The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students’ cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thought-provoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students’ scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students’ real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students’ utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than students in the control condition. No effect was found for students’ scientific knowledge as measured with a standardized achievement test. Implications for future studies are stressed, as well as the importance of enriching the evaluation of intervention studies by focusing on dynamics in the classroom.
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Using socio-scientific issues as a learning context is an effective approach to achieve an important goal in science education, which is to enhance scientific literacy. It involves strengthening skills such as argumentation while also improving an understanding of the Nature of Science and imparting content knowledge. The present study evaluates the impact of a web-based educational instrument consisting of a unique combination of features designed to promote students’ development of skills and knowledge as well as to address the challenges faced by teachers in teaching socio-scientific issues. Participants included 423 students in secondary education. Students in the experimental condition received a three-lesson intervention with the educational instrument, and students in the control condition followed their regular science lessons. Findings indicated that the instrument proves effective in fostering learning outcomes while teachers benefit from the shift of managing classroom discussion to individual guidance of students. Applying the educational instrument in the classroom demonstrates promise in improving student engagement and their comprehension of socio-scientific issues.
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BackgroundScientific software incorporates models that capture fundamental domain knowledge. This software is becoming increasingly more relevant as an instrument for food research. However, scientific software is currently hardly shared among and (re-)used by stakeholders in the food domain, which hampers effective dissemination of knowledge, i.e. knowledge transfer.Scope and approachThis paper reviews selected approaches, best practices, hurdles and limitations regarding knowledge transfer via software and the mathematical models embedded in it to provide points of reference for the food community.Key findings and conclusionsThe paper focusses on three aspects. Firstly, the publication of digital objects on the web, which offers valorisation software as a scientific asset. Secondly, building transferrable software as way to share knowledge through collaboration with experts and stakeholders. Thirdly, developing food engineers' modelling skills through the use of food models and software in education and training.
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A goal of science education is for students to develop scientific literacy. Scientific literacy involves the acquisition of factual scientific knowledge and the ability to assess the credibility of scientific assertation. Furthermore, students should be able to include ethical considerations. Realising this goal is complicated because it requires the development of argumentation skills, content knowledge, and an understanding of Nature of Science. Teachers struggle to apply effective strategies in the classroom. Few studies have shed light on usable, effective strategies. Therefore, the research goal is to identify features that encourage students to explore socio-scientific issues. To stimulate the development of scientific literary and support teachers, a web-based educational instrument was designed. In this study, the effects and influences of its features in the context of socio-scientific issues are investigated. The instrument provides a sequence of concept cartoons alternated with an interactive diagram. The instrument is deployed in 14 classrooms in both primary and secondary schools. In this paper, we present the educational instrument and report on its practical implementation and its constituent features. The results indicate that students show active involvement during their interaction with the instrument and reveal both the merits and challenges regarding the various features.
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A case study and method development research of online simulation gaming to enhance youth care knowlegde exchange. Youth care professionals affirm that the application used has enough relevance as an additional tool for knowledge construction about complex cases. They state that the usability of the application is suitable, however some remarks are given to adapt the virtual environment to the special needs of youth care knowledge exchange. The method of online simulation gaming appears to be useful to improve network competences and to explore the hidden professional capacities of the participant as to the construction of situational cognition, discourse participation and the accountability of intervention choices.
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This special issue of Systems Research and Behavioural Science is about the systematic use of metaphor and its implications for behaviour, especially in the field of knowledge management.
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As a young and interdisciplinary field, Knowledge Management (KM) holds a crucial role in scientific research and development of knowledge-intensive economies. This study elaborates on the methods used in previous studies regarding the research trends of KM and their contribution to the discipline by examining the KM literature. The purpose of the study is to determine the current research trends of KM by analysing KM citation classics and examining their characteristics as well as presenting a holistic framework of KM publications from the results of citation analysis. A total of 152 articles published in peer review journals between the years 2010-2014 were analysed. As a result of the analysis, a holistic KM framework was developed in order to contribute to a consensus of KM field. The results of the study reveals that the coverage of KM articles expanded into a broad spectrum of concepts, disciplines and environment.
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The overall objective of project OC/EFSA/AMU/2018/01 was to support EFSA to develop in-house capacity to collect, appraise and synthesize evidence coming from literature sources in the context of food and feed scientific assessment. This objective had to be reached by offering 3 different types of training courses to EFSA staff (including Trainees) and Experts (of Panels, Working Groups and Member States). This report summarizes these trainings and their evaluation. Between 15 October 2018 and 24 November 2020, 9 trainings were delivered by a team of trainers from SYRCLE (SYstematic Review Centre for Laboratory animal Experimentation, www.syrcle.nl) and partners. A total number of 160 people participated in these trainings (an average of 18 per training), some of whom participated in more than one training (day). The individual trainings were evaluated using an online evaluation form, which consisted of general questions (e.g. about the training room or course material) and specific questions about the various parts of the training courses. The participants had the option of adding qualitative comments. Moreover, a so-called second level evaluation was used to assess the extent to which the trainings improved the capacity of participants to use the techniques explained in the courses in the context of EFSA assessments. With an average score of 8.23 (out of 10), the trainings were evaluated very positively. Major revisions of the content were only necessary for two of the courses and only after the first editions. Overall, the participants assessed their knowledge and practical skills to be higher after the training compared to before. Moreover, two of the online editions of the courses received an EFSA Golden Globe for the most successful EFSA scientific courses delivered in 2020. Based on the experiences with this series of trainings, recommendations are made for future EFSA trainings in evidence synthesis.
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This literature review reports on the assumed relations between primary school teachers' knowledge of technology and pupils' attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was searched. It is found that teacher nowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachers' enhanced Pedagogical Content Knowledge is found to be related to pupils' increased learning and interest in technology. Six aspects of technology-specific teacher knowledge that are likely to play a role in affecting pupils' attitude are identified and schematically presented in a hypothetical diagram. It is concluded that more empirical vidence on the influence of technology-specific teacher knowledge on pupils' attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupils' attitude empirically.
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Objective: This article explores the use of experiential knowledge by traditional mental health professionals and the possible contribution to the recovery of service users. Design and Methods: The review identified scientific publications from a range of sources and disciplines. Initial searches were undertaken in databases PsycINFO, PubMed, and Cochrane using specific near operator search strategies and inclusion and exclusion criteria. Results: Fifteen articles were selected. These were published in a broad range of mental health and psychology journals reporting research in western countries. In the selected articles, a varying conceptualization of experiential knowledge was found, differing from therapeutic self-disclosure embedded in psychotherapeutic contexts to a relational and destigmatizing use in recovery-oriented practices. Nurses and social workers especially are speaking out about their own experiences with mental health distress. Experiential knowledge stemming from lived experience affects the professional’s identity and the system. Only a few studies explored the outcomes for service users’ recovery. Conclusion: A small body of literature reports about the use of experiential knowledge by mental health professionals. The mental health system is still in transformation to meaningfully incorporate the lived experience perspective from traditional professionals. There is little data available on the value for the recovery of service users. This data indicates positive outcomes, such as new understandings of recovery, feeling recognized and heard, and increased hope, trust, and motivation. More research about the meaning of experiential knowledge for the recovery of service users is desirable.
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