The drive to innovation: The privileging of science and technology knowledge production in Canada

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Cauchi, Laura

This dissertation project explored the privileging of knowledge production in science and technology as a Canadian national economic, political and social strategy. The project incorporated the relationship between nation-state knowledge production and how that knowledge is then systematically evaluated, prioritized and validated by systems of health technology assessment (HTA). The entry point into the analysis and this dissertation project was the Scientific Research and Experimental Design (SR&ED) federal tax incentive program as the cornerstone of science and technology knowledge production in Canada. The method of inquiry and analysis examined the submission documents submitted by key stakeholders across the country, representing public, private and academic standpoints, during the public consultation process conducted from 2007 to 2008 and how each of these standpoints is hooked into the public policy interests and institutional structures that produce knowledge in science and technology. Key public meetings, including the public information sessions facilitated by the Canada Revenue Agency and private industry conferences, provided context and guidance regarding the current pervasive public and policy interests that direct and drive the policy debates. Finally, the "Innovation Canada: A Call to Action Review of Federal Support to Research and Development: Expert Panel Report," commonly referred to as "The Jenkins Report" (Jenkins et al., 2011), was critically evaluated as the expected predictor of future public policy changes associated with the SR&ED program and the future implications for the production of knowledge in science and technology. The method of inquiry and analytical lens was a materialist approach that drew on the inspiring frameworks of such scholars as Dorothy Smith, Michel Foucault, Kaushik Sunder Rajan, Melinda Cooper, and, Gilles Deleuze. Ultimately, I strove to illuminate the normalizing force and power of knowledge production in science

"Seeing" the Difference: The Importance of Visibility and Action as a Mark of "Authenticity" in Co-production Comment on "Collaboration and Co-production of Knowledge in Healthcare: Opportunities and Challenges".

Science.gov (United States)

Cooke, Jo; Langley, Joe; Wolstenholme, Dan; Hampshaw, Susan

2016-10-17

The Rycroft-Malone paper states that co-production relies on 'authentic' collaboration as a context for action. Our commentary supports and extends this assertion. We suggest that 'authentic' co-production involves processes where participants can 'see' the difference that they have made within the project and beyond. We provide examples including: the use of design in health projects which seek to address power issues and make contributions visible through iteration and prototyping; and the development of 'actionable outputs' from research that are the physical embodiment of co-production. Finally, we highlight the elements of the Collaboration for Leadership in Applied Health Research and Care (CLAHRC) architecture that enables the inclusion of such collaborative techniques that demonstrate visible co-production. We reinforce the notion that maintaining collaboration requires time, flexible resources, blurring of knowledge producer-user boundaries, and leaders who promote epistemological tolerance and methodological exploration. © 2017 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Combining Science and Traditional Ecological Knowledge: Monitoring Populations for Co-Management

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Henrik Moller

2004-12-01

Full Text Available Using a combination of traditional ecological knowledge and science to monitor populations can greatly assist co-management for sustainable customary wildlife harvests by indigenous peoples. Case studies from Canada and New Zealand emphasize that, although traditional monitoring methods may often be imprecise and qualitative, they are nevertheless valuable because they are based on observations over long time periods, incorporate large sample sizes, are inexpensive, invite the participation of harvesters as researchers, and sometimes incorporate subtle multivariate cross checks for environmental change. A few simple rules suggested by traditional knowledge may produce good management outcomes consistent with fuzzy logic thinking. Science can sometimes offer better tests of potential causes of population change by research on larger spatial scales, precise quantification, and evaluation of population change where no harvest occurs. However, science is expensive and may not always be trusted or welcomed by customary users of wildlife. Short scientific studies in which traditional monitoring methods are calibrated against population abundance could make it possible to mesh traditional ecological knowledge with scientific inferences of prey population dynamics. This paper analyzes the traditional monitoring techniques of catch per unit effort and body condition. Combining scientific and traditional monitoring methods can not only build partnership and community consensus, but also, and more importantly, allow indigenous wildlife users to critically evaluate scientific predictions on their own terms and test sustainability using their own forms of adaptive management.

The Business of Co-Production: Assessing Efforts to Bridge Science and Decision-Making for Adaptation in California

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Webber, S.; MacDonald, G. M.

2016-12-01

The last decades have seen scholars argue for a greater integration of science and decision-making in order to more effectively respond to climate change. It has been suggested that overcoming the gap between science, on the one hand, and policy-making and management, on the other, requires building bridges through methods of co-production, creating actionable science, or through boundary organizations. In this paper, we review attempts at co-production for policy-making and management in the context of climate change adaptation in California. Building on field research, including numerous interviews conducted with scientists and decision-makers who are co-producers of adaptation projects, we make three arguments. First, we show that an emphasis on co-production and science-informed climate change adaptation decision-making has bolstered a contract-oriented, and decentralized network-based model of producing climate science. Second, reviewing successes and failures in co-production - as reported in interviews - indicates that it is principally in cases of neatly defined, and spatially and temporarily narrow decision-making contexts, and with highly motivated decision-makers, that climate science is used. Finally, we suggest that the ideas of co-production and actionable science may have increased the institutional and organizational burden at the science-decision interface, lengthening the boundary-organization-chain rather than necessarily facilitating adaptive policy-making and management.

Examining Challenges Related to the Production of Actionable Climate Knowledge for Adaptation Decision-Making: A Focus on Climate Knowledge System Producers

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Ernst, K.; Preston, B. L.; Tenggren, S.; Klein, R.; Gerger-Swartling, Å.

2017-12-01

Many challenges to adaptation decision-making and action have been identified across peer-reviewed and gray literature. These challenges have primarily focused on the use of climate knowledge for adaptation decision-making, the process of adaptation decision-making, and the needs of the decision-maker. Studies on climate change knowledge systems often discuss the imperative role of climate knowledge producers in adaptation decision-making processes and stress the need for producers to engage in knowledge co-production activities and to more effectively meet decision-maker needs. While the influence of climate knowledge producers on the co-production of science for adaptation decision-making is well-recognized, hardly any research has taken a direct approach to analyzing the challenges that climate knowledge producers face when undertaking science co-production. Those challenges can influence the process of knowledge production and may hinder the creation, utilization, and dissemination of actionable knowledge for adaptation decision-making. This study involves semi-structured interviews, focus groups, and participant observations to analyze, identify, and contextualize the challenges that climate knowledge producers in Sweden face as they endeavor to create effective climate knowledge systems for multiple contexts, scales, and levels across the European Union. Preliminary findings identify complex challenges related to education, training, and support; motivation, willingness, and culture; varying levels of prioritization; professional roles and responsibilities; the type and amount of resources available; and professional incentive structures. These challenges exist at varying scales and levels across individuals, organizations, networks, institutions, and disciplines. This study suggests that the creation of actionable knowledge for adaptation decision-making is not supported across scales and levels in the climate knowledge production landscape. Additionally

The co-production of what? Knowledge, values, and social relations in health care.

Directory of Open Access Journals (Sweden)

Angela Filipe

2017-05-01

Full Text Available "Co-production" is becoming an increasingly popular term in policymaking, governance, and research. While the shift from engagement and involvement to co-production in health care holds the promise of revolutionising health services and research, it is not always evident what counts as co-production: what is being produced, under what circumstances, and with what implications for participants. We discuss these questions and propose that co-production can be understood as an exploratory space and a generative process that leads to different, and sometimes unexpected, forms of knowledge, values, and social relations. By opening up this discussion, we hope to stimulate future debates on co-production as well as draw out ways of thinking differently about collaboration and participation in health care and research. Part of the title of this article is inspired by the book "The Social Construction of What?" by Ian Hacking (Cambridge, MA: Harvard University Press; 2000.

Community Science: creating equitable partnerships for the advancement of scientific knowledge for action.

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Lewis, E. S.; Gehrke, G. E.

2017-12-01

In a historical moment where the legitimacy of science is being questioned, it is essential to make science more accessible to the public. Active participation increases the legitimacy of projects within communities (Sidaway 2009). Creating collaborations in research strengthens not only the work by adding new dimensions, but also the social capital of communities through increased knowledge, connections, and decision making power. In this talk, Lewis will discuss how engagement at different stages of the scientific process is possible, and how researchers can actively develop opportunities that are open and inviting. Genuine co-production in research pushes scientists to work in new ways, and with people from different backgrounds, expertise, and lived experiences. This approach requires a flexible and dynamic balance of learning, sharing, and creating for all parties involved to ensure more meaningful and equitable participation. For example, in community science such as that by Public Lab, the community is at the center of scientific exploration. The research is place-based and is grounded in the desired outcomes of community members. Researchers are able to see themselves as active participants in this work alongside community members. Participating in active listening, developing plans together, and using a shared language built through learning can be helpful tools in all co-production processes. Generating knowledge is powerful. Through genuine collaboration and co-creation, science becomes more relevant. When community members are equitable stakeholders in the scientific process, they are better able to engage and advocate for the changes they want to see in their communities. Through this talk, session attendees will learn about practices that promote equitable participation in science, and hear examples of how the community science process engages people in both the knowledge production, and in the application of science.

Co-Production of Actionable Science: Recommendations to the Secretary of Interior and a San Francisco Case Study

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Behar, D. H.; Pfeffer, W. T.; Beier, P.

2015-12-01

"Actionable Science provides data, analyses, projections, or tools that can support decisions regarding the management of the risks and impacts of climate change. It is ideally co-produced by scientists and decision makers and creates rigorous and accessible products to meet the needs of stakeholders. (Report to the Secretary of the Interior, Advisory Committee on Climate Change and Natural Resource Science (ACCCNRS), March 30, 2015)During one 17 month period ending in 2013, three major reports on sea level rise from three highly respected science providers produced three divergent estimates of sea level rise. These reports collectively flummoxed the lay reader seeking direction for adaptation planning. Guidance documents soon emerged from state entities which caused further confusion. The City and County of San Francisco began developing "Guidance for Incorporating Sea Level Rise into Capital Planning" in 2013 at the direction of San Francisco Mayor Edwin Lee (http://onesanfrancisco.org/staff-resources/sea-level-rise-guidance/). The first task in developing this Guidance was to convert these highly technical reports into "actionable science." This required extensive expert elicitation to tease out their meaning and use value for decision making. This process, which resulted in detailed guidance on the use of SLR science in planning, is increasingly being called "co-production."Co-production requires both scientist and decision-maker to hear the other's perspective, reflect upon the decision-maker's precise needs, and translate peer review science into lay language and practical advice for decision making. The co-production dynamic was the subject of extensive discussion in the federal Advisory Committee on Climate Change and Natural Resource Science. The ACCCNRS recommendations (https://nccwsc.usgs.gov/acccnrs) include not only the new definition of Actionable Science cited above, but also a "How-To-Guide" that outlines principles for successfully creating a co-production

Analogies, Models and Metaphors in the Production of Social Science Knowledge

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Léo Peixoto Rodrigues

2007-12-01

Full Text Available This article focus on discussing the legitimacy of the use of analogies, models and metaphors in the production of the scientific knowledge. These concepts have been widely debated philosophically and epistemologically, however, there are few papers regarding this subject from a social sciences’ point of view and approach. The analytical epistemological tradition has whether denied or minimized the importance of use of analogies, models and metaphors in the scientific “discoveries’” logic, in its different areas. Taking some historical and current aspects of this question we point out the heuristically importance of these three aspects to the production of science, including its use in social sciences.

Knowledge Co-production at the Research-Practice Interface: Embedded Case Studies from Urban Forestry

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Lindsay K. Campbell; Erika S. Svendsen; Lara A. Roman

2016-01-01

Cities are increasingly engaging in sustainability efforts and investment in green infrastructure, including large-scale urban tree planting campaigns. In this context, researchers and practitioners are working jointly to develop applicable knowledge for planning and managing the urban forest. This paper presents three case studies of knowledge co-production in the...

Co-production of knowledge: recipe for success in land-based climate change adaptation?

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Coninx, Ingrid; Swart, Rob

2015-04-01

After multiple failures of scientists to trigger policymakers and other relevant actors to take action when communicating research findings, the request for co-production (or co-creation) of knowledge and stakeholder involvement in climate change adaptation efforts has rapidly increased over the past few years. In particular for land-based adaptation, on-the-ground action is often met by societal resistance towards solutions proposed by scientists, by a misfit of potential solutions with the local context, leading to misunderstanding and even rejection of scientific recommendations. A fully integrative co-creation process in which both scientists and practitioners discuss climate vulnerability and possible responses, exploring perspectives and designing adaptation measures based on their own knowledge, is expected to prevent the adaptation deadlock. The apparent conviction that co-creation processes result in successful adaptation, has not yet been unambiguously empirically demonstrated, but has resulted in co-creation being one of basic principles in many new research and policy programmes. But is co-creation that brings knowledge of scientists and practitioners together always the best recipe for success in climate change adaptation? Assessing a number of actual cases, the authors have serious doubts. The paper proposes additional considerations for adaptively managing the environment that should be taken into account in the design of participatory knowledge development in which climate scientists play a role. These include the nature of the problem at stake; the values, interests and perceptions of the actors involved; the methods used to build trust, strengthen alignment and develop reciprocal relationships among scientists and practitioners; and the concreteness of the co-creation output.

Knowledge Production on Science and Technology: a Conceptual Approach; Produccion de Conocimiento Cientifico y Tecnologico: una Aproximacion Conceptual

Energy Technology Data Exchange (ETDEWEB)

Diaz, I

2013-02-01

One traditional reflection on philosophy of science is the analysis of knowledge production. This is also a relevant aim for contemporary social studies of science. This work review the main contributions routed in this academic field regarding present production of knowledge -Weinberg (1961, 1972), Funtowicz and Ravetz (1993), Gibbons et al. (1994), Jasanoff (1995), Ziman (1998) and Echeverria (2003). A specific attention to the consequences of its features for the public management of science and technology and it relation with society will be attended. (Author) 31 refs.

The co-production of power and knowledge around the mussel fisheries transition in the Dutch Wadden Sea

NARCIS (Netherlands)

van der Molen, Franke; Puente Rodriguez, Daniel

2013-01-01

Governance practices are places where knowledge and power interconnect. In this paper, the stabilization of a governance practice concerning mussel fisheries in the Dutch Wadden Sea is described and analyzed in terms of the co-production of knowledge and power. In this governance practice,

New science for global sustainability? The institutionalisation of knowledge co-production in Future Earth

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van der Hel, S.C.

2016-01-01

In the context of complex and unprecedented issues of global change, calls for new modes of knowledge production that are better equipped to address urgent challenges of global sustainability are increasingly frequent. This paper presents a case study of the new major research programme “Future

Misunderstanding the ``Nature'' of Co-Management: A Geography of Regulatory Science and Indigenous Knowledges (IK)

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Watson, Annette

2013-11-01

Governments, NGOs, and natural scientists have increased research and policy-making collaborations with Indigenous peoples for governing natural resources, including official co-management regimes. However, there is continuing dissatisfaction with such collaborations, and calls for better communication and mutual learning to create more “adaptive” co-management regimes. This, however, requires that both Western and Indigenous knowledge systems be equal participants in the “co-production” of regulatory data. In this article, I examine the power dynamics of one co-management regulatory regime, conducting a multi-sited ethnography of the practices of researching and managing one transnational migratory species, greater white-fronted geese ( Anser albifrons frontalis), who nest where Koyukon Athabascans in Alaska, USA, practice subsistence. Analyzing the ethnographic data through the literatures of critical geography, science studies and Indigenous Studies, I describe how the practice of researching for co-management can produce conflict. “Scaling” the data for the co-management regime can marginalize Indigenous understandings of human-environment relations. While Enlightenment-based practices in wildlife biology avoid “anthropomorphism,” Indigenous Studies describes identities that operate through non-modern, deeply imbricated human-nonhuman identities that do not separate “nature” and “society” in making knowledge. Thus, misunderstanding the “nature” of their collaborations causes biologists and managers to measure and research the system in ways that erase how subsistence-based Indigenous groups already “manage” wildlife: by living through their ethical commitments to their fellow beings. At the end of the article, I discuss how managers might learn from these ontological and epistemological differences to better “co-produce” data for co-management.

Knowledge management toboost productivity in manufacturing ...

African Journals Online (AJOL)

Knowledge management toboost productivity in manufacturing. ... Journal of Fundamental and Applied Sciences ... The assessment tool is an important factor because knowledge management has a deep relationship with performance ...

Co-creating tourism research

DEFF Research Database (Denmark)

Co-creation has become a buzzword in many social science disciplines, in business and in tourism studies. Given the prominence of co-creation, surprisingly little discussion has evolved around its implications for research practices and knowledge production as well as what challenges there are fo......Co-creation has become a buzzword in many social science disciplines, in business and in tourism studies. Given the prominence of co-creation, surprisingly little discussion has evolved around its implications for research practices and knowledge production as well as what challenges...... there are for fulfilling the promise of co-creation in tourism research. This book aims to contribute to this discussion by addressing how tourism research comes together as a collaborative achievement and by exploring different ways of collaborative knowledge production in tourism research. It is structured to offer......, on one hand, an introduction to the ontological basis for collaborative research and, on the other hand, a set of empirical examples of how collaborative knowledge creation can inform tourism design, management, policy and education. The theoretical accounts and empirical cases of this book display how...

Creativity, Scientific Practice, and Knowledge Production

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Fryer, Marilyn

2010-01-01

In this interesting article, Hisham Ghassib (2010) describes the transformation of science from its craft status in a pre-modern era to the major knowledge industry it is today. He then compares the production of scientific knowledge with industrial production, but makes the important distinction between the process of developing scientific…

Interactive Knowledge Co-Production and Integration for Healthy Urban Development

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Rehana Shrestha

2017-10-01

Full Text Available The transformation of cities towards healthy urban living environments for all is a challenge that needs to be addressed through collaboration of all relevant sectors in a transdisciplinary research processes. This paper reports on the design and showcase implementation of a methodological approach, named Interactive Spatial Understanding Support System (ISUSS, that is intended to support interactive knowledge co-production and integration among practitioners and researcher in a specific local context. The approach involves the combined use of interactive maps on a MapTable and a rich picture. The goal is to stimulate, articulate and map stakeholders’ knowledge on environmental health issues to come to a shared problem understanding. Drawing on the rich seam of data gathered over the reflexive engagement with the participants in Dortmund, Germany, we explored incidences of a transdisciplinary process. Findings suggest that the approach has the potential to encourage communication and social learning geared towards a shared understanding of the holistic problem situation. Whilst locally embedded spatial knowledge was shared using interactive maps on the MapTable, the rich picture elicited issues linked to wider geographical scale as well as non-spatial drivers. The paper concludes discussing research needs to further explore the approach among various other groups, including citizens.

Identifying Qualitative Factors Affecting the Production and Distribution of Information and Knowledge in Science and Technology Parks of Iran

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Ali Haji Shamsaei

2017-06-01

Full Text Available This study was conducted in order to identity Qualitative factors affecting the production and distribution of information and knowledge in science and technology parks of Iran. The research was Applied Research in which, qualitative method was carried out. The population of the study was included of 10 managers of Knowledge-based Companies. The data was collected from the population using semi-structured and in-depth interviews. For data analysis, content analysis was used. Results of the qualitative factors affecting the production and distribution of information and knowledge in science and technology parks of Iran, led to extraction of 39 components which were classified in four categories: I Foreign and domestic policy, II Financial and economic support, III Infrastructure barriers and IV Cultural barriers. Results howed that overcoming the political, financial and economic, infrastructural and cultural barriers has undeniable impact on production and distribution of information and knowledge.

Evaluating co-creation of knowledge: from quality criteria and indicators to methods

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Schuck-Zöller, Susanne; Cortekar, Jörg; Jacob, Daniela

2017-11-01

Basic research in the natural sciences rests on a long tradition of evaluation. However, since the San Francisco Declaration on Research Assessment (DORA) came out in 2012, there has been intense discussion in the natural sciences, above all amongst researchers and funding agencies in the different fields of applied research and scientific service. This discussion was intensified when climate services and other fields, used to make users participate in research and development activities (co-creation), demanded new evaluation methods appropriate to this new research mode. This paper starts by describing a comprehensive and interdisciplinary literature overview of indicators to evaluate co-creation of knowledge, including the different fields of integrated knowledge production. Then the authors harmonize the different elements of evaluation from literature in an evaluation cascade that scales down from very general evaluation dimensions to tangible assessment methods. They describe evaluation indicators already being documented and include a mixture of different assessment methods for two exemplary criteria. It is shown what can be deduced from already existing methodology for climate services and envisaged how climate services can further to develop their specific evaluation method.

Bridging the Science-Management Divide: Moving from Unidirectional Knowledge Transfer to Knowledge Interfacing and Sharing

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Dirk J. Roux

2006-06-01

Full Text Available Sustainable ecosystem management relies on a diverse and multi-faceted knowledge system in which techniques are continuously updated to reflect current understanding and needs. The challenge is to minimize delay as ideas flow from intent through scientific capability, and finally to implementation to achieve desired outcomes. The best way to do this is by setting the stage for the flow of knowledge between researchers, policy makers, and resource managers. The cultural differences between these groups magnify the challenge. This paper highlights the importance of the tacit dimension of knowledge, and how this renders the concept of knowledge transfer much less useful than the concepts of information transfer and technology transfer. Instead of knowledge transfer, we propose that "co-production" of knowledge through collaborative learning between "experts" and "users" is a more suitable approach to building a knowledge system for the sustainable management of ecosystems. This can be achieved through knowledge interfacing and sharing, but requires a shift from a view of knowledge as a "thing" that can be transferred to viewing knowledge as a "process of relating" that involves negotiation of meaning among partners. Lessons from informal communities of practice provide guidance on how to nurture and promote knowledge interfacing between science and management in R&D programs.

Knowledge as a Cultural Product: From the Sociology of Scientific Knowledge to the Cultural Studies of Science

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Ali Rabbani

2014-03-01

Full Text Available The main characteristic (feature of the sociology of knowledge and science is its emphasis on the culture and cultural analysis within the scientific and technological research. This study concerns with the study of two research fields in which new sociologists of science and technology have presented their cultural analysis. These two fields include: sociology of scientific knowledge and cultural studies of science.Sociology of scientific knowledge is the first school of thought which makes the content of scientific knowledge inclined to and compliant with the cultural and sociological analysis. In SSK, the main presupposition is that “the scientific knowledge is totally arbitrary.” Accordingly, the design and evaluation of scientific theories and claims are the consequence of social interests and cultural inclinations (trends, in a way that the scientific theories become a tool for the justification, legitimating, encouragement and contentment.At the early 1990s, with the rise of crisis (chaos within the explanations of sociology of scientific knowledge and a flood of criticism against it, the whole subjectivity of the field came to a standstill (reached an impasse and the initiatives in scientific research were replaced by different theoretical orientations like cultural studies. In contrast to the sociology of scientific knowledge, the cultural studies of science concerns with the rejection of “explanation” and, instead, focuses on the “meaning” and “understanding”. In other words, it has come back to an old dispute between explanatory and hermeneutic approaches and those  which pursue the regulative (legalistic comprehensiveness along the more positivistic lines.This emerging field emphasizes the issue that the uncertainty, instability, ambiguity (vagueness and difference must be given a more important role in sciences. Cultural studies of science gave rise to a change from the sociology of scientific knowledge to a new

Discourse, Power, and Knowledge in the Management of "Big Science": The Production of Consensus in a Nuclear Fusion Research Laboratory.

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Kinsella, William J.

1999-01-01

Extends a Foucauldian view of power/knowledge to the archetypical knowledge-intensive organization, the scientific research laboratory. Describes the discursive production of power/knowledge at the "big science" laboratory conducting nuclear fusion research and illuminates a critical incident in which the fusion research…

Science parks as knowledge organizations

DEFF Research Database (Denmark)

Hansson, Finn

gained agrowing importance in the new economy. If we shift focus to organizationtheory discussions on new knowledge and innovation has specialized in relationto the process of creation, managing, organizing, sharing, transferring etc. ofknowledge. The evaluation of science parks has to relate......Recent studies of the impact of science parks have questioned traditionalassumption about the effect of the parks on innovation and economic growth.Most studies tend to measure the effect by rather traditional measures, revenue,survival of new firms, without taking into account, that knowledge has...... to the changed role ofknowledge in the creation of economic growth. With the help of the concept ofthe ba from Nonanka, the article discuss if or how traditional organized scienceparks can become central actors in the new knowledge production or has to beviewed as an outdated institution from the industrial...

The Knowledge Production Model of the New Sciences

DEFF Research Database (Denmark)

Lauto, Giancarlo; Valentin, Finn

2016-01-01

, coexists with the standard model of knowledge production in clinical medicine. Our comparison of the two approaches finds that Translational Research allows investigations across diverse and cognitively distant knowledge bases, thanks to the intensive use of research technologies that emerge from...

Community-based participatory research and integrated knowledge translation: advancing the co-creation of knowledge.

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Jull, Janet; Giles, Audrey; Graham, Ian D

2017-12-19

Better use of research evidence (one form of "knowledge") in health systems requires partnerships between researchers and those who contend with the real-world needs and constraints of health systems. Community-based participatory research (CBPR) and integrated knowledge translation (IKT) are research approaches that emphasize the importance of creating partnerships between researchers and the people for whom the research is ultimately meant to be of use ("knowledge users"). There exist poor understandings of the ways in which these approaches converge and diverge. Better understanding of the similarities and differences between CBPR and IKT will enable researchers to use these approaches appropriately and to leverage best practices and knowledge from each. The co-creation of knowledge conveys promise of significant social impacts, and further understandings of how to engage and involve knowledge users in research are needed. We examine the histories and traditions of CBPR and IKT, as well as their points of convergence and divergence. We critically evaluate the ways in which both have the potential to contribute to the development and integration of knowledge in health systems. As distinct research traditions, the underlying drivers and rationale for CBPR and IKT have similarities and differences across the areas of motivation, social location, and ethics; nevertheless, the practices of CBPR and IKT converge upon a common aim: the co-creation of knowledge that is the result of knowledge user and researcher expertise. We argue that while CBPR and IKT both have the potential to contribute evidence to implementation science and practices for collaborative research, clarity for the purpose of the research-social change or application-is a critical feature in the selection of an appropriate collaborative approach to build knowledge. CBPR and IKT bring distinct strengths to a common aim: to foster democratic processes in the co-creation of knowledge. As research

A sociological Analysis on the Modes of Science Production

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Ali Rabbani Khorasgani

2012-12-01

Full Text Available The main aim of this article was sociological Analysis on the modes of science, survey of new Approaches in this context, description of available Approaches relevant to Application of Indigenous paradigm in prodvetion of knowledge and conclusion to attain imitated Approaches from Analysis and mentioned discussions for planning in space of science production in society of Iran. After Analysis of propound Approaches in sociology of science concreted that sociology of science three generation transitioned yet : classic sociology of science (OSS [ Theories of Merton ] , New sociology of science ( NSS [Theories of Thomas kuhn and others ] and Third generation sociology of science that consisted of non - Marxist composinal and processive Approaches for example: Actor - Network theory (ANT, Triple Helix Theory life eyeles, mode 2 and Mode 3. On the other hand , because science production is encompass process in social structures and social communications , allowance for Analysis of Recent Development in mode of science production , three paradigm Analysis and critiqued titles mode 1 , 2 , 3 production of knowledge . Also, Application of Indigenous paradigm studied in production of knowledge and introduced two groups: A - External Approaches B - Internal Approaches that each of two groups propounded Ideas relevant to Indigenous knowledge and Indigenization of knowledge. In the final section, mode an efforted to answered this question that what doctrines can be concluded from these discourse in order to improve the conditions in Iran.

Measurable Changes in Pre-Post Test Scores in Iraqi 4-H Leader’s Knowledge of Animal Science Production Principles

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Justen O. Smith

2015-06-01

Full Text Available The 4-H volunteer program is a new concept to the people of Iraq, for decades the country has been closed to western ideas. Iraqi culture and the Arabic customs have not embraced the volunteer concept and even more the concept of scientific animal production technologies designed to increase profitability for producers. In 2011 the USAID-Inma Agribusiness program teamed with the Iraq 4-H program to create youth and community entrepreneurship opportunities for widowed families. Iraq 4-H provided the youth members and adult volunteers and Inma provided the financial capital (livestock and the animal science training program for the volunteers. The purpose of this study was to measure the knowledge level gained through intensive animal science training for Iraqi 4-H volunteers. Researchers designed and implemented a pre and post test to measure the knowledge of fifteen volunteers who participated in the three day course. The pretest exposed a general lack of animal science knowledge of all volunteers; over 80% of the participants incorrectly answered the questions. However, the post-test indicated positive change in the participants understanding of animal science production principles.

A Science Products Inventory for Citizen-Science Planning and Evaluation.

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Wiggins, Andrea; Bonney, Rick; LeBuhn, Gretchen; Parrish, Julia K; Weltzin, Jake F

2018-06-01

Citizen science involves a range of practices involving public participation in scientific knowledge production, but outcomes evaluation is complicated by the diversity of the goals and forms of citizen science. Publications and citations are not adequate metrics to describe citizen-science productivity. We address this gap by contributing a science products inventory (SPI) tool, iteratively developed through an expert panel and case studies, intended to support general-purpose planning and evaluation of citizen-science projects with respect to science productivity. The SPI includes a collection of items for tracking the production of science outputs and data practices, which are described and illustrated with examples. Several opportunities for further development of the initial inventory are highlighted, as well as potential for using the inventory as a tool to guide project management, funding, and research on citizen science.

A science products inventory for citizen-science planning and evaluation

Science.gov (United States)

Wiggins, Andrea; Bonney, Rick; LeBuhn, Gretchen; Parrish, Julia K.; Weltzin, Jake F.

2018-01-01

Citizen science involves a range of practices involving public participation in scientific knowledge production, but outcomes evaluation is complicated by the diversity of the goals and forms of citizen science. Publications and citations are not adequate metrics to describe citizen-science productivity. We address this gap by contributing a science products inventory (SPI) tool, iteratively developed through an expert panel and case studies, intended to support general-purpose planning and evaluation of citizen-science projects with respect to science productivity. The SPI includes a collection of items for tracking the production of science outputs and data practices, which are described and illustrated with examples. Several opportunities for further development of the initial inventory are highlighted, as well as potential for using the inventory as a tool to guide project management, funding, and research on citizen science.

A Science Products Inventory for Citizen-Science Planning and Evaluation

Science.gov (United States)

Wiggins, Andrea; Bonney, Rick; LeBuhn, Gretchen; Parrish, Julia K; Weltzin, Jake F

2018-01-01

Abstract Citizen science involves a range of practices involving public participation in scientific knowledge production, but outcomes evaluation is complicated by the diversity of the goals and forms of citizen science. Publications and citations are not adequate metrics to describe citizen-science productivity. We address this gap by contributing a science products inventory (SPI) tool, iteratively developed through an expert panel and case studies, intended to support general-purpose planning and evaluation of citizen-science projects with respect to science productivity. The SPI includes a collection of items for tracking the production of science outputs and data practices, which are described and illustrated with examples. Several opportunities for further development of the initial inventory are highlighted, as well as potential for using the inventory as a tool to guide project management, funding, and research on citizen science. PMID:29867254

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

Science.gov (United States)

Menon, Deepika; Sadler, Troy D.

2016-10-01

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

Review of Cold war social science: Knowledge production, liberal democracy, and human nature, and Working knowledge: Making the human sciences from Parsons to Kuhn.

Science.gov (United States)

Erickson, Paul

2013-11-01

Reviews the books, Cold War Social Science: Knowledge Production, Liberal Democracy, and Human Nature by Mark Solovey and Hamilton Cravens (2012) and Working Knowledge: Making the Human Sciences From Parsons to Kuhn by Joel Isaac (see record 2012-13212-000). Taken together, these two important books make intriguing statements about the way to write the histories of fields like psychology, sociology, anthropology, and economics in the Anglo American world during the 20th century. To date, histories of these fields have drawn on a number of fairly well-established punctuation marks to assist in periodization: the shift from interwar institutionalism in economics to postwar neoclassicism, with its physics-like emphasis on mathematical theory-building; the transition from the regnant prewar behaviorism through a postwar "cognitive revolution" in American psychology; and the move in fields like sociology and anthropology away from positivism and the pursuit of what has sometimes been called "grand theory" in the early postwar era toward a period defined by intellectual and political fragmentation, the reemergence of interpretive approaches and a reaction to the scientistic pretensions of the earlier period. These books, by contrast, provide perspectives orthogonal to such existing narrative frameworks by adopting cross-cutting lenses like the "Cold War" and the working practices of researchers in the social and behavioral sciences. As a result, they do much to indicate the value of casting a historiographical net beyond individual disciplines, or even beyond the "social sciences" or the "human sciences" sensu stricto, in the search for deeper patterns of historical development in these fields. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Toward Knowledge Systems for Sustainability Science

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Zaks, D. P.; Jahn, M.

2011-12-01

Managing ecosystems for the outcomes of agricultural productivity and resilience will require fundamentally different knowledge management systems. In the industrial paradigm of the 20th century, land was considered an open, unconstrained system managed for maximum yield. While dramatic increases in yield occurred in some crops and locations, unintended but often foreseeable consequences emerged. While productivity remains a key objective, we must develop analytic systems that can identify better management options for the full range of monetized and non-monetized inputs, outputs and outcomes that are captured in the following framing question: How much valued service (e.g. food, materials, energy) can we draw from a landscape while maintaining adequate levels of other valued or necessary services (e.g. biodiversity, water, climate regulation, cultural services) including the long-term productivity of the land? This question is placed within our contemporary framing of valued services, but structured to illuminate the shifts required to achieve long-term sufficiency and planetary resilience. This framing also highlights the need for fundamentally new knowledge systems including information management infrastructures, which effectively support decision-making on landscapes. The purpose of this initiative by authors from diverse fields across government and academic science is to call attention to the need for a vision and investment in sustainability science for landscape management. Substantially enhanced capabilities are needed to compare and integrate information from diverse sources, collected over time that link choices made to meet our needs from landscapes to both short and long term consequences. To further the goal of an information infrastructure for sustainability science, three distinct but interlocking domains are best distinguished: 1) a domain of data, information and knowledge assets; 2) a domain that houses relevant models and tools in a curated

CLASSIFICATION, DISTRIBUTION AND PRODUCTION OF KNOWLEDGE: THEORETICAL SUMMARY

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R. A. Tchupin

2013-01-01

Full Text Available The paper is devoted to systemizing the main theoretical approaches to classification, distribution and production of knowledge in the global economy. The author focuses on F. Machlup’s knowledge classification and the concept of useful knowledge by J. Mokyr.The interpersonal and public channels of communication and acquisition of knowledge are observed taking into consideration the total changes caused by transition from industrial to postindustrial economy. The paper provides a comparative analysis of the given model and alternative concepts of knowledge generation: finalization of science, strategic research, post-normal science, academic capitalism, post-academic science, and the triple helix concept. The author maintains that the current concepts of knowledge generation reflect the fact of transformation of modern institutional technical environment due to the global technological changes, and increasing contribution of knowledge to the economic development. Accordingly, the roles of the main participants of the given process are changing along with the growing integration of education and science, state and businesses. 

Science.Gov - A single gateway to the deep web knowledge of U.S. science agencies

International Nuclear Information System (INIS)

Hitson, B.A.

2004-01-01

The impact of science and technology on our daily lives is easily demonstrated. From new drug discoveries, to new and more efficient energy sources, to the incorporation of new technologies into business and industry, the productive applications of R and D are innumerable. The possibility of creating such applications depends most heavily on the availability of one resource: knowledge. Knowledge must be shared for scientific progress to occur. In the past, the ability to share knowledge electronically has been limited by the 'deep Web' nature of scientific databases and the lack of technology to simultaneously search disparate and decentralized information collections. U.S. science agencies invest billions of dollars each year on basic and applied research and development projects. To make the collective knowledge from this R and D more easily accessible and searchable, 12 science agencies collaborated to develop Science.gov - a single, searchable gateway to the deep Web knowledge of U.S. science agencies. This paper will describe Science.gov and its contribution to nuclear knowledge management. (author)

Misunderstanding the ‘‘nature’’ of co-management: a geography of regulatory science and indigenous knowledges (IK).

Science.gov (United States)

Watson, Annette

2013-11-01

Governments, NGOs, and natural scientists have increased research and policy-making collaborations with Indigenous peoples for governing natural resources, including official co-management regimes. However, there is continuing dissatisfaction with such collaborations, and calls for better communication and mutual learning to create more ‘‘adaptive’’ co-management regimes. This, however, requires that both Western and Indigenous knowledge systems be equal participants in the ‘‘co-production’’ of regulatory data. In this article, I examine the power dynamics of one co-management regulatory regime, conducting a multi-sited ethnography of the practices of researching and managing one transnational migratory species, greater white-fronted geese (Anser albifrons frontalis), who nest where Koyukon Athabascans in Alaska, USA, practice subsistence. Analyzing the ethnographic data through the literatures of critical geography, science studies and Indigenous Studies, I describe how the practice of researching for co-management can produce conflict. ‘‘Scaling’’ the data for the co-management regime can marginalize Indigenous understandings of human– environment relations. While Enlightenment-based practices in wildlife biology avoid ‘‘anthropomorphism,’’ Indigenous Studies describes identities that operate through non-modern, deeply imbricated human–nonhuman identities that do not separate ‘‘nature’’ and ‘‘society’’ in making knowledge. Thus, misunderstanding the ‘‘nature’’ of their collaborations causes biologists and managers to measure and research the system in ways that erase how subsistence- based Indigenous groups already ‘‘manage’’ wildlife: by living through their ethical commitments to their fellow beings. At the end of the article, I discuss how managers might learn from these ontological and epistemologicaldifferences to better ‘‘co-produce’’ data for co-management.

Relational dynamics in the multi-helices knowledge production system

DEFF Research Database (Denmark)

Thai, Thi Minh; Hjortsø, Carsten Nico Portefée

-level dynamics are characterized by political ambidexterity that enables the state to maintain control by privileging traditional science and education constituencies, and at the same time support the transition of the knowledge production system towards international methodology and quality standards through......Drawing on the triple helix framework and organizational institutionalism, this article applies a qualitative research approach to analyze structures, institutional logics, power relations that shape inter-organizational relations and the structuration of a knowledge production system...... in an emerging economy. Findings highlight the emergence of a fifth-helices knowledge production system includes the state, science and education, industry, international actors, and society. The system comprises two major segments, one associated with the traditional command economy and characterized...

Communicating knowledge in science, science journalism and art

DEFF Research Database (Denmark)

Nielsen, Kristian Hvidtfelt

Richter. The specialized knowledge about the image is communicated in three very different contexts with three very different outcomes. The paper uses Niklas Luhmann's system theory to describe science, science journalism, and art as autonomous social subsystems of communication. Also, Luhmann's notions...... of irritation and interference are employed to frame an interpretation of the complex relations between communicating knowledge about the image in science, science journalism, and art. Even though the functional differentiation between the communication systems of science, science journalism, and art remains...... that Richter's Erster Blick ends up questioning the epistemological and ontological grounds for communication of knowledge in science and in science journalism....

Organic reactions for the electrochemical and photochemical production of chemical fuels from CO2--The reduction chemistry of carboxylic acids and derivatives as bent CO2 surrogates.

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Luca, Oana R; Fenwick, Aidan Q

2015-11-01

The present review covers organic transformations involved in the reduction of CO2 to chemical fuels. In particular, we focus on reactions of CO2 with organic molecules to yield carboxylic acid derivatives as a first step in CO2 reduction reaction sequences. These biomimetic initial steps create opportunities for tandem electrochemical/chemical reductions. We draw parallels between long-standing knowledge of CO2 reactivity from organic chemistry, organocatalysis, surface science and electrocatalysis. We point out some possible non-faradaic chemical reactions that may contribute to product distributions in the production of solar fuels from CO2. These reactions may be accelerated by thermal effects such as resistive heating and illumination. Copyright © 2015 Elsevier B.V. All rights reserved.

THE CONTRIBUTION OF THE PRODUCTION OF DIGITAL VIDEOS BY DISCIPLES OF A MUNICIPAL SCHOOL IN THE CONSTRUCTION OF CONTEXTUALIZED KNOWLEDGE IN SCIENCE TEACHING

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Sebastiao Silva Vieira

2017-10-01

Full Text Available This work presents an intervention research and participant that analyzes how the production of digital videos by students of a municipal school brings contributions to the construction of the knowledge contextualized in the teaching of sciences. For this purpose, references were used to cover four thematic areas: the use of digital technologies in the school context; The contextualization of contents in science education; Communication and mediation in school; And finally the production of digital video in science education. The qualitative methodology used, using semi-structured interviews and participant observation. Previously, the beginnings of the work of the students, workshops were created to create digital video, then a semistructured interview was carried out, in the post-production phase, with the students and the teacher. The results show that the production of digital videos have brought significant contributions to the students since participating in the workshop of video production, to the stage of conclusion and presentation of digital video in the classroom. With this, the students used the production of digital video as a differentiated methodology, source of research and production of knowledge. Participants, directors, learners and authors in the elaboration of the video, searching information related to the content, performing readings, planning the production, the "script", accompanying the assembly, using digital technologies in production, disseminating and participating in debates collectively. They constructed the knowledge proposed in science teaching and brought the curricular content studied into practice, reinforcing the discussion about the use and production of digital video as an educational tool.

The CoRe of the Matter: Developing Primary Teachers' Professional Knowledge in Science

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Hume, Anne

2016-01-01

In an educational landscape of primary teachers' underdeveloped professional knowledge and low feelings of self-efficacy around science teaching, the prospects for science losing status in the primary school curriculum seems grim. This paper reports positive findings from a New Zealand research project designed to support and enhance primary…

Spatial support of knowledge production in higher education

OpenAIRE

Groen, B.H. (Brenda); Sprang, van, H. (Hester); Voordt, van der, T.J.M. (Theo)

2014-01-01

This paper explores the impact of the physical and social dimensions of the work environment on  satisfaction and perceived productivity of knowledge workers in Dutch universities of applied sciences. The approach took the form of a literature review, multiple case study of six research centres using interviews and logbook analysis, and web-based survey (N = 188). Optimally facilitating knowledge production requires both space for concentration (to support internalisation of knowledge) a...

Co-Creating Tourism Research

NARCIS (Netherlands)

Ren, Carina; Jóhannesson, Gunnar Thór; Duim, van der V.R.

2018-01-01

Co-creation has become a buzzword in many social science disciplines, in business and in tourism studies. Given the prominence of co-creation, surprisingly little discussion has evolved around its implications for research practices and knowledge production as well as what challenges there are for

Developing pre-service science teachers' pedagogical content knowledge by using training program

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Udomkan, Watinee; Suwannoi, Paisan

2018-01-01

A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

Science knowledge and biblical literalism.

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Zigerell, L J

2012-04-01

Biblical literalists are often described as scientific illiterates, but little if any empirical research has tested this claim. Analysis of a sixteen-item battery from the 2008 US General Social Survey revealed that literalists possess less science knowledge than those with other views of Scripture, but that much of this deficit can be attributed to demographic factors and unequal educational attainment. The marginal direct effect of biblical belief suggests that literalism is not incompatible with knowledge of science and, therefore, the best avenue for increasing science knowledge among literalists may be to foster interest in science and design science courses to attenuate any perceived conflict between science and religion.

“Seeing” the Difference: The Importance of Visibility and Action as a Mark of “Authenticity” in Co-production; Comment on “Collaboration and Co-production of Knowledge in Healthcare: Opportunities and Challenges”

Directory of Open Access Journals (Sweden)

Jo Cooke

2017-06-01

Full Text Available The Rycroft-Malone paper states that co-production relies on ‘authentic’ collaboration as a context for action. Our commentary supports and extends this assertion. We suggest that ‘authentic’ co-production involves processes where participants can ‘see’ the difference that they have made within the project and beyond. We provide examples including: the use of design in health projects which seek to address power issues and make contributions visible through iteration and prototyping; and the development of ‘actionable outputs’ from research that are the physical embodiment of coproduction. Finally, we highlight the elements of the Collaboration for Leadership in Applied Health Research and Care (CLAHRC architecture that enables the inclusion of such collaborative techniques that demonstrate visible co-production. We reinforce the notion that maintaining collaboration requires time, flexible resources, blurring of knowledge produceruser boundaries, and leaders who promote epistemological tolerance and methodological exploration.

The intellectual structure and substance of the knowledge utilization field: a longitudinal author co-citation analysis, 1945 to 2004.

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Estabrooks, Carole A; Derksen, Linda; Winther, Connie; Lavis, John N; Scott, Shannon D; Wallin, Lars; Profetto-McGrath, Joanne

2008-11-13

It has been argued that science and society are in the midst of a far-reaching renegotiation of the social contract between science and society, with society becoming a far more active partner in the creation of knowledge. On the one hand, new forms of knowledge production are emerging, and on the other, both science and society are experiencing a rapid acceleration in new forms of knowledge utilization. Concomitantly since the Second World War, the science underpinning the knowledge utilization field has had exponential growth. Few in-depth examinations of this field exist, and no comprehensive analyses have used bibliometric methods. Using bibliometric analysis, specifically first author co-citation analysis, our group undertook a domain analysis of the knowledge utilization field, tracing its historical development between 1945 and 2004. Our purposes were to map the historical development of knowledge utilization as a field, and to identify the changing intellectual structure of its scientific domains. We analyzed more than 5,000 articles using citation data drawn from the Web of Science. Search terms were combinations of knowledge, research, evidence, guidelines, ideas, science, innovation, technology, information theory and use, utilization, and uptake. We provide an overview of the intellectual structure and how it changed over six decades. The field does not become large enough to represent with a co-citation map until the mid-1960s. Our findings demonstrate vigorous growth from the mid-1960s through 2004, as well as the emergence of specialized domains reflecting distinct collectives of intellectual activity and thought. Until the mid-1980s, the major domains were focused on innovation diffusion, technology transfer, and knowledge utilization. Beginning slowly in the mid-1980s and then growing rapidly, a fourth scientific domain, evidence-based medicine, emerged. The field is dominated in all decades by one individual, Everett Rogers, and by one paradigm

Knowledge machines digital transformations of the sciences and humanities

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Meyer, Eric T

2015-01-01

In Knowledge Machines, Eric Meyer and Ralph Schroeder argue that digital technologies have fundamentally changed research practices in the sciences, social sciences, and humanities. Meyer and Schroeder show that digital tools and data, used collectively and in distributed mode -- which they term e-research -- have transformed not just the consumption of knowledge but also the production of knowledge. Digital technologies for research are reshaping how knowledge advances in disciplines that range from physics to literary analysis. Meyer and Schroeder map the rise of digital research and offer case studies from many fields, including biomedicine, social science uses of the Web, astronomy, and large-scale textual analysis in the humanities. They consider such topics as the challenges of sharing research data and of big data approaches, disciplinary differences and new forms of interdisciplinary collaboration, the shifting boundaries between researchers and their publics, and the ways that digital tools promote o...

The neglected heart of science policy (revisited): Balancing knowledge and action in an age of science and technology

Science.gov (United States)

Parris, A. S.; Ferguson, D. B.

2016-12-01

In the U.S., the need for effective scientist-decision maker engagement is explicitly endorsed at the highest levels of national science policy-making, including the annual research and development priorities memo of the Executive Office for fiscal year 2017. The call from the Executive Office formalizes a long-standing recognition, among a minority of scientists and practitioners, that the public value of research activities may be enhanced through engagement between scientists and decision makers. However, engagement is often embedded in research efforts, despite the fact that the ability to foster relationships and improve knowledge exchange has progressed primarily through boundary spanning efforts. Consequently, sound practice for engagement is not adequately considered in the design of new institutions, programs, and career development tracks. This gap illustrates a lack of formal learning in science policy and is critical because engagement and, specifically, co-production of knowledge are proving effective in adapting to global change. We examined over 10 different case studies spanning urban planning, natural resource management, and water management. In each case, deliberate strategies were employed to encourage decision maker-scientist engagement, including the formation of new organizations, innovative design of research projects, and training and education for professionals to participate in engagement efforts. Individual cases reveal several outcomes, including but not limited to: increased awareness of risk; information that enabled adaptation or resilience choices; exchange between decision makers from different sectors leading to more coordinated responses to natural resource impacts; and mediation for responsible use of science. Collectively, the body of evidence suggests that engagement may be most important not necessarily in reconciling supply and demand for science, but rebalancing knowledge and action in an age of science and technology.

Mental health in social studies of science: notes about knowledge production

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Alana de Paiva Nogueira Fornereto Gozzi

2017-09-01

Full Text Available Mental problems have considerable impact on individuals, on families and on the communities where they live. For this reason, mental health has been the subject of several recent surveys, given its complexity, emergent discussion and increased incidence of mental disorders in the world. The investigation of the scientific /international production and knowledge about the connection of this theme with the field of Science, Technology and Society (STS is, therefore, very timely. This study aims to carry out an integrative and retrospective literature review guided by a prerogative involving the peculiarities of mental health in the STS field as presented in the international literature. The review discusses the trends and ongoing research lines, linking mental health and STS and indicating possible gaps. It is hoped that this work brings contributions and reveal the importance of discussing mental health in the STS field.

Knowledge Cluster Formation as a Science Policy in Malaysia: Lessons Learned

OpenAIRE

Hans-Dieter Evers; ZEF University of Bonn; Solvay Gerke; Centre for Development Research, University of Bonn

2015-01-01

Regional science policy aims to create productive knowledge clusters, which are central places within an epistemic landscape of knowledge production and dissemination. These so-called K-clusters are said to have the organisational capability to drive innovations and create new industries. Many governments have used cluster formation as one of their development strategies. This paper looks at Malaysia's path towards a knowledge-based economy and offers some evidence on the current state of kno...

Knowledge Production, Urban Locations and the Importance of Local Networks

DEFF Research Database (Denmark)

Skytt-Larsen, Christine Benna; Winther, Lars

2015-01-01

This paper analyses the relationship between knowledge production and urban locations in industrial design, a knowledge-intensive business service (KIBS). KIBS concentrate in urban locations. This is often explained by the co-location of client firms and market access in large cities. Recent...... research on knowledge production, however, reveals that knowledge productive networks are significant for both the competitiveness and location of KIBS. Thus, to understand the urban location of industrial design, it is important to analyse how knowledge production is organized within the industry....... Industrial design is concentrated in urban locations, but most of its clients are located elsewhere. Hence, it seems that industrial design firms concentrate in urban locations mainly because their knowledge networks include specific types of formal and informal local social networks....

Dialogue on dialogues Multi-voiced dialogues (dialogism) as means for the co-production of knowledge in and on leadership communicative practices

DEFF Research Database (Denmark)

Bager, Ann

2013-01-01

The article elaborates on a theoretical understanding of dialogue as a means for the co-production of knowledge in and on leadership communicative practices through ongoing research collaboration that involves leaders, researchers and master students at Aalborg University. Dialogue is viewed from...

Linking science and decision making to promote an ecology for the city: practices and opportunities

Science.gov (United States)

Morgan Grove; Daniel L. Childers; Michael Galvin; Sarah J. Hines; Tischa Munoz-Erickson; Erika S. Svendsen

2016-01-01

To promote urban sustainability and resilience, there is an increasing demand for actionable science that links science and decision making based on social–ecological knowledge. Approaches, frameworks, and practices for such actionable science are needed and have only begun to emerge. We propose that approaches based on the co- design and co- production of knowledge...

Knowledge of Knowledge: Problematic of Epistemology of Library and Information Science

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Hasan Keseroğlu

2010-12-01

philosophy, taken off from all the implementations, is only based on concepts and language. It is upper disciplinary. The focus of this study is to argue the Library and Information Science theory problematic in Turkey and an attempt to describe knowledge of this field. The theory of knowledge of any discipline can solely be established and enhanced onto the unique knowledge of that discipline. Mentioning of theory of Library and Information Science knowledge, is possible due to the distinctive knowledge detached from other disciplines. This distinctive knowledge, is the knowledge of library institution, that has come unchanged since its first models, and when removed from the field (LIS, becomes ordinary and moves out of originality of the library and information science. “The theory of knowledge of the field of Library and information science” need to be examined from three perspectives: Library and information science field knowledge; knowledge of organization of recorded information as object of the library (all processes from selection to use and knowledge of the user.

Spatial support of knowledge production in higher education: Research paper

OpenAIRE

van Sprang, H; Groen, BH; van der Voordt, Theo

2013-01-01

This paper explores the impact of the physical and social dimensions of the work environment on satisfaction and perceived productivity of knowledge workers in Dutch universities of applied sciences. The approach took the form of a literature review, multiple case study of six research centres using interviews and logbook analysis, and web-based survey (N = 188). Optimally facilitating knowledge production requires both space for concentration (to support internalisation of knowledge) and spa...

The Relationship between Immediate Relevant Basic Science Knowledge and Clinical Knowledge: Physiology Knowledge and Transthoracic Echocardiography Image Interpretation

Science.gov (United States)

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-01-01

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent…

Transforming participatory science into socioecological praxis: valuing marginalized environmental knowledges in the face of the neoliberalization of nature and science

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Brian J. Burke; Nik Heynen

2014-01-01

Citizen science and sustainability science promise the more just and democratic production of environmental knowledge and politics. In this review, we evaluate these participatory traditions within the context of (a) our theorization of how the valuation and devaluation of nature, knowledge, and people help to produce socio-ecological hierarchies, the uneven...

An evaluation of Knowledge and Understanding Framework personality disorder awareness training: can a co-production model be effective in a local NHS mental health Trust?

Science.gov (United States)

Davies, Julie; Sampson, Mark; Beesley, Frank; Smith, Debra; Baldwin, Victoria

2014-05-01

5 Boroughs Partnership NHS Foundation Trust, in the Northwest of England, has trained over 500 staff in the Knowledge and Understanding Framework, level 1 personality disorder awareness training. This is a 3-day nationally devised training programme delivered via an innovative co-production model (i.e. co-delivery and partnership working with service users who have lived experience). This paper provides quantitative and qualitative information on the effectiveness of training delivery and also serves to provide some insight into the impact of service-user involvement via such a co-production model. Information on 162 participants using the Knowledge and Understanding Framework bespoke questionnaire (Personality Disorder Knowledge, Attitudes and Skills Questionnaire) suggests that the training can be effectively delivered by and within a local NHS Mental Health Trust. Results immediately post-training suggest an improvement in levels of understanding and capability efficacy and a reduction in negative emotional reactions. Indications from a 3-month follow-up suggest that while understanding and emotional reaction remain improved, capability efficacy regresses back to pre-training levels, suggesting the need for ongoing supervision and/or support to consolidate skills. Discussion includes guidelines for the implementation of a truly integrated co-production model of training provision, as well as advice relating to the maximization of long-term benefits. Copyright © 2014 John Wiley & Sons, Ltd.

Research governance and scientific knowledge production in The Gambia

OpenAIRE

Frederick U. Ozor

2014-01-01

Public research institutions and scientists are principal actors in the production and transfer of scientific knowledge, technologies and innovations for application in industry as well for social and economic development. Based on the relevance of science and technology actors, the aim of this study was to identify and explain factors in research governance that influence scientific knowledge production and to contribute to empirical discussions on the impact levels of different governance m...

The kids at Hamilton Elementary School: Purposes and practices for co-opting science

Science.gov (United States)

Ortiz, Loaiza

The purpose of this study was to explore youth's purposes and motivations for engaging in science through the lens of science practices. The construct of science practices allowed me to see science in youths' lives in a holistic way, shaped by social, political, historical, economic and cultural forces. The framework for understanding urban youths' science practices is grounded in the intersections of critical and feminist theory, sociocultural learning theories, especially as applied in research in urban science education, and recent work in critical literacy studies. As I explored the answers to my research questions---(1) When 5th grade youth, living in predominantly Latino communities struggling with urban poverty, engage in science how and why do they co-opt science in ways that result in changes in participation in science? (2) What are the science practices that facilitate youths' coopting of science? And how are those practices framed by context (school, out-of-school), content (LiFE curriculum), and funds of knowledge? (3) In what ways are science practices expressions of youths' scientific literacy? And (4) In what ways do youth use science practices as tools for expressing identities and agency?---I engaged in feminist ethnography with embedded case studies. Data were collected in 2004 in school and in out of school settings. I recorded numerous informal conversations, interviews, and observations both during after-school and students' regular science and non-science classes. Findings describe how and why students co-opted science for purposes that make sense for their lives. These purposes included gaining and activating resources, building and maintaining social relationships, bridging home and school knowledge, positioning themselves with authority, and constructing science identities. Findings also explored what practices facilitated youth's co-opting of science. I highlighted three practices: making ideas public, storytelling and prioritizing and

Organization of knowledge and the complex identity of history of science.

Science.gov (United States)

Alfonso-Goldfarb, Ana M; Waisse, Silvia; Ferraz, Márcia H M

2013-09-01

History of science as a formal and autonomous field of research crosses over disciplinary boundaries. For this reason, both its production and its working materials are difficult to classify and catalog according to discipline-based systems of organization of knowledge. Three main problems might be pointed out in this regard: the disciplines themselves are subject to a historical process of transformation; some objects of scientific inquiry resist constraint within rigid disciplinary grids but, rather, extend across several disciplinary boundaries; and the so-called digital revolution has replaced spatial with temporal display sequences and shifted the traditional emphasis on knowledge to user-oriented approaches. The first part of this essay is devoted to a conceptual analysis of the various approaches to the organization of knowledge formulated over time, whereas the second considers the new possibilities afforded by a faceted model of knowledge organization compatible with user-oriented relational databases to the research materials and production of history of science.

Exploration of student's creativity by integrating STEM knowledge into creative products

Science.gov (United States)

Mayasari, Tantri; Kadarohman, Asep; Rusdiana, Dadi; Kaniawati, Ida

2016-02-01

Creativity is an important capability that should be held to competitive standards in the 21st century in entering the era of information and knowledge. It requires a creative generation that is able to innovate to meet the challenges of an increasingly complex future. This study examines the student's creativity level by integrating STEM (Science, Technology, Engineering, and Mathematics) knowledge to make creative products in renewable energy (solar energy). Total respondents in this study were 29 students who take applied science course. This research used qualitative and quantitative method (mixed methods), and used "4P" dimension of creativity to assess student's creativity level. The result showed a creative product is influenced by STEM knowledge that can support student's creativity while collaborating an application of knowledge, skills, and ability to solve daily problems associated with STEM.

Open Science as a Knowledge Transfer strategy

Science.gov (United States)

Grigorov, Ivo; Dalmeier-Thiessen, Suenje

2015-04-01

Beyond providing basic understanding of how our Blue Planet functions, flows and breathes, the collection of Earth & Marine Research disciplines are of major service to most of today's Societal Challenges: from Food Security and Sustainable Resource Management, to Renewable Energies, Climate Mitigation & Ecosystem Services and Hazards. Natural Resources are a key commodity in the long-term strategy of the EU Innovation Union(1), and better understanding of the natural process governing them, as well as science-based management are seen as a key area for stimulating future economic growth. Such potential places responsibility on research project managers to devise innovative methods to ensure effective transfer of new research to public and private sector users, and society at large. Open Science is about removing all barriers to full sphere basic research knowledge and outputs, not just the publishable part of research but also the data, the software code, and failed experiments. The concept is central to EU's Responsible Research and Innovation philosophy(2), and removing barriers to basic research measurably contributes to the EU's Blue Growth Agenda(3). Despite the potential of the internet age to deliver on that promise, only 50% of today's basic research is freely available(4). The talk will demonstrate how and why Open Science can be a first, passive but effective strategy for any research project to transfer knowledge to society by allowing access and dicoverability to the full sphere of new knowledge, not just the published outputs. Apart from contributing to economic growth, Open Science can also optimize collaboration, within academia, assist with better engagement of citizen scientists into the research process and co-creation of solutions to societal challenges, as well as providing a solid ground for more sophisticated communication strategies and Ocean/Earth Literacy initiatives targeting policy makers and the public at large. (1)EC Digital Agenda

Earth Science Data Analytics: Preparing for Extracting Knowledge from Information

Science.gov (United States)

Kempler, Steven; Barbieri, Lindsay

2016-01-01

Data analytics is the process of examining large amounts of data of a variety of types to uncover hidden patterns, unknown correlations and other useful information. Data analytics is a broad term that includes data analysis, as well as an understanding of the cognitive processes an analyst uses to understand problems and explore data in meaningful ways. Analytics also include data extraction, transformation, and reduction, utilizing specific tools, techniques, and methods. Turning to data science, definitions of data science sound very similar to those of data analytics (which leads to a lot of the confusion between the two). But the skills needed for both, co-analyzing large amounts of heterogeneous data, understanding and utilizing relevant tools and techniques, and subject matter expertise, although similar, serve different purposes. Data Analytics takes on a practitioners approach to applying expertise and skills to solve issues and gain subject knowledge. Data Science, is more theoretical (research in itself) in nature, providing strategic actionable insights and new innovative methodologies. Earth Science Data Analytics (ESDA) is the process of examining, preparing, reducing, and analyzing large amounts of spatial (multi-dimensional), temporal, or spectral data using a variety of data types to uncover patterns, correlations and other information, to better understand our Earth. The large variety of datasets (temporal spatial differences, data types, formats, etc.) invite the need for data analytics skills that understand the science domain, and data preparation, reduction, and analysis techniques, from a practitioners point of view. The application of these skills to ESDA is the focus of this presentation. The Earth Science Information Partners (ESIP) Federation Earth Science Data Analytics (ESDA) Cluster was created in recognition of the practical need to facilitate the co-analysis of large amounts of data and information for Earth science. Thus, from a to

Why We Don't Collaborate in Response to Climate Change: The Knowledge Deficit, Co-Production, and the Future of the IPCC.

Science.gov (United States)

Cook, B. R.; Overpeck, J. T.

2014-12-01

Scientific knowledge production is based on recognizing and filling knowledge deficits or 'gaps' in understanding, but for climate adaptation and mitigation, the applicability of this approach is questionable. The Intergovernmental Panel on Climate Change (IPCC) mandate is an example of this type of 'gap filling,' in which the elimination of uncertainties is presumed to enable rational decision making for individuals and rational governance for societies. Presumed knowledge deficits, though, are unsuited to controversial problems with social, cultural, and economic dimensions; likewise, communication to educate is an ineffective means of inciting behavioural change. An alternative is needed, particularly given the economic, social, and political scale that action on climate change requires. We review the 'deficit-education framing' and show how it maintains a wedge between those affected and those whose knowledge is required. We then review co-production to show how natural and social scientists, as well as the IPCC, might more effectively proceed.

The Theory of the Knowledge Square The Fuzzy Rational Foundations of the Knowledge-Production Systems

CERN Document Server

Dompere, Kofi Kissi

2013-01-01

The monograph is about a meta-theory of knowledge-production process and the logical pathway that connects the epistemic possibility to the epistemic reality. It examines the general conditions of paradigms for information processing and isolates the classical and fuzzy paradigms for comparative analysis. The book is written for professionals, researchers  and students working in philosophy of science, decision-choice theories, economies, sciences, computer science, engineering and related subjects. It is further aimed at research institutions and libraries. The subject matter belongs to extensive research and development taking place on fuzzy phenomena and the debate between the fuzzy paradigm and the classical paradigm relative to informatics, synergetic science and complexity theory. The book will have a global appeal and across disciplines. Its strength, besides the contents, is the special effort that is undertaken to make it relevant and accessible to different areas of sciences and knowledge productio...

Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?

Science.gov (United States)

Ghassib, Hisham B.

2010-01-01

The basic premise of this paper is the fact that science has become a major industry: the knowledge industry. The paper throws some light on the reasons for the transformation of science from a limited, constrained and marginal craft into a major industry. It, then, presents a productivist industrial model of knowledge production, which shows its…

The Rise in Co-authorship in the Social Sciences (1980-2013)

DEFF Research Database (Denmark)

Henriksen, Dorte

2015-01-01

This paper examines the rise in co-authorship in the Social Sciences over a 33-year period. We investigate the development in co-authorship in different research areas and discuss how the methodological differences in these research areas and changes in academia affect the tendency to co-author a......This paper examines the rise in co-authorship in the Social Sciences over a 33-year period. We investigate the development in co-authorship in different research areas and discuss how the methodological differences in these research areas and changes in academia affect the tendency to co......-author articles. The study is based on bibliographic data about 4.5 million peer review articles published in the period 1980- 2013 and indexed in the 56 subject categories of the Web of Science’s (WoS) Social Science Citation Index (SSCI). Results show that in the majority of the subject categories we can...... data set, statistical methods and/or team-production models....

Conceptualising 'knowledge management' in the context of library and information science using the core/periphery model

Directory of Open Access Journals (Sweden)

O.B. Onyancha

2009-04-01

Full Text Available This study took cognisance of the fact that the term 'knowledge management' lacks a universally accepted definition, and consequently sought to describe the term using the most common co-occurring terms in knowledge management (KM literature as indexed in the Library, Information Science and Technology Abstracts (LISTA database. Using a variety of approaches and analytic techniques (e.g. core/periphery analysis and co-occurrence of words as subject terms, data were analysed using the core/periphery model and social networks through UCINET for Windows, TI, textSTAT and Bibexcel computer-aided software. The study identified the following as the compound terms with which KM co-occurs most frequently: information resources management, information science, information technology, information services, information retrieval, library science, management information systems and libraries. The core single subject terms with which KM can be defined include resources, technology, libraries, systems, services, retrieval, storage, data and computers. The article concludes by offering the library and information science (LIS professionals' general perception of KM based on their use of terms, through which KM can be defined within the context of LIS.

Co-production of knowledge-action systems in urban sustainable governance: The KASA approach

Science.gov (United States)

T.A. Munoz-Erickson

2014-01-01

This paper examines how knowledge-action-systems the networks of actors involved in the production, sharing and use of policy-relevant knowledge - work in the process of developing sustainable strategies for cities. I developed an interdisciplinary framework- the knowledge-action system analysis (KASA) framework ...

The Climate Impacts Research Consortium: Lessons Learned from the Evaluation of Co-production projects

Science.gov (United States)

Sokolovska, I.; Andrepont, J. A.; Lach, D.

2017-12-01

The Pacific Northwest Climate Impacts Research Consortium (CIRC) is a climate-science-to-climate-action team funded by the National Oceanic and Atmospheric Administration (NOAA), member of NOAA's Regional Integrated Sciences and Assessments (RISA) program. The internal evaluation of the last 6 years of CIRC's work focused on the co-production of knowledge process. The evaluation was based on CIRC's Reflection and Logic model and used a mixed methods design. During regular monthly meetings in 2014/15, all CIRC PIs reflected on the co-production process and presented their evaluation of the projects they worked on. Additionally, we conducted semi-structured interviews with CIRC participants, purposefully targeting key informants. The Climate Impacts Research Consortium teams also administered surveys to assess participants' experiences of the coproduction process as they were engaging in it. Identifying and cultivating an informant from the local stakeholder group with deep, accessible roots within the target community can lead to better coproduction results than having to build those relationships from naught. Across projects, most participants agreed that the project increased their understanding of their area's hazards and by the end of the project most participants were confident the project would produce useful results for themselves. Finally, most participants intended to share what they had learned from this experience with their colleagues and we found that co-production built capacities necessary for communities to incorporate climate change in discussions even after the end of CIRC's participation. During the projects, the involvement of non-traditional participants along with experts was critical to success and a lot of work and preparation needs to be put into the planning of any co-production meeting to overcome various barriers to communication and build trust.

Framework for product knowledge and product related knowledge which supports product modelling for mass customization

DEFF Research Database (Denmark)

Riis, Jesper; Hansen, Benjamin Loer; Hvam, Lars

2003-01-01

on experience from product modelling projects in several companies. Among them for example companies manufacturing electronic switchboards, spray dryer systems and air conditioning equipment. The framework is divided into three views: the product knowledge view, the life phase system view and the transformation...... and personalization. The framework for product knowledge and product related knowledge is based on the following theories: axiomatic design, technical systems, theory of domains, theory of structuring, theory of properties and the framework for the content of product and product related models. The framework is built......The article presents a framework for product knowledge and product related knowledge which can be used to support the product modelling process which is needed for developing IT systems. These IT systems are important tools for many companies when they aim at achieving mass customization...

Whose power? Whose knowledge? Tensions in collaborative production of knowledge

DEFF Research Database (Denmark)

Olesen, Birgitte Ravn

to produce long-lasting, relevant and socially robust knowledge where complexity is seen as a quality rather than a problem. Looking back at the many rich processes I have been involved in makes it clear to me how the quality of the relations which were established became crucial for the outcome......This speech is a critical, reflexive gaze on my own research practices and ideals about creating knowledge through collaboration between researchers from universities and professionals in dialogical processes. Here the aim is often to give voice to differences and dissenting meanings in order...... of the research projects In social sciences and humanities it is possible to find especially poststructuralist (and feminist) researchers who refer to a discourse about knowledge production as a messy and entangled way of extending our understanding of the world. Social and natural phenomena are recognized...

Spatial support of knowledge production in higher education

NARCIS (Netherlands)

Groen, B.H. (Brenda); Sprang, van H. (Hester); Voordt, van der T.J.M. (Theo)

2014-01-01

This paper explores the impact of the physical and social dimensions of the work environment on  satisfaction and perceived productivity of knowledge workers in Dutch universities of applied sciences. The approach took the form of a literature review, multiple case study of six research centres

Scientific knowledge dissemination in Danish seed communities of practice

DEFF Research Database (Denmark)

Tveden-Nyborg, Svend; Misfeldt, Morten; Boelt, Birte

2012-01-01

Danish agriculture and seed science have a history of successful collaboration spanning more than a hundred years. In this study, we interviewed 26 growers, consultants, and scientists from the Danish seed community focusing on their current knowledge status and on their views on improving scient......, as only the innovative growers prioritized time allocation for additional knowledge search. To improve scientific knowledge dissemination and interdisciplinary collaboration among Danish seed-CoP we recommend a combination of face-to-face and online communication processes.......Danish agriculture and seed science have a history of successful collaboration spanning more than a hundred years. In this study, we interviewed 26 growers, consultants, and scientists from the Danish seed community focusing on their current knowledge status and on their views on improving...... scientific knowledge communication. Theoretically, we consider these actors participants in different communities of practice relating to the production of seeds (Seed-CoP), and we conclude that strong network collaboration is present among Danish seed-CoP effectuated by the valuable work undertaken...

Integrating entertainment and scientific rigor to facilitate a co-creation of knowledge

Science.gov (United States)

Hezel, Bernd; Broschkowski, Ephraim; Kropp, Jürgen

2013-04-01

The advancing research on the changing climate system and on its impacts has uncovered the magnitude of the expectable societal implications. It therefore created substantial awareness of the problem with stakeholders and the general public. But despite this awareness, unsustainable trends have continued untamed. For a transition towards a sustainable world it is, apparently, not enough to disseminate the "scientific truth" and wait for the people to "understand". In order to remedy this problem it is rather necessary to develop new entertaining formats to communicate the complex topic in an integrated and comprehensive way. Beyond that, it could be helpful to acknowledge that science can only generate part of the knowledge that is necessary for the transformation. The nature of the problem and its deep societal implications call for a co-creation of knowledge by science and society in order to enable change. In this spirit the RAMSES project (Reconciling Adaptation, Mitigation and Sustainable Development for Cities) follows a dialogic communication approach allowing for a co-formulation of research questions by stakeholders. A web-based audio-visual guidance application presents embedded scientific information in an entertaining and intuitive way on the basis of a "complexity on demand" approach. It aims at enabling decision making despite uncertainty and it entails a reframing of the project's research according to applied and local knowledge.

Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

Science.gov (United States)

Adi Putra, M. J.; Widodo, A.; Sopandi, W.

2017-09-01

The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

The Use of Clinical Interviews to Develop Inservice Secondary Science Teachers' Nature of Science Knowledge and Assessment of Student Nature of Science Knowledge

Science.gov (United States)

Peters-Burton, Erin E.

2013-01-01

To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical…

Achieving conservation science that bridges the knowledge-action boundary.

Science.gov (United States)

Cook, Carly N; Mascia, Michael B; Schwartz, Mark W; Possingham, Hugh P; Fuller, Richard A

2013-08-01

There are many barriers to using science to inform conservation policy and practice. Conservation scientists wishing to produce management-relevant science must balance this goal with the imperative of demonstrating novelty and rigor in their science. Decision makers seeking to make evidence-based decisions must balance a desire for knowledge with the need to act despite uncertainty. Generating science that will effectively inform management decisions requires that the production of information (the components of knowledge) be salient (relevant and timely), credible (authoritative, believable, and trusted), and legitimate (developed via a process that considers the values and perspectives of all relevant actors) in the eyes of both researchers and decision makers. We perceive 3 key challenges for those hoping to generate conservation science that achieves all 3 of these information characteristics. First, scientific and management audiences can have contrasting perceptions about the salience of research. Second, the pursuit of scientific credibility can come at the cost of salience and legitimacy in the eyes of decision makers, and, third, different actors can have conflicting views about what constitutes legitimate information. We highlight 4 institutional frameworks that can facilitate science that will inform management: boundary organizations (environmental organizations that span the boundary between science and management), research scientists embedded in resource management agencies, formal links between decision makers and scientists at research-focused institutions, and training programs for conservation professionals. Although these are not the only approaches to generating boundary-spanning science, nor are they mutually exclusive, they provide mechanisms for promoting communication, translation, and mediation across the knowledge-action boundary. We believe that despite the challenges, conservation science should strive to be a boundary science, which

New frontiers in information and production systems modelling and analysis incentive mechanisms, competence management, knowledge-based production

CERN Document Server

Novikov, Dmitry; Bakhtadze, Natalia; Zaikin, Oleg

2016-01-01

This book demonstrates how to apply modern approaches to complex system control in practical applications involving knowledge-based systems. The dimensions of knowledge-based systems are extended by incorporating new perspectives from control theory, multimodal systems and simulation methods.  The book is divided into three parts: theory, production system and information system applications. One of its main focuses is on an agent-based approach to complex system analysis. Moreover, specialised forms of knowledge-based systems (like e-learning, social network, and production systems) are introduced with a new formal approach to knowledge system modelling.   The book, which offers a valuable resource for researchers engaged in complex system analysis, is the result of a unique cooperation between scientists from applied computer science (mainly from Poland) and leading system control theory researchers from the Russian Academy of Sciences’ Trapeznikov Institute of Control Sciences.

Leading co-production

DEFF Research Database (Denmark)

Tortzen, Anne

leadership styles executed by public managers affect the quality and public value of co-production processes? The paper argues that publicly initiated co-production initiatives are influenced by conflicting governance logics placing public managers in an institutional cross pressure (Lowndes & Roberts, 2013...... of building networks and relations, developing trust and focusing on empowerment and on the participants' resources to develop innovative solutions Drawing on three qualitative case studies of ‘most likely' co-production cases in Danish municipalities, the study identifies three different leadership styles...... and increase public value (Bovaird & Löffler, 2012; Osborne, 2010). The paper argues that a deeper understanding of the dynamics of co-production can be gained from analyzing the leadership dimension of co-production processes, which has hitherto not been given much attention by co-production researchers...

Science, technique, technology: passages between matter and knowledge in imperial Chinese agriculture.

Science.gov (United States)

Bray, Francesca

2008-09-01

Many historians today prefer to speak of knowledge and practice rather than science and technology. Here I argue for the value of reinstating the terms science, techniques and technology as tools for a more precise analysis of governmentality and the workings of power. My tactic is to use these three categories and their articulations to highlight flows between matter and ideas in the production and reproduction of knowledge. In any society, agriculture offers a wonderfully rich case of how ideas, material goods and social relations interweave. In China agronomy was a science of state, the basis of legitimate rule. I compare different genres of agronomic treatise to highlight what officials, landowners and peasants respectively contributed to, and expected from, this charged natural knowledge. I ask how new forms of textual and graphic inscription for encoding agronomic knowledge facilitated its dissemination and ask how successful this knowledge proved when rematerialized and tested as concrete artefacts or techniques. I highlight forms of innovation in response to crisis, and outline the overlapping interpretative frameworks within which the material applications of Chinese agricultural science confirmed and extended its truth across space and time.

The rise in co-authorship in the social sciences (1980-2013)

DEFF Research Database (Denmark)

Henriksen, Dorte

2016-01-01

This article examines the rise in co-authorship in the Social Sciences over a 34-year period. It investigates the development in co-authorship in different research fields and discusses how the methodological differences in these research fields together with changes in academia affect the tendency...... to co-author articles. The study is based on bibliographic data about 4.5 million peer review articles published in the period 1980-2013 and indexed in the 56 subject categories of the Web of Science’s (WoS) Social Science Citation Index (SSCI). The results show a rise in the average number of authors...... data set, statistical methods and/or team-production models....

The Knowledge Capsules: Very Short Films on Earth Science for Mainstream Audiences

Science.gov (United States)

Kerlow, Isaac

2015-04-01

The Knowledge Capsules are outreach and communication videos that present practical science research to mainstream audiences and take viewers on a journey into different aspects of Earth science and natural hazards. The innovative shorts are the result of an interdisciplinary development and production process. They include a combination of interviews, visualizations of scientific research, and documentation of fieldwork. They encapsulate research insights about volcanoes, tsunamis, and climate change in Southeast Asia. These short films were actively distributed free-of-charge during 2012-2014 and all of them are available online. The paper provides an overview of the motivations, process and accomplished results. Our approach for producing the Knowledge Capsules includes: an engaging mix of information and a fresh delivery style, a style suitable for a primary audience of non-scientists, a simple but experientially rich production style, Diagrams and animations based on the scientists' visuals, and a running time between five and twenty minutes. The completed Knowledge Capsules include: "Coastal Science" on Coastal Hazards, "The Ratu River Expedition" on Structural Geology, "Forensic Volcano Petrology by Fidel Costa, Volcano Petrology, "A Tale of Two Tsunamis" on Tsunami Stratigraphy, "Unlocking Climate Secrets" on Marine Geochemistry, and "Earth Girl 2: A Casual Strategy Game to Prepare for the Tsunami" on Natural Hazards and Science Outreach.

Knowledge Cluster Formation as a Science Policy in Malaysia: Lessons Learned

Directory of Open Access Journals (Sweden)

Hans-Dieter Evers

2015-01-01

Full Text Available Regional science policy aims to create productive knowledge clusters, which are central places within an epistemic landscape of knowledge production and dissemination. These so-called K-clusters are said to have the organisational capability to drive innovations and create new industries. Many governments have used cluster formation as one of their development strategies. This paper looks at Malaysia’s path towards a knowledge-based economy and offers some evidence on the current state of knowledge cluster formation in that country. If the formation of a knowledge cluster has been the government policy, what has been the result? Is there an epistemic landscape of knowledge clusters? Has the main knowledge cluster really materialised? Data collected from websites, directories, government publications and expert interviews have enabled us to construct the epistemic landscape of Peninsular Malaysia, and Penang in particular. We identify and describe several knowledge clusters with a high density of knowledge producing institutions and their knowledge workers. An analysis of the knowledge output, measured in terms of scientific publications, patents and trademarks, shows that knowledge clusters have indeed been productive – as predicted by cluster theory – although the internal working of clusters require further explanation.

Product Knowledge Modelling and Management

DEFF Research Database (Denmark)

Zhang, Y.; MacCallum, K. J.; Duffy, Alex

1996-01-01

function-oriented design. Both Specific Product Knowledge and Product Domain Knowledge are modelled at two levels, a meta-model and an information-level.Following that, a computer-based scheme to manage the proposed product lknowledge models within a dynamically changing environment is presented.......The term, Product Knowledge is used to refer to two related but distinct concepts; the knowledge of a specific product (Specific Product Knowledge) and the knowledge of a product domain (Product Domain Knowledge). Modelling and managing Product Knowlege is an essential part of carrying out design.......A scheme is presented in this paper to model, i.e. classify, structure and formalise the product knowledge for the purpose of supporting function-oriented design. The product design specification and four types of required attributes of a specific product have been identified to form the Specific Product...

Amateur knowledge: public art and citizen science.

Science.gov (United States)

Rogers, Hannah

2011-01-01

The science studies literatures on amateurs and citizen science have remained largely unconnected despite similarities between the two categories. The essay connects amateur knowledge and citizen science through examples from public art. Through an analysis of the use of the term "amateur" by contemporary artists working to engage the public in critiques of science, connections in the ideals of democratic knowledge making by amateurs and citizen scientists are further explored.

Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

Science.gov (United States)

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-11-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

A Knowledge Co-production System for River Basin Management under Changing Environment%论变化环境下流域管理的知识创新

Institute of Scientific and Technical Information of China (English)

Wei Yongping; 郑航; John Langford; 程国栋

2012-01-01

Technological innovations and social change have consistently had consequences for river environmental systems since the 19 th century.The river basin is no longer regarded as a natural object and should be conceptualized as a coupled co-evolutionary socio-ecological system.The increasing uncertainties due to climate change and fast changing socio-economic conditions further add challenges on future river basin management.Therefore,a systemic innovation in knowledge in the river basin management is required to adapt to this changing environment.A knowledge co-production system based on social learning is proposed for realizing the systemic innovation,preceded by the identification of mismatches between the current science and management.This knowledge co-production system provides an innovative idea to improve the application of scientific achievement in river basin management and is also useful for framing the scientific research closely related to the management practices.%提出全球气候变化与世界社会经济动荡等变化环境下流域可持续发展的科学内涵、制约因素以及解决途径。以自然与社会协同进化的复杂系统作为变化环境下流域概念的抽象表征,以科研能力与管理能力作为流域可持续发展的重要影响因素,以流域管理中科学研究与管理实践的相互作用机理为出发点,分析当前流域管理中科学研究与管理实践的种种错位,提出适应变化环境的流域管理知识创新机制,为提高流域科研水平、充分发挥科学在流域可持续发展中的作用提供理论支撑。

Introduction: The micro-politics of knowledge production in Southern Africa

Directory of Open Access Journals (Sweden)

Andrew Bank

Full Text Available This issue of Kronos: Southern African Histories proposes a scaling down from analyses of scientific and institutional authority toward the micro-politics in the work of knowledge production. The articles locate the operations of power and affect in the interactions of individuals situated within networks. While histories of science in southern Africa are still sparse, these essays build on the region's rich micro-historical and biographical traditions and on developments in science studies globally. The twelve articles in this issue lie in the period from around 900 through to the present and their geographical range includes contemporary Zambia, Zimbabwe, Mozambique and South Africa. This introduction discusses them thematically. The first theme 'Controlling and Classifying Nature' (articles by de Luna, Cook, Hammel, and Mwatwara and Swart explores knowledge production before the apex of imperial rule and foreground collaborations between Africans and Europeans without defining the projects in scientific or imperialist terms. These articles expose the fragile boundaries between fact and fiction, knowledge and ignorance, in historical and natural understandings. The second theme, 'The Racial Politics of Cultural Knowledge' (articles by Wright, Bank, Hansen, and Duff draws out the ideological, political, and affective motivations in scientific work and directs attention to the story of racial categories and racism in southern African science and its history more generally. The third theme, 'Local and Global Racial Politics' (articles by Dubow, Magaziner and Jacobs, demonstrates the potential of intellectual biographies to establish the presence of affect in a form usually reduced to equating power and knowledge. The fourth theme, 'The Micro-Politics of Science' (article by Heywood, probes how diverse actors, including molecular biologists, museum staff and conservationists, interacted in the development of a scheme to breed a look-alike of an

Cognitive knowledge, attitude toward science, and skill development in virtual science laboratories

Science.gov (United States)

Babaie, Mahya

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students' cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students' scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students' attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students' mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students' cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students' scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these

Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

Science.gov (United States)

Hubbard, Aleata Kimberly

2017-01-01

In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

Indigenous Knowledge, Science, and Resilience: What Have We Learned from a Decade of International Literature on "Integration"?

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Erin L. Bohensky

2011-12-01

Full Text Available Despite the increasing trend worldwide of integrating indigenous and scientific knowledge in natural resource management, there has been little stock-taking of literature on lessons learned from bringing indigenous knowledge and science together and the implications for maintaining and building social-ecological system resilience. In this paper we investigate: (1 themes, questions, or problems encountered for integration of indigenous knowledge and science; (2 the relationship between knowledge integration and social-ecological system resilience; and (3 critical features of knowledge integration practice needed to foster productive and mutually beneficial relationships between indigenous knowledge and science. We examine these questions through content analyses of three special journal issues and an edited book published in the past decade on indigenous, local, and traditional knowledge and its interface with science. We identified broad themes in the literature related to: (1 similarities and differences between knowledge systems; (2 methods and processes of integration; (3 social contexts of integration; and (4 evaluation of knowledge. A minority of papers discuss a relationship between knowledge integration and social-ecological system resilience, but there remains a lack of clarity and empirical evidence for such a relationship that can help distinguish how indigenous knowledge and knowledge integration contribute most to resilience. Four critical features of knowledge integration are likely to enable a more productive and mutually beneficial relationship between indigenous and scientific knowledge: new frames for integration, greater cognizance of the social contexts of integration, expanded modes of knowledge evaluation, and involvement of inter-cultural "knowledge bridgers."

Knowledge and Technology Transfer in Materials Science and Engineering in Europe

OpenAIRE

Bressler, Patrick; Dürig, Urs; González-Elipe, Agustin; Quandt, Eckhard; Ritschkoff, Anne-Christine; Vahlas, Constantin

2015-01-01

Advanced Materials is one of the Key Enabling 3 Technologies identified by the European Commission1. Together with Advanced Manufacturing it underpins almost all other Key Enabling and Industrial Technologies. The basic science and engineering research that results in the development of Advanced Materials lies within the field of Materials Science and Engineering (MSE). The transfer of knowledge from basic research into final products and applications in the field of MSE involves certain MSE-...

The usefulness of science knowledge for parents of hearing-impaired children.

Science.gov (United States)

Shauli, Sophie; Baram-Tsabari, Ayelet

2018-04-01

Hearing-impaired children's chances of integrating into hearing society largely depend on their parents, who need to learn vast amounts of science knowledge in the field of hearing. This study characterized the role played by science knowledge in the lives of nonscientists faced with science-related decisions by examining the interactions between general science knowledge, contextual science knowledge in the field of hearing, and parents' advocacy knowledge and attitudes. Based on six semi-structured interviews and 115 questionnaires completed by parents of hearing-impaired children, contextual science knowledge emerged as the only predictor for having slightly better advocacy attitudes and knowledge (5.5% explained variance). Although general science knowledge was the best predictor of contextual knowledge (14% of explained variance), it was not a direct predictor of advocacy knowledge and attitudes. Science knowledge plays some role in the lives of hearing-impaired families, even if they do not list it as a resource for successful rehabilitation.

Science Shops: an initiative to combine technical and societal knowledge for risk governance

International Nuclear Information System (INIS)

Martell, Meritxell; Duro, L.; Bruno, J.

2006-01-01

Continuing societal concerns limit the application of deep geological disposal in many countries. Wider societal involvement at a variety of governance levels in an open, inclusive and transparent manner is a top-level concern in all European and national organisations involved in radioactive waste management. Nevertheless, current approaches to governance of spent fuel reveal two weaknesses. Firstly, local and regional communities lack access to an authoritative yet independent platform of experts to address their concerns and information needs in a systematic way and which could provide them with the sufficient knowledge base as to be able to take sound decisions concerning the long-term. Secondly, the difficulties to maintain sufficient level of knowledge and capabilities at educational institutions become a challenge to ensure long-term solutions for the management of radioactive waste. The EC 6th FP Integrated Project 'Fundamental Processes of Radionuclide Migration' (FUNMIG) places a special emphasis on knowledge transfer, dissemination of knowledge and training. Within the framework of FUNMIG, one of the instruments for knowledge production and use is the establishment of a Science Shop at the European level. This Science Shop provides independent, participatory research support in response to concerns expressed by civil society on nuclear issues. The FUNMIG Consortium involves 51 organisations from 15 European countries which are eager to develop formalised channels of communication with non-governmental organisations (NGOs) and citizens' groups in need of expertise on the nuclear field. The Science Shop will further ease the transparency of knowledge production and raise public awareness of the problems associated with radioactive waste management

Science Shops: an initiative to combine technical and societal knowledge for risk governance

Energy Technology Data Exchange (ETDEWEB)

Martell, Meritxell; Duro, L.; Bruno, J. [Enviros Spain S.L., Barcelona (Spain)

2006-09-15

Continuing societal concerns limit the application of deep geological disposal in many countries. Wider societal involvement at a variety of governance levels in an open, inclusive and transparent manner is a top-level concern in all European and national organisations involved in radioactive waste management. Nevertheless, current approaches to governance of spent fuel reveal two weaknesses. Firstly, local and regional communities lack access to an authoritative yet independent platform of experts to address their concerns and information needs in a systematic way and which could provide them with the sufficient knowledge base as to be able to take sound decisions concerning the long-term. Secondly, the difficulties to maintain sufficient level of knowledge and capabilities at educational institutions become a challenge to ensure long-term solutions for the management of radioactive waste. The EC 6th FP Integrated Project 'Fundamental Processes of Radionuclide Migration' (FUNMIG) places a special emphasis on knowledge transfer, dissemination of knowledge and training. Within the framework of FUNMIG, one of the instruments for knowledge production and use is the establishment of a Science Shop at the European level. This Science Shop provides independent, participatory research support in response to concerns expressed by civil society on nuclear issues. The FUNMIG Consortium involves 51 organisations from 15 European countries which are eager to develop formalised channels of communication with non-governmental organisations (NGOs) and citizens' groups in need of expertise on the nuclear field. The Science Shop will further ease the transparency of knowledge production and raise public awareness of the problems associated with radioactive waste management.

Fieldwork, Co-Teaching and Co-Generative Dialogue in Lower Secondary School Environmental Science

Science.gov (United States)

Rahmawati, Yuli; Koul, Rekha

2016-01-01

This article reports one of the case studies in a 3-year longitudinal study in environmental science education. This case explores the process of teaching about ecosystems through co-teaching and co-generative dialogue in a Year-9 science classroom in Western Australia. Combining with co-teaching and co-generative dialogue aimed at transforming…

Formalization of the engineering science discipline - knowledge engineering

Science.gov (United States)

Peng, Xiao

Knowledge is the most precious ingredient facilitating aerospace engineering research and product development activities. Currently, the most common knowledge retention methods are paper-based documents, such as reports, books and journals. However, those media have innate weaknesses. For example, four generations of flying wing aircraft (Horten, Northrop XB-35/YB-49, Boeing BWB and many others) were mostly developed in isolation. The subsequent engineers were not aware of the previous developments, because these projects were documented such which prevented the next generation of engineers to benefit from the previous lessons learned. In this manner, inefficient knowledge retention methods have become a primary obstacle for knowledge transfer from the experienced to the next generation of engineers. In addition, the quality of knowledge itself is a vital criterion; thus, an accurate measure of the quality of 'knowledge' is required. Although qualitative knowledge evaluation criteria have been researched in other disciplines, such as the AAA criterion by Ernest Sosa stemming from the field of philosophy, a quantitative knowledge evaluation criterion needs to be developed which is capable to numerically determine the qualities of knowledge for aerospace engineering research and product development activities. To provide engineers with a high-quality knowledge management tool, the engineering science discipline Knowledge Engineering has been formalized to systematically address knowledge retention issues. This research undertaking formalizes Knowledge Engineering as follows: 1. Categorize knowledge according to its formats and representations for the first time, which serves as the foundation for the subsequent knowledge management function development. 2. Develop an efficiency evaluation criterion for knowledge management by analyzing the characteristics of both knowledge and the parties involved in the knowledge management processes. 3. Propose and develop an

Citizen science in hydrology and water resources: opportunities for knowledge generation, ecosystem service management, and sustainable development

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Wouter eBuytaert

2014-10-01

Full Text Available The participation of the general public in the research design, data collection and interpretation process together with scientists is often referred to as citizen science. While citizen science itself has existed since the start of scientific practice, developments in sensing technology, data processing and visualisation, and communication of ideas and results, are creating a wide range of new opportunities for public participation in scientific research. This paper reviews the state of citizen science in a hydrological context and explores the potential of citizen science to complement more traditional ways of scientific data collection and knowledge generation for hydrological sciences and water resources management. Although hydrological data collection often involves advanced technology, the advent of robust, cheap and low-maintenance sensing equipment provides unprecedented opportunities for data collection in a citizen science context. These data have a significant potential to create new hydrological knowledge, especially in relation to the characterisation of process heterogeneity, remote regions, and human impacts on the water cycle. However, the nature and quality of data collected in citizen science experiments is potentially very different from those of traditional monitoring networks. This poses challenges in terms of their processing, interpretation, and use, especially with regard to assimilation of traditional knowledge, the quantification of uncertainties, and their role in decision support. It also requires care in designing citizen science projects such that the generated data complement optimally other available knowledge. Lastly, we reflect on the challenges and opportunities in the integration of hydrologically-oriented citizen science in water resources management, the role of scientific knowledge in the decision-making process, and the potential contestation to established community institutions posed by co-generation of

Co-production and modeling landscape change - successes and challenges in developing useful climate science

Science.gov (United States)

Timm, K.; Reynolds, J.; Littell, J. S.; Murphy, K.; Euskirchen, E. S.; Breen, A. L.; Gray, S. T.; McGuire, A. D.; Rupp, S. T.

2017-12-01

Responding to the impacts of climate change and generating information that helps inform resource management requires exceptional communication and collaboration among researchers, managers, and other stakeholders. However, there is relatively little guidance on how to practically develop, facilitate, and evaluate this process given the highly specific and localized nature of many co-production efforts in terms of information needs, research questions, partners, and associated institutions. The Integrated Ecosystem Model (IEM) for Alaska and Northwest Canada was developed to understand how climate change influences interactions among disturbance (e.g. wildfire, thermokarst), permafrost, hydrology, and vegetation and identify how these changes affect valuable ecosystem services. The IEM was a unique co-production effort in that it was driven by broad management interests (rather than one research question), and because of the landscape-scale outputs, much broader engagement was warranted. Communication between the research team and the broader community of resource managers was facilitated by the Alaska Landscape Conservation Cooperatives and the Alaska Climate Science Center. Team members' reflections on the project confirm the importance of deliberate approaches to collaboration, where everyone has frequent opportunities to discuss goals, assumptions, and presumed outcomes of the project itself, as well as the elements of the process (i.e. meetings, reports, etc.). However, managing these activities requires significant time, resources, and perhaps more dedicated personnel. The lessons learned from the design and application of the IEM are highly relevant to researchers and land managers in other regions that are considering the development of a similar tool or an undertaking of similar magnitude, scale, and complexity.

Spatial support of knowledge production in higher education : Research paper

NARCIS (Netherlands)

van Sprang, H; Groen, BH; van der Voordt, Theo

2013-01-01

This paper explores the impact of the physical and social dimensions of the work environment on satisfaction and perceived productivity of knowledge workers in Dutch universities of applied sciences. The approach took the form of a literature review, multiple case study of six research centres using

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

Science.gov (United States)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Systemics, Communication and Knowledge: Shifts of Perspective and the Need for Requirements in Second-Order Science

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Thomas J. Marlowe

2013-12-01

Full Text Available The systemic view of second-order science emphasizes the interaction of observer and observed, but tacitly assumes a single observer, or at least a unity of observer perspective. But experience in multiple domains, including software engineering, decision science, health sciences, co-creation and Living Labs, knowledge management, community development and government policy has emphasized the multiplicity of goals and perspectives across stakeholders. We look at the issues that arise when multiple views are incorporated, and propose a toolkit for addressing those issues.

Production and sharing of the nuclear knowledge: knowledge management at the Radiopharmaceutical Division of the Instituto de Engenharia Nuclear of Brazilian CNEN

International Nuclear Information System (INIS)

Bettencourt, Marcia Pires da Luz

2011-01-01

The Brazilian nuclear area made great progress in recent years, bringing many benefits to society, not only in producing electric power, but also in agriculture, industry and medicine. One of the problems in this area, nowadays, is the risk losing nuclear knowledge. Although it is difficult to understand how knowledge is created and used, can be seen that the sharing and production are influenced by some factors that provide favorable conditions. This research focused its attention on identifying actions that contribute to the production and sharing of knowledge and information at the Divisão de Radiofármacos of Instituto de Engenharia Nuclear of Comissão Nacional de Energia Nuclear (IEN/CNEN). Knowledge management was chosen as a tool to study the problem identified, because it has methodologies aimed at stimulating the knowledge production process and knowledge and information sharing, both in private companies and public institutions, such as IEN/CNEN. Knowledge management is an interdisciplinary relatively new discipline, and although it had not been born in Information Science, there has been seeking theoretical support and legitimacy at this interdisciplinary science. This research conceptualizes, historically contextualizes and analyzes developments and trends in knowledge management. The study discourses on the peculiarities and aspects in common between the knowledge management and information management and identifies factors that influence the sharing of information and knowledge such as: social networks, communities of practice, collaborative spaces, organizational culture, organizational learning, and storytelling. In reviewing the literature and after data analysis of interviews, some actions have been identified, and it was possible to make some suggestions. It is concluded that institutional incentive for collaboration and knowledge sharing can influence positive results and increase the production of new knowledge. (author)

Metaphor and knowledge the challenges of writing science

CERN Document Server

Baake, Ken

2003-01-01

Analyzing the power of metaphor in the rhetoric of science, this book examines the use of words to express complex scientific concepts. Metaphor and Knowledge offers a sweeping history of rhetoric and metaphor in science, delving into questions about how language constitutes knowledge. Weaving together insights from a group of scientists at the Santa Fe Institute as they shape the new interdisciplinary field of complexity science, Ken Baake shows the difficulty of writing science when word meanings are unsettled, and he analyzes the power of metaphor in science.

Assessing the Science Knowledge of University Students: Perils, Pitfalls and Possibilities

Science.gov (United States)

Jones, Susan M.

2014-01-01

Science content knowledge is internationally regarded as a fundamentally important learning outcome for graduates of bachelor level science degrees: the Science Threshold Learning Outcomes (TLOs) recently adopted in Australia as a nationally agreed framework include "Science Knowledge" as TLO 2. Science knowledge is commonly assessed…

MERS-CoV infection: Mind the public knowledge gap.

Science.gov (United States)

Bawazir, Amen; Al-Mazroo, Eman; Jradi, Hoda; Ahmed, Anwar; Badri, Motasim

In August 2015, the Corona outbreak caused by Middle East respiratory syndrome coronavirus (MERS-CoV) was the 9th episode since June 2012 in Saudi Arabia. Little is known about the public awareness toward the nature or prevention of the disease. The aim of this work was to assess the knowledge of the adult population in Riyadh toward the MERS-CoV. In this cross-sectional survey, a self-administrated questionnaire was distributed to randomly selected participants visiting malls in Riyadh. The questionnaire contained measurable epidemiological and clinical MERS-CoV knowledge level variables and relevant source of information. The study included 676 participants. Mean age was 32.5 (±SD 8.6) years and 353 (47.8%) were males. Almost all participants heard about the corona disease and causative agent. The study showed a fair overall knowledge (66.0%), less knowledge on epidemiological features of the disease (58.3%), and good knowledge (90.7%) on the clinical manifestation of the MERS-CoV. Internet was the major (89.0%) source of disease information, and other sources including health care providers, SMS, television, magazines and books were low rated (all knowledge. This study concludes that there was inadequate epidemiological knowledge received by the public and the reliance mostly on the clinical manifestations to recognizing the MERS-CoV disease. Comprehensive public health education programs is important to increase awareness of simple epidemiological determinants of the disease is warranted. Copyright © 2017. Published by Elsevier Ltd.

Indigenous Elementary Students' Science Instruction in Taiwan: Indigenous Knowledge and Western Science

Science.gov (United States)

Lee, Huei; Yen, Chiung-Fen; Aikenhead, Glen S.

2012-12-01

This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students' non-Indigenous teacher played a central role in developing a science module `Measuring Time' that combined Amis knowledge and Western science knowledge. The study identified two cultural worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students' pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in `Measuring Time'. Students' increased interest and pride in their Amis culture were noted.

Analyzing Subject Disciplines of Knowledge Originality and Knowledge Generality for Library & Information Science

Directory of Open Access Journals (Sweden)

Mu-Hsuan Huang

2007-12-01

Full Text Available This study used bibliometric methods to analyze subject disciplines of knowledge originality and knowledge generality for Library and Information Science (LIS by using citing and cited documents from 1997 to 2006. We found that the major subject disciplines of knowledge originality and generality are still LIS, and computer science and LIS interact and influence each other closely. It is evident that number of subject disciplines of knowledge originality is higher than that of knowledge generality. The interdisciplinary characteristics of LIS are illustrated by variety areas of knowledge originality and knowledge generality. Because the number of received subject disciplines is higher than that of given subject disciplines, it suggests that LIS is an application-oriented research area. [Article content in Chinese

Co-production of healthcare services with immigrant patients

DEFF Research Database (Denmark)

Radl-Karimi, Christina Mathilde; Nicolaisen, Anne; Sodemann, Morten

2018-01-01

’s methodology for scoping reviews. The data will stem from the following databases: PubMed, Scopus, Ovid EMBASE, EBSCO CINAHL, EBSCO PsycINFO, Cochrane Library, and Web of Science. We will also screen the websites of national authorities and research organisations for publications and review the literature...... a new perspective on how to collaboratively create the highest possible value for both the patient and the healthcare system. The concept acknowledges that all services are co-produced and directs attention to the relationship between patient and care provider. Co-production is still a new concept...

Views of Community Managers on Knowledge Co-creation in Online Communities for People With Disabilities: Qualitative Study.

Science.gov (United States)

Amann, Julia; Rubinelli, Sara

2017-10-10

The use of online communities to promote end user involvement and co-creation in the product and service innovation process is well documented in the marketing and management literature. Whereas online communities are widely used for health care service provision and peer-to-peer support, only little is known about how they could be integrated into the health care innovation process. The overall objective of this qualitative study was to explore community managers' views on and experiences with knowledge co-creation in online communities for people with disabilities. A descriptive qualitative research design was used. Data were collected through semi-structured interviews with nine community managers. To complement the interview data, additional information was retrieved from the communities in the form of structural information (number of registered users, number and names of topic areas covered by the forum) and administrative information (terms and conditions and privacy statements, forum rules). Data were analyzed using thematic analysis. Our results highlight two main aspects: peer-to-peer knowledge co-creation and types of collaboration with external actors. Although community managers strongly encouraged peer-to-peer knowledge co-creation, our findings indicated that these activities were not common practice in the communities under investigation. In fact, much of what related to co-creation, prototyping, and product development was still perceived to be directed by professionals and experts. Community managers described the role of their respective communities as informing this process rather than a driving force. The role of community members as advisors to researchers, health care professionals, and businesses was discussed in the context of types of collaboration with external actors. According to the community managers, most of the external inquiries related to research projects of students or health care professionals in training, who often joined a

Knowledge acquisition process as an issue in information sciences

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Boris Bosančić

2016-07-01

Full Text Available The paper presents an overview of some problems of information science which are explicitly portrayed in literature. It covers the following issues: information explosion, information flood and data deluge, information retrieval and relevance of information, and finally, the problem of scientific communication. The purpose of this paper is to explain why knowledge acquisition, can be considered as an issue in information sciences. The existing theoretical foundation within the information sciences, i.e. the DIKW hierarchy and its key concepts - data, information, knowledge and wisdom, is recognized as a symbolic representation as well as the theoretical foundation of the knowledge acquisition process. Moreover, it seems that the relationship between the DIKW hierarchy and the knowledge acquisition process is essential for a stronger foundation of information sciences in the 'body' of the overall human knowledge. In addition, the history of both the human and machine knowledge acquisition has been considered, as well as a proposal that the DIKW hierarchy take place as a symbol of general knowledge acquisition process, which could equally relate to both human and machine knowledge acquisition. To achieve this goal, it is necessary to modify the existing concept of the DIKW hierarchy. The appropriate modification of the DIKW hierarchy (one of which is presented in this paper could result in a much more solid theoretical foundation of the knowledge acquisition process and information sciences as a whole. The theoretical assumptions on which the knowledge acquisition process may be established as a problem of information science are presented at the end of the paper. The knowledge acquisition process does not necessarily have to be the subject of epistemology. It may establish a stronger link between the concepts of data and knowledge; furthermore, it can be used in the context of scientific research, but on the more primitive level than conducting

Integrating social science knowledge into natural resource management public involvement practice

DEFF Research Database (Denmark)

Stummann, Cathy Brown

This PhD study explores the long-recognized challenge of integrating social science knowledge into NRM public involvement practice theoretically and empirically. Theoretically, the study draws on research from adult learning, continuing rofessional education and professional knowledge development...... to better understand how social science knowledge can benefit NRM public involvement practice. Empirically, the study explores the potential of NRM continuing professional education as a means for introducing social science knowledge to public NRM professionals. The study finds social science knowledge can...... be of value to NRM public involvement prospectively and retrospectively; and that continuing professional education can be an effective means to introducing social science knowledge to public NRM professionals. In the design of NRM continuing professional education focused on social science knowledge...

Local Ecological Knowledge and Biological Conservation: Post-normal Science as an Intercultural Field

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Jorje Ignacio Zalles

2017-09-01

Full Text Available From a natural sciences perspective, efforts directed at the conservation of biodiversity are based upon what is known as conservation biology. Given its epistemological assumptions, conservation biology faces obstacles in the incorporation of wisdom originating in local ecological knowledge, that which a local population has gained about the local environment which it is surrounded by and due to its direct contact with this local environment, instead of the result of a product of a positivist scientific inquiry. Post-normal science has emerged in recent decades as an alternative for public management that aims to complement the search for knowledge by means of empirical approaches through the inclusion of understandings based on the everyday experiences and the subjective interpretation of natural phenomena, transcending the compartmentalization associated with scientific traditions born out of modernity. This article discusses the integration of local ecological knowledge and conservation biology from the perspective of post normal science, illustrating different forms of intercultural communication that would make the requisite dialogue of knowledges possible.

Knowledge Co-production Strategies for Water Resources Modeling and Decision Making

Science.gov (United States)

Gober, P.

2016-12-01

The limited impact of scientific information on policy making and climate adaptation in North America has raised awareness of the need for new modeling strategies and knowledge transfer processes. This paper outlines the rationale for a new paradigm in water resources modeling and management, using examples from the USA and Canada. Principles include anticipatory modeling, complex system dynamics, decision making under uncertainty, visualization, capacity to represent and manipulate critical trade-offs, stakeholder engagement, local knowledge, context-specific activities, social learning, vulnerability analysis, iterative and collaborative modeling, and the concept of a boundary organization. In this framework, scientists and stakeholders are partners in the production and dissemination of knowledge for decision making, and local knowledge is fused with scientific observation and methodology. Discussion draws from experience in building long-term collaborative boundary organizations in Phoenix, Arizona in the USA and the Saskatchewan River Basin (SRB) in Canada. Examples of boundary spanning activities include the use of visualization, the concept of a decision theater, infrastructure to support social learning, social networks, and reciprocity, simulation modeling to explore "what if" scenarios of the future, surveys to elicit how water problems are framed by scientists and stakeholders, and humanistic activities (theatrical performances, art exhibitions, etc.) to draw attention to local water issues. The social processes surrounding model development and dissemination are at least as important as modeling assumptions, procedures, and results in determining whether scientific knowledge will be used effectively for water resources decision making.

Impacts of elevated atmospheric CO2 on forest trees and forest ecosystems: knowledge gaps

International Nuclear Information System (INIS)

Karnosky, D.F.

2003-06-01

Atmospheric CO 2 is rising rapidly, and options for slowing the CO 2 rise are politically charged as they largely require reductions in industrial CO 2 emissions for most developed countries. As forests cover some 43% of the Earth's surface, account for some 70% of terrestrial net primary production (NPP), and are being bartered for carbon mitigation, it is critically important that we continue to reduce the uncertainties about the impacts of elevated atmospheric CO 2 on forest tree growth, productivity, and forest ecosystem function. In this paper, 1 review knowledge gaps and research needs on the effects of elevated atmospheric CO 2 on forest above- and below-ground growth and productivity, carbon sequestration, nutrient cycling, water relations, wood quality, phonology, community dynamics and biodiversity, antioxidants and stress tolerance, interactions with air pollutants, heterotrophic interactions, and ecosystem functioning. Finally, 1 discuss research needs regarding modelling of the impacts of elevated atmospheric CO 2 on forests. Even though there has been a tremendous amount of research done with elevated CO 2 and forest trees, it remains difficult to predict future forest growth and productivity under elevated atmospheric CO 2 . Likewise, it is not easy to predict how forest ecosystem processes will respond to enriched CO 2 . The more we study the impacts of increasing CO 2 , the more we realize that tree and forest responses are yet largely uncertain due to differences in responsiveness by species, genotype, and functional group, and the complex interactions of elevated atmospheric CO 2 with soil fertility, drought, pests, and co-occurring atmospheric pollutants such as nitrogen deposition and O 3 . Furthermore, it is impossible to predict ecosystem-level responses based on short-term studies of young trees grown without interacting stresses and in small spaces without the element of competition. Long-term studies using free-air CO 2 enrichment (FACE

Fundamental care and knowledge interests: Implications for nursing science.

Science.gov (United States)

Granero-Molina, José; Fernández-Sola, Cayetano; Mateo-Aguilar, Ester; Aranda-Torres, Cayetano; Román-López, Pablo; Hernández-Padilla, José Manuel

2017-11-09

To characterise the intratheoretical interests of knowledge in nursing science as an epistemological framework for fundamental care. For Jürgen Habermas, theory does not separate knowledge interests from life. All knowledge, understanding and human research is always interested. Habermas formulated the knowledge interests in empirical-analytical, historical-hermeneutic and critical social sciences; but said nothing about health sciences and nursing science. Discursive paper. The article is organised into five sections that develop our argument about the implications of the Habermasian intratheoretical interests in nursing science and fundamental care: the persistence of a technical interest, the predominance of a practical interest, the importance of an emancipatory interest, "being there" to understand individuals' experience and an "existential crisis" that uncovers the individual's subjectivity. The nursing discipline can take on practical and emancipatory interests (together with a technical interest) as its fundamental knowledge interests. Nurses' privileged position in the delivery of fundamental care gives them the opportunity to gain a deep understanding of the patient's experience and illness process through physical contact and empathic communication. In clinical, academic and research environments, nurses should highlight the importance of fundamental care, showcasing the value of practical and emancipatory knowledge. This process could help to improve nursing science's leadership, social visibility and idiosyncrasy. © 2017 John Wiley & Sons Ltd.

Making sense of Knowledge Productivity

NARCIS (Netherlands)

Christiaan Stam

2010-01-01

In the knowledge economy knowledge productivity is the main source of competitive advantage and thus the biggest management challenge. Based on a review of the concept from two distinct perspectives, knowledge productivity is defined as the process of knowledge-creation that leads to incremental and

Knowledge productivity : designing and testing a method to diagnose knowledge productivity and plan for enhancement

NARCIS (Netherlands)

Stam, C.D.

2007-01-01

Our economy has changed from an industrial into a knowledge economy in which knowledge productivity has become the main challenge. The lack of appropriate techniques to reveal knowledge productivity hinders organizations to design effective policies aiming at improving knowledge-based performance.

Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

Science.gov (United States)

Chordnork, Boonliang; Yuenyong, Chokchai

2018-01-01

This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

Building Scalable Knowledge Graphs for Earth Science

Science.gov (United States)

Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick; Zhang, Jia; Duan, Xiaoyi; Miller, J. J.; Bugbee, Kaylin; Christopher, Sundar; Freitag, Brian

2017-01-01

Knowledge Graphs link key entities in a specific domain with other entities via relationships. From these relationships, researchers can query knowledge graphs for probabilistic recommendations to infer new knowledge. Scientific papers are an untapped resource which knowledge graphs could leverage to accelerate research discovery. Goal: Develop an end-to-end (semi) automated methodology for constructing Knowledge Graphs for Earth Science.

Knowing Patients: Turning Patient Knowledge into Science

NARCIS (Netherlands)

Pols, Jeannette

2014-01-01

Science and technology studies concerned with the study of lay influence on the sciences usually analyze either the political or the normative epistemological consequences of lay interference. Here I frame the relation between patients, knowledge, and the sciences by opening up the question: How can

Reduce, reuse, recycle: Acceptance of CO_2-utilization for plastic products

International Nuclear Information System (INIS)

Heek, Julia van; Arning, Katrin; Ziefle, Martina

2017-01-01

Global warming is a central threat for today's society caused by greenhouse gas emissions, mostly carbon dioxide emissions. Carbon dioxide capture and utilization (CCU) is a promising approach to reduce emissions and the use of expensive and limited fossil resources. Applying CCU, carbon dioxide (CO_2) can be incorporated as raw material during the manufacture of plastic products. While most of the studies address technical feasibilities, hardly any systematic research on public perception and acceptance of those specific products exists so far. This study empirically investigates the acceptance of CCU plastic products (mattress as example). First, interviews with experts and lay people revealed critical acceptance factors (CO_2 proportion, saving of fossil resources, disposal conditions, perceived health complaints). Their relative importance was detailed in two consecutive conjoint studies. Study 1 revealed disposal conditions and saving of fossil resources as essential for product selection, while the products’ CO_2 proportion was less important. In study 2, potential health complaints were integrated as well as individual levels of domain knowledge and risk perception, which significantly affected acceptance of CCU products. Recommendations concerning communication strategies for policy and industry were derived. - Highlights: • Study provides insights into the acceptance of specific CCU products. • Disposal conditions and savings of fossil resource are main drivers of acceptance. • Concerns about potential health effects act as major barrier especially for laypeople. • Perceived knowledge and risk perception affect CCU product acceptance. • Communication strategy recommendations for policy and industry are derived.

A philosophical experiment: empirical study of knowledge production at the LHC

CERN Multimedia

CERN. Geneva

2013-01-01

How is new knowledge produced in the natural sciences? This question has long been an issue of central relevance for philosophers, historians and sociologists of science, who have fiercely debated whether and how the emergence of new scientific knowledge can be described as following regular patterns, for example as far as the interplay of theory and experiment is concerned. To this aim, more or less recent historical examples have been used as empirical case studies, and widely diverging conclusions have at times been drawn from the same material. The interdisciplinary, DFG-funded project-cluster "Epistemology of the LHC" (University of Wuppertal, Germany) has in the past three years attempted to investigate knowledge production "in real time" by following the interplay of theory and experiment unfold during the first phase of LHC activity and how the knowledge landscape of high energy physics accordingly did (or did not) change. To try and reconstruct some aspects of this epistemic dynamics, the project ...

Examining Science Teachers' Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices

Science.gov (United States)

Chowdhary, Bhawna; Liu, Xiufeng; Yerrick, Randy; Smith, Erica; Grant, Brooke

2014-12-01

The current literature relates to how teachers develop knowledge and practice of science inquiry, but little has been reported on how teachers develop interdisciplinary science inquiry (ISI) knowledge and practice. This study examines the effect of university research experiences, ongoing professional development, and in-school support on teachers' development of ISI pedagogical knowledge and practices. It centers on documenting diverse teachers' journeys of experiencing ISI as well as developing knowledge of ISI. It was found that there was variation in ISI understanding and practice among the teachers as a result of the combination of teachers' experiences, beliefs, and participation. Thus, in order to help teachers develop ISI knowledge and pedagogy, barriers to ISI knowledge development and implementation must also be addressed. Professional developers must articulate clear program goals to all stakeholders including an explicit definition of ISI and the ability to recognize ISI attributes during research experiences as well as during classroom implementation. Teachers must also be held accountable for participation and reflection in all aspects of professional development. Program developers must also take into consideration teachers' needs, attitudes, and beliefs toward their students when expecting changes in teachers' cognition and behavior to teach inquiry-rich challenging science.

Organising for Co-Production: Local Interaction Platforms for Urban Sustainability

Directory of Open Access Journals (Sweden)

Beth Perry

2018-04-01

Full Text Available Urban sustainability is a wicked issue unsuited to management through traditional decision-making structures. Co-productive arrangements, spaces and processes are inscribed in new organisational forms to bridge between diverse forms of knowledge and expertise. This article suggests that local interaction platforms (LIPs are innovative responses to these challenges, developed in two African and two European cities between 2010 and 2014. Through elaborating the design and practice of the LIPs, the article concludes that the value of this approach lies in its context-sensitivity and iterative flexibility to articulate between internationally shared challenges and distinctive local practices. Six necessary conditions for the evolution of LIPs are presented: anchorage, co-constitution, context-sensitivity, alignment, connection and shared functions. In the context of increased uncertainty, complexity and the demand for transdisciplinary knowledge production, the platform concept has wider relevance in surfacing the challenges and possibilities for more adaptive urban governance.

Inventing Problems for Technical Solutions – The Co-production of Universities, Skills and Engineering Challenges

DEFF Research Database (Denmark)

Juhl, Joakim; Buch, Anders

institution building where business and management competencies are incorporated to engineering curricula. By comparing experiences from early career alumni from educations that are results of moving engineering institutions into business, we analyze the consequences imposed by changing disciplinary...... of innovation. In the recent two decades, universities and other engineering institutions that are typically identified with technology development have expanded their research and teaching activities towards the business end of innovation. Purpose This paper investigates the new emergent trend in academic...... demarcations within academic and professional engineering knowledges. Theoretical and methodological framework The paper draws upon theoretical frameworks from Practice Theory (e.g. as developed by Theodore Schatzki, Stephen Kemmis et al.), and co-production and sociotechnical imaginaries from Science...

The Role of Knowledge Acquisition in Facilitating Customer Involvement in Product Development: Examining the Mediation Effect of Absorptive Capacity

Science.gov (United States)

Dahiyat, Samer E.; Al-Zu'bi, Zu'bi M. F.

2012-01-01

Knowledge management has often been linked to product development, innovation, and customisation. In particular, effective exploitation of customer knowledge, through engaging customers in a process of co-creation of products, exemplifies such a link. Accordingly, this research aims to identify those dimensions of knowledge management activities…

Planning for Sea Level Rise: An AGU Talk in the Form of a Co-Production Experiment Exploring Recent Science

Science.gov (United States)

Behar, D. H.; Kopp, R. E.; DeConto, R.; Weaver, C. P.; White, K. D.; May, K.; Bindschadler, R.

2017-12-01

Global sea level rise (SLR) may present the most urgent climate change adaptation challenge facing coastal communities today. The direction is clear, impacts are manifesting now, and the pace of rise is likely to accelerate. As a result, many coastal communities have begun planning their adaptation response and some are quite far along in the process. At the same time, evolving science provides new observations, models, and understanding of land-ocean dynamics that can increase clarity while also in many ways increase uncertainty about the scope, timing, and regional nature of SLR. The planning, design, and construction of water infrastructure has a relatively long timeline (up to 30 years), and thus the evolution of scientific knowledge presents challenges for communities already planning for SLR based on previous information. When does science become actionable for decision-makers? Are there characteristics or thresholds that could cause communities decide to move from one set of scenarios to another, or change approaches altogether? This talk focuses on two important studies different in kind but dominating the conversation about SLR adaptation planning today. First, DeConto and Pollard (2016) have suggested significantly higher upper end projections for Antarctic ice sheet melt, which increase both global and regional SLR above most previously assumed upper limits. Second, probabilistic projections using model output and expert elicitation as presented in Kopp et al (2014) are increasingly appearing in federal reports and planning-related documents. These two papers are pushing the boundaries of the science-to-planning interface, while the application of this work as actionable science is far from settled. This talk will present the outcome of recent conversations among our diverse author team. The authors are engaged in SLR planning related contexts from many angles and perspectives and include the aforementioned Kopp and DeConto as well as representatives of

Illustrating phallic worship: uses of material objects and the production of sexual knowledge in eighteenth-century antiquarianism and early twentieth-century sexual science.

Science.gov (United States)

Funke, Jana; Fisher, Kate; Grove, Jen; Langlands, Rebecca

2017-07-03

This article reveals previously overlooked connections between eighteenth-century antiquarianism and early twentieth-century sexual science by presenting a comparative reading of two illustrated books: An Account of the Remains of the Worship of Priapus , by British antiquarian scholar Richard Payne Knight (1750-1824), and Die Weltreise eines Sexualforschers (The World Journey of a Sexologist), by German sexual scientist Magnus Hirschfeld (1868-1935). A close analysis of these publications demonstrates the special status of material artefacts and the strategic engagement with visual evidence in antiquarian and scientific writings about sex. Through its exploration of the similarities between antiquarian and sexual scientific thought, the article demonstrates the centrality of material culture to the production of sexual knowledge in the Western world. It also opens up new perspectives on Western intellectual history and on the intellectual origins of sexual science. While previous scholarship has traced the beginnings of sexual science back to nineteenth-century medical disciplines, this article shows that sexual scientists drew upon different forms of evidence and varied methodologies to produce sexual knowledge and secure scientific authority. As such, sexual science needs to be understood as a field with diverse intellectual roots that can be traced back (at least) to the eighteenth century.

Reading for meaning: The foundational knowledge every teacher of science should have

Science.gov (United States)

Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian

2018-02-01

Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students' reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.

Classifying Floating Potential Measurement Unit Data Products as Science Data

Science.gov (United States)

Coffey, Victoria; Minow, Joseph

2015-01-01

We are Co-Investigators for the Floating Potential Measurement Unit (FPMU) on the International Space Station (ISS) and members of the FPMU operations and data analysis team. We are providing this memo for the purpose of classifying raw and processed FPMU data products and ancillary data as NASA science data with unrestricted, public availability in order to best support science uses of the data.

Building Scalable Knowledge Graphs for Earth Science

Science.gov (United States)

Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Zhang, J.; Duan, X.; Bugbee, K.; Christopher, S. A.; Miller, J. J.

2017-12-01

Estimates indicate that the world's information will grow by 800% in the next five years. In any given field, a single researcher or a team of researchers cannot keep up with this rate of knowledge expansion without the help of cognitive systems. Cognitive computing, defined as the use of information technology to augment human cognition, can help tackle large systemic problems. Knowledge graphs, one of the foundational components of cognitive systems, link key entities in a specific domain with other entities via relationships. Researchers could mine these graphs to make probabilistic recommendations and to infer new knowledge. At this point, however, there is a dearth of tools to generate scalable Knowledge graphs using existing corpus of scientific literature for Earth science research. Our project is currently developing an end-to-end automated methodology for incrementally constructing Knowledge graphs for Earth Science. Semantic Entity Recognition (SER) is one of the key steps in this methodology. SER for Earth Science uses external resources (including metadata catalogs and controlled vocabulary) as references to guide entity extraction and recognition (i.e., labeling) from unstructured text, in order to build a large training set to seed the subsequent auto-learning component in our algorithm. Results from several SER experiments will be presented as well as lessons learned.

Introduction: New Frontiers of Ecological Knowledge: Co-producing Knowledge and Governance in Asia

Directory of Open Access Journals (Sweden)

Shubhra Gururani

2014-01-01

Full Text Available This essay makes a case for centering the questions of ecological knowledge in order to understand how environmental governance and resource access are being remade in the frontier ecologies of Asia. These frontiers, consisting of the so-called uplands and coastal zones, are increasingly subject to new waves of extractive and conservation activities, prompted in part by rising values attached to these ecologies by new actors and actor coalitions. Drawing on recent writings in science and technology studies, we examine the coproduction (Jasanoff 2004 of ecological knowledge and governance at this conjuncture of neoliberal interventions, land grabs, and climate change. We outline the complex ways through which the involvement of new actors, new technologies, and practices of boundary work, territorialisation, scale-making, and expertise transform the dynamics of the coproduction of knowledge and governance. Drawing on long term field research in Asia, the articles in this special section show that resident peoples are often marginalised from the production and circulation of ecological knowledge, and thus from environmental governance. While attentive to the entry of new actors and to the shifts in relations of authority, control, and decision-making, the papers also present examples of how this marginalisation can be challenged, by highlighting the limits of boundary-work and expertise in such frontier ecologies.

Building a Co-Created Citizen Science Program with Community Members Neighboring a Hazardous Waste Site

Science.gov (United States)

Ramirez-Andreotta, M.; Brusseau, M. L. L.; Artiola, J. F.; Maier, R. M.; Gandolfi, A. J.

2015-12-01

A research project that is only expert-driven may ignore the role of local knowledge in research, often gives low priority to the development of a comprehensive strategy to engage the community, and may not deliver the results of the study to the community in an effective way. To date, only a limited number of co-created citizen science projects, where community members are involved in most or all steps of the scientific process, have been initiated at contaminated sites and even less in conjunction with risk communication. Gardenroots: The Dewey-Humboldt AZ Garden Project was a place-based, co-created citizen science project where community members and researchers together: defined the question for study, developed hypotheses, collected environmental samples, disseminated results broadly, translated the results into action, and posed new research questions. This co-created environmental research project produced new data and addressed an additional exposure route (consumption of vegetables grown in soils with elevated arsenic levels) that was not being evaluated in the current site assessment. Furthermore, co-producing science led to both individual learning and social-ecological outcomes. This approach illustrates the benefits of a co-created citizen-science program in addressing the complex problems that arise in communities neighboring a hazardous waste sites. Such a project increased the community's involvement in regional environmental assessment and decision-making, which has the potential to help mitigate environmental exposures and thereby reduce associated risks.

The role of boundary organizations in co-management: examining the politics of knowledge integration in a marine protected area in Belize

Directory of Open Access Journals (Sweden)

Noella J. Gray

2016-08-01

Full Text Available Marine protected areas (MPAs are an increasingly popular tool for management of the marine commons. Effective governance is essential if MPAs are to achieve their objectives, yet many MPAs face conflicts and governance challenges, including lack of trust and knowledge integration between fishers, scientists, and policy makers. This paper considers the role of a boundary organization in facilitating knowledge integration in a co-managed MPA, the Gladden Spit and Silk Cayes Marine Reserve in Belize. Boundary organizations can play an important role in resource management, by bridging the science-policy divide, facilitating knowledge integration, and enabling communication in conditions of uncertainty. Drawing on ethnographic research conducted in Belize, the paper identifies four challenges for knowledge integration. First, actors have divergent perspectives on whether and how knowledge is being integrated. Second, actors disagree on resource conditions within the MPA and how these should be understood. Third, in order to maintain accountability with multiple actors, including fishers, government, and funders, the boundary organization has promoted the importance of different types of knowledge for different purposes (science and fishers’ knowledge, rather than the integration of these. Finally, a lack of trust and uneven power relations make it difficult to separate knowledge claims from political claims. However, even if knowledge integration proves difficult, boundary organizations may still play an important role by maintaining accountability, providing space for conflicting understandings to co-exist, and ultimately for governance institutions to evolve.

Knowledge, language and subjectivities in a discourse community: Ideas we can learn from elementary children about science

Science.gov (United States)

Kurth, Lori Ann

2000-10-01

In light of continuing poor performance by American students in school science, feminists and sociocultural researchers have demonstrated that we need to look beyond content to address the science needs of all school children. In this study I examined issues of discourse norms, knowledge, language and subjectivities (meaning personal and social observations and characteristics) in elementary science. Over a two-year period, I used an interpretive methodological approach to investigate science experiences in two first-second and second grade classrooms. I first established some of the norms and characteristics of the discourse communities through case studies of new students attempting to gain entry to whole class conversations. I then examined knowledge, a central focus of science education addressed by a variety of theoretical approaches. In these classrooms students co-constructed and built knowledge in their whole class science conversations sometimes following convergent (similar knowledge) and, at other times, divergent (differing knowledge) paths allowing for broader discourse. In both paths, there was gendered construction of knowledge in which same gender students elaborated the reasoning of previous speakers. In conjunction with these analyses, I examined what knowledge sources the students used in their science conversations. Students drew on a variety of informal and formal knowledge sources including personal experiences, other students, abstract logic and thought experiments, all of which were considered valid. In using sources from both in and out of school, students' knowledge bases were broader than traditional scientific content giving greater access and richness to their conversations. The next analysis focused on students' use of narrative and paradigmatic language forms in the whole class science conversations. Traditionally, only paradigmatic language forms have been used in science classrooms. The students in this study used both narrative and

Science Literacy and Prior Knowledge of Astronomy MOOC Students

Science.gov (United States)

Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

2018-01-01

Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

Self-Directed Learning to Improve Science Content Knowledge for Teachers

Science.gov (United States)

van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

2017-01-01

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

Science.gov (United States)

Upadhyay, Bhaskar; DeFranco, Cristina

2008-01-01

This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

What does existing research say about value co-creation?

DEFF Research Database (Denmark)

Thomsen, Merethe Stjerne; Tanev, Stoyan; Pedrosa, Alex

2010-01-01

The paper presents a literature review on co-creation, which is summarized into emerging research areas and insights as a basis for a future research agenda for value co-creation. The search methodology is based on a keywords search on ISI Web of Knowledge, leading to 82 articles with a summary...... of four emerging subject areas within marketing science, service management, new product development & innovation and general business and management. The four subject areas lead to new key driving forces of value co-creation by involving the customers in experience networks, where both creating......-customer interaction events, which are extremely personal with unique products, services and experiences. In general the paper is starting up a conceptual refinement on value co-creation by addressing the key characteristics of current literature and driving forces of co-creation....

An Expert System toward Buiding An Earth Science Knowledge Graph

Science.gov (United States)

Zhang, J.; Duan, X.; Ramachandran, R.; Lee, T. J.; Bao, Q.; Gatlin, P. N.; Maskey, M.

2017-12-01

In this ongoing work, we aim to build foundations of Cognitive Computing for Earth Science research. The goal of our project is to develop an end-to-end automated methodology for incrementally constructing Knowledge Graphs for Earth Science (KG4ES). These knowledge graphs can then serve as the foundational components for building cognitive systems in Earth science, enabling researchers to uncover new patterns and hypotheses that are virtually impossible to identify today. In addition, this research focuses on developing mining algorithms needed to exploit these constructed knowledge graphs. As such, these graphs will free knowledge from publications that are generated in a very linear, deterministic manner, and structure knowledge in a way that users can both interact and connect with relevant pieces of information. Our major contributions are two-fold. First, we have developed an end-to-end methodology for constructing Knowledge Graphs for Earth Science (KG4ES) using existing corpus of journal papers and reports. One of the key challenges in any machine learning, especially deep learning applications, is the need for robust and large training datasets. We have developed techniques capable of automatically retraining models and incrementally building and updating KG4ES, based on ever evolving training data. We also adopt the evaluation instrument based on common research methodologies used in Earth science research, especially in Atmospheric Science. Second, we have developed an algorithm to infer new knowledge that can exploit the constructed KG4ES. In more detail, we have developed a network prediction algorithm aiming to explore and predict possible new connections in the KG4ES and aid in new knowledge discovery.

ACCOUNTING AS BRANCH OF KNOWLEDGE: SCIENCE, TECHNOLOGY AND PRACTICE

OpenAIRE

Farias, Manoel Raimundo Santana; Martins, Gilberto de Andrade

2015-01-01

The aim of this study was to characterize the accounting as branch of knowledge in three different fields: science, technology and practice. Through theoretical essay, we was argued that, although distinct, these fields interact, in that, as epistemology that justified the analysis here undertaken, the practical activities may be technology subject matter and that to be effective if based on one or more sciences. The difference between science and technology is given by the nature of knowledg...

Search engines and the production of academic knowledge

NARCIS (Netherlands)

van Dijck, J.

2010-01-01

This article argues that search engines in general, and Google Scholar in particular, have become significant co-producers of academic knowledge. Knowledge is not simply conveyed to users, but is co-produced by search engines’ ranking systems and profiling systems, none of which are open to the

Knowledge management in production enterprises

Directory of Open Access Journals (Sweden)

Agnieszka Bitkowska

2017-06-01

Full Text Available The fact that companies are constantly subjected to changes creates challenges connected with constant learning and acquiring knowledge. Companies are forced to act in accordance with the generative strategy. Besides realizing the traditional tasks of production or service, companies need to acquire and process knowledge and apply it in practice. The consequence of these changes is the transformation of contemporary enterprises into knowledge-based organizations, with managers increasingly recognizing the role and importance of the concept of knowledge management in creating enterprises competitiveness. The main aim of the article is identification of knowledge management in production enterprises.

Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

Science.gov (United States)

Stephenson, Robert L.

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

Mode 2 Knowledge Production in the Context of Medical Research: A Call for Further Clarifications.

Science.gov (United States)

Soofi, Hojjat

2018-03-01

The traditional researcher-driven environment of medical knowledge production is losing its dominance with the expansion of, for instance, community-based participatory or participant-led medical research. Over the past few decades, sociologists of science have debated a shift in the production of knowledge from traditional discipline-based (Mode 1) to more socially embedded and transdisciplinary frameworks (Mode 2). Recently, scholars have tried to show the relevance of Mode 2 knowledge production to medical research. However, the existing literature lacks detailed clarifications on how a model of Mode 2 knowledge production can be constructed in the context of medical research. This paper calls for such further clarifications. As a heuristic means, the advocacy for a controversial experimental stem cell therapy (Stamina) is examined. It is discussed that the example cannot be considered a step towards Mode 2 medical knowledge production. Nonetheless, the example brings to the fore some complexities of medical knowledge production that need to be further examined including: (1) the shifting landscape of defining and addressing vulnerability of research participants, (2) the emerging overlap between research and practice, and (3) public health implications of revising the standard notions of quality control and accountability.

Action learning for health system governance: the reward and challenge of co-production.

Science.gov (United States)

Lehmann, Uta; Gilson, Lucy

2015-10-01

Health policy and systems research (HPSR) is centrally concerned with people, their relationships and the actions and practices they can implement towards better health systems. These concerns suggest that HPS researchers must work in direct engagement with the practitioners and practice central to the inquiry, acknowledging their tacit knowledge and drawing it into generating new insights into health system functioning. Social science perspectives are of particular importance in this field because health policies and health systems are themselves social and political constructs. However, how can social science methodologies such as action research and narrative and appreciative enquiry enable such research, and how can methodologies from different disciplines be woven together to construct and make meaning of evidence for 'this' field? This article seeks to present 'methodological musings' on these points, to prompt wider discussion on the practice of HPSR. It draws on one long-term collaborative action learning research project being undertaken in Cape Town, South Africa. The District Innovation and Action Learning for Health System Development project is an action research partnership between two South African academic institutions and two health authorities focused, ultimately, on strengthening governance in primary health care.Drawing on this experience, the article considers three interrelated issues: The diversity and complexities of practitioner and research actors involved in co-producing HPSR; The nature of co-production and the importance of providing space to grapple across different systems of meaning;The character of evidence and data in co-production. There is much to be learnt from research traditions outside the health sector, but HPSR must work out its own practices--through collaboration and innovation among researchers and practitioners. In this article, we provide one set of experiences to prompt wider reflection and stimulate engagement on the

Co-Design in co-production processes:

DEFF Research Database (Denmark)

Seravalli, Anna; Agger Eriksen, Mette; Hillgren, Per-Anders

2017-01-01

The public sector, increasingly acknowledging a need for change but strongly influenced by market logics, is experimenting with new forms of co-production of public services based on collaborations between public providers, citizens and societal actors. At the same time, Co-design researchers...

The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

OpenAIRE

Murphy, Clíona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

Expert and Generalist Local Knowledge about Land-cover Change on South Africa's Wild Coast: Can Local Ecological Knowledge Add Value to Science?

Directory of Open Access Journals (Sweden)

Nigel Chalmers

2007-06-01

than the combinations of factors listed by the experts. In some instances, their understanding even appeared to be seriously flawed. In contemporary Xhosa society, ecological knowledge is unevenly spread and held by individuals rather than by groups. Therefore, it is important to work with experts rather than randomly selected individuals in ecological studies that incorporate local knowledge. Expert local knowledge adds value to science by providing detailed insights into the ultimate causes of change, and by contributing a rare historical perspective. Scientists add value to local knowledge through their ability to study and predict obscure processes such as the impact of atmospheric change on vegetation. Scientists must, however, acknowledge that positivist studies that compare local knowledge to science are fraught with ethical and methodological challenges. Certain aspects of local knowledge, particularly in terms of fire, are sacred and do not have the same origins as Western science. Local knowledge and science can complement one another, but we advise against integrating them in a way that co-opts local knowledge for scientific purposes.

The effect of fifth grade science teachers' pedagogical content knowledge on their decision making and student learning outcomes on the concept of chemical change

Science.gov (United States)

Ogletree, Glenda Lee

This study investigated the science pedagogical content knowledge (PCK) among teachers as they taught the concept of chemical change to fifth grade students. The purpose was to identify teachers' PCK and its impact in middle grade science classrooms. A second purpose was to investigate the possible relationship of teachers' science PCK to teacher actions and student learning outcomes in the classroom. The instruments used to capture PCK were background and demographic information, Content Representations (CoRe), and Professional and Pedagogical experience Repertoire (PaP-eR). The study investigated CoRe and PaP-eR with seven classroom teachers as they planned and taught chemical change to fifth grade students. Four levels of a Pedagogical Content Knowledge rubric were used to describe varying levels of PCK. The four levels were content knowledge of chemical change; knowledge of students' thinking; knowledge of how to represent chemical change to promote student learning; and professional development, collaboration, and leadership roles in science. The Reformed Teaching Observation Protocol (RTOP) described and evaluated science teaching performance levels of the teachers. In this study, 176 students were assessed to determine understanding of chemical change. There was a significant correlation between teachers' PCK scores and student achievement. The study also determined that a significant correlation existed between teachers' PCK scores and their RTOP scores revealing that RTOP scores could be predictors of PCK. Through this approach, understandings of PCK emerged that are of interest to university preservice preparation programs, research in understanding effective teachers and teaching, and the planning and implementation of professional development for teachers of science with middle grade students.

CoCoRaHS: A Community Science Program Providing Valuable Precipitation Data to Guide Decision Making

Science.gov (United States)

Robinson, D. A.; Doesken, N.

2017-12-01

CoCoRaHS is an acronym for the Community Collaborative Rain, Hail and Snow Network. It is long-running, community-based network of volunteers working together to measure and map precipitation (rain, hail and snow). Precipitation is an ideal element for public engagement because it affects everyone, it is so variable in time and space and it impacts so many things. By using a standard precipitation gauge, stressing training and education, utilizing an interactive website, and having observations undergo quality assurance, the CoCoRaHS program provides high-quality data for natural resource, education and research applications. The program currently operates in all states, Canada and the Bahamas. It originated with the Colorado Climate Center at Colorado State University in 1998 due in part to the Fort Collins flood a year prior. Upwards of 12,000 observers submit observations each day. Observations meet federal guidelines and are archived at the U.S. National Centers for Environmental Information. Because of excellent spatial coverage, data quality, practical relevance, and accessibility, CoCoRaHS observations are used by a wide variety of organizations and individuals. The U.S. National Weather Service, hydrologists, emergency managers, city utilities (water supply, storm water), insurance adjusters, the U.S. Department of Agriculture, engineers, mosquito control commissions, ranchers and farmers, outdoor and recreation interests, teachers and students are just some examples of those who use CoCoRaHS data in making well-informed, meaningful decisions. Some examples of community applications and the science utility of CoCoRaHS observations include storm warnings, water supply and demand forecasts, disaster declarations (drought, winter storm, etc.), drought and food production assessments, calibration/validation of remote sensing, infrastructure evaluation and potential redesign (ice and snow loading, bridge, storm and sewer design), recreation planning, and

Knowledge Sharing is Knowledge Creation

DEFF Research Database (Denmark)

Greve, Linda

2015-01-01

Knowledge sharing and knowledge transfer are important to knowledge communication. However when groups of knowledge workers engage in knowledge communication activities, it easily turns into mere mechanical information processing despite other ambitions. This article relates literature of knowledge...... communication and knowledge creation to an intervention study in a large Danish food production company. For some time a specific group of employees uttered a wish for knowledge sharing, but it never really happened. The group was observed and submitted to metaphor analysis as well as analysis of co...

Investigation of science production in Iran’s type I universities of medical sciences, a 6-year assessment

Directory of Open Access Journals (Sweden)

M Yadollahi

2014-07-01

medical sciences. Yet, more attempts should be made to publish high-quality articles in reliable international journals. Thus, managers and policymakers are recommended to provide the ground for improvement and empowerment of knowledge and science production, development of leadership and governance capacity, empowerment of researchers, and provision of financial and infrastructure supports for development of fundamental, basic, clinical, and applied researches which can be presented at the international level.

Opinions and knowledge about climate change science in high school students.

Science.gov (United States)

Harker-Schuch, Inez; Bugge-Henriksen, Christian

2013-10-01

This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education.

Use of Sports Science Knowledge by Turkish Coaches

Science.gov (United States)

KILIC, KORAY; INCE, MUSTAFA LEVENT

2015-01-01

The purpose of this study is to examine the following research questions in Turkish coaching context: a) What are coaches’ perceptions on the application of sport science research to their coaching methods? b) What sources do coaches utilize to obtain the knowledge they need? c) What barriers do coaches encounter when trying to access and apply the knowledge they need for their sport? In addition, differences in research questions responses were examined based on gender, years of coaching experience, academic educational level, coaching certificate level, coaching team or individual sports, and being paid or unpaid for coaching. The participants were 321 coaches (255 men, 66 women) from diverse sports and coaching levels working in Ankara. The questionnaire “New Ideas for Coaches” by Reade, Rodgers and Hall (2008) was translated, adapted into Turkish, and validated for the current study. According to our findings among Turkish coaches, there is a high prevalence of beliefs that sport science contributes to sport (79.8%);however, there are gaps between what coaches are looking for and the research that is being conducted. Coaches are most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches in getting current information. The barriers to coaches’ access to sport science research are finding out the sources of information, being able to implement the sport science knowledge into the field of coaching, lack of monetary support in acquiring knowledge, and language barriers. Also, differences in perceptions and preferences for obtaining new information were identified based on coaches’ gender, coaching contexts (i.e., professional-amateur), coaching settings (i.e., team/individual), and their other demographic characteristics (i.e., coaching experience, coaching educational level, and coaching certificate level). Future coach education programs should emphasize the development of

Use of Sports Science Knowledge by Turkish Coaches.

Science.gov (United States)

Kilic, Koray; Ince, Mustafa Levent

The purpose of this study is to examine the following research questions in Turkish coaching context: a) What are coaches' perceptions on the application of sport science research to their coaching methods? b) What sources do coaches utilize to obtain the knowledge they need? c) What barriers do coaches encounter when trying to access and apply the knowledge they need for their sport? In addition, differences in research questions responses were examined based on gender, years of coaching experience, academic educational level, coaching certificate level, coaching team or individual sports, and being paid or unpaid for coaching. The participants were 321 coaches (255 men, 66 women) from diverse sports and coaching levels working in Ankara. The questionnaire "New Ideas for Coaches" by Reade, Rodgers and Hall (2008) was translated, adapted into Turkish, and validated for the current study. According to our findings among Turkish coaches, there is a high prevalence of beliefs that sport science contributes to sport (79.8%);however, there are gaps between what coaches are looking for and the research that is being conducted. Coaches are most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches in getting current information. The barriers to coaches' access to sport science research are finding out the sources of information, being able to implement the sport science knowledge into the field of coaching, lack of monetary support in acquiring knowledge, and language barriers. Also, differences in perceptions and preferences for obtaining new information were identified based on coaches' gender, coaching contexts (i.e., professional-amateur), coaching settings (i.e., team/individual), and their other demographic characteristics (i.e., coaching experience, coaching educational level, and coaching certificate level). Future coach education programs should emphasize the development of coaches

Bioethanol production potential from Brazilian biodiesel co-products

Energy Technology Data Exchange (ETDEWEB)

Visser, Evan Michael; Filho, Delly Oliveira; Martins, Marcio Aredes [Departamento de Engenharia Agricola, Universidade Federal de Vicosa, Campus Universitario 36570-000 Vicosa, MG (Brazil); Steward, Brian L. [Department of Agricultural and Biosystems Engineering, Iowa State University, 214D Davidson Hall, Ames, IA 50011 (United States)

2011-01-15

One major problem facing the commercial production of cellulosic ethanol is the challenge of economically harvesting and transporting sufficient amounts of biomass as a feedstock at biorefinery plant scales. Oil extraction for biodiesel production, however, yields large quantities of biomass co-products rich in cellulose, sugar and starch, which in many cases may be sufficient to produce enough ethanol to meet the alcohol demands of the transesterification process. Soybean, castor bean, Jatropha curcas, palm kernel, sunflower and cottonseed were studied to determine ethanol production potential from cellulose found in the oil extraction co-products and also their capacity to meet transesterification alcohol demands. All crops studied were capable of producing enough ethanol for biodiesel production and, in the case of cottonseed, 470% of the transesterification demand could be met with cellulosic ethanol production from oil extraction co-products. Based on Brazilian yields of the crops studied, palm biomass has the highest potential ethanol yield of 108 m{sup 3} km{sup -2} followed by J. curcas with 40 m{sup 3} km{sup -2}. A total of 3.5 hm{sup 3} could be produced from Brazilian soybean oil extraction co-products. (author)

Search engines and the production of academic knowledge

OpenAIRE

van Dijck, J.

2010-01-01

This article argues that search engines in general, and Google Scholar in particular, have become significant co-producers of academic knowledge. Knowledge is not simply conveyed to users, but is co-produced by search engines’ ranking systems and profiling systems, none of which are open to the rules of transparency, relevance and privacy in a manner known from library scholarship in the public domain. Inexperienced users tend to trust proprietary engines as neutral mediators of knowledge and...

The epistemic representation: visual production and communication of scientific knowledge.

Directory of Open Access Journals (Sweden)

Francisco López Cantos

2015-03-01

Full Text Available Despite its great influence on the History of Science, visual representations have attracted marginal interest until very recently and have often been regarded as a simple aid for mere illustration or scientific demonstration. However, it has been shown that visualization is an integral element of reasoning and a highly effective and common heuristic strategy in the scientific community and that the study of the conditions of visual production and communication are essential in the development of scientific knowledge. In this paper we deal with the nature of the various forms of visual representation of knowledge that have been happening throughout the history of science, taking as its starting point the illustrated monumental works and three-dimensional models that begin to develop within the scientific community around the fifteenth century. The main thesis of this paper is that any scientific visual representations have common elements that allow us to approach them from epistemic nature, heuristic and communicative dimension.

Science knowledge and cognitive strategy use among culturally and linguistically diverse students

Science.gov (United States)

Lee, Okhee; Fradd, Sandra H.; Sutman, Frank X.

Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.Received: 3 January 1995;

Opinions and Knowledge About Climate Change Science in High School Students

DEFF Research Database (Denmark)

Harker-Schuch, Inez; Henriksen, Christian Bugge

2013-01-01

in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans......This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students...... are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage...

The Implementation of an Interdisciplinary Co-planning Team Model Among Mathematics and Science Teachers

Science.gov (United States)

Brown, Michelle Cetner

In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has become a significant focus of numerous theoretical and commentary articles as researchers have advocated for active and conceptually integrated learning in classrooms. Drawing connections between previously isolated subjects, especially mathematics and science, has been shown to increase student engagement, performance, and critical thinking skills. However, obstacles exist to the widespread implementation of integrated curricula in schools, such as teacher knowledge and school structure and culture. The Interdisciplinary Co-planning Team (ICT) model, in which teachers of different subjects come together regularly to discuss connections between content and to plan larger interdisciplinary activities and smaller examples and discussion points, offers a method for teachers to create sustainable interdisciplinary experiences for students within the bounds of the current school structure. The ICT model is designed to be an iterative, flexible model, providing teachers with both a regular time to come together as "experts" and "teach" each other important concepts from their separate disciplines, and then to bring their shared knowledge and language back to their own classrooms to implement with their students in ways that fit their individual classes. In this multiple-case study, which aims to describe the nature of the co-planning process, the nature of plans, and changes in teacher beliefs as a result of co-planning, three pairs of secondary mathematics and science teachers participated in a 10-week intervention with the ICT model. Each pair constituted one case. Data included observations, interviews, and artifact collection. All interviews, whole-group sessions, and co-planning sessions were transcribed and coded using both theory-based and data-based codes. Finally, a cross-case comparison was used to present similarities and differences across cases. Findings suggest that the

High-School Students' Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning

Science.gov (United States)

Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung

2018-01-01

The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was…

When municipalities lead co-production

DEFF Research Database (Denmark)

Tortzen, Anne

2015-01-01

from research in governance and leadership, the paper analyses a critical case of co-production in the Danish Municipality of Holbæk. The main focus is on exploring how leadership interventions are enacted by civil servants and politicians, and how these shape the co-production process. The analysis...... points to the significant role played by municipalities as hands-off leaders of co-production processes, and identifies leadership dynamics which merit further exploration....

Evolution of co-management: role of knowledge generation, bridging organizations and social learning.

Science.gov (United States)

Berkes, Fikret

2009-04-01

Over a period of some 20 years, different aspects of co-management (the sharing of power and responsibility between the government and local resource users) have come to the forefront. The paper focuses on a selection of these: knowledge generation, bridging organizations, social learning, and the emergence of adaptive co-management. Co-management can be considered a knowledge partnership. Different levels of organization, from local to international, have comparative advantages in the generation and mobilization of knowledge acquired at different scales. Bridging organizations provide a forum for the interaction of these different kinds of knowledge, and the coordination of other tasks that enable co-operation: accessing resources, bringing together different actors, building trust, resolving conflict, and networking. Social learning is one of these tasks, essential both for the co-operation of partners and an outcome of the co-operation of partners. It occurs most efficiently through joint problem solving and reflection within learning networks. Through successive rounds of learning and problem solving, learning networks can incorporate new knowledge to deal with problems at increasingly larger scales, with the result that maturing co-management arrangements become adaptive co-management in time.

Surface science models of CoMoS hydrodesulfurisation catalysts

Energy Technology Data Exchange (ETDEWEB)

De Jong, A.M.; De Beer, V.H.J.; Van Veen, J.A.R.; Niemantsverdriet, J.W. [Schuit Institute of Catalysis, Eindhoven University of Technology, Eindhoven (Netherlands)

1997-07-01

Characterization of supported catalysts with surface spectroscopic techniques is often limited due to restraints imposed by the support material. The use of flat conducting substrates as a model support offers a way to apply these techniques to their full potential. Such surface science models of silica and alumina supported CoMoS catalysts have been made by impregnating thin SiO{sub 2} and Al{sub 2}O{sub 3} films with a solution of nitrilotriacetic acid (NTA) complexes of cobalt and molybdenum. X-ray Photoelectron Spectroscopy (XPS) spectra indicate that the order in which cobalt and molybdenum transfer to the sulfided state is reversed with respect to oxidic Co and Mo systems prepared by conventional methods, implying that NTA complexation retards the sulfidation of cobalt to temperatures where MoS{sub 2} is already formed. Catalytic tests show that the CoMoS model catalysts exhibit activities for thiophene desulfurisation and product distributions similar to those of their high surface area counterparts. 25 refs.

Agile science: creating useful products for behavior change in the real world.

Science.gov (United States)

Hekler, Eric B; Klasnja, Predrag; Riley, William T; Buman, Matthew P; Huberty, Jennifer; Rivera, Daniel E; Martin, Cesar A

2016-06-01

Evidence-based practice is important for behavioral interventions but there is debate on how best to support real-world behavior change. The purpose of this paper is to define products and a preliminary process for efficiently and adaptively creating and curating a knowledge base for behavior change for real-world implementation. We look to evidence-based practice suggestions and draw parallels to software development. We argue to target three products: (1) the smallest, meaningful, self-contained, and repurposable behavior change modules of an intervention; (2) "computational models" that define the interaction between modules, individuals, and context; and (3) "personalization" algorithms, which are decision rules for intervention adaptation. The "agile science" process includes a generation phase whereby contender operational definitions and constructs of the three products are created and assessed for feasibility and an evaluation phase, whereby effect size estimates/casual inferences are created. The process emphasizes early-and-often sharing. If correct, agile science could enable a more robust knowledge base for behavior change.

Productivity Strategies Ranking of Knowledge Workers | Najafi ...

African Journals Online (AJOL)

It is commonly recognized that knowledge is the only source of core competence in the knowledge based companies, but the productivity rate of Knowledge Workers is always Low. Based on Knowledge Workers' characteristics, in this paper, we seek to identify factors influencing the Productivity of Knowledge Workers, and ...

Co-opetition and knowledge co-creation in Japanese supplier-networks : The case of Toyota

NARCIS (Netherlands)

Wilhelm, Miriam M.; Kohlbacher, Florian

This article examines how knowledge co-creation takes place within the Toyota network. We extend the work of Dyer and Nobeoka, who contributed to the theory of network-level learning by showing how Toyota succeeded in 'creating and managing a high-performance knowledge-sharing network'. By examining

Collaboration patterns in the German political science co-authorship network.

Science.gov (United States)

Leifeld, Philip; Wankmüller, Sandra; Berger, Valentin T Z; Ingold, Karin; Steiner, Christiane

2017-01-01

Research on social processes in the production of scientific output suggests that the collective research agenda of a discipline is influenced by its structural features, such as "invisible colleges" or "groups of collaborators" as well as academic "stars" that are embedded in, or connect, these research groups. Based on an encompassing dataset that takes into account multiple publication types including journals and chapters in edited volumes, we analyze the complete co-authorship network of all 1,339 researchers in German political science. Through the use of consensus graph clustering techniques and descriptive centrality measures, we identify the ten largest research clusters, their research topics, and the most central researchers who act as bridges and connect these clusters. We also aggregate the findings at the level of research organizations and consider the inter-university co-authorship network. The findings indicate that German political science is structured by multiple overlapping research clusters with a dominance of the subfields of international relations, comparative politics and political sociology. A small set of well-connected universities takes leading roles in these informal research groups.

Co-production of hydrogen and electricity with CO{sub 2} capture

Energy Technology Data Exchange (ETDEWEB)

Arienti, S.; Cotone, P.; Davison, J. [Foster Wheeler Italiana (Italy)

2007-07-01

This paper summarizes the results of a study carried out by Foster Wheeler for the IEA Greenhouse Gas R & D Programme that focused on different IGCC configurations with CO{sub 2} capture and H{sub 2} production. The three following main cases are compared: production of hydrogen, with minimum amount of electricity for a stand-alone plant production; co-production of the optimum hydrogen/electricity ratio; and co-production of hydrogen and electricity in a flexible plant that varies the hydrogen/electricity ratio. The paper reviews three available gasification technologies and presents the results of a more detailed evaluation of the selected one. The scope of this paper is to underline possible advantages of hydrogen and electricity co-production from coal, that is likely going to replace natural gas and petroleum as a source of hydrogen in the long term. Expected advantage of co-production will be the ability to vary the hydrogen/electricity ratio to meet market demands. A natural gas, diesel and gasoline demand market analysis has been performed for the Netherlands and the USA to determine the expected future hydrogen demand. Plant performance and costs are established and electric power production costs are evaluated. Electricity and hydrogen co-production plants are compared to plants that produce electricity only, with and without CO{sub 2} capture, to evaluate the costs of CO{sub 2} avoidance. 4 refs., 8 figs., 4 tabs.

The Effective Contributing Factors in Knowledge Sharing and Knowledge Transfer among Academic Staff at Tehran University of Medical Sciences: A Qualitative Study

Directory of Open Access Journals (Sweden)

Narges Ghodsian

2017-10-01

Full Text Available Background: Knowledge transfer is known as a core process in knowledge management. Its decent and influential function in organizations would result in regeneration and innovation of knowledge.Due to this importance, the most recent research in knowledge management has been inclined toward knowledge transfer concept. We aimed to investigate the most influencing contributing factors in knowledge transfer and knowledge sharing within the faculty members at Tehran University of Medical Sciences.Method: This investigation has been conducted with a qualitative approach using grounded theory. Data were collected using semi- structured interview with 17 faculty members of ten distinct departments of Tehran University of Medical Sciences. The data has been transcribed and analyzed.Results: By carefully analyzing the interviews from 272 preliminary open codes after sequential analogies and induction, 54 concepts have been extracted that were categorized into one of eleven classes constituting the effective items and factors in knowledge transfer among faculty members,respectively. These categories could be placed into , non-communication factors and communication factors. The non-communication factors were knowledge actors (professors, organization (university, the knowledge, and surroundings. The communication factors are the factors that are formed in the dual relationships between the relevant factors.Conclusion: A decent knowledge flow in working groups and collaborative societies of faculty members within a department or through different university departments would lead to a better research and education management. This could also bring about some advantages: the research in each department falls in a well-defined, pre-missioned channel, avoiding scattered research works, and enhancing the training and research. The awareness of university senior managers about influencing contributing factors of knowledge transfer and their functions provide a

Audio-visual assistance in co-creating transition knowledge

Science.gov (United States)

Hezel, Bernd; Broschkowski, Ephraim; Kropp, Jürgen P.

2013-04-01

Earth system and climate impact research results point to the tremendous ecologic, economic and societal implications of climate change. Specifically people will have to adopt lifestyles that are very different from those they currently strive for in order to mitigate severe changes of our known environment. It will most likely not suffice to transfer the scientific findings into international agreements and appropriate legislation. A transition is rather reliant on pioneers that define new role models, on change agents that mainstream the concept of sufficiency and on narratives that make different futures appealing. In order for the research community to be able to provide sustainable transition pathways that are viable, an integration of the physical constraints and the societal dynamics is needed. Hence the necessary transition knowledge is to be co-created by social and natural science and society. To this end, the Climate Media Factory - in itself a massively transdisciplinary venture - strives to provide an audio-visual connection between the different scientific cultures and a bi-directional link to stake holders and society. Since methodology, particular language and knowledge level of the involved is not the same, we develop new entertaining formats on the basis of a "complexity on demand" approach. They present scientific information in an integrated and entertaining way with different levels of detail that provide entry points to users with different requirements. Two examples shall illustrate the advantages and restrictions of the approach.

Incorporating Indonesian Students' "Funds of Knowledge" into Teaching Science to Sustain Their Interest in Science

Directory of Open Access Journals (Sweden)

A.N. Md Zain

2011-12-01

Full Text Available The purpose of this study was to examine the effect of incorporating students’ funds of knowledge in the teaching of science in sustaining Indonesian students’ interest in science. The researchers employed mixed method approach in this study. This study took place within two suburban secondary schools in Indonesia. Two teachers and a total of 173 students (94 males and 79 females participated in this study. The findings revealed that initially, most students expected that the teaching process would mainly include science experiments or other hands-on activities. Their preferences revealed a critical problem related to science learning: a lack of meaningful science-related activities in the classroom. The findings showed that incorporating students’ funds of knowledge into science learning processes -and thus establishing students’ culture as an important and valued aspect of science learning was effective in not only sustaining but also improving students’ attitudes and increasing their interest in science.

Data Recipes: Toward Creating How-To Knowledge Base for Earth Science Data

Science.gov (United States)

Shen, Suhung; Lynnes, Chris; Acker, James G.; Beaty, Tammy

2015-01-01

Both the diversity and volume of Earth science data from satellites and numerical models are growing dramatically, due to an increasing population of measured physical parameters, and also an increasing variety of spatial and temporal resolutions for many data products. To further complicate matters, Earth science data delivered to data archive centers are commonly found in different formats and structures. NASA data centers, managed by the Earth Observing System Data and Information System (EOSDIS), have developed a rich and diverse set of data services and tools with features intended to simplify finding, downloading, and working with these data. Although most data services and tools have user guides, many users still experience difficulties with accessing or reading data due to varying levels of familiarity with data services, tools, and or formats. The data recipe project at Goddard Earth Science Data and Information Services Center (GES DISC) was initiated in late 2012 for enhancing user support. A data recipe is a How-To online explanatory document, with step-by-step instructions and examples of accessing and working with real data (http:disc.sci.gsfc.nasa.govrecipes). The current suite of recipes has been found to be very helpful, especially to first-time-users of particular data services, tools, or data products. Online traffic to the data recipe pages is significant, even though the data recipe topics are still limited. An Earth Science Data System Working Group (ESDSWG) for data recipes was established in the spring of 2014, aimed to initiate an EOSDIS-wide campaign for leveraging the distributed knowledge within EOSDIS and its user communities regarding their respective services and tools. The ESDSWG data recipe group is working on an inventory and analysis of existing data recipes and tutorials, and will provide guidelines and recommendation for writing and grouping data recipes, and for cross linking recipes to data products. This presentation gives an

Google Scholar as the co-producer of scholarly knowledge

NARCIS (Netherlands)

van Dijck, J.; Takseva, T.

2013-01-01

Search engines in general, and Google Scholar in particular, are co-producers of academic knowledge. They have a profound impact on the way knowledge is generated, transmitted, and distributed. This chapter first explores how Google Scholar works as a human-technological system in order to analyze

Research governance and scientific knowledge production in The Gambia

Directory of Open Access Journals (Sweden)

Frederick U. Ozor

2014-09-01

Full Text Available Public research institutions and scientists are principal actors in the production and transfer of scientific knowledge, technologies and innovations for application in industry as well for social and economic development. Based on the relevance of science and technology actors, the aim of this study was to identify and explain factors in research governance that influence scientific knowledge production and to contribute to empirical discussions on the impact levels of different governance models and structures. These discussions appear limited and mixed in the literature, although still are ongoing. No previous study has examined the possible contribution of the scientific committee model of research governance to scientific performance at the individual level of the scientist. In this context, this study contributes to these discussions, firstly, by suggesting that scientific committee structures with significant research steering autonomy could contribute not only directly to scientific output but also indirectly through moderating effects on research practices. Secondly, it is argued that autonomous scientific committee structures tend to play a better steering role than do management-centric models and structures of research governance.

Designing Knowledge Map for Knowledge Management projects Using Network Analysis

Directory of Open Access Journals (Sweden)

heidar najafi

2017-09-01

Full Text Available In this research knowledge management has been studied as an interdisciplinary area. We aim to find an answer for this question that "what are the scientific structure and knowledge map of knowledge management projects regarding these two aspect of subject areas and keywords. For this purpose, nearly 40000 scientific documents including knowledge management as one of their keywords were selected from Scopus database and were studied in various subject areas. In this research,bar charts have been drawn for each index of subject areas and keywords. Besides, using Co-occurrence matrix, adjacency graphs were drawn and then clustered using Average-Link algorithm. Bar charts and graphs were drawn using R and Excel software. The results of this research showed that among the researches on knowledge management in the world, the most relevant scientific fields to knowledge management are Computer Sciences with 32.5%, Business, Management and Accounting with 14.5%, Engineering with 13.7%, Decisive Sciences with 12.6%, Mathematics with 7.07%, and Social Sciences with 6.63%, respectively. The most keywords collocate with knowledge management in the world are Human-Computer Interaction, Information Management, Systems Management, Information Technology, Manufacturing, Acquisition of Knowledge, Semantics, Knowledge Transfer, Ontology and Information Retrieval.

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

Science.gov (United States)

Murphy, Cliona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Beyond Thin Ice: Co-Communicating the Many Arctics

Science.gov (United States)

Druckenmiller, M. L.; Francis, J. A.; Huntington, H.

2015-12-01

Science communication, typically defined as informing non-expert communities of societally relevant science, is persuaded by the magnitude and pace of scientific discoveries, as well as the urgency of societal issues wherein science may inform decisions. Perhaps nowhere is the connection between these facets stronger than in the marine and coastal Arctic where environmental change is driving advancements in our understanding of natural and socio-ecological systems while paving the way for a new assortment of arctic stakeholders, who generally lack adequate operational knowledge. As such, the Arctic provides opportunity to advance the role of science communication into a collaborative process of engagement and co-communication. To date, the communication of arctic change falls within four primary genres, each with particular audiences in mind. The New Arctic communicates an arctic of new stakeholders scampering to take advantage of unprecedented access. The Global Arctic conveys the Arctic's importance to the rest of the world, primarily as a regulator of lower-latitude climate and weather. The Intra-connected Arctic emphasizes the increasing awareness of the interplay between system components, such as between sea ice loss and marine food webs. The Transforming Arctic communicates the region's trajectory relative to the historical Arctic, acknowledging the impacts on indigenous peoples. The broad societal consensus on climate change in the Arctic as compared to other regions in the world underscores the opportunity for co-communication. Seizing this opportunity requires the science community's engagement with stakeholders and indigenous peoples to construct environmental change narratives that are meaningful to climate responses relative to non-ecological priorities (e.g., infrastructure, food availability, employment, or language). Co-communication fosters opportunities for new methods of and audiences for communication, the co-production of new interdisciplinary

Research on knowledge support technology for product innovation design based on quality function knowledge deployment

Directory of Open Access Journals (Sweden)

Kai Zhang

2016-06-01

Full Text Available Based on the analysis of the relationship between the process of product innovation design and knowledge, this article proposes a theoretical model of quality function knowledge deployment. In order to link up the product innovation design and the knowledge required by the designer, the iterative method of quality function knowledge deployment is refined, as well as the knowledge retrieval model and knowledge support model based on quality function knowledge deployment are established. In the whole life cycle of product design, in view of the different requirements for knowledge in conceptual design stage, components’ configuration stage, process planning stage, and production planning stage, the quality function knowledge deployment model could link up the required knowledge with the engineering characteristics, component characteristics, process characteristics, and production characteristics in the four stages using the mapping relationship between the function characteristics and the knowledge and help the designer to track the required knowledge for realizing product innovation design. In this article, an instance about rewinding machine is given to demonstrate the practicability and validity of product innovation design knowledge support technology based on quality function knowledge deployment.

Farming or seasonal migration? - Potential futures of reindeer husbandry in Fennoscandia studied with Social-Ecological System (SES) approach, co-production of knowledge, and scenarios

Science.gov (United States)

Käyhkö, Jukka; Horstkotte, Tim; Vehmas, Jarmo; Forbes, Bruce

2017-04-01

The area allocated for reindeer husbandry in Finland, Sweden and Norway covers approximately 40 % of each country. As the livelihood requires large, relatively unfragmented territories while being marginal in terms of direct income, land-use conflicts between various livelihoods and activities, such as forestry, agriculture, mining, energy production, tourism, and nature protection are common phenomena in the region. Simultaneously, rapid societal change, urban exodus and fading traditions as well as climate warming and subsequent ecosystem change may put the livelihood at stake. We have probed potential futures of reindeer husbandry in Northern Fennoscandia using the Social-Ecological System (SES) approach, knowledge co-production in stakeholder-scientist workshops in all three countries, and scenario building based on quantitative data and narratives. Regarding the future of the livelihood, we have identified some crucial components in the SES that are influential in determining the direction of development. We produced four potential pathways of future development and demonstrate that important factors controlling the direction of development include governance and actor relations. Governance is often considered distant and opaque by local stakeholders, fostering conflicts in land allocation, while unclear regulations at local level reinforce emerging conflict situations leading to distrust and restrained communication between the actors. Regionally, these conflicts may lead to decreased resilience and threaten the future of the livelihood altogether. Therefore, research should focus on supporting the reform process of institutional arrangements and governance mechanisms, and fostering co-design and co-production processes that ease distrust and improve resilience of the livelihood in multifunctional landscapes.

Enhancing Life Sciences Teachers' Biodiversity Knowledge

African Journals Online (AJOL)

This paper provides insights into how Life Sciences teachers in the Eastern Cape ..... Even simulations, in most cases they are quite artificial in the sense that the ... explain the concept of human impacts on biodiversity; and field activities were .... integrated and applied knowledge required for quality teaching (disciplinary, ...

Prospective Science Teachers' Subject-Matter Knowledge about Overflow Container

Science.gov (United States)

Ültay, Eser

2016-01-01

The purpose of this study was to determine prospective science teachers' subject-matter knowledge (SMK) about overflow container. This study was carried out in the form of a case study in spring term of the academic year of 2013-2014 with seven sophomore prospective science teachers who were studying at Elementary Science Teaching Department in…

Knowledge about Science in Science Education Research from the Perspective of Ludwik Fleck's Epistemology

Science.gov (United States)

Martins, André Ferrer Pinto

2016-01-01

The importance of knowledge about science is well established, and it has a long history in the area of science education. More recently, the specialized literature has highlighted the search for consensus in relation to what should be taught in this regard, that is, what should compose the science curricula of elementary and high school levels.…

The Knowledge Dimension of Production Transfer

DEFF Research Database (Denmark)

Riis, Jens Ove; Sørensen, Brian Vejrum; Madsen, Erik Skov

2008-01-01

Purpose Even companies with many years of experience in production transfer tend to focus much attention on planning the physical move and on the explicit knowledge associated with normal production. At best management is aware of the challenges of capturing the tacit individual and collective...... knowledge having been developed over years in the production unit to be transferred. The purpose of this paper is to develop a model for capturing this hidden knowledge as a basis for supporting an accelerated learning on the new site. Methodology The guiding principle states that hidden knowledge can only...... be captured in the course of acting important incidents. Three case studies illustrate and support the developed model. Findings The case studies show that the classification of the model can be used in practice and provide a comprehensive picture of hidden knowledge to be developed in the new site. Research...

Habermasian knowledge interests: epistemological implications for health sciences.

Science.gov (United States)

Granero-Molina, José; Fernández-Sola, Cayetano; Muñoz Terrón, José María; Aranda Torres, Cayetano

2015-04-01

The Habermasian concept of 'interest' has had a profound effect on the characterization of scientific disciplines. Going beyond issues unrelated to the theory itself, intra-theoretical interest characterizes the specific ways of approaching any science-related discipline, defining research topics and methodologies. This approach was developed by Jürgen Habermas in relation to empirical-analytical sciences, historical-hermeneutics sciences, and critical sciences; however, he did not make any specific references to health sciences. This article aims to contribute to shaping a general epistemological framework for health sciences, as well as its specific implications for the medical and nursing areas, via an analysis of the basic knowledge interests developed by Habermas. © 2015 John Wiley & Sons Ltd.

Impressions and purchasing intentions of Japanese consumers regarding pork produced by 'Ecofeed,' a trademark of food-waste or food co-product animal feed certified by the Japanese government.

Science.gov (United States)

Sasaki, Keisuke; Aizaki, Hideo; Motoyama, Michiyo; Ohmori, Hideyuki; Kawashima, Tomoyuki

2011-02-01

Impressions and purchasing intentions of Japanese consumers regarding pork produced by 'Ecofeed', a trademark of food-waste or co-product animal feeds certified by the Japanese government, were investigated by a questionnaire on the Internet. 'Ecofeed' did not elicit specific impressions as compared to domestic, imported, Kurobuta (in Japan), and specific pathogen-free (SPF) pork. Purchasing intent for 'Ecofeed' pork was the second lowest of the five pork products. Knowledge and purchasing experience regarding 'Ecofeed' pork was the lowest of the five pork products. Respondents were classified into four categories according to their impressions of 'Ecofeed' pork. The largest category of respondents did not have any specific impression of 'Ecofeed' pork and had little knowledge of pork farming. A category that had a positive impression for 'Ecofeed' pork had high knowledge of the pork farming system. In order to establish 'Ecofeed' pork in Japan, our results suggest that information disclosure and education about 'Ecofeed', its certification system, environmental benefits and the current self-efficiency ratio of animal feed, are needed. © 2010 The Authors. Journal compilation © 2010 Japanese Society of Animal Science.

van Eijck and Roth's utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

Science.gov (United States)

Mueller, Michael P.; Tippins, Deborah J.

2010-12-01

This article is a philosophical analysis of van Eijck and Roth's (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a "fundamental" basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth's perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide.

Locating ethics in data science: responsibility and accountability in global and distributed knowledge production systems.

Science.gov (United States)

Leonelli, Sabina

2016-12-28

The distributed and global nature of data science creates challenges for evaluating the quality, import and potential impact of the data and knowledge claims being produced. This has significant consequences for the management and oversight of responsibilities and accountabilities in data science. In particular, it makes it difficult to determine who is responsible for what output, and how such responsibilities relate to each other; what 'participation' means and which accountabilities it involves, with regard to data ownership, donation and sharing as well as data analysis, re-use and authorship; and whether the trust placed on automated tools for data mining and interpretation is warranted (especially as data processing strategies and tools are often developed separately from the situations of data use where ethical concerns typically emerge). To address these challenges, this paper advocates a participative, reflexive management of data practices. Regulatory structures should encourage data scientists to examine the historical lineages and ethical implications of their work at regular intervals. They should also foster awareness of the multitude of skills and perspectives involved in data science, highlighting how each perspective is partial and in need of confrontation with others. This approach has the potential to improve not only the ethical oversight for data science initiatives, but also the quality and reliability of research outputs.This article is part of the themed issue 'The ethical impact of data science'. © 2015 The Authors.

Science/art - art/science: case studies of the development of a professional art product

Energy Technology Data Exchange (ETDEWEB)

Sesko, S.C.; Marchant, M.

1997-02-24

Objective was to follow the cognitive and creative processes demonstrated by student research participants as they integrated a developing knowledge of ``big`` science, as practiced at LLNL, into a personal and idiosyncratic visual, graphical, or multimedia product. The participants, all non-scientists, involved in this process, attended a series of design classes, sponsored by LLNL at the Art Center College of Design in Pasadena CA. As a result of this study, we have become interested in the possibility of similar characteristics between scientists and artists. We have also become interested in the different processes that can be used to teach science to non-scientists, so that they are able to understand and portray scientific information.

Knowledge asymmetries about product "goodness"

DEFF Research Database (Denmark)

Kampf, Constance

and actions towards workers, and findings of independent researchers.  Currently, differing perspectives on product "goodness" are being addressed and mediated by NGOs and B-corporations, as they work with private companies and corporations to communicate product information to consumers.  One organization...... focused on scenarios where shoppers were asked about CSR in their product decisions found that: "...when consumers are given information that they trust about a company's level of social responsibility, it affects how they evaluate the company and their purchase intentions. Furthermore, a low price did.......  Asymmetries in knowledge about product "goodness" make it difficult for ethically inspired consumers to make informed decisions about the products they purchase.  These knowledge asymmetries emerge from differing perspectives on guidelines for consumer safety set by government bodies, CSR initiatives...

Public's Knowledge of Science and Technology

Science.gov (United States)

Pew Research Center, 2013

2013-01-01

The public's knowledge of science and technology varies widely across a range of questions on current topics and basic scientific concepts, according to a new quiz by the Pew Research Center and "Smithsonian" magazine. About eight-in-ten Americans (83%) identify ultraviolet as the type of radiation that sunscreen protects against. Nearly…

Knowledge about Sport and Exercise Science

Science.gov (United States)

Leal, Acácia Gonçalves Ferreira; Vancini, Rodrigo Luiz; Gentil, Paulo; Benedito-Silva, Ana Amélia; da Silva, Antonio Carlos; Campos, Mário Hebling; Andrade, Marilia Santos; de Lira, Claudio Andre Barbosa

2018-01-01

Purpose: The purpose of this paper was to assess the knowledge on sport and exercise science held by a sample of Brazilian physiotherapists, nutritionists and physical educators. Design/methodology/approach: A cross-sectional research design was used. The answers given by 1,147 professionals (300 physiotherapists, 705 physical educators and 142…

KNOWLEDGE SCIENCES AND NANATSUDAKI: A NEW MODEL OF KNOWLEDGE CREATION PROCESSES

Institute of Scientific and Technical Information of China (English)

Andrzej P.WIERZBICKI; Yoshiteru NAKAMORI

2007-01-01

The paper starts from a discussion of the concepts of knowledge management versus technology management,and the emergence of knowledge sciences.This is followed be a summary of recent results in the theory of knowledge creation.Most of them concern diverse spirals of creative interplay between rational (explicit) and intuitive or emotional (tacit) aspects of knowledge.Some of them concentrate on organizational (market or purpose-oriented) knowledge creation,other describe academic (research-oriented) knowledge creation.The problem addressed in this paper is how to integrate diverse spirals of knowledge creation into a prescriptive or exemplar model that would help to overcome the differences between organizational (market-oriented) and normal academic knowledge creation.As such prescriptive approach,the JAIST Nanatsudaki Model of knowledge creation is proposed.It consists of seven spirals,known from other studies,but integrated in a sequence resulting from the experience of authors in practical management of research activities.Not all of these spirals have to be fully utilized,depending on a particular application,but all of them relate to some essential aspects of either academic or organizational knowledge creation.The paper presents Nanatsudaki Model in detail with comments on consecutive spirals.The results of a survey of opinions about creativity conditions at JAIST indicate the importance of many spirals constituting the Nanatsudaki Model.Directions of further testing the Nanatsudaki Model are indicated.

Thinking on the development of nuclear science and technology information in knowledge economy time

International Nuclear Information System (INIS)

Zhang Yue

2010-01-01

The arrival of knowledge-based economy has brought the opportunities and challenges for the development of nuclear science and technology information. In the knowledge economy environment, knowledge becomes the new driving force for economic development, and people's demand for nuclear science and technology expertise will significantly increase. So the role of nuclear science and technology intelligence services will become even more and more prominent. Meanwhile, with the rapid development of modem information technology, the informatization of human society is towards the development of digital and intelligent. This also will raise new demands for nuclear science and technology information work. Discusses the status of nuclear science and technology information work of own units under the knowledge-based economy condition, and puts forward some thought and suggestions on development of nuclear science and technology information work under the knowledge economy environment. (author)

A critical narrative review of transfer of basic science knowledge in health professions education.

Science.gov (United States)

Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole

2018-02-08

'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that

The Effect of Environmental Science Projects on Students' Environmental Knowledge and Science Attitudes

Science.gov (United States)

Al-Balushi, Sulaiman M.; Al-Aamri, Shamsa S.

2014-01-01

The current study explores the effectiveness of involving students in environmental science projects for their environmental knowledge and attitudes towards science. The study design is a quasi-experimental pre-post control group design. The sample was 62 11th-grade female students studying at a public school in Oman. The sample was divided into…

Viewer knowledge: application of exposure-based layperson knowledge in genre-specific animation production

NARCIS (Netherlands)

Visch, V.; Tan, E.; Saakes, D.

2015-01-01

Laypeople are increasingly motivated to participate in design processes, but what knowledge do they actually possess that enables such participation? Some studies show that laypeople have gained detailed product knowledge from exposure. This knowledge can be applied to accurately recognize product

Viewer knowledge : Application of exposure-based layperson knowledge in genre-specific animation production

NARCIS (Netherlands)

Visch, V.T.; Tan, E.; Saakes, D.

2015-01-01

Laypeople are increasingly motivated to participate in design processes, but what knowledge do they actually possess that enables such participation? Some studies show that laypeople have gained detailed product knowledge from exposure. This knowledge can be applied to accurately recognize product

What "they" Think: Perspectives of Stakeholders Contributing to the Co-Production of Climate Change Impact Modeling

Science.gov (United States)

Arnott, J. C.; Kirchhoff, C.

2016-12-01

Co-production, a theory of and approach to knowledge production that accommodates joint effort between scientists and non-scientists in one or more stages of research process, is increasingly identified as a strategy to improve the usability of global change research. However, little research has been done to obtain perspectives of non-scientist participants that contribute to coproduced research projects on the process of co-production itself. The result is that it is often unclear if coproduced research achieves its intended objectives for stakeholders that contribute to it. An added irony is that designs and approaches to co-production often do not in themselves reflect input from non-scientist participants. To meet this gap, this paper reports on an analysis of semi-structured interviews of practitioners that participated in a NOAA-funded study addressing the impacts of climate change on harmful algal blooms in the Western Lake Erie Basin. The interviews solicited responses from these participants about their motivation for participating in the project, the impact to their work as a result of participation, and their suggestions for how to improve the experience in the future. Results indicate that non-scientist participants in research projects possess a very broad range of reasons for participation and a diverse set of attitudes about their experiences and perceived benefits. These findings should add evidence of and perspective to a growing area of recognition that information end-users (e.g., stakeholders, practitioners, decision-makers) are not a homogenous set of actors, and therefore strategies for engaging with them on knowledge production need to adjust accordingly. We reflect on these findings to conclude that future co-production efforts would be better served by considering the work of co-production as more than just bringing together two different but internally similar communities (e.g., "scientists" and "stakeholders") and instead treating its

Interdisciplinarity and Knowledge Networking: Co-Production of Climate-Authoritative Knowledge in Southern South America

Science.gov (United States)

Hidalgo, Cecilia

2016-01-01

Interdisciplinarity and knowledge networking are at the core of current global, regional, and national initiatives concerning climate. Both scientifc knowledge and public participation are essential to enhance the capacity of different sectors and governments to respond to challenges posed by climate variability and change. Exchange and bridge…

Local knowledge, science, and institutional change: the case of desertification control in Northern China.

Science.gov (United States)

Yang, Lihua

2015-03-01

This article studies the influence of local knowledge on the impact of science on institutional change in ecological and environmental management. Based on an empirical study on desertification control in 12 counties in north China, the study found the following major results: (1) although there was a cubic relationship between the extent and effect of local knowledge, local knowledge significantly influenced the impact of science on institutional change; (2) local knowledge took effect mainly through affecting formal laws and regulations, major actors, and methods of desertification control in institutional change but had no significant impact on the types of property rights; and (3) local knowledge enhanced the impact of science on the results of desertification control through affecting the impact of science on institutional change. These findings provide a reference for researchers, policy makers, and practitioners, both in China and in other regions of the world, to further explore the influence of local knowledge on the impact of science on institutional change and the roles of local knowledge or knowledge in institutional change and governance.

Non-Linear Effects in Knowledge Production

Science.gov (United States)

Purica, Ionut

2007-04-01

The generation of technological knowledge is paramount to our present development; the production of technological knowledge is governed by the same Cobb Douglas type model, with the means of research and the intelligence level replacing capital, respectively labor. We are exploring the basic behavior of present days' economies that are producing technological knowledge, along with the `usual' industrial production and determine a basic behavior that turns out to be a `Henon attractor'. Measures are introduced for the gain of technological knowledge and for the information of technological sequences that are based respectively on the underlying multi-valued modal logic of the technological research and on nonlinear thermodynamic considerations.

Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

Science.gov (United States)

Lederman, Norman G.; Gess-Newsome, Julie

1992-01-01

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Doing Science: A Theoretical Exposition of a Dualized Knowledge ...

African Journals Online (AJOL)

Doing Science: A Theoretical Exposition of a Dualized Knowledge Platform and the New University Entrant. ... International Journal of Development and Management Review ... And for core students of Science and Technology, the problematic of grasping the idea of the “other science” has been a daunting task.

Researchers must be aware of their roles at the interface of ecosystem services science and policy.

Science.gov (United States)

Crouzat, Emilie; Arpin, Isabelle; Brunet, Lucas; Colloff, Matthew J; Turkelboom, Francis; Lavorel, Sandra

2018-02-01

Scientists working on ecosystem service (ES) science are engaged in a mission-driven discipline. They can contribute to science-policy interfaces where knowledge is co-produced and used. How scientists engage with the governance arena to mobilise their knowledge remains a matter of personal choice, influenced by individual values. ES science cannot be considered neutral and a discussion of the values that shape it forms an important part of the sustainability dialogue. We propose a simple decision tree to help ES scientists identify their role and the purpose of the knowledge they produce. We characterise six idealised scientific postures spanning possible roles at the science-policy interface (pure scientist, science arbiter-guarantor, issue advocate-guardian, officer, honest broker and stealth issue advocate) and illustrate them with feedbacks from interviews. We encourage ES scientists to conduct a reflexive exploration of their attitudes regarding knowledge production and use, with the intention of progressing toward a higher recognition of the political and ethical importance of ES assessments.

Co-ordinating Product Developing Activities

DEFF Research Database (Denmark)

Terkelsen, Søren Bendix

1996-01-01

The paper contains a presentation of research methods to be used in case studies in product development and a presentation on how to deal with Design Co-ordination according to litterature......The paper contains a presentation of research methods to be used in case studies in product development and a presentation on how to deal with Design Co-ordination according to litterature...

Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

Science.gov (United States)

Demirdögen, Betül

2016-01-01

The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

Traditional Knowledge of Western Herbal Medicine and Complex Systems Science.

Science.gov (United States)

Niemeyer, Kathryn; Bell, Iris R; Koithan, Mary

2013-09-01

Traditional knowledge of Western herbal medicine (WHM) supports experiential approaches to healing that have evolved over time. This is evident in the use of polyherb formulations comprised of crude plant parts, individually tailored to treat the cause of dysfunction and imbalance by addressing the whole person holistically. The challenge for WHM is to integrate science with traditional knowledge that is a foundation of the practice of WHM. The purpose of this paper is to provide a plausible theoretical hypothesis by applying complex systems science to WHM, illustrating how medicinal plants are complex, adaptive, environmentally interactive systems exhibiting synergy and nonlinear healing causality. This paper explores the conceptual congruence between medicinal plants and humans as complex systems coherently coupled through recurrent interaction. Complex systems science provides the theoretical tenets that explain traditional knowledge of medicinal plants while supporting clinical practice and expanding research and documentation of WHM.

Knowledge systems and the colonial legacies in African science education

Science.gov (United States)

Ziegler, John R.; Lehner, Edward

2017-10-01

This review surveys Femi Otulaja and Meshach Ogunniyi's, Handbook of research in science education in sub-Saharan Africa, Sense, Rotterdam, 2017, noting the significance of the theoretically rich content and how this book contributes to the field of education as well as to the humanities more broadly. The volume usefully outlines the ways in which science education and scholarship in sub-Saharan Africa continue to be impacted by the region's colonial history. Several of the chapters also enumerate proposals for teaching and learning science and strengthening academic exchange. Concerns that recur across many of the chapters include inadequate implementation of reforms; a lack of resources, such as for classroom materials and teacher training; and the continued and detrimental linguistic, financial, and ideological domination of African science education by the West. After a brief overview of the work and its central issues, this review closely examines two salient chapters that focus on scholarly communications and culturally responsive pedagogy. The scholarly communication section addresses the ways in which African science education research may in fact be too closely mirroring Western knowledge constructions without fully integrating indigenous knowledge systems in the research process. The chapter on pedagogy makes a similar argument for integrating Western and indigenous knowledge systems into teaching approaches.

COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

Science.gov (United States)

Dublin, Robin; Sigman, Marilyn; Anderson, Andrea; Barnhardt, Ray; Topkok, Sean Asiqluq

2014-01-01

We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the…

Co-Creation and Open Innovation: Systematic Literature Review

Science.gov (United States)

Ramírez, María-Soledad; García-Peñalvo, Francisco-José

2018-01-01

Open science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. Advances in this area are still emerging, and the open science, co-creation of knowledge and open innovation triangle, is presented as an opportunity to generate an original…

Polyphonic inquiry for team development, learning and knowledge production

DEFF Research Database (Denmark)

Hansen, Lone Hersted; Madsen, Charlotte Øland

2018-01-01

In this chapter we describe how we, as researchers, interacted with practitioners in the field as we co-constructed a polyphonic inquiry for team development, learning and knowledge production, inspired by action research. We build on social constructionist meta-theoretical ideas and write about...... our experience from a constructionist approach to research and social change. Our practice was developed and refined while working together with a team of advisers in an NGO for organic farming and organic food production located in Denmark. In overall terms, and in line with the values...... of the organization, a basic principle of this practice was to think and work in terms of sustainability, environmental care, and social responsibility. We undertake research as a form of social action as described by Sheila McNamee (2010), Sheila McNamee and Dian Marie Hosking (2013), and Kenneth J. Gergen (2015...

A Century of Graduate Research Productivity in Extension Family and Consumer Sciences

Science.gov (United States)

Scholl, Jan

2013-01-01

For many years, overall graduate research productivity has been reported annually by several authors in the December issue of the "Family and Consumer Sciences Research Journal." The knowledge gleaned from a century's worth of Extension studies is valuable because it can improve our ability to build on prior research, particularly…

"Seeing" the Difference: The Importance of Visibility and Action as a Mark of "Authenticity" in Co-production

Science.gov (United States)

Cooke, Jo; Langley, Joe; Wolstenholme, Dan; Hampshaw, Susan

2017-01-01

The Rycroft-Malone paper states that co-production relies on ‘authentic’ collaboration as a context for action. Our commentary supports and extends this assertion. We suggest that ‘authentic’ co-production involves processes where participants can ‘see’ the difference that they have made within the project and beyond. We provide examples including: the use of design in health projects which seek to address power issues and make contributions visible through iteration and prototyping; and the development of ‘actionable outputs’ from research that are the physical embodiment of co-production. Finally, we highlight the elements of the Collaboration for Leadership in Applied Health Research and Care (CLAHRC) architecture that enables the inclusion of such collaborative techniques that demonstrate visible co-production. We reinforce the notion that maintaining collaboration requires time, flexible resources, blurring of knowledge producer-user boundaries, and leaders who promote epistemological tolerance and methodological exploration. PMID:28812827

Parents' Metacognitive Knowledge: Influences on Parent-Child Interactions in a Science Museum Setting

Science.gov (United States)

Thomas, Gregory P.; Anderson, David

2013-06-01

Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents' and their children's metacognition in such settings is still in its infancy. This is despite an individual's metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents' metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children's thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings.

A systematic review of co-creation and co-production: Embarking on the social innovation journey

NARCIS (Netherlands)

Voorberg, W.H.; Bekkers, V.J.J.M.; Tummers, L.G.|info:eu-repo/dai/nl/341028274

2015-01-01

This article presents a systematic review of 122 articles and books (1987-2013) of co-creation/ co-production with citizens in public innovation. It analyses a) the objectives of co-creation and co-production, b) its influential factors and c) the outcomes of co-creation and co-production processes.

Knowledge Translation: Moving Proteomics Science to Innovation in Society.

Science.gov (United States)

Holmes, Christina; McDonald, Fiona; Jones, Mavis; Graham, Janice

2016-06-01

Proteomics is one of the pivotal next-generation biotechnologies in the current "postgenomics" era. Little is known about the ways in which innovative proteomics science is navigating the complex socio-political space between laboratory and society. It cannot be assumed that the trajectory between proteomics laboratory and society is linear and unidirectional. Concerned about public accountability and hopes for knowledge-based innovations, funding agencies and citizens increasingly expect that emerging science and technologies, such as proteomics, are effectively translated and disseminated as innovation in society. Here, we describe translation strategies promoted in the knowledge translation (KT) and science communication literatures and examine the use of these strategies within the field of proteomics. Drawing on data generated from qualitative interviews with proteomics scientists and ethnographic observation of international proteomics conferences over a 5-year period, we found that proteomics science incorporates a variety of KT strategies to reach knowledge users outside the field. To attain the full benefit of KT, however, proteomics scientists must challenge their own normative assumptions and approaches to innovation dissemination-beyond the current paradigm relying primarily on publication for one's scientific peers within one's field-and embrace the value of broader (interdisciplinary) KT strategies in promoting the uptake of their research. Notably, the Human Proteome Organization (HUPO) is paying increasing attention to a broader range of KT strategies, including targeted dissemination, integrated KT, and public outreach. We suggest that increasing the variety of KT strategies employed by proteomics scientists is timely and would serve well the omics system sciences community.

Is Information Science an Anomalous State of Knowledge

DEFF Research Database (Denmark)

Hollnagel, E.

1980-01-01

it is not necessary for sciences which concern themselves with behavioral phenomena which have a prior description in natural language. It is further argued that information science should be more interested in uncertainty than in information, and it is shown how the Anomalous State of Knowledge (ASK) paradigm may......This paper looks at some of the problems in information science from the experience with similar problems in psycho logy. The apparent need for a set of rigorous definitions of the basic concepts is discussed, and it is argued that although this is necessary for the natural sciences...... be used to describe itself, hence also informa tion science. It is finally concluded that by turning to problems of uncertainty and lack of information, rather than information, information science may avoid many of the mistakes made by psychology....

The Knowledge Production Model of the New Sciences

DEFF Research Database (Denmark)

Lauto, Giancarlo; Valentin, Finn

2016-01-01

The tremendous achievements of life sciences research in the last 40 years have brought relatively little improvements to medical practice, suggesting a deficiency of the medical innovation system in capitalizing on these fundamental advances. We argue that a major cause of the poor innovative...

Co-crystallization as a separation technology: controlling product concentrations by co-crystals

NARCIS (Netherlands)

Urbanus, J.; Roelands, C.P.M.; Verdoes, D.; Jansens, P.J.; Horst, J.H. ter

2010-01-01

Co-crystallization is known as a product formulation technology, but it can also be used as a tool to solve crystallization problems. Product removal by co-crystallization in fermentations is used as a showcase to demonstrate the potential of co-crystallization as a separation technique. In

Co-Creating Leadership and Knowledge Creation: Relationships among Leadership Dispositions, Conditions for Knowledge Creation, and Modes of Knowledge Conversion in Principal Mentoring

Science.gov (United States)

Anderson, Ryan D.

2016-01-01

This study examines the leadership behaviors and conditions for creating knowledge present during mentoring between mentee principals and mentor principals. Using a survey instrument, 511 mentee principal respondents provided information on the extent of co-creating leadership dispositions, conditions for knowledge creation, and modes of knowledge…

Comments on Ghassib's "Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?"

Science.gov (United States)

McCluskey, Ken W.

2010-01-01

This article presents the author's comments on Hisham B. Ghassib's "Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?" Ghassib's article focuses on the transformation of science from pre-modern times to the present. Ghassib (2010) notes that, unlike in an earlier era when the economy depended on static…

Very long-term retention of basic science knowledge in doctors after graduation.

Science.gov (United States)

Custers, Eugène J F M; Ten Cate, Olle T J

2011-04-01

Despite frequent complaints that biomedical knowledge is quickly forgotten after it has been learned, few investigations of actual long-term retention of basic science knowledge have been conducted in the medical domain. Our aim was to illuminate the long-term retention of basic science knowledge, particularly of unrehearsed knowledge. Using a cross-sectional study design, medical students and doctors in the Netherlands were tested for retention of basic science knowledge. Relationships between retention interval and proportion of correct answers on a knowledge test were investigated. The popular notion that most of basic science knowledge is forgotten shortly after graduation is not supported by our findings. With respect to the full test scores, which reflect a composite of unrehearsed and rehearsed knowledge, performance decreased from approximately 40% correct answers for students still in medical school, to 25-30% correct answers for doctors after many years of practice. When rehearsal during the retention interval is controlled for, it appears that little knowledge is lost for 1.5-2 years after it was last used; from then on, retention is best described by a negatively accelerated (logarithmic) forgetting curve. After ≥ 25 years, retention levels were in the range of 15-20%. Conclusions about the forgetting of unrehearsed knowledge in this study are in line with findings reported in other domains: it proceeds in accordance with the Ebbinghaus curve for meaningful material, except that in our findings the 'downward' part appears to start later than in most other studies. The limitations of the study are discussed and possible ramifications for medical education are proposed. © Blackwell Publishing Ltd 2011.

Research and production of knowledge in Social Work

Directory of Open Access Journals (Sweden)

Aldaíza Sposati

2007-05-01

Full Text Available This article concerns research paths in the field of Social Work. It begins with the polemic concerning the potential and ability of Social Work as a social practice to produce knowledge. It revives the debate concerning the "war of the sciences" between physicists and mathematicians with social analysts, in which the later do not recognize the scientific dimension of research in the social realm. It analyzes the growth of scientific production in Social Work through dissertations and theses in the Graduate Social Work Program. To do so it comments on the analyses of Iamamoto, Silva and Silva and Carvalho and indicates the need to establish a research policy, orient the epistemic community in Social Work and organize a network of researchers centers.

Conceptualizing the Science-Practice Interface: Lessons from a Collaborative Network on the Front-Line of Climate Change

Directory of Open Access Journals (Sweden)

Nathan P. Kettle

2017-06-01

Full Text Available The gap between science and practice is widely recognized as a major concern in the production and application of decision-relevant science. This research analyzed the roles and network connections of scientists, service providers, and decision makers engaged in climate science and adaptation practice in Alaska, where rapid climate change is already apparent. Our findings identify key actors as well as significant differences in the level of bonding ties between network members who perceive similarity in their social identities, bridging ties between network members across different social groups, and control of information across roles—all of which inform recommendations for adaptive capacity and the co-production of usable knowledge. We also find that some individuals engage in multiple roles in the network suggesting that conceptualizing science policy interactions with the traditional categories of science producers and consumers oversimplifies how experts engage with climate science, services, and decision making. Our research reinforces the notion that the development and application of knowledge is a networked phenomenon and highlights the importance of centralized individuals capable of playing multiple roles in their networks for effective translation of knowledge into action.

Trust as a context for knowledge flows in co-opetition

Directory of Open Access Journals (Sweden)

Komanda Marcin

2011-12-01

Full Text Available Market circumstances related to changes of business environment resulted in the need to find new ways to engage in competitive struggle by companies. This has led to the emergence of cases of establishing cooperation between competitors, the so-called co-opetition. Such cooperation is consistent with the network approach, and one of its key problems are flows of knowledge within it. The aim of this paper is therefore an attempt to establish, basing on critical analysis of literature, theoretical framework of conditions for forming a frame of basic conditions for exchange of knowledge in the case of co-operation of competitors.

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

Science.gov (United States)

Hong, Huang-Yao; Chai, Ching Sing; Tsai, Chin-Chung

2015-01-01

This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed scientific view. The study adopted mixed-method analyses and data mainly came from surveys and student…

Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

Science.gov (United States)

Kinghorn, Brian Edward

2013-01-01

Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

International product development - Challenges in knowledge sharing

DEFF Research Database (Denmark)

Sonne, Anne-Mette

2008-01-01

Knowledge and internationalization are two important concepts in the corporate world today. Knowledge is companies' most important resource, and internationalization is a factor which affects all areas of management - particularly product development. The development of successful products...... for the international market rests on a company's ability to cooperate and to share knowledge. In order to develop products for the international market, companies must be capable of expanding knowledge sharing across geographical and professional divides. This is the focus of a new MAPP PhD dissertation....

An Examination of Science Teachers' Knowledge Structures towards Technology

Science.gov (United States)

Bilici, Sedef Canbazoglu

2016-01-01

The purpose of the study was to examine science teachers' knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach…

Productivity in Knowledge Worker Teams

OpenAIRE

Moreno Romero, Ana María; Mahou Fernández, Ángel; Varanki, H.

2013-01-01

The use of Information and Communication Technologies in work pro- cesses has not brought the expected productivity improvement. Some studies even suggest that the always-on model decreases productivity. This article proposes work teams as a new unit for knowledge worker productivity analysis in organizations. Organizations? ability to adopt new analysis measures is analyzed in three case studies.

The Knowledge Dimension of Production Transfer

DEFF Research Database (Denmark)

Riis, Jens Ove; Wæhrens, Brian Vejrum; Madsen, Erik Skov

2010-01-01

Empirical studies in three industrial companies have revealed that even companies with many years of experience in production transfer tend to focus attention on planning the physical transfer and on the explicit knowledge associated with normal production. They are uncertain about capturing, trans......­ferring and developing tacit knowledge. Supported by studies in the literature it is concluded that there is a need for a more systematic approach to knowledge transfer and development to provide an accelerated ramp-up after the physical transfer. A framework will be structured around a generic set of phases...... of the transfer process, and a distinction between the sending and the receiving orga­nizational unit. A method for capturing the tacit knowledge embedded in a pro­duction job has been developed and tested. The framework and the method will provide a basis for preparing a master plan for knowledge transfer...

Online epistemic communities: theoretical and methodological directions for understanding knowledge co-elaboration in new digital spaces.

Science.gov (United States)

Détienne, Françoise; Barcellini, Flore; Baker, Michael; Burkhardt, Jean-Marie; Fréard, Dominique

2012-01-01

This paper presents, illustrates and discusses a generic framework for studying knowledge co-elaboration in online epistemic communities ("OECs"). Our approach is characterised by: considering knowledge co-elaboration as a design activity; distinguishing discussion and production spaces in OECs; characterising participation via the notion of role; fine-grained analyses of meaning, content and communicative functions in interactions. On this basis, three key issues for ergonomics research on OECs are discussed and illustrated by results from our previous studies on OSS and Wikipedia. One issue concerns the interrelation between design (task) and regulation. Whereas design task-oriented activity is distributed among participants, we illustrate that OCEs function with specialised emerging roles of group regulation. However, the task-oriented activity also functions at an interpersonal level, as an interplay of knowledge-based discussion with negotiation of competencies. Another issue concerns the foci of activity on the (designed) knowledge object. Based on a generic task model, we illustrate asymmetry and distinctiveness in tasks' foci of participants. The last issue concerns how design-use mediation is ensured by specific forms of mediation roles in OECs. Finally we discuss the degree of generality of our framework and draw some perspectives for extending our framework to other OECs.

The gap in scientific knowledge and role of science communication in South Korea.

Science.gov (United States)

Chang, Jeong-Heon; Kim, Sei-Hill; Kang, Myung-Hyun; Shim, Jae Chul; Ma, Dong Hoon

2017-01-01

Using data from a national survey of South Koreans, this study explores the role of science communication in enhancing three different forms of scientific knowledge ( factual, procedural, and subjective). We first assess learning effects, looking at the extent to which citizens learn science from different channels of communication (interpersonal discussions, traditional newspapers, television, online newspapers, and social media). We then look into the knowledge gap hypothesis, investigating how different communication channels can either widen or narrow the gap in knowledge between social classes. Television was found to function as a "knowledge leveler," narrowing the gap between highly and less educated South Koreans. The role of online newspapers in science learning is pronounced in our research. Reading newspapers online indicated a positive relationship to all three measures of knowledge. Contrary to the knowledge-leveling effect of television viewing, reading online newspapers was found to increase, rather than decrease, the gap in knowledge. Implications of our findings are discussed in detail.

Some theoretical perspectives of co-creation and co-production of value by customers

Directory of Open Access Journals (Sweden)

Nic S. Terblanche

2014-05-01

Motivation for the study: No real attention was paid to the concepts of co-production and co-creation by marketing academics after the initial introduction of the concepts. Only after the year 2000 did co-production and co-creation begin to receive the attention of marketing academics, with a substantial increase in publications over the past few years. Contribution/value-add: The objective of this article was to present an overview of the origin and development of co-creation and co-production in marketing, to draw a distinction between the two concepts and to address the implications of these concepts for various decision areas in marketing.

Impacts of Incoming Knowledge on Product Innovation

DEFF Research Database (Denmark)

Machikita, Tomohiro

2012-01-01

This paper studies two questions on the role of networked sources of knowledge influential to product innovation. First, what is the extent of technology transferred through vertical linkages and public–private alliances, including university–industry linkages, in the phase of product improvement...... and developing new products. The impacts of public–private alliances on innovation are sizable compared with the impacts of vertical linkages. Public–private alliances and vertical linkages offer knowledge with different effects on product innovation....

Knowledge transfer within EU-funded marine science research - a viewpoint

Science.gov (United States)

Bayliss-Brown, Georgia; Cheallachaín, Cliona Ní

2016-04-01

Knowledge transfer, in its most inherent form, can be tracked back to the earliest phase of the Neolithic Revolution, 10,000 years ago, at a time when innovators shared their thoughts on crop cultivation and livestock farming (Bellwood, 2004). Not to be mistaken for science transfer - the export of modern science to non-scientific audiences - it was in the 1960s, that modern knowledge transfer was initiated, when reporting research achievements shifted towards having institutional and political agendas (Lipphardt & Ludwig, 2011). Albeit that the economic contribution of scientific research has been scrutinised for decades; today, there is a pronounced need for the evaluation of its social, cultural and ecological impact. To have impact, it is essential that scientific knowledge is clear and accessible, as well as robust and credible, so that it can be successfully transferred and applied by those identifying solutions for today's societal and environmental challenges. This phenomenon is receiving growing academic interest, where publications including "knowledge transfer" in the title have increased near exponentially for 60 years. Furthermore, we are seeing a definite shift towards embedding a mission of knowledge transfer in Public Research Organisations. This new approach is rewarding researchers whom deliver on all three institutional missions: teaching, research and knowledge transfer. In addition, the European Commission (2008) recommends that "knowledge transfer between universities and industry is made a permanent political and operational priority" and that "sufficient resources and incentives [be] available to public research organisations and their staff to engage in knowledge transfer activities". It is also anticipated that funding agencies will soon make pathways-to-impact statements, also known as knowledge transfer plans, a mandatory requirement of all project proposals. AquaTT is a leader in scientific knowledge management, including knowledge

LIS Professionals as Knowledge Engineers.

Science.gov (United States)

Poulter, Alan; And Others

1994-01-01

Considers the role of library and information science professionals as knowledge engineers. Highlights include knowledge acquisition, including personal experience, interviews, protocol analysis, observation, multidimensional sorting, printed sources, and machine learning; knowledge representation, including production rules and semantic nets;…

Innovation Policy for Knowledge Production and R&D

DEFF Research Database (Denmark)

Borrás, Susana; Edquist, Charles

Who produces scientific and technical knowledge these days? What type of knowledge is being produced and for what purposes? Why are firms and governments funding research and development? This chapter studies the role of knowledge production (especially R&D activities) in the innovation process f...... those tensions and unbalances. This chapter suggests that innovation policy develops a portfolio approach to the public investment in R&D and knowledge production....... from an innovation system perspective. It examines how governments and public agencies in different countries and at different times have actually approached the issue of building, maintaining and using knowledge production in their innovation systems. It also examines the critical and most important...... issues at stake from the point of view of innovation policy, looking in particular at the unresolved tensions and systemic unbalances related to knowledge production and last but not least, it elaborates a set of overall criteria for the selection and design of relevant policy instruments and addresses...

Improvement of product design process by knowledge value analysis

OpenAIRE

XU, Yang; BERNARD, Alain; PERRY, Nicolas; LAROCHE, Florent

2013-01-01

Nowadays, design activities remain the core issue for global product development. As knowledge is more and more integrated, effective analysis of knowledge value becomes very useful for the improvement of product design processes. This paper aims at proposing a framework of knowledge value analysis in the context of product design process. By theoretical analysis and case study, the paper illustrates how knowledge value can be calculated and how the results can help the improvement of product...

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

Science.gov (United States)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Co-creation in the practice, science and movement of agroecology

NARCIS (Netherlands)

Milgroom, J.; Bruil, Janneke; Leeuwis, C.

2016-01-01

Knowledge building is central to agroecology rooted in family farming. But why?
What type of knowledge, and whose knowledge is mobilised? This issue of
Farming Matters explores what we really mean by co-creation of knowledge in
agroecology, why it is so essential for today’s challenges,

Surgical data science: The new knowledge domain

Science.gov (United States)

Vedula, S. Swaroop; Hager, Gregory D.

2017-01-01

-assisted active learning of surgical skill. However, the potential for transforming surgical care and training through SDS may only be realized through a cultural shift that not only institutionalizes technology to seamlessly capture data but also assimilates individuals with expertise in data science into clinical research teams. Furthermore, collaboration with industry partners from the inception of the discovery process promotes optimal design of data products as well as their efficient translation and commercialization. As surgery continues to evolve through advances in technology that enhance delivery of care, SDS represents a new knowledge domain to engineer surgical care of the future. PMID:28936475

Surgical data science: The new knowledge domain.

Science.gov (United States)

Vedula, S Swaroop; Hager, Gregory D

2017-04-01

-assisted active learning of surgical skill. However, the potential for transforming surgical care and training through SDS may only be realized through a cultural shift that not only institutionalizes technology to seamlessly capture data but also assimilates individuals with expertise in data science into clinical research teams. Furthermore, collaboration with industry partners from the inception of the discovery process promotes optimal design of data products as well as their efficient translation and commercialization. As surgery continues to evolve through advances in technology that enhance delivery of care, SDS represents a new knowledge domain to engineer surgical care of the future.

Surgical data science: the new knowledge domain

Directory of Open Access Journals (Sweden)

Vedula S. Swaroop

2017-04-01

assessments, automated virtual coaching, and robot-assisted active learning of surgical skill. However, the potential for transforming surgical care and training through SDS may only be realized through a cultural shift that not only institutionalizes technology to seamlessly capture data but also assimilates individuals with expertise in data science into clinical research teams. Furthermore, collaboration with industry partners from the inception of the discovery process promotes optimal design of data products as well as their efficient translation and commercialization. As surgery continues to evolve through advances in technology that enhance delivery of care, SDS represents a new knowledge domain to engineer surgical care of the future.

Experimenting with engagement : commentary on: Taking our own medicine: on an experiment in science communication.

Science.gov (United States)

Lewenstein, Bruce V

2011-12-01

Social scientists can explore questions about what counts as knowledge and how researchers-including social science researchers-can produce that knowledge. An art/space installation examining issues of public participation in science demonstrates the process of co-creation of knowledge about public participation, not simply the co-creation of the meaning of the installation itself.

The territory of Bonfim: space of knowledge production in health

Directory of Open Access Journals (Sweden)

Fabiane Lima Simões

2011-03-01

Full Text Available Objectives: To evaluate the significance of the territory of Bonfim as an area of knowledge production for students of the Health Sciences Center, Federal University of Espírito Santo, in Vitória-ES, Brazil. Methods: This study conducted a survey of all the works produced by undergraduate and postgraduate students of the health area from that university who investigated the mentioned territory. The field work resulted in the cataloging of eleven studies that had been characterized in accordance with the subject, the investigated problem; the approaches of the study and the year of its production. These works were distributed in two great thematic axis: studies related to the local management of health system and studiesrelating to child and adolescent health, respectively. Results: Surprisingly, we found out that all the works consisted of studies conducted by nursing graduate students. Conclusions: The non-participation of students from other graduation courses and / or post-graduation of that university, in the generation of knowledge that take account of exploring that reality, points to the need of the university community to cross the imaginary line that separates the academy from real world.

Knowledge gain and behavioral change in citizen-science programs.

Science.gov (United States)

Jordan, Rebecca C; Gray, Steven A; Howe, David V; Brooks, Wesley R; Ehrenfeld, Joan G

2011-12-01

Citizen-science programs are often touted as useful for advancing conservation literacy, scientific knowledge, and increasing scientific-reasoning skills among the public. Guidelines for collaboration among scientists and the public are lacking and the extent to which these citizen-science initiatives change behavior is relatively unstudied. Over two years, we studied 82 participants in a three-day program that included education about non-native invasive plants and collection of data on the occurrence of those plants. Volunteers were given background knowledge about invasive plant ecology and trained on a specific protocol for collecting invasive plant data. They then collected data and later gathered as a group to analyze data and discuss responsible environmental behavior with respect to invasive plants. We tested whether participants without experience in plant identification and with little knowledge of invasive plants increased their knowledge of invasive species ecology, participation increased knowledge of scientific methods, and participation affected behavior. Knowledge of invasive plants increased on average 24%, but participation was insufficient to increase understanding of how scientific research is conducted. Participants reported increased ability to recognize invasive plants and increased awareness of effects of invasive plants on the environment, but this translated into little change in behavior regarding invasive plants. Potential conflicts between scientific goals, educational goals, and the motivation of participants must be considered during program design. ©2011 Society for Conservation Biology.

Different People in Different Places - Secondary School Students' Knowledge About History of Science

Science.gov (United States)

Gandolfi, Haira Emanuela

2018-05-01

This article presents the results of an exploratory study of students' knowledge about scientists and countries' contributions to science, aiming at answering two research questions: "In which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?" Thus, this study aimed at depicting students' knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12-15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students' knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students' answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.

An engineering paradigm in the biomedical sciences: Knowledge as epistemic tool.

Science.gov (United States)

Boon, Mieke

2017-10-01

In order to deal with the complexity of biological systems and attempts to generate applicable results, current biomedical sciences are adopting concepts and methods from the engineering sciences. Philosophers of science have interpreted this as the emergence of an engineering paradigm, in particular in systems biology and synthetic biology. This article aims at the articulation of the supposed engineering paradigm by contrast with the physics paradigm that supported the rise of biochemistry and molecular biology. This articulation starts from Kuhn's notion of a disciplinary matrix, which indicates what constitutes a paradigm. It is argued that the core of the physics paradigm is its metaphysical and ontological presuppositions, whereas the core of the engineering paradigm is the epistemic aim of producing useful knowledge for solving problems external to the scientific practice. Therefore, the two paradigms involve distinct notions of knowledge. Whereas the physics paradigm entails a representational notion of knowledge, the engineering paradigm involves the notion of 'knowledge as epistemic tool'. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

Science.gov (United States)

Novak, Elena; Wisdom, Sonya

2018-05-01

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

ESIP's Earth Science Knowledge Graph (ESKG) Testbed Project: An Automatic Approach to Building Interdisciplinary Earth Science Knowledge Graphs to Improve Data Discovery

Science.gov (United States)

McGibbney, L. J.; Jiang, Y.; Burgess, A. B.

2017-12-01

Big Earth observation data have been produced, archived and made available online, but discovering the right data in a manner that precisely and efficiently satisfies user needs presents a significant challenge to the Earth Science (ES) community. An emerging trend in information retrieval community is to utilize knowledge graphs to assist users in quickly finding desired information from across knowledge sources. This is particularly prevalent within the fields of social media and complex multimodal information processing to name but a few, however building a domain-specific knowledge graph is labour-intensive and hard to keep up-to-date. In this work, we update our progress on the Earth Science Knowledge Graph (ESKG) project; an ESIP-funded testbed project which provides an automatic approach to building a dynamic knowledge graph for ES to improve interdisciplinary data discovery by leveraging implicit, latent existing knowledge present within across several U.S Federal Agencies e.g. NASA, NOAA and USGS. ESKG strengthens ties between observations and user communities by: 1) developing a knowledge graph derived from various sources e.g. Web pages, Web Services, etc. via natural language processing and knowledge extraction techniques; 2) allowing users to traverse, explore, query, reason and navigate ES data via knowledge graph interaction. ESKG has the potential to revolutionize the way in which ES communities interact with ES data in the open world through the entity, spatial and temporal linkages and characteristics that make it up. This project enables the advancement of ESIP collaboration areas including both Discovery and Semantic Technologies by putting graph information right at our fingertips in an interactive, modern manner and reducing the efforts to constructing ontology. To demonstrate the ESKG concept, we will demonstrate use of our framework across NASA JPL's PO.DAAC, NOAA's Earth Observation Requirements Evaluation System (EORES) and various USGS

Action-research and the elaboration of teaching knowledge in sciences

Directory of Open Access Journals (Sweden)

Maria Nizete de Azevedo

Full Text Available In this paper we analyze the way in which a training process, in which the methodological option approaches an action-research in teacher education, contributes with the elaboration of teaching knowledge in sciences by a group of teachers of the initial school years. In colaborative situations of teaching knowledge, those teachers elect education problems, for which they seek for solutions through planned, developed and reflected actions. We explored data obtained from a wide research, realized in a public school which took as basis this formative process. The results analysed under a qualitative approach show that the action-research contributes with the elaboration of the teaching knowledge, creating situations of learning necessary to the organization and development of education. We identified important knowledge related to indicating elements of learning about teaching, such as self-organization and formation, the disposition to study and to research, a way to teach sciences through investigative activities, the construction of cooperative practice at school, the articulation of science teaching with the alphabetization process in the native language, the consideration of the school's social and cultural context in its teaching plans, among others. Those results take us to reinforce the potential of action-research on teacher’s formation and on the improvement of the practiced teaching.

Employing the arts for knowledge production and translation: Visualizing new possibilities for women speaking up about safety concerns in maternity.

Science.gov (United States)

Mackintosh, Nicola; Sandall, Jane; Collison, Claire; Carter, Wendy; Harris, James

2018-06-01

This project used animated film to translate research findings into accessible health information aimed at enabling women to speak up and secure professional help for serious safety concerns during pregnancy and after birth. We tested as proof of concept our use of the arts both as product (knowledge production) and process (enabling involvement). Emergencies during pregnancy and birth, while unusual, can develop rapidly and unexpectedly, with catastrophic consequences. Women's tacit knowledge of changes in their condition is an important resource to aid early detection, but women can worry about the legitimacy of their concerns and struggle to get these taken seriously by staff. Arts-based knowledge translation. A user group of women who had experienced complications in the perinatal period (n = 34) helped us develop and pilot test the animation. Obstetricians and midwives (15), clinical leads (3) and user group representatives (8) helped with the design and testing. The consultation process, script and storyboard enabled active interaction with the evidence, meaningful engagement with stakeholders and new understandings about securing help for perinatal complications. The method enabled us to address gender stereotypes and social norms about speaking up and embed a social script for women within the animation, to help structure their help seeking. While for some women, there was an emotional burden, the majority were glad to have been part of the animation's development and felt it had enabled their voices to be heard. This project has demonstrated the benefits of arts-science collaborations for meaningful co-production and effective translation of research evidence. © 2017 The Authors. Health Expectations published by John Wiley & Sons Ltd.

Visualizing the nuclear science and technology knowledge domain

Energy Technology Data Exchange (ETDEWEB)

Melo, Bruno Mattos Souza de Souza; Honaiser, Eduardo H.R. [Centro Tecnologico da Marinha em Sao Paulo (CTMSP), SP (Brazil)]. E-mails: brunomelo@ieee.org; ehonaiser@yahoo.com.br

2007-07-01

In this paper, a knowledge domain visualization approach is applied to the nuclear science and technology fields. A so-called concept density map based on the abstracts of the papers presented at the ICONE 14 is constructed. The concept map provides an overview of the nuclear science and technology fields by visualizing the associations between their main concepts. To analyze recent developments the concept map is compared with a concept map based on abstracts of earlier ICONE meetings. The analysis presented in the paper provides insight into the structure of the nuclear science and technology fields and into the most significant developments carried out during the last few years. (author)

CoCoRaHS (The Community Collaborative Rain, Hail and Snow Network): Analysis of Participant Survey Data to Uncover Learning through Participation

Science.gov (United States)

Holzer, M. A.; Zimmerman, T.; Doesken, N. J.; Reges, H. W.; Newman, N.; Turner, J.; Schwalbe, Z.

2010-12-01

CoCoRaHS (The Community Collaborative Rain, Hail and Snow network) is based out of Fort Collins Colorado and is an extremely successful citizen science project with over 15,000 volunteers collecting valuable precipitation data. Forecasters and scientists use data from this dense network to illuminate and illustrate the high small-scale variability of precipitation across the nation. This presentation will discuss the results of a survey of CoCoRaHS participants as related to 1) citizen scientists’ motivation and learning; 2) the challenges of identifying how people learn science in citizen science projects; and 3) a potential research-based framework for how people learn through engaging in the data collection within in a citizen science project. A comprehensive survey of 14,500 CoCoRaHS observers was recently conducted to uncover participant perceptions of numerous aspects of the CoCoRaHS program, including its goal of increasing climate literacy. The survey yielded a response rate of over 50%, and included measures of motivation, engagement and learning. In relationship to motivation and learning, the survey revealed that most (57.1%) observers would make precipitation observations regardless of being a CoCoRaHS volunteer, therefore their motivation is related to their inherent level of interest in weather. Others are motivated by their desire to learn more about weather and climate, they want to contribute to a scientific project, they think its fun, and/or it provides a sense of community. Because so many respondents already had knowledge and interest in weather and climate, identifying how and what people learn through participating was a challenge. However, the narrow project focus of collecting and reporting of local precipitation assisted in identifying aspects of learning. For instance, most (46.4%) observers said they increased their knowledge about the local variability in precipitation even though they had been collecting precipitation data for many

Perspectives of the Sociology of Scientific Knowledge and Science Education: a study of Education Journals

Directory of Open Access Journals (Sweden)

Fernanda Aparecida Meglhioratti

2018-04-01

Full Text Available Despite the fact that Science Teaching emphasizes the importance of researches in Epistemology and History of Science and also covers social aspects of the scientific construction, there are still relatively very few studies which are systematically based on perspectives from the Sociology of Science or from the Sociology of Scientific Knowledge. In this article, it has been outlined a brief history of the sociological perspectives of scientific knowledge, characterizing them as differentiationist, antidifferentiationist and tranversalist. Then, a bibliographical study was developed in journals Qualis A1 and A2 in the area of “Teaching” of CAPES, with emphasis in Science Teaching, from 2007 to 2016, aiming to understand how the sociological perspectives are present in science education. The search for articles which articulate sociological aspects and Science Education was done through use of search engines emerging from the accomplished historic, among them: Sociology of Science, Sociology of Scientific Knowledge, Ethnography, Laboratory Studies, Strong Program, Scientific Fields, Scientific Ethos, Actor-Network Theory, Social and Technical Networks, Latour, Bloor, Merton and Bourdieu. Through this research, we have identified 46 articles which have approaches with the subject. The articles were investigated by Content Analysis and were organized in the units of analysis: 1 Foundations of the sociology of knowledge; 2 Scientific Ethos; 3 Science Working System; 4 Sociogenesis of knowledge; 5 Strong Program of Sociology of Knowledge; 6 Laboratory studies and scientific practice; 7 Actor-Network Theory; 8 Bourdieusian Rationale; 9 Non-Bourdieusian tranversalist approaches; 10 Notes regarding the Sociology of Science. The units of analysis with the greatest number of articles were "Laboratory Studies and Scientific Practice" and "Actor-Network Theory", both closer to an antidifferentiationist perspective of the sociology of science, in which

Knowledge Levels of Pre-Service Science Teachers on Radioactivity

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Zehra Molu

2016-09-01

Full Text Available This study aims to determine the knowledge levels of pre-service science teachers about radioactivity. A knowledge test was administered to 56 pre-service science teachers participated in the General Chemistry I course in the fall semester of 2014-15 academic year. Papers derived from the pre-service science teachers were read and evaluated, and the responses were classified as “accurate", "misconception", "wrong" and "empty" categories for open-ended questions and the responses to the multiple-choice questions were classified as "right" and "wrong". The pre-service science teachers’ correct response rates were between 9 % (definition of “nuclear radiation” concept, question 15 and 86 % (radioactivity uses, question 14 in open-ended questions whereas in multiple choice questions the ratio of correct answers ranged from 5 % (concept definition and nuclear reactions, questions 21, 23 and 33 to 98 % (sample of concept, question 20. Students hold misconceptions on the radioactivity, warning picture, nuclear power plant (questions 1, 13, and 16; isotopes (question 4; natural and artificial nucleus reaction (question 6; age of the rocks (question 8; atomic bomb (question 10; hydrogen bomb (question 11 and core irradiation (question 15.

How Can Social Media Lead to Co-Production (Co-Delivery) of New Services for the Elderly Population? A Qualitative Study.

Science.gov (United States)

Daneshvar, Hadi; Anderson, Stuart; Williams, Robin; Mozaffar, Hajar

2018-02-12

The future of health care services in the European Union faces the triple challenges of aging, fiscal restriction, and inclusion. Co-production offers ways to manage informal care resources to help them cater for the growing needs of elderly people. Social media (SM) is seen as a critical enabler for co-production. The objective of this study was to investigate how SM-private Facebook groups, forums, Twitter, and blogging-acts as an enabler of co-production in health and care by facilitating its four underlying principles: equality, diversity, accessibility, and reciprocity. We used normalization process theory as our theoretical framework to design this study. We conducted a qualitative study and collected data through 20 semistructured interviews and observation of the activities of 10 online groups and individuals. We then used thematic analysis and drew on principles of co-production (equality, diversity, accessibility, and reciprocity) as a deductive coding framework to analyze our findings. Our findings point to distinct patterns of feature use by different people involved in care of elderly people. This diversity makes possible the principles of co-production by offering equality among users, enabling diversity of use, making experiences accessible, and encouraging reciprocity in the sharing of knowledge and mutual support. We also identified that explication of common resources may lead to new forms of competition and conflicts. These conflicts require better management to enhance the coordination of the common pool of resources. SM uses afford new forms of organizing and collective engagement between patients, carers, and professionals, which leads to change in health and care communication and coordination. ©Hadi Daneshvar, Stuart Anderson, Robin Williams, Hajar Mozaffar. Originally published in JMIR Human Factors (http://humanfactors.jmir.org), 12.02.2018.

Failures of knowledge production in nuclear power risk management

International Nuclear Information System (INIS)

Sanne, Johan M.

2008-09-01

Risks are ascribed in processes of knowledge production, where risk objects are defined and measures taken. This knowledge is also the basis for regulatory action. Thus, uncertainties in knowledge production, based upon choices of assumptions, methods, calculations and evidence criteria for reliable data create vulnerabilities for risk management and risk regulation. A recent incident in Swedish nuclear power plant provides an opportunity to develop theories of knowledge production in complex organizations. Knowledge modes within nuclear power can be characterized as either calculated logics where evidence claims need numbers, real time logics based upon subtle signals and tacit knowledge or as policy logics, navigating between internal and external demands for safety, trustworthiness and profit. The plant had neither foreseen the triggering event nor designed the plant to withstand it. I analyze how the plant and the regulator have interpreted the event, its significance and the measures taken to prevent similar events. I also discuss alternative interpretations, lack of knowledge and the generic deficiencies in knowledge production that the event indicates. First, the plant was not as robustly designed as expected. Deficiencies in diversification may have been caused by overconfidence in the reliability of its design. Second, inadequate design was ascribed to various deficient knowledge production processes: original design of the plant, reconstruction or caused by inadequate learning from previous events. The failures in knowledge production were probably caused by insufficient integration of different knowledge processes and limitations in engineering analysis. Knowledge about risks from nuclear power operations is mainly based upon calculations and simulations, not upon real events. But knowledge and design could be improved also without accidents. Control room operators and maintenance staff can provide invaluable knowledge and methods; to improve causal

Failures of knowledge production in nuclear power risk management

Energy Technology Data Exchange (ETDEWEB)

Sanne, Johan M.

2008-09-15

Risks are ascribed in processes of knowledge production, where risk objects are defined and measures taken. This knowledge is also the basis for regulatory action. Thus, uncertainties in knowledge production, based upon choices of assumptions, methods, calculations and evidence criteria for reliable data create vulnerabilities for risk management and risk regulation. A recent incident in Swedish nuclear power plant provides an opportunity to develop theories of knowledge production in complex organizations. Knowledge modes within nuclear power can be characterized as either calculated logics where evidence claims need numbers, real time logics based upon subtle signals and tacit knowledge or as policy logics, navigating between internal and external demands for safety, trustworthiness and profit. The plant had neither foreseen the triggering event nor designed the plant to withstand it. I analyze how the plant and the regulator have interpreted the event, its significance and the measures taken to prevent similar events. I also discuss alternative interpretations, lack of knowledge and the generic deficiencies in knowledge production that the event indicates. First, the plant was not as robustly designed as expected. Deficiencies in diversification may have been caused by overconfidence in the reliability of its design. Second, inadequate design was ascribed to various deficient knowledge production processes: original design of the plant, reconstruction or caused by inadequate learning from previous events. The failures in knowledge production were probably caused by insufficient integration of different knowledge processes and limitations in engineering analysis. Knowledge about risks from nuclear power operations is mainly based upon calculations and simulations, not upon real events. But knowledge and design could be improved also without accidents. Control room operators and maintenance staff can provide invaluable knowledge and methods; to improve causal

Science teachers' knowledge development in the context of educational innovation

NARCIS (Netherlands)

Henze-Rietveld, Francina Adriana

2006-01-01

The research reported in this thesis is concerned with the knowledge development of a small sample of experienced science teachers in the context of a broad innovation in Dutch secondary education, including the introduction of a new syllabus on Public Understanding of Science. The aim of the study

The use of social science knowledge in implementing the Nuclear Waste Policy Act

International Nuclear Information System (INIS)

Bradbury, J.A.

1989-01-01

This study investigates the use of social science knowledge by the Office of Civilian Radioactive Waste Management (OCRWM), a division of the U.S. Department of Energy (DOE), in implementing the Nuclear Waste Policy Act of 1982. The use of social science is examined both generally and in relation to a body of knowledge most relevant to the program, the social science risk literature. The study is restricted to the use by headquarters staff in relation to the largest repository and Monitored Retrievable Storage (MRS) projects. The literature on knowledge utilization and the Sabatier framework on knowledge use and policy learning provide the theoretical framework for the study. The research adopts a multistrategy approach, collecting data from two sources: (1) program documents, policy guidance, and meeting records; and (2) interviews with OCRWM officials. The constructs knowledge and use are conceptualized in different ways, each of which forms the basis for a different analytic approach. The research findings showed a very limited use of social science, more especially by the first repository program. Two reasons are advanced. First, the agency has viewed social science knowledge through technical lens and has applied an approach suited to technical problems to its structuring of waste management policy problems. Second, the degree of societal conflict over nuclear power and nuclear waste has prevented a constructive dialogue among the parties and thus reduced the possibility of policy learning

The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

Science.gov (United States)

Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail

2013-01-01

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…

Public understanding of science and the perception of nanotechnology: the roles of interest in science, methodological knowledge, epistemological beliefs, and beliefs about science

International Nuclear Information System (INIS)

Retzbach, Andrea; Marschall, Joachim; Rahnke, Marion; Otto, Lukas; Maier, Michaela

2011-01-01

In this article, we report data from an online questionnaire study with 587 respondents, representative for the adult U.S. population in terms of age, gender, and level of education. The aim of this study was to assess how interest in science and knowledge as well as beliefs about science are associated with risk and benefit perceptions of nanotechnology. The findings suggest that the U.S. public is still rather unfamiliar with nanotechnology. Those who have some knowledge mainly have gotten it from TV and the Internet. The content of current media reports is perceived as fairly positive. Knowledge of scientific methods is unrelated to benefit and risk perceptions, at least when other predictors are controlled. In contrast, positive beliefs about science (e.g., its impact on economy or health) and more sophisticated epistemological beliefs about the nature of scientific knowledge are moderately linked to more positive perceptions of nanotechnology. The only exception is the perception of scientific uncertainty: This is associated with less positive evaluations. Finally, higher engagement with science is associated with higher risk perceptions. These findings show that laypersons who are engaged with science and who are aware of the inherent uncertainty of scientific evidence might perceive nanotechnology in a somewhat more differentiated way, contrary to how it is portrayed in the media today.

Vernacular Knowledge and Water Management – Towards the Integration of Expert Science and Local Knowledge in Ontario, Canada

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Hugh Simpson

2015-10-01

Full Text Available Complex environmental problems cannot be solved using expert science alone. Rather, these kinds of problems benefit from problem-solving processes that draw on 'vernacular' knowledge. Vernacular knowledge integrates expert science and local knowledge with community beliefs and values. Collaborative approaches to water problem-solving can provide forums for bringing together diverse, and often competing, interests to produce vernacular knowledge through deliberation and negotiation of solutions. Organised stakeholder groups are participating increasingly in such forums, often through involvement of networks, but it is unclear what roles these networks play in the creation and sharing of vernacular knowledge. A case-study approach was used to evaluate the involvement of a key stakeholder group, the agricultural community in Ontario, Canada, in creating vernacular knowledge during a prescribed multi-stakeholder problem-solving process for source water protection for municipal supplies. Data sources – including survey questionnaire responses, participant observation, and publicly available documents – illustrate how respondents supported and participated in the creation of vernacular knowledge. The results of the evaluation indicate that the respondents recognised and valued agricultural knowledge as an information source for resolving complex problems. The research also provided insight concerning the complementary roles and effectiveness of the agricultural community in sharing knowledge within a prescribed problem-solving process.

Scientific and Cultural Knowledge in Intercultural Science Education: Student Perceptions of Common Ground

Science.gov (United States)

Gondwe, Mzamose; Longnecker, Nancy

2015-02-01

There is no consensus in the science education research community on the meanings and representations of western science and indigenous knowledge or the relationships between them. How students interpret these relationships and their perceptions of any connections has rarely been studied. This study reports student perceptions of the meaning and relationship between scientific and cultural knowledge. Personal meaning maps adapted for small groups were conducted in seven culturally diverse schools, school years 7-9 (with students aged 12-15 years) ( n = 190), with six schools in Western Australia and one school in Malawi, Africa. Of the six Australian school groups, two comprised Australian Aboriginal students in an after-school homework programme and the other four schools had a multicultural mix of students. Students in this study identified connections between scientific and cultural knowledge and constructed connections from particular thematic areas—mainly factual content knowledge as opposed to ideas related to values, attitudes, beliefs and identity. Australian Aboriginal students made fewer connections between the two knowledge domains than Malawian students whose previous science teacher had made explicit connections in her science class. Examples from Aboriginal culture were the most dominant illustrations of cultural knowledge in Australian schools, even in school groups with students from other cultures. In light of our findings, we discuss the construction of common ground between scientific knowledge and cultural knowledge and the role of teachers as cultural brokers and travel agents. We conclude with recommendations on creating learning environments that embrace different cultural knowledges and that promote explicit and enquiring discussions of values, attitudes, beliefs and identity associated with both knowledge domains.

Knowledge Production in a Cooperative Economy

Science.gov (United States)

Cottey, Alan

2014-01-01

Knowledge here means something similar to but broader than science--it is reliable but not necessarily as systematic or explicit. A cooperative economy is contrasted with the competitive economy that has dominated political thinking almost everywhere for about half a century - the neo-liberal period. It is argued that the neo-liberal ideology and…

Knowledge of Webloging among Library Science Students: The ...

African Journals Online (AJOL)

The study focused on investigating the knowledge of weblogging among library science students in Federal Polytechnic, Nekede. The study used descriptive survey research design. A purposive sampling technique was used to select 115 students among the final year students. A structured questionnaire was developed ...

TEACHERS’ EXPERIENCES IN INCORPORATING STUDENTS’ FUNDS OF KNOWLEDGE TO PROMOTE THE LEARNING OF SCIENCE

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Rohandi Rohandi

2014-10-01

Full Text Available Abstrak: Salah satu bidang kajian menarik bagi pendidik bidang sains di negara berkembang dan dalam budaya timur (non-Western adalah hakikat interaksi antara praktik tradisi dan keyakinan yang ada di masyarakat tempat siswa tinggal dan sains yang diajarkan di sekolah. Penelitian ini bertujuan untuk mempertimbangkan isu-isu budaya dalam konteks pembelajaran sains di Indonesia. Keterkaitan antara budaya siswa, pengalaman siswa di rumah, dan pengalaman pengetahuan siswa yang diidentifikasi sebagai funds of knowledge, telah diintegrasikan ke dalam pembelajaran sains. Penelitian ini berlangsung di dua SMP di Indonesia. Dua guru dan 173 siswa (94 laki-laki dan 79 perempuan berpartisipasi dalam penelitian ini. Hasil penelitian ini menunjukan bahwa kecocokan antara pengalaman hidup siswa, tingkat pengetahuan, dan konsep ilmu pengetahuan dapat menjadi faktor utama dalam menjaga keberlanjutan pembelajaran ilmiah pada kelas sains. Hal ini penting untuk mengembangkan pengajaran dan pembelajaran sains yang menekankan pada penggabungan pengetahuan siswa, terutama dalam menyajikan ilmu yang relevan dengan siswa kehidupan sehari-hari. Kata Kunci: funds of knowledge, sekolah menengah, pembelajaran sains PENGALAMAN GURU DALAM MENGINTEGRASIKAN PENGALAMAN BUDAYA SISWA UNTUK MENINGKATKAN BELAJAR SAIN Abstract: One area of interest for science educators in developing countries and in non-Western settings is the nature of interaction between traditional practices and beliefs existing in the communities in which students live and the science taught in schools. The purpose of this study is to consider cultural issues in the context of the teaching of science in Indonesia. The connection between students’ culture, home experiences and experiential knowledge of students which is identified as funds of knowledge have been incorporated into learning science. This study took place within two sub-urban Junior High Schools in Indonesia. Two teachers and 173 students (94

New Knowledge Products as Bricolage

DEFF Research Database (Denmark)

Boxenbaum, Eva; Rouleau, Linda

2011-01-01

theories, whereas evolution and differentiation, carrying higher academic legitimacy, predominate in theory presentation. We develop an integrative model and provide an illustration from organizational institutionalism to delineate how metaphors and scripts influence organizational theory production......We argue that three epistemic scripts of knowledge production--evolution, differentiation, and bricolage--underpin the production--that is, the conception and the presentation--of new organizational theories. Bricolage of concepts, empirical material, and metaphors enables the conception of new...

Science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry

Science.gov (United States)

Assiri, Yahya Ibrahim

This study investigated elementary science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers' knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers' background. Generally, the results did not show any significant differences among elementary science teachers' knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was

Knowledge and use of information and communication technology by health sciences students of the University of Ghana.

Science.gov (United States)

Dery, Samuel; Vroom, Frances da-Costa; Godi, Anthony; Afagbedzi, Seth; Dwomoh, Duah

2016-09-01

Studies have shown that ICT adoption contributes to productivity and economic growth. It is therefore important that health workers have knowledge in ICT to ensure adoption and uptake of ICT tools to enable efficient health delivery. To determine the knowledge and use of ICT among students of the College of Health Sciences at the University of Ghana. This was a cross-sectional study conducted among students in all the five Schools of the College of Health Sciences at the University of Ghana. A total of 773 students were sampled from the Schools. Sampling proportionate to size was then used to determine the sample sizes required for each school, academic programme and level of programme. Simple random sampling was subsequently used to select students from each stratum. Computer knowledge was high among students at almost 99%. About 83% owned computers (p students have adequate knowledge and use of computers. It brings about an opportunity to introduce ICT in healthcare delivery to them. This will ensure their adequate preparedness to embrace new ways of delivering care to improve service delivery. Africa Build Project, Grant Number: FP7-266474.

A Systematic Review of Co-Creation and Co-Production: Embarking on the social innovation journey

NARCIS (Netherlands)

W.H. Voorberg (William); V.J.J.M. Bekkers (Victor); L.G. Tummers (Lars)

2014-01-01

textabstractThis article presents a systematic review of 122 articles and books (1987-2013) of co-creation/co-production with citizens in public innovation. It analyses (a) the objectives of co-creation and co-production, (b) its influential factors and (c) the outcomes of co-creation and

Public Knowledge, Private Minds: Meaning Making on the Pathways of Science Communication

Science.gov (United States)

Davis, Pryce R.

Every day people are inundated with news reports about the latest scientific research. The ways in which these texts enlighten or misinform the general public is a central question in both the research literature and discussions in popular culture. However, both research and popular discussion often take on deficit views of these texts, and the capabilities of readers to critically engage with them, and treat them as static, one-way conduits that transfer information to a passive audience. In contrast, I advocate treating popular science texts as the result of a chain of consumption and production that are actively shaped by the varied perspectives of scientists, communicators, and members of the general public. My work envisions all of these actors as science learners who simultaneously act as both producers and consumers of science, and who interact with one another through in-the-moment meaning making. This dissertation examines how the meaning of scientific research is filtered and transformed in moments of interaction and knowledge construction as it moves along this pathway of science communication from scientists to the general public. I present the results of a study that attempts to follow pieces of recent scientific research as they work their way from scientists to publication as popular science news stories, and ultimately to the public. To that end, I collected data from three types of actors involved in the paths of science communication, as well as the texts they read and generate. These actors include (1) the scientists who performed the research, (2) the reporters tasked with writing about it for popular dissemination, and (3) members of the public who must read and interpret the research. The texts I analyze include: peer-reviewed scientific journal articles, university-produced news briefs, popular press science stories, and various text-based conversations between scientists and reporters. Through an analysis of texts, individual interviews, and

Science as a production device of parenthood: analysis of Brazilian scientific production

Directory of Open Access Journals (Sweden)

Márcio Barra Valente

2011-07-01

Full Text Available Understanding science as a device for producing ways of being and truth regimes, this literature review aimed to develop a critical reading of the Brazilian scientific production about parenthood, inspired by the post-constructionist approach to social psychology. The survey was conducted from the Bank of theses and dissertations for the Coordination of Improvement of Higher Education Personnel (CAPES, from parenting descriptor, comprising the period 1987-2009. The analysis reveals that the paternity of this literature appears linked to the sex-gender dichotomy, and its rupture associated with crises and changes which reiterate gender norms and sexuality. The paternity produces scientific knowledge; outlines strategies and hidden knowledge-power that produce the subject man-father-universal ways of being a father and agreementco-penis-rationality- heterosexuality procreation, enables the visualization of the limits of (in effectiveness of such inscriptions, making room for production of cracks and changes.

[Construction of inheritance way of acupuncture and moxibustion science based on tacit knowledge].

Science.gov (United States)

Shen, Mei-Hong; Dong, Qin

2013-03-01

The conception and characteristics of tacit knowledge and the tacit knowledge in the science of acupuncture-moxibustion are analyzed in this paper. It is proposed that the attention should be paid to digging the tacit knowledge in the science of acupuncture-moxibustion and constructing the corresponding inheritance way, which could effectively improve the students' cultivation quality and reach the aim of talent cultivation centered on the clinical thinking ability, acupuncture operation skill and clinical innovation ability.

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

Science.gov (United States)

Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

2018-01-01

Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

Multicultural chemistry and the nature of science: but what about knowledge?

Science.gov (United States)

Tan, Michael

2012-09-01

In response to Goff, Boesdorfer, and Hunter's article on the use of a multicultural approach to teaching chemistry and the nature of science, I forward this critical reflective essay to discuss more general curriculum aspects of the relationship between the nature of science and science education in school contexts. Taking a social realist perspective, I argue for a more nuanced understanding of the role of epistemology and ontology in science classrooms, and for a reconsideration of the role of knowledge in science classrooms.

Integration of Local Ecological Knowledge and Conventional Science: a Study of Seven Community-Based Forestry Organizations in the USA

Directory of Open Access Journals (Sweden)

Heidi L. Ballard

2008-12-01

Full Text Available Natural resource management decisions can be based on incomplete knowledge when they lack scientific research, monitoring, and assessment and/or simultaneously fail to draw on local ecological knowledge. Many community-based forestry organizations in the United States attempt to address these knowledge gaps with an integrated ecological stewardship approach that balances ecological, social, and economic goals. This paper examines the use and integration of local knowledge and conventional science in ecological stewardship and monitoring by seven community-based forestry demonstration projects. Through document reviews and interviews with both participants and partners of all of these community-based organizations, we found that all the community-based forestry groups incorporated local ecological knowledge into many aspects of their management or monitoring activities, such as collaboratively designing monitoring programs with local ranchers, forest workers, and residents; involving local people in collecting data and interpreting results; and documenting the local ecological knowledge of private forest landowners, long-time residents, and harvesters of nontimber forest products. We found that all the groups also used conventional science to design or conduct ecological assessments, monitoring, or research. We also found evidence, in the form of changes in attitudes on the part of local people and conventional scientists and jointly produced reports, that the two types of knowledge were integrated by all groups. These findings imply that community-based forestry groups are redistributing the power of conventional science through the use of diverse knowledge sources. Still, several obstacles prevented some local, traditionally under-represented groups from being significantly involved in monitoring and management decisions, and their knowledge has not yet been consistently incorporated.

Social justice pedagogies and scientific knowledge: Remaking citizenship in the non-science classroom

Science.gov (United States)

Lehr, Jane L.

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape educational practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of

Contribution for the teaching of natural sciences: Mapuche and school knowledge

Directory of Open Access Journals (Sweden)

Segundo Quintriqueo M.

2014-12-01

Full Text Available Within the context of Mapuche families and communities, this paper focuses on the relationship between knowledge and educational methods in teaching the natural sciences. It aims to identify educational methods that have been forged and re-forged in connection with the social, cultural, political, economical and spiritual development experienced by Mapuche communities. Our educational research methodology is based on a qualitative approach in order to unveil the subjective and inter-subjective dimensions that characterize the subjects' educational knowledge in their life context. Our fieldwork has been carried out from a sample of interviews conducted with Mapuche wise men (sabios living in the Araucanía. The results of the study are divided in four categories: 1 Relationship towards the natural environment; 2 Knowledge regarding living beings; 3 Küyen cycle (phases of the Moon; and finally, 4 Healthy lifestyle. The collected data have allowed us to link different contents (conceptual, practical and attitudinal underlying the proper Mapuche educational methods to underline their rationalities with reference to core knowledge. Thus, we want to make a case for an epistemological basis substantiating the teaching of natural sciences in relation to Mapuche knowledge. This will allow us to contextualize natural science teaching within the framework of an intercultural educational approach. By doing so, we aim to establish an intellectual dialogue in a context of interethnic and intercultural relationships.

Neoliberalism and indigenous knowledge: Māori health research and the cultural politics of New Zealand's "National Science Challenges".

Science.gov (United States)

Prussing, Erica; Newbury, Elizabeth

2016-02-01

In 2012-13 the Ministry of Business, Innovation and Employment (MBIE) in New Zealand rapidly implemented a major restructuring of national scientific research funding. The "National Science Challenges" (NSC) initiative aims to promote greater commercial applications of scientific knowledge, reflecting ongoing neoliberal reforms in New Zealand. Using the example of health research, we examine the NSC as a key moment in ongoing indigenous Māori advocacy against neoliberalization. NSC rhetoric and practice through 2013 moved to marginalize participation by Māori researchers, in part through constructing "Māori" and "science" as essentially separate arenas-yet at the same time appeared to recognize and value culturally distinctive forms of Māori knowledge. To contest this "neoliberal multiculturalism," Māori health researchers reasserted the validity of culturally distinctive knowledge, strategically appropriated NSC rhetoric, and marshalled political resources to protect Māori research infrastructure. By foregrounding scientific knowledge production as an arena of contestation over neoliberal values and priorities, and attending closely to how neoliberalizing tactics can include moves to acknowledge cultural diversity, this analysis poses new questions for social scientific study of global trends toward reconfiguring the production of knowledge about health. Study findings are drawn from textual analysis of MBIE documents about the NSC from 2012 to 2014, materials circulated by Māori researchers in the blogosphere in 2014, and ethnographic interviews conducted in 2013 with 17 Māori health researchers working at 7 sites that included university-based research centers, government agencies, and independent consultancies. Copyright © 2015 Elsevier Ltd. All rights reserved.

Quality knowledge of science through virtual laboratory as an element of visualization

Science.gov (United States)

Rizman Herga, Natasa

Doctoral dissertation discusses the use of virtual laboratory for learning and teaching chemical concepts at science classes in the seventh grade of primary school. The dissertation has got a two-part structure. In the first theoretical part presents a general platform of teaching science in elementary school, teaching forms and methods of teaching and among modern approaches we highlight experimental work. Particular emphasis was placed on the use of new technologies in education and virtual laboratories. Scientific findings on the importance of visualization of science concepts and their triple nature of their understanding are presented. These findings represent a fundamental foundation of empirical research presented in the second part of the doctoral dissertation, whose basic purpose was to examine the effectiveness of using virtual laboratory for teaching and learning chemical contents at science from students' point of view on knowledge and interest. We designed a didactic experiment in which 225 pupils participated. The work was conducted in the experimental and control group. Prior to its execution, the existing school practice among science and chemistry teachers was analysed in terms of: (1) inclusion of experimental work as a fundamental method of active learning chemical contents, (2) the use of visualization methods in the classroom and (3) the use of a virtual laboratory. The main findings of the empirical research, carried out in the school year 2012/2013, in which 48 science and chemistry participated, are that teachers often include experimental work when teaching chemical contents. Interviewed science teachers use a variety of visualization methods when presenting science concepts, in particular computer animation and simulation. Using virtual laboratory as a new strategy for teaching and learning chemical contents is not common because teachers lack special-didactic skills, enabling them to use virtual reality technology. Based on the didactic

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

Science.gov (United States)

Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

2016-08-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

Electrochemically induced co-crystallization for product removal

NARCIS (Netherlands)

Urbanus, J.; Roelands, C.P.M.; Mazurek, J.; Verdoes, D.; Horst, J.H. ter

2011-01-01

We demonstrate the potential of co-crystallization combined with electrochemistry for in situ product removal of carboxylic acids. Proof-of-principle is established using a cinnamic acid:3-nitrobenzamide (HCA:NBA) co-crystal system. This technology can be applied in the bio-based production of

Increase Productivity Through Knowledge Management

OpenAIRE

Gavrikova, Nadezhda Aleksandrovna; Dolgikh, Irina Nikolaevna; Dyrina, E. N.

2016-01-01

Increase in competition level requires companies to improve the efficiency of work force use characterized by labor productivity. Professional knowledge of staff and its experience play the key role in it. The results of Extrusion Line operator's working time analysis are performed in this article. The analysis revealed that the reasons of working time ineffective use connected with inadequate information exchange and knowledge management in the company. Authors suggest the way to solve this ...

Collaborative Knowledge Production

DEFF Research Database (Denmark)

Olesen, Birgitte Ravn

2014-01-01

In this article, the author reflects on the conditions for working with collaborative research in current academic settings. On the basis of reflections on goals, challenges and results of earlier projects, the author looks into how economic and political shifts and transformations in work have...... changed the conditions for shared knowledge production with the institutionalization of neo-liberal discourse of the knowledge economy as managerial regimes. She questions if context-specific enactments of the discourse of participation can be handled, when neoliberal managerial regimes guide research...... activities and other working practices and the identities of academics and other professionals who are inscribed as subjects in these regimes. The conclusion is, that we have to look for cracks in the wall and insist on collaborative research because it is it the process of “being in relation that forms...

Language and science: products and processes of signification in the educational dialogue

Directory of Open Access Journals (Sweden)

Martin Dodman

2008-09-01

Full Text Available Global changes such as urbanisation, new ways of travelling, new information and communication technologies are causing radical changes in the relationships between human beings and the environment we are both a part of and depend on. Relationships which – according to a multiplicity of researches in various fields – are crucially important. Science education and the language of science risk exacerbating a tendency towards objectifying nature and inhabiting a virtual reality, thereby rendering ever more tenuous the dialogue between people and the natural world. This article examines two approaches to science and language – as products or as processes – and suggests how awareness of the dynamic relationship between language and knowledge can help restore that vital dialogue.

Research and application of knowledge resources network for product innovation.

Science.gov (United States)

Li, Chuan; Li, Wen-qiang; Li, Yan; Na, Hui-zhen; Shi, Qian

2015-01-01

In order to enhance the capabilities of knowledge service in product innovation design service platform, a method of acquiring knowledge resources supporting for product innovation from the Internet and providing knowledge active push is proposed. Through knowledge modeling for product innovation based on ontology, the integrated architecture of knowledge resources network is put forward. The technology for the acquisition of network knowledge resources based on focused crawler and web services is studied. Knowledge active push is provided for users by user behavior analysis and knowledge evaluation in order to improve users' enthusiasm for participation in platform. Finally, an application example is illustrated to prove the effectiveness of the method.

Science and Mathematics Teacher Candidates' Environmental Knowledge, Awareness, Behavior and Attitudes

Science.gov (United States)

Yumusak, Ahmet; Sargin, Seyid Ahmet; Baltaci, Furkan; Kelani, Raphael R.

2016-01-01

The purpose of this study was to measure science and mathematics teacher candidates' environmental knowledge level, awareness, behavior and environmental attitudes. Four instruments comprising Environmental Sensitivity Scale, environmental Behavior Scale, Environmental Attitudes Scale and Environmental Knowledge Test were administered to a total…

students' perception of teacher's knowledge of subject matter

African Journals Online (AJOL)

ALEXANDER E. TIMOTHY

COPYRIGHT© BACHUDO SCIENCE CO. ... students' perception of teachers' knowledge of subject matter as perceived by students on reading ... percent and above in English language (WAEC,. 2007). ... to the learners. ... mathematics.

Testing controlled productive knowledge of adverb-verb collocations ...

African Journals Online (AJOL)

The study also reveals that controlled productive knowledge of adverbverb collocations is less problematic. Based on these results, teaching strategies aimed at improving the use of adverb-verb collocations among EFL users are proposed. Keywords: academic writing, adverb-verb collocations, productive knowledge of ...

Dynamics of co-authorship and productivity across different fields of scientific research.

Science.gov (United States)

Parish, Austin J; Boyack, Kevin W; Ioannidis, John P A

2018-01-01

We aimed to assess which factors correlate with collaborative behavior and whether such behavior associates with scientific impact (citations and becoming a principal investigator). We used the R index which is defined for each author as log(Np)/log(I1), where I1 is the number of co-authors who appear in at least I1 papers written by that author and Np are his/her total papers. Higher R means lower collaborative behavior, i.e. not working much with others, or not collaborating repeatedly with the same co-authors. Across 249,054 researchers who had published ≥30 papers in 2000-2015 but had not published anything before 2000, R varied across scientific fields. Lower values of R (more collaboration) were seen in physics, medicine, infectious disease and brain sciences and higher values of R were seen for social science, computer science and engineering. Among the 9,314 most productive researchers already reaching Np ≥ 30 and I1 ≥ 4 by the end of 2006, R mostly remained stable for most fields from 2006 to 2015 with small increases seen in physics, chemistry, and medicine. Both US-based authorship and male gender were associated with higher values of R (lower collaboration), although the effect was small. Lower values of R (more collaboration) were associated with higher citation impact (h-index), and the effect was stronger in certain fields (physics, medicine, engineering, health sciences) than in others (brain sciences, computer science, infectious disease, chemistry). Finally, for a subset of 400 U.S. researchers in medicine, infectious disease and brain sciences, higher R (lower collaboration) was associated with a higher chance of being a principal investigator by 2016. Our analysis maps the patterns and evolution of collaborative behavior across scientific disciplines.

Dynamics of co-authorship and productivity across different fields of scientific research.

Directory of Open Access Journals (Sweden)

Austin J Parish

Full Text Available We aimed to assess which factors correlate with collaborative behavior and whether such behavior associates with scientific impact (citations and becoming a principal investigator. We used the R index which is defined for each author as log(Np/log(I1, where I1 is the number of co-authors who appear in at least I1 papers written by that author and Np are his/her total papers. Higher R means lower collaborative behavior, i.e. not working much with others, or not collaborating repeatedly with the same co-authors. Across 249,054 researchers who had published ≥30 papers in 2000-2015 but had not published anything before 2000, R varied across scientific fields. Lower values of R (more collaboration were seen in physics, medicine, infectious disease and brain sciences and higher values of R were seen for social science, computer science and engineering. Among the 9,314 most productive researchers already reaching Np ≥ 30 and I1 ≥ 4 by the end of 2006, R mostly remained stable for most fields from 2006 to 2015 with small increases seen in physics, chemistry, and medicine. Both US-based authorship and male gender were associated with higher values of R (lower collaboration, although the effect was small. Lower values of R (more collaboration were associated with higher citation impact (h-index, and the effect was stronger in certain fields (physics, medicine, engineering, health sciences than in others (brain sciences, computer science, infectious disease, chemistry. Finally, for a subset of 400 U.S. researchers in medicine, infectious disease and brain sciences, higher R (lower collaboration was associated with a higher chance of being a principal investigator by 2016. Our analysis maps the patterns and evolution of collaborative behavior across scientific disciplines.

Participative Knowledge Production of Learning Objects for E-Books.

Science.gov (United States)

Dodero, Juan Manuel; Aedo, Ignacio; Diaz, Paloma

2002-01-01

Defines a learning object as any digital resource that can be reused to support learning and thus considers electronic books as learning objects. Highlights include knowledge management; participative knowledge production, i.e. authoring electronic books by a distributed group of authors; participative knowledge production architecture; and…

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

Science.gov (United States)

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

A systematic review of co-creation and co-production: Embarking on the social innovation journey

NARCIS (Netherlands)

W.H. Voorberg (William); V.J.J.M. Bekkers (Victor); L.G. Tummers (Lars)

2014-01-01

markdownabstract__Abstract__ This article presents a systematic review of 122 articles and books (1987-2013) of co-creation/ co-production with citizens in public innovation. It analyses a) the objectives of co-creation and co-production, b) its influential factors and c) the outcomes of

Enabling Product Design Reuse by Long-term Preservation of Engineering Knowledge

Directory of Open Access Journals (Sweden)

Jörg Brunsmann

2009-12-01

Full Text Available In the highly competitive engineering industry, product innovations are created with the help of a product lifecycle management (PLM tool chain. In order to support fast-paced product development, a major company goal is the reuse of product designs and product descriptions. Due to the product’s complexity, the design of a product not only consists of geometry data but also of valuable engineering knowledge that is created during the various PLM phases. The need to preserve such intellectual capital leads engineering companies to introduce knowledge management and archiving their machine-readable formal representation. However, archived knowledge is in danger of becoming unusable since it is very likely that knowledge semantics and knowledge representation will evolve over long time periods, for example during the 50 operational years of some products. Knowledge evolution and knowledge representation technology changes are crucial issues since a reuse of the archived product information can only be ensured if its rationale and additional knowledge are interpretable with future software and technologies. Therefore, in order to reuse design data fully, knowledge about the design must also be migrated to be interoperable with future design systems and knowledge representation methods. This paper identifies problems, issues, requirements, challenges and solutions that arise while tackling the long-term preservation of engineering knowledge.

Elementary teachers' knowledge and practices in teaching science to English language learners

Science.gov (United States)

Santau, Alexandra O.

Efforts to improve education---more concretely science education---by creating fundamental shifts in standards for students and teachers have been launched by educators and policy makers in recent years. The new standards for science instruction address improvements in student learning, program development, assessment, and professional development for teachers, with the goal to prepare US students for the academic demands of the 21st century. The study examined teachers' knowledge and practices in science instruction with English language learning (ELL) students. It also examined relationships among key domains of science instruction with ELL students, as well as profiles of teaching practices. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger 5-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. The study involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses, classroom observation ratings, and post-observation interviews, results indicated that (1) teachers' knowledge and practices were within the bounds of the intervention, but short of reform-oriented practices and (2) relationships among the four domains existed, especially at grade 5. These findings can provide insights for professional development and future research, along with accountability policies.

The Influence of Disciplines on the Knowledge of Science: A Study of the Nature of Science

Directory of Open Access Journals (Sweden)

B. Akarsu

2010-06-01

Full Text Available At least four factors affect pupils’ understanding of the nature of science: teachers’ specialization in different science areas (physics, chemistry, and biology, gender issues, teaching experience in elementary school environments, and the perspectives of acquiring necessary knowledge. This study is the introduction part of a research project which will be initiated soon. Four elementary science teachers participated in the study. The results reveal that participants’ views of the aspects of nature of science are not solely diverged, based on their major disciplines, but there exist significant distinctions according to gender differences.

Urban Knowledge Arena

Directory of Open Access Journals (Sweden)

Karel Schmeidler

2008-01-01

Full Text Available COST Action C20 – Urban Knowledge Arena is research programme supported by European Co-operation in the Field of Scientific and Technical Research. It is co-ordinated by COST Office and European Science Foundation. The main objective of this Action is to explore and develop a European Arena for cross boundary, integrated knowledge and Know-how on complex urban problems, which is termed Urban Knowledge Arena. The COST Domain Transport and Urban Development aims at fostering international research networking activities of scientist and experts dealing with transport systems and infrastructures, spatial planning, urban land use and development, urban design, architecture and design and civil engineering issues. The focus is on multi and interdisciplinary approaches and the aim is to cover both basic and applied research activities and their changeovers that are relevant to policy and decision making processes. A significant concern is devoted to activities exploring new research needs and developments.

THE NEOWISE-DISCOVERED COMET POPULATION AND THE CO + CO{sub 2} PRODUCTION RATES

Energy Technology Data Exchange (ETDEWEB)

Bauer, James M.; Stevenson, Rachel; Kramer, Emily; Mainzer, A. K.; Masiero, Joseph R.; Weissman, Paul R.; Nugent, Carrie R.; Sonnett, Sarah [Jet Propulsion Laboratory, California Institute of Technology, 4800 Oak Grove Drive, MS 183-401, Pasadena, CA 91109 (United States); Grav, Tommy [Planetary Science Institute, 1700 East Fort Lowell, Suite 106, Tucson, AZ 85719-2395 (United States); Fernández, Yan R. [Department of Physics, University of Central Florida, 4000 Central Florida Blvd., P.S. Building, Orlando, FL 32816-2385 (United States); Cutri, Roc M.; Dailey, John W.; Masci, Frank J.; Blair, Nathan; Lucas, Andrew [Infrared Processing and Analysis Center, California Institute of Technology, Pasadena, CA 91125 (United States); Meech, Karen J. [Institute for Astronomy, University of Hawaii, 2680 Woodlawn Dr., Manoa, HI 96822 (United States); Walker, Russel [Monterey Institute for Research in Astronomy, 200 Eighth Street, Marina, CA 93933 (United States); Lisse, C. M. [Applied Physics Laboratory, Johns Hopkins University, 11100 Johns Hopkins Road Laurel, MD 20723-6099 (United States); McMillan, Robert S. [Lunar and Planetary Laboratory, University of Arizona, 1629 East University Blvd., Kuiper Space Science Bldg. 92, Tucson, AZ 85721-0092 (United States); Wright, Edward L., E-mail: bauer@scn.jpl.nasa.gov [Department of Physics and Astronomy, University of California, P.O. Box 91547, Los Angeles, CA 90095-1547 (United States); Collaboration: WISE and NEOWISE Teams

2015-12-01

The 163 comets observed during the WISE/NEOWISE prime mission represent the largest infrared survey to date of comets, providing constraints on dust, nucleus size, and CO + CO{sub 2} production. We present detailed analyses of the WISE/NEOWISE comet discoveries, and discuss observations of the active comets showing 4.6 μm band excess. We find a possible relation between dust and CO + CO{sub 2} production, as well as possible differences in the sizes of long and short period comet nuclei.

The use of theoretical and empirical knowledge in the production of explanations and arguments in an inquiry biology activity

Directory of Open Access Journals (Sweden)

Maíra Batistoni e Silva

2017-08-01

Full Text Available Agreeing with the scientific literacy as the purpose of science education and with the recent propositions that in order to achieve it we should favor the engagement of students in practices of scientific culture, this study intends to analyze the production of explanations and arguments in an inquiry based teaching activity in order to characterize students' mobilization of theoretical and empirical knowledge by engaging in these practices. Analyzing the scientific reports elaborated by the students (14-15 years old after the inquiry activity on population dynamics, we highlight the importance of empirical knowledge about the experimental context as a repertoire for construction of explanations, especially when students deal with anomalous data. This knowledge was also important for production of valid arguments, since most of the justifications were empirical, regardless of whether or not the data were in accordance with the explanatory model already known. These results reinforce the importance of students' engagement in inquiry activities, as already defended by different authors of this research area, and indicate that the inquiry practice allowed the engagement in epistemic practices, since the knowledge about the experimental conditions and the procedures of data collection provided a repertoire for the production of explanations and arguments. Finally, we discuss the relevance of this research to the field of biology teaching, seeking to defend the promotion of inquiry activities with an experimental approach as an opportunity to integrate conceptual and epistemic objectives and overcome the difficulties generated by the specificities of this area of knowledge in relation to the other disciplines in nature sciences.

Knowledge flows, patent citations and the impact of science on technology

NARCIS (Netherlands)

Nomaler, Z.O.; Verspagen, B.

2008-01-01

Technological innovation depends on knowledge developed by scientific research. The number of citations made in patents to the scientific literature has been suggested as an indicator of this process of transfer of knowledge from science to technology. We provide an intersectoral insight into this

Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

Science.gov (United States)

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

Alternative Perspectives on Sustainability: Indigenous Knowledge and Methodologies

Directory of Open Access Journals (Sweden)

Meg Parsons

2017-02-01

Full Text Available Indigenous knowledge (IK is now recognized as being critical to the development of effective, equitable and meaningful strategies to address socio-ecological crises. However efforts to integrate IK and Western science frequently encounter difficulties due to different systems of knowledge production and underlying worldviews. New approaches are needed so that sustainability can progress on the terms that matter the most for the people involved. In this paper we discuss a case study from Aotearoa New Zealand where an indigenous community is in the process of renegotiating and enacting new indigenous-led approaches to address coupled socio-ecological crises. We reflect on novel methodological approaches that highlight the ways in which projects/knowledge are co-produced by a multiplicity of human and non-human actors. To this end we draw on conceptualizations of environmental ethics offered by indigenous scholars and propose alternative bodies of thought, methods, and practices that can support the wider sustainability agenda.

Research and Application of Knowledge Resources Network for Product Innovation

Directory of Open Access Journals (Sweden)

Chuan Li

2015-01-01

Full Text Available In order to enhance the capabilities of knowledge service in product innovation design service platform, a method of acquiring knowledge resources supporting for product innovation from the Internet and providing knowledge active push is proposed. Through knowledge modeling for product innovation based on ontology, the integrated architecture of knowledge resources network is put forward. The technology for the acquisition of network knowledge resources based on focused crawler and web services is studied. Knowledge active push is provided for users by user behavior analysis and knowledge evaluation in order to improve users’ enthusiasm for participation in platform. Finally, an application example is illustrated to prove the effectiveness of the method.

The fate of pelagic CaCO3 production in a high CO2 ocean: a model study

Directory of Open Access Journals (Sweden)

C. Ethe

2007-07-01

Full Text Available This model study addresses the change in pelagic calcium carbonate production (CaCO3, as calcite in the model and dissolution in response to rising atmospheric CO2. The parameterization of CaCO3 production includes a dependency on the saturation state of seawater with respect to calcite. It was derived from laboratory and mesocosm studies on particulate organic and inorganic carbon production in Emiliania huxleyi as a function of pCO2. The model predicts values of CaCO3 production and dissolution in line with recent estimates. The effect of rising pCO2 on CaCO3 production and dissolution was quantified by means of model simulations forced with atmospheric CO2 increasing at a rate of 1% per year from 286 ppm to 1144 ppm over a 140 year time-period. The simulation predicts a decrease of CaCO3 production by 27%. The combined change in production and dissolution of CaCO3 yields an excess uptake of CO2 from the atmosphere by the ocean of 5.9 GtC over the period of 140 years.

Learning and Teaching Climate Science: The Perils of Consensus Knowledge Using Agnotology

Science.gov (United States)

Legates, David R.; Soon, Willie; Briggs, William M.

2013-08-01

Agnotology has been defined in a variety of ways including "the study of ignorance and its cultural production" and "the study of how and why ignorance or misunderstanding exists." More recently, however, it has been posited that agnotology should be used in the teaching of climate change science. But rather than use agnotology to enhance an understanding of the complicated nature of the complex Earth's climate, the particular aim is to dispel alternative viewpoints to the so-called consensus science. One-sided presentations of controversial topics have little place in the classroom as they serve only to stifle debate and do not further knowledge and enhance critical thinking. Students must understand not just what is known and why it is known to be true but also what remains unknown and where the limitations on scientific understanding lie. Fact recitation coupled with demonizing any position or person who disagrees with a singularly-derived conclusion has no place in education. Instead, all sides must be covered in highly debatable and important topics such as climate change, because authoritarian science never will have all the answers to such complex problems.

R&D networks and regional knowledge production: an agent-based simulation of the Austrian competence centres programme

Directory of Open Access Journals (Sweden)

Manuela Korber

2014-06-01

Full Text Available Publicly funded competence centres have gained high recognition for improving science-industry collaboration. With the requirement for long-term and geographically concentrated R&D, competence centres provide an environment for joint learning and transfer of “sticky” knowledge. The objective of this paper is to investigate how a competence centres programme affects knowledge production in the regional innovation system. In order to address this issue, we draw on a simulation approach and develop an agent-based model of the Vienna Life Sciences innovation system. Companies, research organisations and universities are heterogeneous agents that create scientific publications, patents, as well as high-tech jobs. Simulation runs refer to long-term scenarios regarding the level and duration of public funding. By addressing the complexities of knowledge interaction in the context of the “local buzz” versus “global pipelines” discussion, the results show the potential of empirically calibrated simulation models for ex-ante impact assessment in R&D policy.

Local climate activities in co-operation between municipality, civil society and science shop

DEFF Research Database (Denmark)

Jørgensen, Michael Søgaard

The Science Shop at DTU co-operates with the local municipal administration and the local branch of an environmental NGO about climate change. The co-operation was initiated by a proposal to the Science Shop from the municipal administration. Since the Science Shop requests civil society...... involvement in projects it was proposed to involve the local branch of the environmental NGO. The starting point was topics developed by the administration and the NGO together and announced to students as part of the Science Shop project supply. The focus is climate impact of local activities and strategies...... are initiated and co-ordinated by a group with members from municipal administration, the local NGO and the Science Shop. All projects have involved student projects, but most projects have also contributed to ongoing research activities. The projects up till now have focused on the municipal food supply...

CO2 Data Distribution and Support from the Goddard Earth Science Data and Information Services Center (GES-DISC)

Science.gov (United States)

Hearty, Thomas; Savtchenko, Andrey; Vollmer, Bruce; Albayrak, Arif; Theobald, Mike; Esfandiari, Ed; Wei, Jennifer

2015-01-01

This talk will describe the support and distribution of CO2 data products from OCO-2, AIRS, and ACOS, that are archived and distributed from the Goddard Earth Sciences Data and Information Services Center. We will provide a brief summary of the current online archive and distribution metrics for the OCO-2 Level 1 products and plans for the Level 2 products. We will also describe collaborative data sets and services (e.g., matchups with other sensors) and solicit feedback for potential future services.

Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Bolling, Mads; Bentsen, Peter

2017-01-01

knowledge dimensions is important, especially in science teaching outside the classroom, where “hands-on” approaches and experiments are often part of teaching and require procedural knowledge, among other things. Therefore, this study investigates PMM as a method for exploring specific knowledge dimensions......Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students’ prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific...... in formal science education integrating teaching outside the classroom. We applied a case study design involving two schools and four sixth-grade classes. Data were collected from six students in each class who constructed personal meaning maps and were interviewed immediately after natural science...

Knowledge flows, patent citations and the impact of science on technology

NARCIS (Netherlands)

Nomaler, Z.O.; Verspagen, B.

2007-01-01

Technological innovation depends on knowledge developed by scientific research. The num-ber of citations made in patents to the scientific literature has been suggested as an indicator of this process of transfer of knowledge from science to technology. We provide an intersec-toral insight into this

Construction of Intelligence Knowledge Map for Complex Product Development

Directory of Open Access Journals (Sweden)

Yan-jie LV,

2013-11-01

Full Text Available The complex product design and development is an integrated discipline. A lot of knowledge overloads and knowledge trek phenomenon appeared with the raise of product complexity and the explosion of knowledge and information. To improve the utilization efficiency of the knowledge using and shorten the time and effort spent on the Knowledge screening, avoid missing the knowledge, which is required, the paper proposes a method for the intelligence knowledge map construct model based on knowledge requirements and knowledge connection. Analyzing the context information of the user and giving the method of acquiring the knowledge requirement based on the context information and the user’s personal knowledge structure. This method can get the knowledge requirements of the users to generate the knowledge retrieval expressions to obtain the knowledge points and then construct the intelligent knowledge map through the analysis of multiple dimensions and using the knowledge related to the development of aircraft landing gear as an example to verify the feasibility of this method.

Knowledge of appropriate blood product use in perioperative ...

African Journals Online (AJOL)

Background: Blood products are an expensive and scarce resource with inherent risks to patients. The current knowledge of rational blood product use among clinicians in South Africa is unknown. Purpose of research: To describe the level of clinicians' knowledge related to all aspects of the ordering and administration of ...

Integrated knowledge translation: digging deeper, moving forward.

Science.gov (United States)

Kothari, Anita; Wathen, C Nadine

2017-06-01

Integrated knowledge translation has risen in popularity as a solution to the underuse of research in policy and practice settings. It engages knowledge users-policymakers, practitioners, patients/consumers or their advocates, and members of the wider public-in mutually beneficial research that can involve the joint development of research questions, data collection, analysis and dissemination of findings. Knowledge that is co-produced has a better chance of being implemented. The purpose of this paper is to update developments in the field of integrated knowledge translation through a deeper analysis of the approach in practice-oriented and policy-oriented health research. We present collaborative models that fall outside the scope of integrated knowledge translation, but then explore consensus-based approaches and networks as alternate sites of knowledge co-production. We discuss the need to advance the field through the development, or use, of data collection and interpretation tools that creatively engage knowledge users in the research process. Most importantly, conceptually relevant outcomes need to be identified, including ones that focus on team transformation through the co-production of knowledge. We explore some of these challenges and benefits in detail to help researchers understand what integrated knowledge translation means, and whether the approach's potential added value is worth the investment of time, energy and other resources. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Sharing tacit knowledge to understand reality

NARCIS (Netherlands)

Klostermann, J.E.M.

2003-01-01

The author gives her answer to the question of knowledge production in science and society, according to a theoretical framework (The social construction of reality: a treatise in the sociology of knowledge; Berger, Luckmann, 1966)

Regional Knowledge Production in Nanomaterials

DEFF Research Database (Denmark)

Grimpe, Christoph; Patuelli, Roberto

2011-01-01

Nanomaterials are seen as a key technology for the twenty-first century, and much is expected of them in terms of innovation and economic growth. They could open the way to many radically new applications, which would form the basis of innovative products. As nanomaterials are still in their infa......Nanomaterials are seen as a key technology for the twenty-first century, and much is expected of them in terms of innovation and economic growth. They could open the way to many radically new applications, which would form the basis of innovative products. As nanomaterials are still...... in their infancy, universities, public research institutes and private businesses seem to play a vital role in the innovation process. Existing literature points to the importance of knowledge spillovers between these actors and suggests that the opportunities for these depend on proximity, with increasing...... on nanomaterial patenting. Based on European Patent Office data at the German district level (NUTS-3), we estimate two negative binomial models in a knowledge production function framework and include a spatial filtering approach to adjust for spatial autocorrelation. Our results indicate...

[Productivity and academic assessment in the Brazilian public health field: challenges for Human and Social Sciences research].

Science.gov (United States)

Bosi, Maria Lúcia Magalhães

2012-12-01

This article analyzes some challenges for knowledge output in the human and social sciences in the public health field, under the current academic assessment model in Brazil. The article focuses on the qualitative research approach in human and social sciences, analyzing its status in comparison to the other traditions vying for hegemony in the public health field, conjugating the dialogue with the literature, especially the propositions pertaining to the social fields present in the work of Pierre Bourdieu, with elements concerning the field's dynamics, including some empirical data. Challenges identified in the article include hurdles to interdisciplinary dialogue and equity in the production of knowledge, based on recognition of the founding place of human and social sciences in the public health field. The article discusses strategies to reshape the current correlation of forces among centers of knowledge in public health, especially those capable of impacting the committees and agendas that define the accumulation of symbolic and economic capital in the field.

Feeling to See: Oversight in Knowledge Production

DEFF Research Database (Denmark)

Gorm Hansen, Birgitte

2013-01-01

Science as a practice is characterised by two types of visibility. On the one hand scientists make nature visible via imaging technologies; on the other hand they make scientific practice visible as relevant and useful to society. The sociology of translation has paved the way for analysing...... these two types of visibility as intrinsic parts of the same scientific practice but does not take into account the costs of putting science itself under the gaze. Based on ethnographic field work with Nano scientists the paper compares the costs of making nature visible with the costs of making science....... Both types of visibility entail a necessary process of manufacturing the object of knowledge in order for it to display 'feelable forces' in relation the gaze through which visibility is obtained. The paper analyses how science acquires double visibility by a process of enhancement and erasure; two...

U-Science (Invited)

Science.gov (United States)

Borne, K. D.

2009-12-01

The emergence of e-Science over the past decade as a paradigm for Internet-based science was an inevitable evolution of science that built upon the web protocols and access patterns that were prevalent at that time, including Web Services, XML-based information exchange, machine-to-machine communication, service registries, the Grid, and distributed data. We now see a major shift in web behavior patterns to social networks, user-provided content (e.g., tags and annotations), ubiquitous devices, user-centric experiences, and user-led activities. The inevitable accrual of these social networking patterns and protocols by scientists and science projects leads to U-Science as a new paradigm for online scientific research (i.e., ubiquitous, user-led, untethered, You-centered science). U-Science applications include components from semantic e-science (ontologies, taxonomies, folksonomies, tagging, annotations, and classification systems), which is much more than Web 2.0-based science (Wikis, blogs, and online environments like Second Life). Among the best examples of U-Science are Citizen Science projects, including Galaxy Zoo, Stardust@Home, Project Budburst, Volksdata, CoCoRaHS (the Community Collaborative Rain, Hail and Snow network), and projects utilizing Volunteer Geographic Information (VGI). There are also scientist-led projects for scientists that engage a wider community in building knowledge through user-provided content. Among the semantic-based U-Science projects for scientists are those that specifically enable user-based annotation of scientific results in databases. These include the Heliophysics Knowledgebase, BioDAS, WikiProteins, The Entity Describer, and eventually AstroDAS. Such collaborative tagging of scientific data addresses several petascale data challenges for scientists: how to find the most relevant data, how to reuse those data, how to integrate data from multiple sources, how to mine and discover new knowledge in large databases, how to

Fermented dairy products: knowledge and consumption.

Science.gov (United States)

Hekmat, Sharareh; Koba, Lesia

2006-01-01

Much has been published on the nutritional and health benefits of fermented dairy products, especially those containing probiotic microorganisms. However, consumers may not be familiar with the term "fermented dairy products," and therefore may not take full advantage of them. University students' knowledge and consumption patterns of fermented dairy products were assessed. University students (n=223) completed a survey consisting of a section on demographics and another on knowledge and consumption patterns. The majority of respondents (62%) were not familiar with the term "fermented dairy products." Most respondents consumed yogourt a few times a week (40%) or a few times a month (30%). Almost all respondents (92%) were unable to identify the difference between regular and probiotic yogourt. Most respondents (93%) had not heard of acidophilus milk, but the majority (65%) would be willing to try it. Most respondents were unsure whether sour cream (65%), yogourt beverages (74%), and cheddar cheese (61%) were fermented dairy products. Sixty percent of respondents never consumed yogourt drinks. Education is needed about fermented dairy products, especially probiotics, and their nutritional and health benefits. Such education may increase their acceptability and consumption.

Genome-engineered Sinorhizobium meliloti for the production of poly(lactic-co-3-hydroxybutyric) acid copolymer.

Science.gov (United States)

Tran, Tam T; Charles, Trevor C

2016-02-01

Economically competitive commercial production of biodegradable bioplastics with desirable properties is an important goal. In this study, we demonstrate the use of chromosome engineering of an alternative bacterial host, Sinorhizobium meliloti, for production of the copolymer, poly(lactate-co-3-hydroxybutyrate). Codon-optimized genes for 2 previously engineered enzymes, Clostridium propionicum propionate CoA transferase (Pct532Cp) and Pseudomonas sp. strain MBEL 6-19 polyhydroxyalkanoate (PHA) synthase 1 (PhaC1400Ps6-19), were introduced into S. meliloti Rm1021 by chromosome integration, replacing the native phbC gene. On the basis of phenotypic analysis and detection of polymer product by gas chromatography analysis, synthesis and accumulation of the copolymer was confirmed. The chromosome integrant strain, with the introduced genes under the control of the native phbC promoter, is able to produce over 15% cell dry mass of poly(lactate-co-3-hydroxybutyrate), containing 30 mol% lactate, from growth on mannitol. We were also able to purify the polymer from the culture and confirm the structure by NMR and GC-MS. To our knowledge, this is the first demonstration of production of this copolymer in the Alphaproteobacteria. Further optimization of this system may eventually yield strains that are able to produce economically viable commercial product.

Co-producing resilient solutions to climate change: Bridging the gap between science and decision-making around nexus issues

Science.gov (United States)

Howarth, C.

2016-12-01

The nexus represents a multi-dimensional means of scientific enquiry encapsulating the complex and non-linear interactions between water, energy, food, environment with the climate, and wider implications for society. These resources are fundamental for human life but are negatively affected by climate change. Methods of analysis, which are currently used, were not built to represent complex systems and are insufficiently equipped to understand positive and negative externalities generated by interactions among different stakeholders involved in the nexus. In addition misalignment between the science that scientists produce and the evidence decision-makers need leads to a range of complexities within the science-policy interface. Adopting a bottom-up, participative approach, the results of five themed workshops organized in the UK (focusing on: shocks and hazards, infrastructure, local economy, governance and governments, finance and insurance) featuring 80 stakeholders from academia, government and industry allow us to map perceptions of opportunities and challenges of better informing decision making on climate change when there is a strong disconnect between the evidence scientists provide and the actions decision makers take. The research identified key areas where gaps could be bridged between science and action and explores how a knowledge co-production approach can help identify opportunities for building a more effective and legitimate policy agenda to face climate risks. Concerns, barriers and opportunities to better inform decision making centred on four themes: communication and collaboration, decision making processes, social and cultural dimensions, and the nature of responses to nexus shocks. In so doing, this analysis provides an assessment of good practice on climate decision-making and highlights opportunities for improvement to bridge gaps in the science-policy interface

Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

OpenAIRE

Bayram AKARSU; Esra GÜVEN

2014-01-01

The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

Synthetic Literature : Writing Science Fiction in a Co-Creative Process

NARCIS (Netherlands)

Manjavacas, Enrique; Karsdorp, F.B.; Burtenshaw, Ben; Kestemont, Mike

This paper describes a co-creative text generation system applied within a science fiction setting to be used by an established novelist. The project was initiated as part of The Dutch Book Week, and the generated text will be published within a volume of science fiction stories. We explore the

SCIENCE AND KNOWLEDGE IN TERMS OF QUALITY AND QUALITY IN TERMS OF DEVELOPMENT OF KNOWLEDGE AND SCIENCE

Directory of Open Access Journals (Sweden)

Milan Perovic

2007-12-01

Full Text Available The paper starts with a dilemma whether the quality, as a circular logic of the process model, is a scientific discipline or just an art of achieving and satisfaction of requests and wishes of the customer. Beginning from that dilemma, a relationship between science, knowledge and the quality management system has been elaborated. That relationship has been articulated in this paper using examples of improvement as a key principle of QMS. Elaboration of the improvement system is based on QMS principles and requests of international ISO 9000 standards. Connection of requests for improvement and teamwork is a key for understanding of this process. It is associated by one more factor during the operation, also a key for its understanding. It is a training and knowledge, which are foundation of the philosophy of success. This work indicates that it is impossible to achieve improvements without training and new acknowledgements and teamwork. Paper especially refers to the issue of relation between improvements and application of scientific methods and creation of virtual teams structured by the "owner" of the process and scientist from institutes and universities. Improvement, training, science - improvement make a spiral of the success which when initialized generated new cycles of the improvement. If quality is based on continual improvements and dynamic process of acknowledgement and if it founded on scientific prevention, scientific design, scientific recognition and scientific application, does that make it a scientific discipline.

Knowledge and tools to enhance resilience of beef grazing systems for sustainable animal protein production.

Science.gov (United States)

Steiner, Jean L; Engle, David M; Xiao, Xiangming; Saleh, Ali; Tomlinson, Peter; Rice, Charles W; Cole, N Andy; Coleman, Samuel W; Osei, Edward; Basara, Jeffrey; Middendorf, Gerad; Gowda, Prasanna; Todd, Richard; Moffet, Corey; Anandhi, Aavudai; Starks, Patrick J; Ocshner, Tyson; Reuter, Ryan; Devlin, Daniel

2014-11-01

Ruminant livestock provides meat and dairy products that sustain health and livelihood for much of the world's population. Grazing lands that support ruminant livestock provide numerous ecosystem services, including provision of food, water, and genetic resources; climate and water regulation; support of soil formation; nutrient cycling; and cultural services. In the U.S. southern Great Plains, beef production on pastures, rangelands, and hay is a major economic activity. The region's climate is characterized by extremes of heat and cold and extremes of drought and flooding. Grazing lands occupy a large portion of the region's land, significantly affecting carbon, nitrogen, and water budgets. To understand vulnerabilities and enhance resilience of beef production, a multi-institutional Coordinated Agricultural Project (CAP), the "grazing CAP," was established. Integrative research and extension spanning biophysical, socioeconomic, and agricultural disciplines address management effects on productivity and environmental footprints of production systems. Knowledge and tools being developed will allow farmers and ranchers to evaluate risks and increase resilience to dynamic conditions. The knowledge and tools developed will also have relevance to grazing lands in semiarid and subhumid regions of the world. © 2014 New York Academy of Sciences.

Pharmaceutical applications of cyclodextrins: basic science and product development.

Science.gov (United States)

Loftsson, Thorsteinn; Brewster, Marcus E

2010-11-01

Drug pipelines are becoming increasingly difficult to formulate. This is punctuated by both retrospective and prospective analyses that show that while 40% of currently marketed drugs are poorly soluble based on the definition of the biopharmaceutical classification system (BCS), about 90% of drugs in development can be characterized as poorly soluble. Although a number of techniques have been suggested for increasing oral bioavailability and for enabling parenteral formulations, cyclodextrins have emerged as a productive approach. This short review is intended to provide both some basic science information as well as data on the ability to develop drugs in cyclodextrin-containing formulations. There are currently a number of marketed products that make use of these functional solubilizing excipients and new product introduction continues to demonstrate their high added value. The ability to predict whether cyclodextrins will be of benefit in creating a dosage form for a particular drug candidate requires a good working knowledge of the properties of cyclodextrins, their mechanism of solubilization and factors that contribute to, or detract from, the biopharmaceutical characteristics of the formed complexes. We provide basic science information as well as data on the development of drugs in cyclodextrin-containing formulations. Cyclodextrins have emerged as an important tool in the formulator's armamentarium to improve apparent solubility and dissolution rate for poorly water-soluble drug candidates. The continued interest and productivity of these materials bode well for future application and their currency as excipients in research, development and drug product marketing. © 2010 The Authors. Journal compilation © 2010 Royal Pharmaceutical Society of Great Britain.

Investigating Arabic Academic Vocabulary Knowledge Among Middle School Pupils: Receptive Versus Productive Knowledge.

Science.gov (United States)

Makhoul, Baha

2017-08-01

The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate coping with informational texts as appearing in the different content areas text-books. Six-hundred Arabic speaking middle school pupils from the different areas in Israel, representing the different Arab subgroups: general Arab community, Druze and Bedouins, have participated in the current study. Two academic vocabulary tests, including receptive and productive academic vocabulary evaluation tests, were administrated to the students across the different age groups (7th, 8th and 9th). The results pointed to no significant difference between 7th and 9th grade in academic vocabulary knowledge. In contrast, significant difference was encountered between the different Arab sub-groups where the lowest scores were noted among the Bedouin sub-group, characterized by the lowest SES. When comparing receptive and productive academic vocabulary knowledge between 7th and 9th grade, the results pointed to improvement in receptive academic knowledge towards the end of middle school but not on the productive knowledge level. In addition, within participants' comparison indicated a gap between the pupils' receptive and productive vocabulary. The results are discussed in relation to the existing scientific literature and to its implication of both research and practice in the domain of Arabic literacy development.

Beyond Learning Management Systems: Designing for Interprofessional Knowledge Building in the Health Sciences

Directory of Open Access Journals (Sweden)

Leila Lax

2010-12-01

Full Text Available This paper examines theoretical, pedagogical, and technological differences between two technologies that have been used in undergraduate interprofessional health sciences at the University of Toronto. One, a learning management system, WebCT 2.0, supports online coursework. The other, a Knowledge Building environment, Knowledge Forum 2.0, supports the collaborative work of knowledge-creating communities. Seventy students from six health science programs (Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy and Physical Therapy participated online in a 5-day initiative to advance understanding of core principles and professional roles in pain assessment and management. Knowledge Forum functioned well as a learning management system but to preserve comparability between the two technologies its full resources were not brought into play. In this paper we examine three distinctive affordances of Knowledge Forum that have implications for health sciences education: (1 supports for Knowledge Building discourse as distinct from standard threaded discourse; (2 integration of sociocognitive functions as distinct from an assortment of separate tools; and (3 resources for multidimensional social and cognitive assessment that go beyond common participation indicators and instructor-designed quizzes and analyses. We argue that these design characteristics have the potential to open educational pathways that traditional learning management systems leave closed.

The study of co-citation analysis and knowledge structure on healthcare domain

Science.gov (United States)

Chu, Kuo-Chung; Liu, Wen-I.; Tsai, Ming-Yu

2012-11-01

With the prevalence of Internet and digital archives, the online e-journal database facilitates scholars to search literature in a research domain, or to cross-search an inter-disciplined field; the key literature can be efficiently traced out. This study intends to build a Web-based citation analysis system, which consists of four modules, they are: 1) literature search module; (2) statistics module; (3) articles analysis module; and (4) co-citation analysis module. The system focuses on PubMed Central dataset that has 170,000 records. In a research domain, a specific keyword searches in terms of authors, journals, and core issues. In addition, we use data mining techniques for co-citation analysis. The results assist researchers with in-depth understanding of the domain knowledge. Having an automated system for co-citation analysis, it helps to understand changes, trends, and knowledge structure of research domain. For the best of our knowledge, the proposed system differentiates from existing online electronic retrieval database analysis function. Perhaps, the proposed system is going to be a value-added database of healthcare domain, and hope to contribute the researchers.

Productivity in physical and chemical science predicts the future economic growth of developing countries better than other popular indices.

Science.gov (United States)

Jaffe, Klaus; Caicedo, Mario; Manzanares, Marcos; Gil, Mario; Rios, Alfredo; Florez, Astrid; Montoreano, Claudia; Davila, Vicente

2013-01-01

Scientific productivity of middle income countries correlates stronger with present and future wealth than indices reflecting its financial, social, economic or technological sophistication. We identify the contribution of the relative productivity of different scientific disciplines in predicting the future economic growth of a nation. Results show that rich and poor countries differ in the relative proportion of their scientific output in the different disciplines: countries with higher relative productivity in basic sciences such as physics and chemistry had the highest economic growth in the following five years compared to countries with a higher relative productivity in applied sciences such as medicine and pharmacy. Results suggest that the economies of middle income countries that focus their academic efforts in selected areas of applied knowledge grow slower than countries which invest in general basic sciences.

Science and democracy: making knowledge and making power in the biosciences and beyond

NARCIS (Netherlands)

Hilgartner, S.; Miller, C.; Hagendijk, R.

2015-01-01

In the life sciences and beyond, new developments in science and technology and the creation of new social orders go hand in hand. In short, science and society are simultaneously and reciprocally coproduced and changed. Scientific research not only produces new knowledge and technological systems

Knowledge workers and knowledge-intense organizations, Part 2: Designing and managing for productivity.

Science.gov (United States)

Weaver, D; Sorrells-Jones, J

1999-09-01

Our economy is shifting from a hard goods and material products base to one in which knowledge is the primary mode of production. Organizations are experimenting with designs that support knowledge work by clustering individuals with different but complementary skills in focused teams. The goal is to increase applied knowledge that furthers the organization's strategic intent. The team-based knowledge work model holds promise for healthcare organizations that are under pressure to use knowledge to improve clinical care, integrate care across disciplines and settings, and accept accountability for costs. However, the shift from the traditional bureaucratic model to the flexible team-based design mandates changes in the design of the organization, the role of leadership, and the attributes of the teams and team members. In Part 2 of this three-part series, the authors explore the necessary design changes and the new roles for leadership, teams, and their members. Additionally, implications for healthcare clinicians, particularly nurses, are discussed.

Knowledge productivity for sustainable innovation: social capital as HRD target

NARCIS (Netherlands)

Ehlen, Corry; Van der Klink, Marcel; Roentgen, Uta; Curfs, Emile; Boshuizen, Els

2018-01-01

Purpose – The purpose of this paper is to test the feasibility of a conceptual model on relations between organisational innovation, knowledge productivity and social capital. It explores processes of knowledge productivity for sustainable innovation and associated HRD implications in knowledge

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 62: The Influence of Knowledge Diffusion on Aeronautics Innovation: The Research, Development, and Production of Large Commercial Aircraft in France, Germany, and the United Kingdom

Science.gov (United States)

Golich, Vicki L.; Pinelli, Thomas E.

1997-01-01

This paper focuses on how European public policies-individually and collectively - influence the diffusion of knowledge and technology. It begins with an overview of the roles played historically and currently by European governments in the Research, Development and Production (RD&P) of Large Commercial Aircraft (LCA). The analytical framework brings together literature from global political economy, comparative politics, business management, and science and technology policy studies. It distinguishes between the production of knowledge, on the one hand, and the dissemination of knowledge, on the other. France, Germany, and the United Kingdom serve as the analytical cases. The paper concludes with a call for additional research in this area, some tentative lessons learned, and a discussion of the consequences of national strategies and policies for the diffusion of knowledge and technology in an era of globalizaton.

Productivity responses of Acer rubrum and Taxodium distichum seedlings to elevated CO2 and flooding

Science.gov (United States)

Vann, C.D.; Megonigal, J.P.

2002-01-01

Elevated levels of atmospheric CO2 are expected to increase photosynthetic rates of C3 tree species, but it is uncertain whether this will result in an increase in wetland seedling productivity. Separate short-term experiments (12 and 17 weeks) were performed on two wetland tree species, Taxodium distichum and Acer rubrum, to determine if elevated CO2 would influence the biomass responses of seedlings to flooding. T. distichum were grown in replicate glasshouses (n = 2) at CO2 concentrations of 350 or 700 ppm, and A. rubrum were grown in growth chambers at CO2 concentrations of 422 or 722 ppm. Both species were grown from seed. The elevated CO2 treatment was crossed with two water table treatments, flooded and non-flooded. Elevated CO2 increased leaf-level photosynthesis, whole-plant photosynthesis, and trunk diameter of T. distichum in both flooding treatments, but did not increase biomass of T. distichum or A. rubrum. Flooding severely reduced biomass, height, and leaf area of both T. distichum and A. rubrum. Our results suggest that the absence of a CO2-induced increase in growth may have been due to an O2 limitation on root production even though there was a relatively deep (??? 10 cm) aerobic soil surface in the non-flooded treatment. ?? 2001 Elsevier Science Ltd. All rights reserved.

[The Big Data Game : On the Ludic Constitution of the Collaborative Production of Knowledge in High-Energy Physics at CERN].

Science.gov (United States)

Dippel, Anne

2017-12-01

This article looks at how games and play contribute to the big data-driven production of knowledge in High-Energy Physics, with a particular focus on the Large Hadron Collider (LHC) at the European Organization for Nuclear Research (CERN), where the author has been conducting anthropological fieldwork since 2014. The ludic (playful) aspect of knowledge production is analyzed here in three different dimensions: the Symbolic, the Ontological, and the Epistemic. The first one points towards CERN as place where a cosmological game of probability is played with the help of Monte-Carlo simulations. The second one can be seen in the agonistic infrastructures of competing experimental collaborations. The third dimension unfolds in ludic platforms, such as online Challenges and citizen science games, which contribute to the development of machine learning algorithms, whose function is necessary in order to process the huge amount of data gathered from experimental events. Following Clifford Geertz, CERN itself is characterized as a site of deep play, a concept that contributes to understanding wider social and cultural orders through the analysis of ludic collective phenomena. The article also engages with Peter Galison's idea of the trading zone, proposing to comprehend it in the age of big data as a Playground. Thus the author hopes to contribute to a wider discussion in the historiographical and social study of science and technology, as well as in cultural anthropology, by recognizing the ludic in science as a central element of understanding collaborative knowledge production.

Big Science, co-publication and collaboration: getting to the core

Energy Technology Data Exchange (ETDEWEB)

Kahn, M.

2016-07-01

International collaboration in science has risen considerably in the last two decades (UNESCO, 2010). In the same period Big Science collaborations have proliferated in physics, astronomy, astrophysics, and medicine. Publications that use Big Science data draw on the expertise of those who design and build the equipment and software, as well as the scientific community. Over time a set of ‘rules of use’ has emerged that protects their intellectual property but that may have the unintended consequence of enhancing co-publication counts. This in turn distorts the use of co-publication data as a proxy for collaboration. The distorting effects are illustrated by means of a case study of the BRICS countries that recently issued a declaration on scientific and technological cooperation with specific fields allocated to each country. It is found that with a single exception the dominant research areas of collaboration are different to individual country specializations. The disjuncture between such ‘collaboration’ and the intent of the declaration raises questions of import to science policy, for the BRICS in particular and the measurement of scientific collaboration more generally. (Author)

Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

Science.gov (United States)

Peters, Erin E.

2012-06-01

Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.