Object Orientation, Open Regional Science, and Cumulative Knowledge Building

2017 ◽  
pp. 259-282 ◽  
Author(s):  
Randall Jackson ◽  
Sergio Rey ◽  
Péter Járosi
Keyword(s):  
Knowledge Building ◽  
Object Orientation ◽  
Regional Science ◽  
Cumulative Knowledge

Building the house of evaluation: Reconsidering the blueprints and bricks for knowledge accumulation in evaluation

Evaluation ◽  
2018 ◽  
Vol 24 (2) ◽  
pp. 185-201 ◽  
Author(s):  
Sebastian Lemire ◽  
Christina A. Christie
Keyword(s):  
Evidence Based Practice ◽  
Knowledge Building ◽  
Meta Analysis ◽  
Evidence Base ◽  
Evidence Based ◽  
The Public ◽  
Body Of Knowledge ◽  
What Works ◽  
Alternative Approaches ◽  
Cumulative Knowledge

The push for evidence-based practice is persistent in the public sector—what counts is what works. One central premise for evidence-based practice is the existence of an evidence base; that is, an accumulated and generalizable body of knowledge. Informed by a recent systematic review, we examine the promises and pitfalls of meta-analysis (the statistical workhorse of systematic reviews) as the primary blueprint for cumulative knowledge building in evaluation. This analysis suggests that the statistical assumptions underlying the meta-analytic framework raise issues that, at least in regards to producing generalizable knowledge, may cut even deeper than is suggested by common criticisms. Advancing beyond meta-analysis, we consider alternative approaches for knowledge building and reflect on the implications of these for individual evaluations.

scholarly journals The construction of semantic waves of knowledge-building: High school students´ natural science writing

2019 ◽  
Vol 59 (1) ◽  
pp. 139-152
Author(s):  
Birgitta Svensson
Keyword(s):  
High School ◽  
High School Students ◽  
Natural Science ◽  
Science Curriculum ◽  
Knowledge Building ◽  
Popular Science ◽  
Science Writing ◽  
School Students ◽  
Theoretical Concepts ◽  
Cumulative Knowledge

This paper investigates popular science articles written by Swedish high school students as part of a project aimed at building their knowledge of the content of their natural science curriculum by integrating it with their Swedish language studies. This work, an effort to promote content-area literacy and knowledge-building, was undertaken during their project time. By analyzing the students´ texts, the purpose of the study was to access their value as knowledge-building tools. The analysis of the texts was carried out utilizing Maton´s (2013) theoretical concepts of waves of semantic density and semantic gravity, which are seen as a prerequisite for cumulative knowledge-building. The investigation extends previous studies on semantic waves since it incorporates into the analyses both linguistic features and visual elements. The students were writing in pairs and a total of six texts were analyzed. The text analyses showed three different types of semantic profiles, with four of the texts including features that served as means of cumulative knowledge-building. In a concluding section, some pedagogical implications of the study are considered. 

Enabling students’ knowledge building in English classrooms in China: The role of teacher monologue

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Min Xie
Keyword(s):  
Classroom Practice ◽  
Knowledge Building ◽  
Context Dependency ◽  
Academic English ◽  
English Classrooms ◽  
Construction Of Knowledge ◽  
Scant Attention ◽  
Important Means ◽  
Efl Classrooms ◽  
Cumulative Knowledge

AbstractTeacher monologue has received scant attention in English as a foreign language (EFL) classrooms which emphasise the teacher-and-student exchange. This study assumes that a key index of interaction would be the construction of knowledge, in which teacher monologue has a due role to play. The research is set in the context of EFL teaching at the tertiary level in China and examines teacher monologue with reference to the concept of making semantic waves in Legitimation Code Theory, which has been proved to be an important means of cumulative knowledge building in classroom practice. Systemic Functional Linguistics is used to analyse how semantic waves are generated on the ideational base of context dependency, i.e. the extent to which the reality construed in teacher monologue is dependent on its context. The transdisciplinary perspective attempts to provide one possible way to model linguistic choices in making semantic waves in EFL classrooms. The findings are the primary and secondary categories of semantic patterns representing a scale of context dependency. Semantic waves trace recurrent movements between relatively decontextualised and context-dependent meanings in the progression of semantic patterns. The shifts might scaffold students in the construction of knowledge essential for developing academic English proficiency.

Research, Identities, and Praxis: The Tensions of Integrating Identity into the Field Experience

2009 ◽  
Vol 42 (02) ◽  
pp. 325-328
Author(s):  
Marshall Thompson
Keyword(s):  
Social Stratification ◽  
Field Experience ◽  
Knowledge Building ◽  
Research Process ◽  
Multiple Identities ◽  
Value Judgments ◽  
Production Of Knowledge ◽  
Intellectual Honesty ◽  
Collective Process ◽  
Cumulative Knowledge

Scientists seek to participate in the collective process of cumulative knowledge building. As scientists, we are bound to the principle of objective neutrality in the assessment of our data and in the formulation of our inferences and conclusions. However, the production of knowledge does not need to be, and some would say cannot be, a valueless process, devoid of opinion. The imperatives for the investigator are intellectual honesty, transparency in research, and objectivity in the assessment of data. If value judgments are accepted as permissible it is then worthwhile to discuss the relationships between the investigator's identity, those value judgments, and the design and conduct of research. Indeed, investigators possess multiple identities; these multiple identities may, at various times and places, aid or impede the research process. Moreover, these intersectional identities, and the inconsistency with which these identities are granted status in various environments, leave the researcher well positioned to explore social stratification, hierarchies of power, and inequality.

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