Conceptual Understanding Research Articles

Transition in action: toward a social theory of the governance of transitions.

This article explores how a re-interpretation of the socio-technical, socio-ecological and transition design approaches to transition from the point of view of Niklas Luhmann's general systems theory of society. The need to understand and promote changes that include a technological and ecological dimension has led to different approaches, such as socio-technical or socio-environmental approaches, to incorporate links with society. While these approaches often include sociological insights, they rarely offer a general understanding of how these are embedded into society. We need a new environmental sociology that helps catalyze change processes with a collectively reorganized society, empowering more radically transformative actions to change the current structures and processes that have led us to where we are today. The article offers a cross-sectional look at the socio-ecological and socio-technical systems literature, specifically for what concerns their understanding of the 'systems' in transition and how they can be governed, and re-interpret it from the theoretical lens of the deep sociological knowledge, which refers to the profound understanding of social systems and their dynamics, embedded in Luhmann's theory of social systems. From here, we suggest the second-order coupling for a sociologically grounded understanding of the interactions that comprise socio-ecological and socio-technical systems, heterogeneous and almost self-organizing assemblies of social, technical, and natural elements and processes. At the same time, third-order couplings are analyzed, focused on governance, relationships between operations, and structures mediated by a deliberate attempt to ensure coherence and coordination against the autonomy and heterogeneity of socio-techno-ecological systems. Therefore, this manuscript offers a deeper conceptual and methodological understanding of socio-techno-ecological couplings and systems in the context of sustainability transformation and gives insights into its governance.

Advancing a healthy housing policy agenda: how do policy makers problematise housing-related health issues?

Abstract A substantial international body of evidence links housing to health outcomes. In 2021, the World Health Organisation (WHO) evaluated a small selection of policies from its six geographic regions and found that, in Australia as in the rest of the world, existing healthy housing measures fall short of the systemic response required to address health impacts and inequities. This paper takes the novel step of applying Bacchi’s (2009) ‘What is the Problem Represented to Be?’ approach to a wide-ranging thematic analysis of over 300 Australian policies across the domains of health and housing and related policy areas. In so doing, it offers an overview of existing healthy housing policy as well as illuminating the conceptual understandings and priorities of policy makers, shedding light on the policy paradigms that see housing under-utilised as a preventive health and health equity measure.

Rethinking Health Systems Responsiveness in Low- and Middle-Income Countries: Validation Study.

Health systems responsiveness (HSR) is the ability of systems to respond to legitimate non-health expectations of the population. The concept of HSR by the World Health Organization (WHO) includes respect for dignity, individual autonomy, confidentiality, prompt attention to care, availability of basic amenities, choice of provider, access to social support networks, and clarity of communication. The WHO tool is applied globally to assess HSR in low, middle, and high-income countries. We have revised the conceptual framework of HSR following a rigorous systematic review and made it specific for low- and middle-income countries (L&MICs). This study is designed to (1) run the Delphi technique to validate the upgraded conceptual framework of HSR, (2) modify and upgrade the WHO measurement tool for assessing HSR in the context of L&MICs, and (3) determine the validity of the upgraded HSR measurement tool by pilot testing it in Pakistan. The Delphi technique will be run by inviting global public health experts to provide suggestions on the domains and subdomains of HSR specific to L&MICs. Cronbach ɑ will be calculated to determine internal consistency among the participants. The upgraded HSR conceptual framework will serve as a beacon to modify the measurement tool by the research team, which will be reviewed by subject experts for refinement. The modified tool will be pilot-tested by administering it to 1128 participants from primary, secondary, and tertiary care hospitals in Rawalpindi district, Pakistan. Additionally, an "observation checklist" of HSR domains and subdomains will be completed to objectively measure the state of HSR across health care facilities. HSR assessment will be further strengthened by incorporating the perspective of hospital managers, service providers, and policy makers (ie, the supply side) as well as community leaders and representatives (ie, the demand side) through qualitative interviews. The study was started in January 2024 and will continue until February 2025. A multidimensional approach will yield significant quantifiable information on HSR from the demand and supply sides of L&MICs. This study will provide a conceptual understanding of HSR and a corresponding measurement tool specific to L&MICs. It will contribute to global public health literature and provide a snapshot of HSR in Rawalpindi district, Pakistan, with concrete action points for policy makers. DERR1-10.2196/59836.

The Effectiveness of Experiential Learning Strategy in Achieving Science Subject Competence Among Fifth Grade Elementary School Students

This study investigates the effectiveness of experiential learning strategies in enhancing science subject competence among fifth-grade elementary students in Anbar Governorate, where traditional teaching methods dominate. Prior research indicates a lack of engagement and critical thinking among students, emphasizing the need for pedagogical approaches that promote active learning and real-world experiences. Employing a descriptive and experimental design, this research included two groups: an experimental group receiving instruction through experiential learning and a control group taught via traditional methods. The sample consisted of 65 fifth-grade students from Al-Mu'min Primary School, chosen to ensure representativeness. Pre-experimental assessments ensured equivalence in variables such as age, intelligence, and previous academic achievement. The study's impact was evaluated using a post-test composed of 40 multiple-choice questions aligned with the science curriculum. Statistical analysis revealed a significant difference in mean achievement test scores between the groups, with the experimental group achieving a higher average score of 29.90 compared to the control group's 22.55. The calculated t-value was 10.11, surpassing the critical t-value of 2.00 at the 0.05 significance level, indicating strong evidence for the effectiveness of experiential learning strategies. Furthermore, the effect size measured using eta squared (η² = 0.63) confirmed a large impact on student achievement. The findings signify that experiential learning strategies substantially enhance science subject competence among elementary students, fostering greater engagement and understanding of scientific concepts. These results advocate for the integration of experiential learning methodologies in science education, reflecting a shift away from traditional teaching practices to more effective, student-centered approaches that promote critical thinking and real-world application of knowledge.

An evolved interpretation of Austin Bradford Hill's causal viewpoints and their influence on epidemiologic methods.

In 1965, Sir Austin Bradford Hill articulated nine viewpoints for evaluating whether a body of evidence about the relationship between an exposure and outcome should be interpreted causally. In this commentary, we highlight a selection of the ways in which these viewpoints have had an impact on the field of epidemiology in terms of methods development, study design, and interpretation of results. Additionally, we opine on how the viewpoints relate to our understanding of basic epidemiologic concepts - for example, our choice of absolute or relative measures of effect, our evolving understanding of the role of context in the generalizability of study results, and modern epistemologies for causal inference (i.e., the potential outcomes framework and graphical causal models). Hill cautioned his audience that evidence should be weighed according to the policy choice it would inform and the context in which that policy would be implemented. We root our remarks in considerations of the public health impact of our conclusions about the causal nature of an observed relationship.

A Perspective on the Permeability of Cocrystals/Organic Salts of Oral Drugs.

According to the BCS classification system, the differentiation of drugs is based on two essential parameters of solubility and permeability, meaning the latter is as pivotal as the former in creating marketable pharmaceutical products. Nevertheless, the indispensable role of permeability in pharmaceutical cocrystal profiles has not been sufficiently cherished, which can be most probably attributed to two principal reasons. First, responsibility may be on more user-friendly in vitro measurement procedures for solubility compared to permeability, implying the permeability measurement process seems unexpectedly difficult for researchers, whereas they have a complete understanding of solubility concepts and experiments. Besides, it may be ascribed to the undeniable attraction of introducing new crystal-based structures which mostly leaves the importance of improving the function of existing multicomponents behind. Bringing in new crystalline entities, to rephrase it, researchers have a fairly better chance of achieving high-class publications. Although the Food and Drug Administration (FDA) has provided a golden opportunity for pharmaceutical cocrystals to straightforwardly enter the market by simply considering them as derivatives of the existing active pharmaceutical ingredients, inattention to assessing and scaling up permeability which is intimately linked with solubility has resulted in limited numbers of them in the global pharmaceutical market. Casting a glance at the future, it is apprehended that further development in the field of permeability of pharmaceutical cocrystals and organic salts requires a meticulous perception of achievements to date and potentials to come. Thence, this perspective scrutinizes the pathway of permeation assessment making researchers confront their fear upfront through mapping the simplest way of permeability measurement for multicomponents of oral drugs.

Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions

Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.

Виртуальная реальность как эффективный методический инструмент для подготовки будущих экономистов

The article discusses the use of virtual reality (VR) technologies as an innovative and effective methodological tool in the training of future economists. The main advantages of VR are described, such as the possibility of modeling economic processes in a realistic environment, the development of practical skills in conditions as close as possible to real ones. The examples of the use of VR in educational programs of economic specialties are analyzed, as well as the key features of the introduction of virtual reality into the educational process are identified. Special attention is paid to increasing the motivation and involvement of students through an interactive approach. The authors emphasize that the use of VR contributes to a deeper understanding of economic concepts and prepares students for professional activities.

People’s awareness and behaviours of circular economy around the world: literature review and research agenda

PurposeThis paper aims to explore global research on individuals’ awareness and behaviours related to the Circular Economy, aiming to deepen the understanding of how people engage with and contribute to CE practices.Design/methodology/approachUsing a systematic literature review (SLR), this study methodically collects, codifies, analyses, synthesizes and interprets existing literature and research on Circular Economy. This approach aims for a comprehensive understanding of current global perspectives and practices.FindingsThe analysis reveals an increasing trend in empirical research focusing on Circular Economy strategies. This paper has identified 22 key strategies linked to public awareness and behaviours towards Circular Economy, noting that purchasing recycled products is the most commonly observed behaviour. The findings highlight the growing importance and complexity of individual roles in the Circular Economy.Research limitations/implicationsThe study underscores the importance of consumer behaviour in advancing Circular Economy practices. This paper observes that despite the growth in Circular Economy research, there is still a notable gap in awareness and behaviour, even in developed countries. This is attributed to a lack of conceptual understanding, educational disparities, resource limitations, a limited grasp of cost–benefit considerations and inadequate government support. The paper also explores regional and sector-specific variations in Circular Economy adoption, with insights from countries such as the USA, China, the UK, Germany, France and Norway.Practical implicationsThis study underscores the importance of consumer behaviour in advancing Circular Economy practices. Despite the growth in Circular Economy research, there is still a notable gap in awareness and behaviour, even in developed countries. This is attributed to a lack of conceptual understanding, educational disparities, resource limitations, a limited grasp of cost–benefit considerations and inadequate government support. The paper also explores regional and sector-specific variations in Circular Economy adoption, with insights from countries such as the USA, China, the UK, Germany, France and Norway.Social implicationsThis research underscores the impact of demographic and sociocultural factors, including age, education, social norms and attitudes, on Circular Economy engagement. It identifies potential research areas, including examining cultural influences on social and personal norms related to circular behaviours. Ultimately, the study emphasizes the need for a coordinated, cross-sectoral effort to facilitate a sustainable transition to a Circular Economy, addressing barriers and fostering awareness and behaviours conducive to circular practices.Originality/valueThis study acknowledges challenges affecting the maturity of Circular Economy practices, including a lack of comprehension, educational disparities, resource constraints and limited government support. It also underscores the impact of social and cultural factors on Circular Economy engagement. It suggests promising avenues for future research, providing valuable insights into the state of Circular Economy practices and offering a roadmap for advancing global sustainability initiatives.

Pengembangan Media Monopoli sebagai Sarana Belajar dan Bermain Siswa Sekolah Dasar dalam Materi Perkembangan Hewan dan Tumbuhan

The background is the need for an innovative approach in education to facilitate students' understanding of complex concepts. Monopoly media is developed to increase student engagement and facilitate understanding of concepts. Through interactive and interesting game elements. This study aims to develop Monopoly game-based learning media for animal and plant development material in Elementary Schools by applying the ADDIE model, which includes the analysis, design, and development stages. In the analysis stage, identification of needs and potential problems in learning is carried out. The design stage involves creating game components that are in accordance with the learning material. The development stage includes media production and validation, including the creation of game boards, question cards, and mystery cards. The subjects in this study were elementary school students, data collection techniques were carried out by interviewing and observing and data analysis was carried out using the Miles and Huberman data analysis techniques. The results of this development are expected to enrich students' learning experiences, improve collaboration, and motivate them in understanding animal and plant development material.

IB PYP 적용을 위한 개념 기반 단원 설계의 방향성 탐색: 영어과를 중심으로

Objectives The purposes of this study were to enhance the understanding of the structure of the curriculum when designing a concept-based curriculum and to explore the direction of designing concept- based units, particularly in English subject, within a process-oriented curriculum. Methods First, this study explored the direction for implementing a process-oriented, concept-based curriculum and examined methods for designing concept-based units with a focus on understanding the structure of the process. To this end, the study proposed the approaches and implications based on Lanning’s(2013) “Designing a Concept-Based Curriculum for English Language Arts.” Second, the study examined the 2022 revised national curriculum and suggested the direction for designing concept-based units for English subject within the context of conceptual understanding. Results By attempting unit design based on English subject matter knowledge, an understanding of the 2022 revised curriculum, and the structure of the process, using an approach centered on concept-based inquiry, it will promote deep understanding and transfer among learners, thereby realizing the true meaning of integrative learning. Conclusions By moving beyond a language function-based approach and shifting towards an integrated and multidimensional perspective on language, grounded in an understanding of the structure of process, unit design can provide learners with learning opportunities that enable them to become active language inquirers, ultimately leading to deeper conceptual understanding.

PreparedLLM: effective pre-pretraining framework for domain-specific large language models

ABSTRACT The direct application of large language models (LLMs) to specific domain tasks frequently encounters challenges due to the scarcity of domain data, variations in domain semantics, and the complexity of domain knowledge. Further pretraining of advanced foundational models on extensive domain-specific corpora can infuse these models with domain-specific knowledge and enhancing their ability of solving domain-specific tasks. However, the development of most domain-specific models focuses primarily on collecting large-scale domain data, often overlooking the crucial optimization of the pre-pretraining stage, which significantly impacts both model performance and training efficiency. This paper introduces PRE -PretrAining FRamEwork for Domain-specific Large Language Models (PreparedLLM), a framework designed to enhance the pre-pretraining stage for domain specialization of LLMs. PreparedLLM employs advanced techniques in data recipe, data cleaning, vocabulary expansion, and embedding initialization. These techniques are implemented to optimize both the composition and quality of the training data, and to enhance understanding of domain terminologies and concepts, as well as improve token embedding initialization. Utilizing the geoscience domain as a case study, this paper applies PreparedLLM for the domain specialization of the Llama, a widely recognized general-purpose LLM. Experimental results demonstrate that PreparedLLM enhances model convergence speed, training speed, inference speed, the text volume of the context window, and overall performance in domain specialization. The utilization of PreparedLLM in developing domain-specific LLMs has significantly increased performance while reducing both time and resource investment. The case study provides valuable insights into the development of domain-specific LLMs.

Transforming fifth graders’ misconceptions in solving probability comparison problems with purposefully designed instructional interventions

ABSTRACT Students often struggle to solve probability problems, and teaching probability is an international challenge. This study aimed to design and implement two rounds of test-based instructional interventions to support Chinese fifth graders in incrementally transforming their misconceptions when solving probability comparison problems. The intervention was purposefully designed based on the findings from two rounds of tests. The results of the single-group quasi-experiment showed that the instructional support was feasible and effective in transforming misconceptions and enhancing students’ understanding of probability concepts. The findings of this study raised community attention to Chinese students’ misconceptions that are obscured by their good performance on large-scale tests. In addition, it demonstrated the feasibility and effectiveness of purposefully designing incremental, individualized instructional interventions based on tests in promoting elementary student learning. Reflecting on the design of the instructional support, we provide pedagogical suggestions for enhancing students’ performance in probability problem-solving.

Challenges in teaching students to plot equations: Another impact of graphing procedures

Graphs are essential representations in mathematics, but many students only focus on procedural rules when sketching graphs of equations. This study aims to describe the errors and obstacles experienced by students in drawing graphics of equations. The research method uses a qualitative approach by collecting data through tests and interviews. The research results show that students' mistakes in drawing graphs can be caused by dependence on procedural knowledge in plotting points without conceptual understanding. Students who make mistakes do not understand points as multiplicative objects, lack covariational reasoning, need help understanding the concept of complex numbers, and show reflective thinking in completing assignments. This research implies that teachers must consider the students' difficulties and mistakes to avoid becoming didactic learning obstacles. In studying plotting point procedures, students' knowledge must include understanding concepts related to graphs, such as the meaning of points and graph concavity, graph shifts, and the relationship between the discriminant of a quadratic equation and its graph.

Locating the minimal in minimal computing pedagogy: minimal computing tools and the classroom management of student composing workflows

ABSTRACT This article considers what ‘minimal’ might mean in the context of using minimal computing tools in the humanities classroom. Specifically, it recounts experiences teaching students to make websites using Jekyll, a popular minimal website generation tool, using different understandings of ‘minimal.’ In one, students were encouraged to use a Web browser to interact with Jekyll, but this introduced complications and did not provide students with detailed conceptual understanding. A later iteration of the course used more complex tooling (the text editor, Visual Studio Code) which proved challenging to humanities students unfamiliar with such digital tools but produced deeper conceptual understanding of the process of writing with code and for the Web. Ultimately, this paper concludes that minimal does not equate to simplistic but, more importantly, that, in the classroom, where and how ‘minimal’ is situated is both up to the instructor to determine and can greatly sway student learning outcomes.

Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play

BackgroundTeachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers. AimsIn this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change. ParticipantsTwenty-five female student teachers in their second, third, or fourth year of study participated in the study. MethodsBoth small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences. ResultsThe analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge. ConclusionsWe discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.

Levering AI to enhance students' conceptual understanding and confidence in mathematics

Levering <scp>AI</scp> to enhance students' conceptual understanding and confidence in mathematics

Arbitrarily Configurable Nonlinear Topological Modes.

Topological modes (TMs) are typically localized at boundaries, interfaces and dislocations, and exponentially decay into the bulk of a large enough lattice. Recently, the non-Hermitian skin effect has been leveraged to delocalize the wave functions of TMs from the boundary and thus to increase the capacity of TMs dramatically. Here, we explore the capability of nonlinearity in designing and configuring the wave functions of TMs. With growing intensity, wave functions of these in-gap nonlinear TMs undergo an initial deviation from exponential decay, gradually merge into arbitrarily designable plateaus, then encompass the entire nonlinear domain, and eventually concentrate at the nonlinear boundary. Intriguingly, such extended nonlinear TMs are still robust against defects and disorders, and stable in dynamics under external excitation. Advancing the conceptual understanding of the nonlinear TMs, our results open new avenues for increasing the capacity of TMs and developing compact and configurable topological devices.

Integrating numeration in mathematics learning

This research is motivated by the Indonesian numeracy ranking, which is the fifth from the bottom of the PISA numeration. Based on the quality report related to numeracy abilities from several elementary schools in Semarang Regency, it can be seen that the scores of schools with numeracy-related achievements are below the minimum competency, which has an overall average of 1.6 for numeracy at the school level. This study is Research and Development that involves three stages: define, design, and develop. It intends to define the context of integrating numeracy in the management of mathematics learning, identify, and find solutions to integrate numeracy in elementary schools in Semarang Regency. The findings of the research show that (1) the significance of numeracy in the management of mathematics learning; (2) the developments obtained in integrating numeracy are conceptual understanding, problem-solving skills, independent skills, logical thinking, and the capability to integrate the learning to students everyday life; (3) the integration of the management of mathematics learning with numeration into a valid learning tool and textbook for grade V Elementary School, as proven by the results of the lesson plans validation of 3.50 and the validation of textbooks of 3.36.

Improving nurse faculty job satisfaction: An action guide for academic nurse leaders

BackgroundAcademic nurse leadership is associated with nurse faculty job satisfaction, yet there is a gap between theoretical understanding of leadership concepts and specific actionable behaviors that can be implemented to increase nurse faculty job satisfaction. PurposeThe purpose of this study was to create an evidence-based action guide for academic nurse leaders at all leadership levels to use to improve nurse faculty job satisfaction. MethodsA two-phase approach was used. In Phase 1, a review of the literature was conducted to identify core concepts of 5 relational leadership theories (adaptive, authentic, servant, transformational, and human-centered leadership in healthcare). In Phase 2, the leadership core concepts were cross analyzed and mapped to academic nurse leader behaviors that impact nurse faculty job satisfaction. ResultsHuman-centered leadership in healthcare emerged as the best-fit leadership theory to academic nurse leader behaviors that improve nurse faculty job satisfaction. Servant, transformational, and authentic leadership were somewhat aligned, and adaptive leadership was least aligned. ConclusionCore concepts of human-centered leadership in healthcare informed the creation of an action guide for academic nurse leaders, which details getting to know your faculty, contributing to a positive work environment, and investing in yourself. The action guide can be used by academic nurse leaders at all levels to enhance nurse faculty satisfaction.