional mode of teaching should be transformed, and the transformation of theoretical knowledge into practical ability should be promoted. Innovations in teaching modes should be achieved by introducing information technology, and the teacher evaluation system should be optimized.

The Didactic Transposition : Practices and Pedagogical Issues

The didactic transposition is a central concept of didactics, the transformation of knowledge in order to teach it. During the didactic transposition, the knowledge learned is desynchronised and depersonalised in order to be programmed and published. To reason the didactic transposition, it is necessary to take into account the concepts : social practices of references, levels of formulation of a concept, student representations and conceptual frameworks.

ТЕОРИЯ НЕЧЕТКИХ МНОЖЕСТВ В ИНТЕЛЛЕКТУАЛЬНОМ АНАЛИЗЕ ДАННЫХ

The article is devoted to the application of data mining (KDD) and fuzzy sets to work with large amounts of data. The digital revolution has led to a significant increase in the volume and speed of data, which makes traditional analysis methods ineffective. Data mining covers the stages of purification, integration, transformation and extraction of knowledge from data. Fuzzy logic, which extends Boolean logic, allows for uncertainty and approximate reasoning, which makes it especially useful for processing complex and noisy data. The article discusses in detail the applications of fuzzy sets in tasks such as clustering, associative rule detection, data generalization, time series analysis, and web applications. Fuzzy logic helps solve problems related to incomplete or inaccurate data by providing more flexible and understandable solutions. The author also notes that the use of fuzzy sets improves the adaptation of systems to specific data requirements and features, which contributes to more accurate analysis and decision-making in areas such as healthcare, finance and telecommunications. These advantages make fuzzy sets an important tool for improving the efficiency of data mining and improving user interaction.

Integrating traditional knowledge of non-Western humanities and social sciences: a research agenda through the Chinese lens

ABSTRACT The global knowledge asymmetries, dominated by academic centers in Western societies, have marginalized traditional non-Western knowledge. In line with the call for intellectual pluriversality, non-Western scholars in the humanities and social sciences (HSS) have witnessed a revitalization of traditional knowledge in research. Nonetheless, how they integrate their traditional knowledge into research lacks theoretical grounding and empirical substantiation. This study specifically examines the research agenda of contemporary Chinese HSS academics who are attempting to integrate traditional Chinese and modern Western knowledge. Through interviews, it seeks to understand their reasons, goals, principles, and strategies related to such knowledge integration. It first underscores the rationales stemming from global knowledge disparities and Chinese individuals’ limited exposure to their traditional knowledge. It then reveals guiding principles for understanding traditional Chinese knowledge. Last, it provides strategies for knowledge integration, including comparative analysis and the transformation of traditional Chinese knowledge into modern theories and methodologies. Such a research agenda transcends critical reflection on the hegemonic and inequitable global knowledge system, promoting tangible actions to facilitate HSS research in China and beyond.