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Journal articles on the topic 'Knowledge taught'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

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

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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 Pla

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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

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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-

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Stein, Mary Kay, and Barbara S. Nelson. "Leadership Content Knowledge." Educational Evaluation and Policy Analysis 25, no. 4 (2003): 423–48. http://dx.doi.org/10.3102/01623737025004423.

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Drawing inspiration from Shulman’s (1986) construct of pedagogical content knowledge, we propose that leadership content knowledge is a missing paradigm in the analysis of school and district leadership. After defining leadership content knowledge as that knowledge of academic subjects that is used by administrators when they function as instructional leaders, we present three cases of instructional leadership—situated at different school and district levels—and examine each for evidence of leadership content knowledge in use. Based on a cross-case analysis, we argue that as administrative lev

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Putra, Zetra Hainul. "Didactic Transposition of Rational Numbers: a Case From a Textbook Analysis and Prospective Elementary Teachers’ Mathematical and Didactic Knowledge." Revija za elementarno izobraževanje 13, no. 4 (2020): 365–94. http://dx.doi.org/10.18690/rei.13.4.365-394.2020.

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This study aims to present a detailed analysis of didactic transposition of rational numbers from knowledge to be taught into taught knowledge occurring in a teacher education institution. The knowledge to be taught of rational numbers is analysed from the mathematics textbook used by prospective elementary teachers in a mathematics education course. The analysis focuses on mathematical praxeology, especially the type of task and technique. Then, the taught knowledge is investigated from 32 prospective elementary teachers’ collaborative work on two hypothetical teacher tasks (HTT) related to o

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Rajaratnam, Kanshukan, and Anita Campbell. "Enhancing Students Learning Through Practical Knowledge Taught By Industry Professionals." International Business & Economics Research Journal (IBER) 12, no. 6 (2013): 717. http://dx.doi.org/10.19030/iber.v12i6.7875.

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A topic of interest in teaching businesscourses is incorporating the practical aspect of the subject matter intoteaching as this helps to bridge theory and real-world practice. Research indicates that students gain a deeperunderstanding of material when theory is contextualized through real-lifepractical examples. However, given thetraditional career-path of academics in finance in countries such as SouthAfrica, a significant proportion of finance lecturers have little or norelevant practical experience in the subject matter. In this paper, we discuss a strategyimplemented in finance courses a

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Švábenský, Valdemar, Pavel Čeleda, Jan Vykopal, and Silvia Brišáková. "Cybersecurity knowledge and skills taught in capture the flag challenges." Computers & Security 102 (March 2021): 102154. http://dx.doi.org/10.1016/j.cose.2020.102154.

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Atmojo, Setyo Eko. "Natural Disaster Mitigation on Elementary School Teachers: Knowledge, Attitude, and Practices." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (2021): 12. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.25060.

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This study aims to analyze the level of knowledge, attitudes, and practice of teachers in disaster education in elementary schools. This study uses questionnaires distributed to teachers in disaster-prone schools. The data taken are age, gender, subjects taught, recent education, experience in disaster education training, knowledge level, attitude, and practice of disaster education. Respondents who have a good knowledge level are 51.5%, enough knowledge level is 39.4%, and less knowledge level is 9.1%. As many as 98.9% of respondents have a positive attitude and 1.1% have a negative attitude.

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GÜNGÖR, Mehmet. "“HOW SHOULD BE TAUGHT?” COURSE CONTENT, SOCIALITY AND PRODUCTION OF KNOWLEDGE: HUMAN RIGHTS, CITIZENSHIP AND DEMOCRACY COURSE EXAMPLE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (2021): 177–98. http://dx.doi.org/10.46291/zfwt/130110.

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Education is the transfer of knowledge that aims to transform the individual. At the heart of this transfer is the curriculum. In the curriculum, "What should we teach?" It includes the search for a methodical answer to the question and the social production and reproduction of knowledge.In this study, a content and competence under 5 headings related to “The adequacy of the subjects and acquisitions in the program, the appropriateness of the class or level in which the lesson will be taught, the methods and techniques used in teaching, the textbook and material competence” of the teachers who

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Resien, Resien, Harun Sitompul, and Julaga Situmorang. "The Effect of Blended Learning Strategy and Creative Thinking of Students on the Results of Learning Information and Communication Technology by Controlling Initial Knowledge." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (2020): 879–93. http://dx.doi.org/10.33258/birle.v3i2.997.

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The purpose of this study is to determine the differences in learning outcomes of ICT subjects between groups of students who are taught with blended learning strategies and expository who have the ability to think creatively after being controlled by initial knowledge. This research method uses quasi experiment with 2x2 factorial design. Data analysis techniques used two-way ANCOVA at a significant level  = 0.05. The results showed that (1) ICT learning outcomes between groups of students taught with blended learning strategies were higher than those of students who were taught with exposito

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Swafford, Jane O., Graham A. Jones, and Carol A. Thornton. "Increased Knowledge in Geometry and Instructional Practice." Journal for Research in Mathematics Education 28, no. 4 (1997): 467–83. http://dx.doi.org/10.5951/jresematheduc.28.4.0467.

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This study examined the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Forty-nine middle-grade (4-8) teachers participated in a 4-week program consisting of a content course in geometry and a research seminar on van Hiele theory. The pretest and posttest results showed significant gains in content knowledge and in van Hiele level. The analysis of a lesson-plan task revealed a significant shift in goals and expectations to the next higher van Hiele level. Follow-up observatio

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Susilowati, Nurdian, and Lyna Latifah. "THE IMPLEMENTATION EFFECT BLENDED LEARNING APPROACH ON ACCOUNTING KNOWLEDGE AND GENERIC SKILLS." Journal of Accounting and Business Education 1, no. 1 (2016): 66. http://dx.doi.org/10.26675/jabe.v1i1.6730.

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<pre>The objectives of the study were; (1) to investigate the influence of blended learning approach implementation towards the accounting knowledge and (2) to investigate the influence of blended learning approach implementation towards the generic skills. It was a quantitative research approach with quasi experimental research design with static group comparison design. The samples of the study were economics education students which were taking the Introduction to Accounting Subject at the materials of adjustment entries. Data were analyzed by descriptive analysis and inferential anal

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Waseem, Naureen, and Khadija Iqbal. "RETENTION OF KNOWLEDGE." Professional Medical Journal 25, no. 10 (2018): 1557–61. http://dx.doi.org/10.29309/tpmj/18.4557.

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Introduction: A good knowledge of anatomy is required for clinical practice.However, there is knowledge loss of anatomy in the later years of medical education as reportedby many studies. The study takes a step in determining the extent of the problem by the medicalstudents in the clinical years. Aim: An area of study determines the retention of Anatomy in thefinal year MBBS students. Retention rate of Anatomy taught during the basic medical years andits relevance to their clinical practice is the main focus of this study. Study Design: A Quantitativecross-sectional survey. Setting: Al Nafees

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Ardhana, Ivan Ashif. "Dampak Process-Oriented Guided-Inquiry Learning (POGIL) terhadap Pengetahuan Metakognitif Siswa pada Topik Asam-Basa." Hydrogen: Jurnal Kependidikan Kimia 8, no. 1 (2020): 1. http://dx.doi.org/10.33394/hjkk.v8i1.2545.

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Aim of this research is to investigate different impact of Process-Oriented Guided-Inquiry Learning (POGIL) and verification as learning approach at senior high school students’ metacognitive knowledge grade XI program IPA on acid-base topic. Research design used was quasi experimental. Hypothesis testing uses t-test with 5% (0,05) significance utilizing SPSS 21 application. Results show that (1) there is significance difference of students’ metacognitive knowledge that is taught by POGIL approach and verification, and (2) students that are taught by POGIL approach give better answer’s pattern

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Zinger, Lana, and Alicia Sinclair. "Using Service Learning As A Method Of Transferring Health Knowledge." Contemporary Issues in Education Research (CIER) 3, no. 5 (2013): 21. http://dx.doi.org/10.19030/cier.v3i5.7709.

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High school students enrolled in a College Now health education class were taught the importance of regular calcium consumption and then were trained on how to act as peer educators to disseminate the calcium information to their peers. This program empowered students through service learning to choose more dairy in their daily diet. Service learning is defined as education in action where students serve their communities by offering their knowledge, skills and time. As a result of this project, students reported success in applying the knowledge and skills taught by peer educators which helpe

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Thornton, Margaret. "The Law School, the Market and the New Knowledge Economy." German Law Journal 10, no. 6-7 (2009): 641–68. http://dx.doi.org/10.1017/s2071832200001280.

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Until recently, Australia was firmly committed to the idea of higher education as a public good. The swing from social liberalism to neoliberalism has seen a rejection of this basic principle in favor of values associated with the market. Knowledge, education and credentialism have become highly desirable in the information age, but treating them as tradable commodities has profound repercussions for what is taught and how it is taught. Most significantly, we have moved to a mass education system where the focus is on applied and vocational knowledge. Within this new paradigm, law, business, i

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Saad, Rezkawati, A. Gemmy Antama Mukramin, Dian Pramana Putra, and Tri Hastiti Fiskawarni. "The Influence of Problem-Based Learning Model and Prior Knowledge toward the Physics Procedural Aplication Ability." Jurnal Pendidikan Fisika 7, no. 1 (2019): 49–64. http://dx.doi.org/10.26618/jpf.v7i1.1740.

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The research was a quasi experiment which aimed at examining : (1) whether there were differences of Physics procedural application abilities of the students who are taught by employing problem based approach and the students taught conventionally, (2) whether there were differences of Physics procedural application abilities between the group who was taught by using problem based learning model and the group taught conventionally for high initial knowledge group, (3) whether there were differences of Physics procedural application abilities between the group who was taught by using problem ba

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Thomas, Evan, Carlo Salvinelli, James Harper, et al. "A Body of Knowledge and Pedagogy for Global Engineering." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 16, no. 1 (2021): 37–57. http://dx.doi.org/10.24908/ijsle.v16i1.14483.

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Global engineers must be taught to consider the historical and present causes of persistent poverty and systematic barriers to prosperity. Such training will better inform the choices engineers make and help move the engineering sector away from a product and community-level focus towards working to address the root causes of poverty. A framing for Global Engineering has recently been proposed by the Mortenson Center in Global Engineering at the University of Colorado Boulder, building on over 15 years of curricular efforts. Global Engineering, as taught by the Mortenson Center, positions the

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Graham, Steve. "Changing How Writing Is Taught." Review of Research in Education 43, no. 1 (2019): 277–303. http://dx.doi.org/10.3102/0091732x18821125.

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If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instructio

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Nikitovic, Aleksandar. "Recollection and knowledge." Filozofija i drustvo 22, no. 1 (2011): 207–18. http://dx.doi.org/10.2298/fid1101207n.

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Ancient Greek ethics held in its heritage contradictory relation in understanding of virtue as a key notion on which were founded polis and politics. Sharpening and revealing of this contradiction was mostly contribution of the sophistic movement, which by rational gauge observed philosophically not enough clarified topics of the Ancient Greek worldview. To solve contradiction arisen from traditional viewpoint premised on the principle that virtue cannot be taught and stand?point that virtue is connected to knowledge, Plato introduces notion of recollection. Recollection becomes focal point in

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Mohd Yusoff, Zulkifli, Raja Jamilah Raja Yusof та Muhammad Lukman Ibrahim. "Phonological Awareness and Letter Knowledge in Qurʾanic Reading: A-ba-ha-ta Method as a Case Study". Al-Bayān – Journal of Qurʾān and Ḥadīth Studies 18, № 1 (2020): 1–28. http://dx.doi.org/10.1163/22321969-12340078.

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Abstract Phonological awareness and letter knowledge are essential elements needed for a person to be able to read and this includes the reading of the Quran. This study examined and explored the role of phonological awareness and letter knowledge, via A-ba-ha-ta method for teaching to read and write the Qurʾan. A-ba-ha-ta is a fast method to teach reading the Quran that uses a compilation of books structured aiming to instil the Quranic reading knowledge in 30 hours. Six students from different backgrounds took part in this case study. Their reading achievements were investigated based on the

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Pusung, Supit. "The Effect of Learning Model and Task Assessment Regarding Student Learning Outcomes of Science by Controlling Student Prior Knowledge." Research, Society and Development 8, no. 9 (2019): e29891290. http://dx.doi.org/10.33448/rsd-v8i9.1290.

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The purpose of this research is to find out the effect of learning model and task assessment regarding achievement of science by controlling student prior knowledge.This research is experimental which have factorial design 2 x 2. Samples for this research are students who had contracted basic concepts of science. The sample taken by Simple Random Sampling. Afterward, the results showed that: (1) science learning outcomes of student which have been taught using Jigsaw cooperative models are higher than those taught using STAD cooperative model by controlling student prior knowledge, (2) science

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Cohen, D. A., R. Touger-Decker, P. Matheson, L. Byham-Gray, and J. O’Sullivan-Maillet. "Physical Assessment Knowledge and Skills Taught in Dietetic Internships and Coordinated Programs." Journal of the American Dietetic Association 107, no. 8 (2007): A23. http://dx.doi.org/10.1016/j.jada.2007.05.315.

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Ayanlade, Ayansina, and Margaret Olusolape Jegede. "Climate Change Education and Knowledge among Nigerian University Graduates." Weather, Climate, and Society 8, no. 4 (2016): 465–73. http://dx.doi.org/10.1175/wcas-d-15-0071.1.

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Abstract The introduction of climate change studies in universities has a fundamental role in helping the general public, especially the next generations, to recognize the global challenges of climate change and to find ways of adapting to the changing climate. This study examined the level of climate change education and perception of Nigerian university graduates. A mixed method approach was used to obtain data relating to perceptions, understanding, and level at which climate change has been taught in Nigerian universities. The results from this study revealed that about 70.7% of university

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Payne, Matt. "Learning Through Teaching: Impact on Knowledge Retrieval Immediately After Student-Teaching in an EFL Setting." Research Journal of Educational Studies and Review 6, no. 4 (2020): 40–45. http://dx.doi.org/10.36630/rjesr_20009.

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Learning through teaching is often described as an enriching experience that reflects a deeper understanding of one's area of learning focus. To understand this potentially rewarding experience, this research, as the focal point, intends to identify any significance regarding knowledge retention between students who were tested on a certain subject matter immediately after they had taught it to several classmates, and those who were tested several weeks after teaching. On a secondary note, the test scores of the student-taught material themselves help to show how well the students learned from

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Hazell, Philip, Trevor Hazell, Trevor Waring, and Ketrina Sly. "A Survey of Suicide Prevention Curricula Taught in Australian Universities." Australian & New Zealand Journal of Psychiatry 33, no. 2 (1999): 253–59. http://dx.doi.org/10.1046/j.1440-1614.1999.00554.x.

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Objective: The aim of this study was to survey Australian universities to determine the scope of suicide prevention curricula in a range of prevocational courses. Method: Coordinators of undergraduate and postgraduate university programs for medicine, nursing, psychology, social work, theology, education, pharmacy, law and journalism were asked to complete a survey instrument to determine whether specific knowledge, attitude and skills items were included in the course content. Additional information was sought concerning the dominant method of teaching. Data were compared by discipline. An ar

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Fagan, Catherine. "Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland." Citizenship, Social and Economics Education 7, no. 3 (2007): 175–88. http://dx.doi.org/10.2304/csee.2007.7.3.175.

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There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subje

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Setyowati, Arum, Zulfiati Syahrial, Diana Nomida Musnir, and Jhoni Lagun Siang. "The Effect of Learning and Metacognition on Mathemathics Learning Outcomes in Vocational School by Controlling Initial Mathemathical Knowledge." Journal of Computational and Theoretical Nanoscience 17, no. 2 (2020): 820–24. http://dx.doi.org/10.1166/jctn.2020.8724.

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The research is to determined the effect of instructional strategies and metacognition on mathematics learning outcomes with initial mathematics knowledge as covariat variable. This research conducted at state vocational high school 7 Bekasi during March to May 2018 an used a quasi experimental method with treatment by level 2×2. A sample of 64 students was randomly chosen. Analysis Covariat (ANCOVA) and Tukey tes applied to analyzed the data. The result show that: (1) Mathematics learning outcomes between groups of students were given an inquiry learning strategy was higher than the group of

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Ghrear, Siba, Maciej Chudek, Klint Fung, Sarah Mathew, and Susan A. J. Birch. "Cultural Variations in the Curse of Knowledge: the Curse of Knowledge Bias in Children from a Nomadic Pastoralist Culture in Kenya." Journal of Cognition and Culture 19, no. 3-4 (2019): 366–84. http://dx.doi.org/10.1163/15685373-12340064.

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AbstractWe examined the universality of the curse of knowledge (i.e., the tendency to be biased by one’s knowledge when inferring other perspectives) by investigating it in a unique cross-cultural sample; a nomadic Nilo-Saharan pastoralist society in East Africa, the Turkana. Forty Turkana children were asked eight factual questions and asked to predict how widely-known those facts were among their peers. To test the effect of their knowledge, we taught children the answers to half of the questions, while the other half were unknown. Based on findings suggesting the bias’s universality, we pre

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Duff, Dawna. "The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?" Language, Speech, and Hearing Services in Schools 50, no. 4 (2019): 562–78. http://dx.doi.org/10.1044/2019_lshss-voia-18-0001.

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Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched tex

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Yang, Hsing-Chen. "What Should Be Taught and What Is Taught: Integrating Gender into Medical and Health Professions Education for Medical and Nursing Students." International Journal of Environmental Research and Public Health 17, no. 18 (2020): 6555. http://dx.doi.org/10.3390/ijerph17186555.

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This study focused on gender education for medical and nursing students, because gender competency is essential for them to provide effective and appropriate healthcare and to promote equal rights to health. A questionnaire was administered to 50 health care professionals to explore the gender concepts and gender knowledge that they deem imperative and often teach to medical and nursing undergraduate students in class. Sexism, gender awareness, sexual harassment, the topics of three acts related to gender equity, and patriarchy are the gender concepts participants deemed most crucial for stude

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Treiman, Rebecca, Susan E. Stothard, and Margaret J. Snowling. "Knowledge of letter sounds in children from England." Applied Psycholinguistics 40, no. 05 (2019): 1299–311. http://dx.doi.org/10.1017/s0142716419000274.

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AbstractLearning the sounds of letters is important for learning to decode printed words and is a key component of phonics instruction. Some letter sounds are easier for children than others, and studies of these differences can shed light on the factors that influence children’s learning. The present study examined knowledge of the sounds of lowercase letters among children in England, where a government-mandated curriculum specifies the order in which letter sounds should be taught and where letters’ sounds are taught before the names. The participants were 355 children from Nursery (mean ag

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N.E., Makata, Agbapuonwu N.E., Ilo I.C., Obasi S.C., Chinweuba A.U., and Agu M.C. "Effect of Two Teaching Methods on Sexual Health Knowledge of In-School Adolescents in Enugu State, Nigeria." African Journal of Health, Nursing and Midwifery 4, no. 5 (2021): 38–48. http://dx.doi.org/10.52589/ajhnm-vvsemfoz.

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This quasi experimental study was designed to determine the effect of lecture and Socratic questioning teaching methods on mean sexual health knowledge gain of in-school adolescents in Enugu State, Nigeria. A sample of 310 senior secondary-two students in eight intact classes were drawn from 16,510 senior in-school adolescents using multi-stage sampling. Sexual health knowledge test comprising 50 items was used to test students’ knowledge of sexual health. Student t-test and ANOVA were used to test the hypotheses at α=0.05. There was significant difference in the mean sexual health knowledge g

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Jang, Ingook, Donghun Lee, Jinchul Choi, and Youngsung Son. "An Approach to Share Self-Taught Knowledge between Home IoT Devices at the Edge." Sensors 19, no. 4 (2019): 833. http://dx.doi.org/10.3390/s19040833.

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The traditional Internet of Things (IoT) paradigm has evolved towards intelligent IoT applications which exploit knowledge produced by IoT devices using artificial intelligence techniques. Knowledge sharing between IoT devices is a challenging issue in this trend. In this paper, we propose a Knowledge of Things (KoT) framework which enables sharing self-taught knowledge between IoT devices which require similar or identical knowledge without help from the cloud. The proposed KoT framework allows an IoT device to effectively produce, cumulate, and share its self-taught knowledge with other devi

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Salah, Wael A., and Anees Abu Sneineh. "Exploring the Knowledge and Attitude of Engineering Students in the Imitation of Theoretical Knowledge." Modern Applied Science 11, no. 8 (2017): 74. http://dx.doi.org/10.5539/mas.v11n8p74.

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In this paper an exploration of the engineering student’s knowledge in different engineering simulation tools to validate the theoretical knowledge leaned were conducted. The study cover students from different courses taught at different degree levels. A survey was conducted among the students in the academic years of 2014/2015 and 2015/2016 for students attending the class of Electronics (second year level), power electronics class (third year level) and Electrical measurement class (fourth year level). A personal interview was also conducted to capture the feedback from the learners under i

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Marsden, Heather, Melinda Whong, and Kook-Hee Gil. "WHAT’S IN THE TEXTBOOK AND WHAT’S IN THE MIND." Studies in Second Language Acquisition 40, no. 1 (2017): 91–118. http://dx.doi.org/10.1017/s0272263117000018.

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AbstractThis paper presents an experimental study of the rarely explored question of how input through instruction interacts with L2 acquisition at the level of modular linguistic knowledge. The investigation focuses on L2 knowledge of the English polarity item any, whose properties are only partially covered by typical language-teaching materials. We investigate Najdi-Saudi Arabic-speaking learners’ knowledge of the distribution of any in contexts that are taught, contexts that are not taught but may be observable in the input, and contexts that are neither taught nor observable. We further t

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Surbakti, Arwin. "Strategy Outdoor and Knowlledge Biodiversity Toward New Raradigm Environment Secondary Student Bandarlampung." IJEEM - Indonesian Journal of Environmental Education and Management 2, no. 1 (2017): 76–97. http://dx.doi.org/10.21009/ijeem.021.06.

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This study aims to determine the effect of outdoor strategies and knowledge biodiversity toward new paradigm environmental (NEP). The method used in this study is an experiment with 2 x 2 factorial design. The study population was student senior high school Bandarlampung, numbered 64 student. Data analysis technique used is the Two-Way Analysis of Variance followed by Tukkey test. The findings of this study include: 1. There is the NEP of the student were taught with strategy outdoor in TNWK and strategy outdoor in around school. 2. The participants biodiversity who knowledge higher outdoor st

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Oleksenko, Viacheslav. "Features of Knowledge Quality of University Students in Ukraine." International Letters of Social and Humanistic Sciences 76 (March 2017): 36–42. http://dx.doi.org/10.18052/www.scipress.com/ilshs.76.36.

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In a highly technological post-industrial society the quality of education is an important factor in providing such a level of life and professional competency of a person that would satisfy both the demands of an individual and the state. The quality of the whole higher education is influenced by the quality of students' knowledge which is acquired at educational classes. Development of studactive classes has brought forward the problem of research of their efficiency, in particular in the aspect of potential quality of knowledge. The results of the experiment are outlined, the main aim of wh

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McGloin, Colleen, Anne Marshall, and Michael Adams. "Leading the Way: Indigenous knowledge and Collaboration at the Woolyungah Indigenous Centre." Journal of University Teaching and Learning Practice 6, no. 2 (2009): 38–53. http://dx.doi.org/10.53761/1.6.2.4.

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This paper derives from collaborative research undertaken by staff at the Woolyungah Indigenous Centre, into our own teaching practice. It articulates a particular strand of inquiry emanating from the research: the importance of Indigenous knowledges as this is taught at Woolyungah in the discipline of Indigenous Studies. The paper is a reflection of Woolyungah’s pedagogical aims, and its development as a Unit that seeks to embed other knowledges into the realm of critical inquiry within subjects taught at the Unit. It also reflects student responses to our pedagogy. The writers are Indigenous

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Golan, Nurit. "A Portal to Knowledge." Nuncius 33, no. 1 (2018): 25–55. http://dx.doi.org/10.1163/18253911-03301002.

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Abstract This article engages with the Creation cycle (hexaemeron) sculpted on the vault of the south portal of the choir of the Holy Cross Church at Schwäbisch Gmünd (1351–1377). Several reliefs depict the cosmological creation, which was a rather rare topic in monumental sculpture on public display during the Middle Ages. Being based on cosmological theories, taught at the universities, but not expected to be shared with the laity, it is a unique intellectual cultural phenomenon. The article seeks to interpret anew the full scientific significance of these unprecedented iconographic cosmolog

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Rahman, Abdul. "Urgensi Pedagogik dalam Pembelajaran dan Implikasinya dalam Pendidikan." BELAJEA: Jurnal Pendidikan Islam 3, no. 1 (2018): 83. http://dx.doi.org/10.29240/bjpi.v3i1.358.

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An educator must have an understanding of pedagogical learning. Understanding of pedagogic aims to make children later in life able to understand and live life and later can support themselves, can live meaningfully, and can also glorify life. The lack of understanding of teachers and educators about the meaning of fundamental change in teaching, educating and learning, keeps them insistent on educational pracces built on old rules, rules that are never renewed by new demands arising in society. In order for the educated participants to understand and master a number of important knowledge in

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Rodriguez, Rodolfo, Efrain Campos-Sepulveda, Horacio Vidrio, Eusebio Contreras, and Fermin Valenzuela. "Evaluating Knowledge Retention of Third-year Medical Students Taught with an Innovative Pharmacology Program." Academic Medicine 77, no. 6 (2002): 574–77. http://dx.doi.org/10.1097/00001888-200206000-00018.

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Nightingale, Andrea J. ""The Experts Taught Us All We Know": Professionalisation and Knowledge in Nepalese Community Forestry." Antipode 37, no. 3 (2005): 581–604. http://dx.doi.org/10.1111/j.0066-4812.2005.00512.x.

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