Relevant bibliographies by topics / Knowledge taught

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Knowledge taught'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Knowledge taught"

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Semb, George B., and John A. Ellis. "Knowledge Taught in School: What Is Remembered?" Review of Educational Research 64, no. 2 (1994): 253–86. http://dx.doi.org/10.3102/00346543064002253.

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Johnson, Paul Andrew. "Actively Pursuing Knowledge In The College Classroom." Journal of College Teaching & Learning (TLC) 8, no. 6 (2011): 17. http://dx.doi.org/10.19030/tlc.v8i6.4279.

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The purpose of this study was to compare course evaluation responses of students enrolled in several sections of a graduate level human growth and development course taught with a traditional lecture/textbook approach to the course evaluation responses of students enrolled subsequent sessions of the same graduate human growth and development course taught with an active learning approach. Quantitative and qualitative data indicated that students in the sections taught with an active learning approach rated those sections significantly higher than students in sections taught with a traditional lecture/textbook approach.
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Jabbar, Abdul. "Suppressing Memory and Knowledge: A Self-taught Pedagogy." Changing English 19, no. 3 (2012): 307–12. http://dx.doi.org/10.1080/1358684x.2012.704581.

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Barnfather, Tracey. "Can intuitive knowledge be taught in midwifery practice?" British Journal of Midwifery 21, no. 2 (2013): 131–36. http://dx.doi.org/10.12968/bjom.2013.21.2.131.

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Nikitovic, Aleksandar. "Can virtue be taught?" Filozofija i drustvo 20, no. 3 (2009): 159–83. http://dx.doi.org/10.2298/fid0903159n.

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The teachability of virtue is an issue on which were crossed swords during the struggle for supremacy between two basic principles of ancient Greek spirit - sophistry and ancient Greek ethics. Two great representatives of these opposite principles, Plato and Protagoras, confronted their arguments in Plato's dialog named after the great sophist. Paradoxically, during this philosophical struggle, Protagoras, who at the beginning supposed that virtue is teachable, later, on the contrary, states that virtue is not knowledge and this would make it least likely to be teachable. On the other hand Plato, who is trying to preserve the ancient Greek principle that virtue is innate, claims that virtue is knowledge. The solution of this great dispute between two principles of antiquity Plato sees in philosophical theoretization of ancient Greek mythical worldview.
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Ward, Phillip, Emi Tsuda, Fatih Dervent, and Erhan Devrilmez. "Differences in the Content Knowledge of Those Taught to Teach and Those Taught to Play." Journal of Teaching in Physical Education 37, no. 1 (2018): 59–68. http://dx.doi.org/10.1123/jtpe.2016-0196.

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Karaduman, Betul, Ahmet Doganay, and Sedat Ucar. "An Investigation of Concepts about “Gases” through Didactic Transposition in Higher Education." International Journal of Research in Education and Science 7, no. 1 (2020): 27. http://dx.doi.org/10.46328/ijres.1160.

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Didactic transposition theory examines the development from scientific / academic knowledge being produced by scientists to it becoming learned knowledge constructed by learners. According to the theory, four kinds of knowledge exist: scientific knowledge, knowledge to be taught, taught knowledge and learned knowledge. In this study, learning and teaching processes and the transition between different types of knowledge were investigated in detail for the concept of “Gases” in higher education General Chemistry-I courses. The study was designed as a qualitative case study. Data were collected by lesson observations, semi-structured interviews, the Diagnostic Form and Word Association Test. The results revealed that the didactic preferences of the instructors were highly effective in influencing taught knowledge. It was additionally observed that the “knowledge to be taught” of the instructors affected “the taught knowledge,” and that the learned knowledge of the pre-service teachers was closely connected to “taught knowledge” with individual characteristics. It can be concluded that the interaction between the instructor and pre-service teacher positively affected the learned knowledge of pre-service teachers. It was also found that pre-service teachers’ pedagogical content knowledge and hidden curricula are effective for taught and learned knowledge.
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Anderson, Hans O. "What Ought to be Taught?" Hoosier Science Teacher 41, no. 1 (2018): 1–5. http://dx.doi.org/10.14434/thst.v41i124534.

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This article provides insight into what should be taught in K-16 schools. A diagram is provided that illustrates eight overlapping domains. Intended learning outcomes are discussed related to skills, knowledge, and attitudes.
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Lally, Tara. "This experience taught me the importance of sharing knowledge." Nursing Standard 31, no. 3 (2016): 36. http://dx.doi.org/10.7748/ns.31.3.36.s41.

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Patampang, Semuel Sanda. "PENGARUH STRATEGI PEMBELAJARAN DAN SELF-EFFICACY TERHADAP PENGETAHUAN SISWA TENTANG KONSEP DASAR EKOLOGI." IJEEM - Indonesian Journal of Environmental Education and Management 2, no. 1 (2017): 1–23. http://dx.doi.org/10.21009/ijeem.021.01.

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The purpose of this research is to know the effect of instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. This research uses an experimental method to design treatment by level 2 X 2 on the class X of the Senior High School 3 Palu. Sample of 48 students, selected using multistage random sampling, and are divided into groups. The results: (1) Knowledge of the basic concepts of ecology in students group taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (2) For a students group who have high self-efficacy, to the knowledge of the basic concepts of ecology, taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (3) For a students group who have low self-efficacy, to the knowledge of basic concepts of ecology, taught instructional strategy deductive is higher, than that taught instructional strategy inductive; and (4) There is an interaction effect between instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. From this research, it was found that the students group who have high self-efficacy, to the knowledge of the basic concepts of ecology better taught instructional strategy inductive, while in the students group have low self-efficacy better taught instructional strategy deductive.
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Dissertations / Theses on the topic "Knowledge taught"

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Metz, Joep. "Can leadership be taught : a study about leadership development in education." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43967.

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Historically there has been an ongoing debate whether leadership is innate behaviour, a trait or a skill. I believe leadership is both a skill and a behaviour that exhibits that skill (Doh 2003). ‘This dual definition generated an additional disagreement over whether leadership can be taught’ (Doh 2003, p. 54). I have had conversations with professors, alumni and leaders who have experience with leadership (broadly defined) and more specifically with leadership programmes. I have asked the experts how they would define leadership; if leaders are born; how the profile of a successful leader looks like; and how we should develop leaders. This study indicates that leadership can be enhanced with the development of (1) explicit knowledge (2) tacit knowledge (3) emotional intelligence (4) and ethical leadership.
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Knight, Jason Anthony. "An Anatomy Based Health Education Curriculum Taught by Medical Students May Improve High School Students Health Knowledge." Yale University, 2006. http://ymtdl.med.yale.edu/theses/available/etd-06282006-110025/.

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To date, few high school based interventions have been shown to have lasting effects on adolescents' health behaviors. The need for health interventions targeting adolescents is underscored by data showing that several health behaviors with significant short and long term adverse effects begin in early adolescence and become progressively more prevalent toward late adolescence. This project tested the efficacy of a novel anatomy based health education curriculum at increasing health knowledge. The course was taught by first year Yale medical students. The curriculum placed emphasis on nutrition, physical activity and infectious disease. Forty Juniors from Career High School visited Yale's anatomy lab once every two weeks for ten hour-long sessions. In addition to visits to the anatomy lab, students completed two class projects, one covered nutrition and the other focused on exercise. Four additional sessions at Career High School were dedicated to the class projects. Pre and post test analysis showed an improvement in health knowledge with a thirteen percentage point improvement on a standardized health knowledge survey. The students' performance was compared to a control cohort of thirty-one students who were not exposed to the curriculum. Students exposed to the curriculum had a nineteen percentage point advantage compared to control students who had not been exposed. Curriculum efficacy as demonstrated by this small cohort validate further testing with larger cohorts and more vigorous controls as well as separate testing to measure changes in health behavior attributable to curriculum exposure.
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Spain, LeAnn Stanley. "An evaluation of college students' knowledge and attitudes as a result of a team taught sex education class." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539791824.

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The purpose of this study was to compare the effects of sex education instruction by a male, a female, and a male and female team on college students' sexual knowledge and sexual attitudes. The author also attempted to expand the literature in the area of team taught human sexuality course.;The population consisted of students enrolled in three human sexuality classes at Richard Bland College, a two-year liberal arts college. Each student selected a class section without prior knowledge of the male traditionally taught, female traditionally taught, or male/female team taught.;The same textbook, tests, guest speakers, movies, and class discussions were used for each class. Each student in all three classes was asked to give general information about themselves, however the information remained anonymous.;It was hypothesized that (1) after completion of a human sexuality course, students taught by a male/female team, compared to those taught by a single instructor of either gender, would demonstrate more sexual knowledge and (2) after completion of a human sexuality course, students taught by male/female teaching team, compared to those taught by a single instructor, would show more positive sexual attitudes.;After statistically testing the scores using an analysis of covariance, it was concluded that the male/female team taught class did not increase significantly in knowledge or in more positive sexual attitudes.;Further study is needed using other kinds of measures for sexual knowledge and attitudes, using various age groups and subject areas, and in other settings such as four year institutions since this study of junior college students cannot be generalized to other constitutions and students.
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Beling, Brenda Leigh. "Tax topics a trainee chartered accountant should be taught : a survey of perceptions in and outside of public practice." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/25052.

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This paper presents the results of an e-mail study designed to determine what tax topics are important in terms of a trainee accountant entering the training environment in South Africa. These topics were then compared to the current tax syllabus being taught at universities and accredited institutions. The results indicated that the current syllabus is largely meeting the expectations of people in and out of public practice, though there are some topics that the syllabus setters and educators should consider including and excluding when next reviewing and updating the syllabus. Copyright<br>Dissertation (MCom)--University of Pretoria, 2009.<br>Taxation<br>unrestricted
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Corner, Helen. "An exploration into transfer of knowledge acquired from taught MSc Human Resource Management (HRM) programmes into workplace Human Resource (HR) Departments and wider dissemination across intra-organisational boundaries." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622720.

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The purpose of this thesis was to explore how knowledge gained during taught Masters in Human Resource Management (MSc HRM) programmes was transferred into working organisations, whether knowledge gained from academic study could be transferred if individuals were motivated to transfer and if organisations had a culture that was receptive to transfer. The term knowledge transfer was defined as sharing of information between one individual and another individual or group. This study looked at the perceived value of Human Resource (HR) knowledge within organisational contexts, with a focus on how knowledge flowed and what facilitated or blocked that flow. A ‘two-tailed’ case study approach was taken using a social construction methodology and was applied across three University Centres, utilising students studying on MSc HRM programmes and their respective work organisations, plus Operational Managers within the same geographical boundaries. Data was gathered using qualitative methods and analysed thematically. A key finding of this study was that knowledge gained from MSc HRM programmes is valued within organisational contexts. HR professionals effectively transferred knowledge into their organisational functions and amongst workplace communities and via wider networks, in a homogenous manner. However, the study also found that transfer of knowledge across work boundaries, via heterogeneous workplace communities, was less effective. Individual willingness to transfer knowledge was found, but issues linked to organisational culture such as politics, power and structure was found to influence the extent of knowledge transfer activities. It was evident that in order for knowledge transfer to be effective an organisational culture based on mutual support and understanding was required. If an organisation had a culture focused on Key Performance Indicators (KPI) that reinforce knowledge transfer across team boundaries then heterogeneous workplace communities emerged. Organisations that deliberately focused on knowledge transfer evidenced a greater ability to transfer knowledge across organisational functions; this strategy was beneficial to organisational growth. This study concluded that building on workplace communities and managing a deliberate introduction of heterogeneous workplace communities enabled MSc HRM acquired-knowledge to be transferred cross organisationally. Although this study focused on the transfer of knowledge from MSc HRM programmes the concept behind using workplace communities to transfer and build knowledge could potentially be transferable to other disciplines. Two further areas of research were identified: firstly, action research within University Centres to ascertain the benefit of cross-discipline teaching, secondly, analysis of an organisation with a heterogeneous community design.
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Nováček, Jiří. "Konkurenceschopnost studijního oboru Informatika." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-72590.

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The work deals with the competitiveness of degree courses in Informatics. The first part approaches the situation on the market and conditions for graduates of these courses. It follows the latest market trends and shows how this development could affect the study. The work focuses on Informatics at universities in the Czech Republic. The aim is to characterize degree courses and the comparative analysis of the structure of taught knowledge. Individual degree courses are compared with teaching at the University of Economics in Prague and from the analysis comes out strengths and weaknesses of teaching at this school. The analysis results are then confronted with the study of informatics at leading European universities. On the basis of all the comparisons and the differences observed are designed changes to improve the competitiveness of degree courses in Informatics at the University of Economics in Prague.
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Řepík, Martin. "Analýza uplatnění absolventů informatiky FIS VŠE." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-85160.

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This thesis deals with the analysis of informatics fields of study taught at public universities in the Czech Republic. The aim is to describe degree courses and their comparison with the teaching of informatics at the Faculty of Informatics and Statistics of the University of Economics in Prague. At the end the courses taught at FIS University of Economics in Prague are confronted with the statistics of graduates based on information from a database of personal agency Grafton Recruitment. Based on this are defined recommendations for further improvement of teaching of informatics at FIS University of Economics in Prague.
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Monnier, Nathalie. "L'activité didactique empêchée, entre contraintes et ingéniosité : étude de cas en éducation physique et sportive en milieu difficile." Toulouse 3, 2009. http://thesesups.ups-tlse.fr/575/.

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La recherche, réalisée auprès de quatre professeurs d'éducation physique et sportive enseignant en milieu difficile, s'attache à problématiser et éclairer - depuis la didactique - le constat réalisé par de nombreux travaux de sociologie et de sciences de l'éducation : celui d'une minoration des savoirs enseignés au bénéfice des savoir-être et de savoir-faire sociaux dans ces contextes d'enseignement. Pour ce faire le cadre de la thèse intègre, après les avoir convertis, le concept "d'activité empêchée" et la méthode "d'instruction au sosie" empruntés à la "clinique de l'activité" dans le cadre d'une problématique de recherche didactique. L'articulation de l'analyse de l'action didactique en classe à partir de la vidéo et du recours, par des voies d'accès indirectes, à l'activité empêchée de l'enseignant permet ainsi de mettre au jour les ressorts et les contraintes à l'origine du fonctionnement des systèmes didactiques observés. Cette recherche permet d'initier des pistes interprétatives rompant avec un discours d'accusation des enseignants fondé sur un hypothétique déficit de maîtrise des savoirs et sur une non moins hypothétique posture de renoncement. Les résultats mettent en évidence que la prise en charge du "maintien de l'ordre" dans les classes se combine, contraint et oriente mais n'évacue pas des préoccupations des enseignants l'aboutissement de l'enjeu de savoir en ce qu'il est le résultat de l'action conjointe du professeur et des élèves. L'épistémologie professionnelle des professeurs apparaît à la lumière des résultats comme un élément structurant leur action en classe et œuvrant dans le développement de leur activité. La thèse est aussi l'occasion de discuter les rapports entre didactique et ergonomie<br>Looking at schooling in deprived area, sociologists and pedagogists have pointed out that specific learning achievement might disappear for the benefit of social control under the slogan of the making of citizen through students' self-responsibility and self-awareness. In this thesis we analyse through observation and interviews the difficulties encountered by four PE teachers in maintaining quality content knowledge in deprived area schools. Grounded on the "didactique" approach and using the method of "instruction au sosie", the research highlights the idea that the teacher's didactical activity might be understood as "detained". It points out the tensions and the contradictions that teachers have to face all along the specific knowledge co-construction process engaged with their students. The results show that class management and instruction are combined, the search of class control does not dwindle the teachers' worries related to the content to be taught and learned during the didactical joint action. Teacher's epistemology appears a decisive element at the heart of their activity development. The thesis gives the opportunity to discuss the theoretical relations between didactics and ergonomics as fields of research
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Wacker, Thomas D. "Autodidaxy in children : understanding interest, the informal curriculum and engagement with rationalized systems of knowledge." 2009. http://hdl.handle.net/2152/7658.

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This dissertation is a qualitative case study within an interpretive epistemology that explores the construction and engagement of the informal curriculum and the subsequent interaction with rationalized systems of knowledge by four young autodidactics between the ages of 9 and 15. The analyses of these constructions, engagement and interactions coalesced into three themes. Theme one establishes autonomy as the penultimate emic feature of autodidaxy through its relations with commitment to endeavors, connections along the experiential continuum, and perceived confidence in abilities to learn and to organize the social environment for further learning. Theme two entails the inherent connection participants conceive between interests and progressive, challenging goals. Theme three focuses on how interests are initiated through the exploratory stance of the participants as they purposefully seek out experiential problems from their environment, as well as the control of habitual patterns of pursuit and moments of interest assessment. These themes in relation to the research focus on the informal curriculum and interactions with rationalized systems of knowledge result in three findings. First, rigor is found to operate at multiple levels within autodidactic endeavors; secondly, relevance functions as initial questions arising out of productive boredom tether knowledge to experience and results in persistence and versatility of interest; and finally, the finding of autonomy operates as a process of choice which frames interests with future orientations that afford challenging experiences resulting in joy and the progression of knowledge and skills associated with the interest. Data analysis throughout the themes and findings discussed above culminate in three implications. First, while not engaging all of the disciplines traditionally associated with formal schooling, the informal curriculum does afford opportunities for the rigorous interaction with rationalized systems of knowledge. Second, the informal curriculum also allows for distinct processes by which connections are made along the experiential continuum resulting in relevance. Finally, in order to facilitate the use of the informal curriculum in formal educational institutions, research is needed in which the informal curriculum is operative to varying degrees in contexts with differential affordances of autonomy, most critically with learners form a variety of lived experiences.<br>text
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LA, HSIAO-HAN, and 賴筱函. "The Effect of Video Education CD on Dietary Knowledge, Attitude and Behavior of Patients with Chronic Renal Disease." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/taug5h.

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碩士<br>中臺科技大學<br>護理系碩士班<br>107<br>Chronic kidney disease (CKD) has ranked one of the top ten death causes, which population used the highest NHI expenditures. This study is to use video education CD for teaching patients with chronic kidney disease about dietary knowledge, in order to enhance their positive eating attitudes, and change their eating behaviors to delay the deterioration of renal function. Total 80 subjects were divided into experimental and control groups by purposive sampling. The study used a video education CD as the intervention. The self-made structured questionnaire was used as the research tool, including basic attributes, dietary knowledge, attitudes and behaviors. The data were collected pre-, immediate, and one-month-after interventions. And the routine medical blood reports of subjects, such as BUN, creatinine, eGFR, albumin, Na, K, P and 24-hour dietary records were also collected. The results in the study were found that comparing the knowledge and attitude within the two groups, there was no significant difference in the pre- and one-month-after interventions (p=.000). Comparing the behavior within the two groups, there was a significant difference in the pre- and one-month-after interventions in the experimental group (p=.000), but there was no difference in the control group (p=.175). In addition, comparing the dietary knowledge, attitudes, and behaviors by interacting between group and time, there were significant differences (p<.05). It explained that the experimental group receiving the video education CD had better dietary knowledge, attitude and behavior scores than the control group. This study proves that using the video education can make CKD patients learn low protein, low potassium, low sodium and low phosphate diets to increase their dietary knowledge, attitudes and behaviors. It makes a reference to care this kind of patients for nursing staffs. Keywords: chronic kidney disease (CKD), video education disc, dietary knowledge, dietary attitudes, dietary behaviors
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Books on the topic "Knowledge taught"

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Beekman, E. M. A different magic: What a naturalist taught a novelist. Mitra Publications Group, 2001.

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Meurs, Wim, Robin Bruin, Liesbeth Grift, Carla Hoetink, Karin Leeuwen, and Reijnen. The Unfinished History of European Integration. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988149.

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When the Treaty of Lisbon went into effect in December 2009, the event seemed to mark the beginning of a longer phase of institutional consolidation for the EU. Since 2010, however, the EU has faced multiple crises, which have rocked its foundations and deeply challenged the narrative of 'the end of the history of integration'. The military crisis in eastern Ukraine and the refugee crisis call for a joint approach, but in practice reveal the difficulty of maintaining even the appearance of European solidarity and political unanimity. The financial and socio-economic crisis in southern Europe and Brexit present the EU with the latest set of challenges. If seventy years of European integration have taught us anything, it is that fundamental crises as well as moments of rapid institutional change form integral parts of its history. The Unfinished History of European Integration presents the reader with historical and theoretical knowledge on which well-founded judgements can be based. This textbook on European integration history has been written as a student textbook for a bachelor's or master's programme in European integration history, as a manual for the analysis of EU sources and, finally, as an information resource for a bachelor's or master's thesis.
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Lippi, Donatella, ed. Medicina, Chirurgia e Sanità in Toscana tra '700 e '800. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-788-1.

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Three Tuscan doctors, and three intriguing professional histories. The inventory of the papers of Pietro Betti, Carlo Burci and Vincenzio Chiarugi has made available an important archive heritage, which goes to supplement the partial knowledge deriving from the biographies and works of these figures who represented the bridge between the enlightened and revolutionary eighteenth century and the following century, taut between the claims of science and political and social influences. A great season for Medicine and Surgery is revisited through the voices of three important exponents of this period of knowledge and action, of a commitment – that is also contemporary – to care, to teaching and to research.
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Acland, Thomas Dyke. Knowledge, Duty, And Faith: Suggestions For The Study Of Principles Taught By Typical Thinkers Ancient And Modern. Kessinger Publishing, LLC, 2007.

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Acland, Thomas Dyke. Knowledge, Duty, And Faith: Suggestions For The Study Of Principles Taught By Typical Thinkers Ancient And Modern. Kessinger Publishing, LLC, 2007.

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Whyman, Susan E. The Useful Knowledge of William Hutton. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797838.001.0001.

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The Useful Knowledge of William Hutton shows the rapid rise of a self-taught workman and of the city of Birmingham during the two major events of the eighteenth century—the Industrial Revolution and the Enlightenment. Hutton achieved wealth, land, status, and literary fame, but later became a victim of violent riots. The book boldly claims that an understanding of the Industrial Revolution requires engaging with the figure of the ‘rough diamond’, a person of worth and character, but lacking in manners, education, and refinement. A cast of unpolished entrepreneurs is brought to life as they drive economic and social change, and improve their towns and themselves. The book also contends that the rise of Birmingham cannot be understood without accepting that its vibrant cultural life was a crucial factor that spurred economic growth. Readers are plunged into a hidden provincial world marked by literacy, bookshops, printing, authorship, and the spread of useful knowledge. We see that ordinary people read history and wrote poetry, whilst they grappled with the effects of industrial change. Newly discovered memoirs reveal social conflict and relationships in rare detail. They also address problems of social mobility, income inequality, and breathtaking technological change that perplex us today.
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Harrod, Molly, Sanjay Saint, and Robert W. Stock. Bedside and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0005.

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The attendings made bedside teaching (or the teaching that occurs just outside of a patient’s room) a mainstay of their approach. They felt that the best way to learn was from the patients themselves. They combined their physical examination and questioning of the patient with the presentation of relevant teaching points. Attendings taught that information learned from a current patient should be applied to the next patient. In this way, what is taught builds on itself, creating a solid foundation of knowledge. Attendings would not only teach to the team but would be alert to any need to provide individual instruction. They recognized that team members have different learning capacities and sought to prevent knowledge gaps from developing in every level of learner.
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De Smedt, Bert, and Roland H. Grabner. Applications of Neuroscience to Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.48.

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In this chapter, we explore three types of applications of neuroscience to mathematics education: neurounderstanding, neuroprediction, and neurointervention.Neurounderstandingrefers to the idea that neuroscience is generating knowledge on how people acquire mathematical skills and how this learning is reflected at the biological level. Such knowledge might yield a better understanding of the typical and atypical development of school-taught mathematical competencies.Neuropredictiondeals with the potential of neuroimaging data to predict future mathematical skill acquisition and response to educational interventions. Inneurointervention, we discuss how brain imaging data have been used to ground interventions targeted at mathematics learning and how education shapes the neural circuitry that underlies school-taught mathematics. We additionally elaborate on recently developed neurophysiological interventions that have been shown to affect mathematical learning. While these applications offer exciting opportunities for mathematics education, some potential caveats should be considered, which are discussed at the end of this chapter.
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Gettier, Edmund L. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198724551.003.0001.

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The contributions to this volume reflect and deepen the Gettier Problem’s impact on epistemology and on philosophical methodology. Fifty-four years ago, in his three-page paper, Edmund Gettier taught us that the generally accepted account of factual knowledge was defective because there are cases of true justified beliefs that are not knowledge. Most of the issues on our epistemological agenda since then are closely related to his lesson. To reflect on the very latest developments in the scholarship on this problem, we gathered the papers of twenty-six experts, including many of the most influential epistemologists of our time. This is the largest, most authoritative collection of essays on the Gettier Problem. The contributions to this volume reflect the state of the art on the subject.
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Boland, Lawrence A. Equilibrium Models in Economics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190274320.001.0001.

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Equilibrium models used in beginning economics classes are based on the equilibrium concept developed by Alfred Marshall, but that concept of an equilibrium does not correspond to the equilibrium concept recognized in modern formal mathematical models taught to graduate students. In both cases, the assumptions needed to produce explanations of economic events are open to question. The assumptions needed to prove the existence of an equilibrium in formal mathematical models are often questioned not only by older model builders but also by today’s formal model builders. This book critically examines both model building cultures by examining the major problematic assumptions employed building equilibrium models with particular attention to the assumptions used to characterize learning, knowledge, and expectations. These assumptions are recognized as essential in any equilibrium model that claims to address the dynamics of decision making. These assumptions are also the object of the critiques provided by those developing evolutionary models and by those promoting the development of complexity economics. Attention is also given to the inadequacies of what is taught to beginning students when it comes to the question of whether equilibrium models can provide a realistic explanation of economic events and objects such as prices, market demands, and market supplies.
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Book chapters on the topic "Knowledge taught"

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Nightingale, Andrea J. "“The Experts Taught Us All We Know”: Professionalisation and Knowledge in Nepalese Community Forestry." In Working the Spaces of Neoliberalism. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444397437.ch9.

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Garfinkel, Paul E. "Anorexia Nervosa and Bulimia Nervosa: What Knowledge of Diagnosis and Pathogenesis Has Taught about Treatment." In Behavior Disorders of Adolescence. Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-3734-2_7.

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Diattara, Awa, Nathalie Guin, Vanda Luengo, and Amélie Cordier. "Preliminary Evaluations of AMBRE-KB, an Authoring Tool to Elicit Knowledge to Be Taught Without Programming." In Communications in Computer and Information Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94640-5_6.

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"What Should Be Taught at School." In The Politics of Knowledge in Education. Routledge, 2012. http://dx.doi.org/10.4324/9780203117118-16.

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"8. Pedagogical perspectives: Marketing as it is taught." In The Roots and Uses of Marketing Knowledge. De Gruyter, 2020. http://dx.doi.org/10.1515/9783110631708-010.

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Leong, Daphne. "Performing with Structure." In Performing Knowledge. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190653545.003.0010.

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This chapter poses the question of how one synthesizes analysis and performance. Its centerpiece is Leathwood’s analysis of local frictions and long-range connections in the pitch structure of Carter’s Changes; his demonstration of their embodiment in guitaristic timbres, tactile shapes, and kinesthetic moves; and his modeling of how such knowledge might be internalized to inspire vital and free performances. “Improvising Changes: Exercises for Guitarists” and an accompanying video provide practical applications. Leong’s Prelude and Postlude frame Leathwood’s material and highlight how a “third culture” of analysis and performance can be inhabited and passed on—modeled and taught in studio and classroom.
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Harvey, David. "Geographical Knowledges/Political Powers." In The Promotion of Knowledge. British Academy, 2004. http://dx.doi.org/10.5871/bacad/9780197263129.003.0005.

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This chapter presents the text of a lecture on the role of geographical knowledges and political powers in the processes of social and ecological change. It explains the use of the plural knowledges to avoid the risk of assuming that there is some settled way of understanding a unified field such as geography. It discusses the significant differences between geographical knowledges held in different institutional settings and the geography taught and studied within departments that operate under that name.
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Atay, Simber. "Knowledge Is Infinity, Language is Limit!" In Meta-Communication for Reflective Online Conversations. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-071-2.ch013.

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But to what extent can it be taught? There are the heteronyms of this problem such as Polanyi’s “tacit knowledge’’ or Hegel’s/Agamben’s Eleusinian Mystery. In Distance Education publications there is a current use of photographical illustrations; Photography itself is also a Distance Education program. Distance Education culture and Photography culture have also same mythological origins like Kairos and Mnemosyne.
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"Appendix B Herb Lists For The Bath Taught By Sarasvatī In The Sutra Of Golden Light." In Sarasvatī: Riverine Goddess of Knowledge. BRILL, 2007. http://dx.doi.org/10.1163/ej.9789004158146.i-390.78.

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Ursyn, Anna. "Visualization as a Knowledge Transfer." In Encyclopedia of Information Science and Technology, Fourth Edition. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch443.

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This overview inspects visualization tools and applications enabling visualization of data, information, and knowledge. The background is provided first about visualizing information in a pictorial yet abstract rather than illustrative way. Further text discusses visual metaphors as a basic structure in metaphorical language of visualization. Selected methods and tools are introduced, and the ways visualization transfers knowledge and mediates between the user and the physical world, supporting cognitive ways of learning and teaching. Nature derived metaphors serve as bio-inspired, interdisciplinary models. The importance of visual and technological literacy is discussed, along with a need of teaching visualization methods as an important part of the current educational strategies. Concluding remarks examine how metaphorical visualization may support learning and teaching, and why visual and technological literacy should be taught and trained since early childhood.
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Conference papers on the topic "Knowledge taught"

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Huang, Kaizhu, Zenglin Xu, Irwin King, Michael R. Lyu, and Colin Campbell. "Supervised Self-taught Learning: Actively transferring knowledge from unlabeled data." In 2009 International Joint Conference on Neural Networks (IJCNN 2009 - Atlanta). IEEE, 2009. http://dx.doi.org/10.1109/ijcnn.2009.5178647.

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Jang, Ingook, Donghun Lee, Jinchul Choi, and Young-Sung Son. "Knowledge of Things: A novel approach to share self-taught knowledge between IoT devices." In 2018 IEEE International Conference on Consumer Electronics (ICCE). IEEE, 2018. http://dx.doi.org/10.1109/icce.2018.8326114.

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Diattara, Awa, Nathalie Guin, Vanda Luengo, and Amélie Cordier. "An Authoring Tool to Elicit Knowledge to be Taught without Programming." In 9th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006315100820091.

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"WHAT SHOULD BE TAUGHT? - THE BODY OF KNOWLEDGE FOR REAL ESTATE ECONOMICS COURSE." In 17th Annual European Real Estate Society Conference: ERES Conference 2010. ERES, 2010. http://dx.doi.org/10.15396/eres2010_308.

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Ohno, Eizo. "“Physics Knowledge to be Taught” Described by Information Flow — Applying Channel Theory to Physics Education —." In Proceedings of the 12th Asia Pacific Physics Conference (APPC12). Journal of the Physical Society of Japan, 2014. http://dx.doi.org/10.7566/jpscp.1.017009.

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Mindek, Richard B., and Joseph M. Guerrera. "Problem Solving Techniques Taught Through Validation of an Instantaneous Rigid Force Model." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37376.

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Educating engineering students in the appropriate methods for analyzing and problem solving fundamental manufacturing processes is a challenge in undergraduate engineering education, given the increasingly limited room in the curriculum as well as the limited time and resources. Although junior and senior level laboratory courses have traditionally been used as a pedagogical platform for conveying this type of knowledge to undergraduate students, the broad range of manufacturing topics that can be covered along with the limited time within a laboratory course structure has sometimes limited the effectiveness of this approach. At the same time, some undergraduate students require a much deeper knowledge of certain manufacturing topics, practices or research techniques, especially those who may already be working in a manufacturing environment as part of a summer internship or part-time employment. The current work shows how modeling, actual machining tests and problem solving techniques were recently used to analyze a manufacturing process within a senior design project course. Specifically, an Instantaneous Rigid Force Model, originally put forward by Tlusty (1,2) was validated and used to assess cutting forces and the ability to detect tool defects during milling operations. Results from the tests showed that the model accurately predicts cutting forces during milling, but have some variation due to cutter vibration and deflection, which were not considered in the model. It was also confirmed that a defect as small as 0.050 inches by 0.025 inches was consistently detectable at multiple test conditions for a 0.5-inch diameter, 4-flute helical end mill. Based on the results, it is suggested that a force cutting model that includes the effect of cutter vibration be used in future work. The results presented demonstrate a level of knowledge in milling operations analysis beyond what can typically be taught in most undergraduate engineering laboratory courses.
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Rahnamai, Kourosh. "Frequency Analysis Tools for a First Control Course Using MATLAB." In ASME 1993 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/cie1993-0063.

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Abstract A set of routines is developed using the MATLAB software package to aid students in learning methods of frequency response analysis. Routines are menu driven which would require minimum knowledge of MATLAB commands. A rapid sketch of asymptotic Bode plots is emphasized which is the basis for the lead, lag, and lead-lag compensator design techniques in the first control course taught at Western New England College.
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Marsh, Cecille. "Strategic Knowledge of Computer Applications: The Key to Efficient Computer Use." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3094.

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There are many initiatives to train people in using Information and Communication Technology but several international studies have shown that despite adequate computing experience, many users do not make efficient use of computer applications. This may be caused by a lack of strategic knowledge that is difficult to acquire just by knowing how to use commands. Research by Bhavnani and others indicates that the efficient use of computers requires task decomposition strategies that exploit the capabilities offered by computer applications, and they maintain that these general strategies can in fact be built into an instructional framework. The researcher replicated Bhavnani’s work with technologically disadvantaged South African tertiary students in order to ascertain whether the instructional framework was effective for students with very different backgrounds, and also to ascertain whether it was sufficiently robust to be successfully implemented at a distance from the original designers. Transfer of strategic knowledge across computer applications was also investigated. An experimental research design was followed with experimental and control groups of Engineering students. The results showed that several of the students could be taught to recognize and exploit strategic knowledge. It is also apparent that the command instruction given to the control group was not sufficient for them to acquire such strategic knowledge. The results also indicated some transfer of strategic knowledge across the applications.
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Venables, Anne, and Grace Tan. "Become A Star: Teaching the Process of Design and Implementation of an Intelligent System." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2894.

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Teaching future knowledge engineers, the necessary skills for designing and implementing intelligent software solutions required by business, industry and research today, is a very tall order. These skills are not easily taught in traditional undergraduate computer science lectures; nor are the practical experiences easily reinforced in laboratory sessions. In an attempt to address this issue, a software development project, designed to take students through a complete process of knowledge engineering, was introduced in an undergraduate Intelligent Systems subject. In this project, students were required to act as domain experts, knowledge engineers, programmers, end users and project manager in the production of a game-playing expert system. The paper describes the project, its objectives and development, as well as some of the benefits.
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Ryabykh, G. Y., N. V. Frolova, T. A. Mokina, and K. S. Gotsulyak. "ADVANTAGES AND DISADVANTAGES OF DISTANCE LEARNING." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.248-250.

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This work analyzes the work with DSTU students in the form of distance learning. For three months, the mathematics course was taught in a dedicated mode. At the same time, electronic educational resources prepared in advance for this purpose were widely used. An intermediate test of the assimilation of knowledge was carried out using tests posted on the Skif portal. The article presents the results of the accumulated experience of teaching various sections of the mathematics course.
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Reports on the topic "Knowledge taught"

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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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