A study of Moroccan pupils' difficulties at second Baccalaureat year in solving chemistry problems relating to the reactivity of ethanoate ions and to copper–aluminium cells

This paper investigates the difficulties that Moroccan pupils (18–19) of the second Baccalaureat year encountered in solving chemical equilibrium problems relating to ethanoate ions' reactivity with water and methanoic acid, and to copper–aluminum cells. The pupils were asked to provide answers to questions derived from two problems. The questions were classified into different tasks according to whether their answers required declarative and (or) procedural knowledge. The written responses evaluated and counted as the percentage of successful, failed and unprocessed tasks revealed that pupils completed with success tasks on the reactivity of ethanoate ions with water more easily than those of two other studied cases. The pupils encountered difficulties in appropriating procedural knowledge on equilibriums involved in ethanoate ions' reactivity with methanoic acid and in copper–aluminum cells. The impact of the tasks' organization on knowledge development seems to be not verified as it was shown in the hierarchy prevalence of problems from simple to complex ones.

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Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

Chemistry Teacher International ◽

10.1515/cti-2019-0021 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Antonios Bakolis ◽

Dimitrios Stamovlasis ◽

Georgios Tsaparlis

Keyword(s):

Student Achievement ◽

Problem Solving ◽

Concept Mapping ◽

Conceptual Understanding ◽

Chemical Equilibrium ◽

Concept Maps ◽

Equilibrium Problems ◽

Solution Process ◽

Control Group ◽

Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

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Artificial intelligence and the future of psychiatry: Qualitative findings from a global physician survey

Digital Health ◽

10.1177/2055207620968355 ◽

2020 ◽

Vol 6 ◽

pp. 205520762096835

Author(s):

C Blease ◽

C Locher ◽

M Leon-Carlyle ◽

M Doraiswamy

Keyword(s):

Artificial Intelligence ◽

Machine Learning ◽

Medical Profession ◽

Descriptive Analysis ◽

Psychiatric Practice ◽

Limited Attention ◽

Written Responses ◽

Future Technology ◽

Qualitative Descriptive ◽

The Impact

Background The potential for machine learning to disrupt the medical profession is the subject of ongoing debate within biomedical informatics. Objective This study aimed to explore psychiatrists’ opinions about the potential impact innovations in artificial intelligence and machine learning on psychiatric practice Methods In Spring 2019, we conducted a web-based survey of 791 psychiatrists from 22 countries worldwide. The survey measured opinions about the likelihood future technology would fully replace physicians in performing ten key psychiatric tasks. This study involved qualitative descriptive analysis of written responses (“comments”) to three open-ended questions in the survey. Results Comments were classified into four major categories in relation to the impact of future technology on: (1) patient-psychiatrist interactions; (2) the quality of patient medical care; (3) the profession of psychiatry; and (4) health systems. Overwhelmingly, psychiatrists were skeptical that technology could replace human empathy. Many predicted that ‘man and machine’ would increasingly collaborate in undertaking clinical decisions, with mixed opinions about the benefits and harms of such an arrangement. Participants were optimistic that technology might improve efficiencies and access to care, and reduce costs. Ethical and regulatory considerations received limited attention. Conclusions This study presents timely information on psychiatrists’ views about the scope of artificial intelligence and machine learning on psychiatric practice. Psychiatrists expressed divergent views about the value and impact of future technology with worrying omissions about practice guidelines, and ethical and regulatory issues.

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Māori oral histories and the impact of tsunamis in Aotearoa-New Zealand

Natural Hazards and Earth System Science ◽

10.5194/nhess-18-907-2018 ◽

2018 ◽

Vol 18 (3) ◽

pp. 907-919 ◽

Cited By ~ 7

Author(s):

Darren N. King ◽

Wendy S. Shaw ◽

Peter N. Meihana ◽

James R. Goff

Keyword(s):

New Zealand ◽

Knowledge Development ◽

Oral Histories ◽

Politics Of Representation ◽

Close Attention ◽

Folk Tale ◽

Aotearoa New Zealand ◽

The People ◽

Knowledge Practice ◽

The Impact

Abstract. Māori oral histories from the northern South Island of Aotearoa-New Zealand provide details of ancestral experience with tsunami(s) on, and surrounding, Rangitoto (D'Urville Island). Applying an inductive-based methodology informed by collaborative storytelling, exchanges with key informants from the Māori kin groups of Ngāti Koata and Ngāti Kuia reveal that a folk tale, published in 1907, could be compared to and combined with active oral histories to provide insights into past catastrophic saltwater inundations. Such histories reference multiple layers of experience and meaning, from memorials to ancestral figures and their accomplishments to claims about place, authority and knowledge. Members of Ngāti Koata and Ngāti Kuia, who permitted us to record some of their histories, share the view that there are multiple benefits to be gained by learning from differences in knowledge, practice and belief. This work adds to scientific as well as Maōri understandings about tsunami hazards (and histories). It also demonstrates that to engage with Māori oral histories (and the people who genealogically link to such stories) requires close attention to a politics of representation, in both past recordings and current ways of retelling, as well as sensitivities to the production of new and plural knowledges. This paper makes these narratives available to a new audience, including those families who no longer have access to them, and recites these in ways that might encourage plural knowledge development and co-existence.

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Implementation of a Service-Learning Project Focused on Handwashing and Vaccinations Within an Undergraduate Microbiology Laboratory Course

Frontiers in Microbiology ◽

10.3389/fmicb.2021.587094 ◽

2021 ◽

Vol 12 ◽

Author(s):

Beth A. Potter

Keyword(s):

Service Learning ◽

Public Speaking ◽

Undergraduate Research ◽

Knowledge Development ◽

Microbiology Laboratory ◽

Laboratory Course ◽

Bacterial Cultures ◽

Student Community ◽

Strongly Agree ◽

The Impact

Two relevant topics in keeping populations healthy are handwashing and vaccinations. Thus, the service-learning project titled “We Are Healthy” campaign was introduced within a microbiology laboratory course with two objectives; our biologists would better understand the importance of these actions by designing activities that engage the student community and to obtain an understanding of the campus community’s behaviors and beliefs concerning these topics. Students designed the campaign to include handwashing stations, pictures of bacterial cultures from swabbing common surfaces, and trivia questions testing their peers’ knowledge of various vaccines, as well as handwashing and vaccination surveys. To assess the impact of the campaign on microbiology students (n = 34), they were provided 10 questions that were scored on a scale from 1 to 5 (1 = strongly disagree; 5 = strongly agree). Student gains (score > 3) were reported for depth in knowledge, development of better public speaking skills, and greater respect for volunteers suggesting that the campaign was beneficial. This study subsequently led to the receiving of grants that allowed the continuation of the campaign within the course, the securing of funding for handwashing and hand sanitizing stations and the initiation of new undergraduate research projects.

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EXPRESS: How Marketer Actions Influence Persuasion Knowledge: Meta-Analytic Evidence of a Non-Linear Relationship

Journal of Public Policy & Marketing ◽

10.1177/07439156221076166 ◽

2022 ◽

pp. 074391562210761

Author(s):

Martin Eisend ◽

Farid Tarrahi

Keyword(s):

Meta Analysis ◽

Well Being ◽

Policy Implications ◽

Knowledge Development ◽

Societal Implications ◽

Consumer Decision Making ◽

Persuasion Knowledge ◽

Advertising Spending ◽

The Impact ◽

The Relationship

Persuasion knowledge development leads to better coping with marketplace persuasion, better consumer decision-making, and adds to consumer well-being. While significant knowledge exists on the impact that individual factors (e.g., age) and cues (e.g., sponsorship disclosure messages) have on consumers’ persuasion knowledge development, little is known about the influence of marketer actions, such as advertising spending. This is surprising, as marketer activities provide a major source of information for consumers’ persuasion knowledge learning and practice and can theoretically either support or hinder persuasion knowledge development. We develop several explanations for various types of relationships between advertising spending and persuasion knowledge and test these relationships by means of a meta-analysis of the persuasion knowledge literature based on 140 papers with 162 distinctive datasets that address persuasion knowledge measurements. We find that increasing advertising spending also increases consumers’ persuasion knowledge. The relationship follows an inverted-U curve, and, at a certain level of advertising spending, persuasion knowledge begins to decrease. The findings have theoretical and societal implications and, depending on the level of advertising investment, policy implications with the ultimate aim of ensuring consumer well-being and protecting consumer groups with low levels of persuasion knowledge.

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The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

European Journal of Training and Development ◽

10.1108/ejtd-12-2020-0175 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Muhammad Saifullah Khalid ◽

Qi Zhanyong ◽

Jannat Bibi

Keyword(s):

International Students ◽

Learning Environment ◽

Positive Impact ◽

Knowledge Development ◽

Content Type ◽

Subject Knowledge ◽

Diverse Learning ◽

Cognitive Transformation ◽

Mind Set ◽

The Impact

Purpose This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment. Design/methodology/approach The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis. Findings This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development. Originality/value In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

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Conceptual Framework for Non-Algorithmic Education in STEAM Education

Metacognition and Successful Learning Strategies in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2218-8.ch010 ◽

2017 ◽

pp. 178-195

Author(s):

Marina Morari

Keyword(s):

Conceptual Framework ◽

Theoretical Study ◽

Spiritual Intelligence ◽

Knowledge Development ◽

Learning Design ◽

Methodological Research ◽

Steam Education ◽

The Impact ◽

Psychological Dimensions

This chapter is based on a theoretical study of reflexivity, as a non-algorithmic method for Science, Technology, Engineering, Art, and Mathematic (STEAM Education). It explores the key shift in artistic education, embracing the role of scientific and artistic knowledge, knowledge development as an inner experience, importance of art for spiritual intelligence, as well as the philosophical and psychological dimensions of metacognition (as thinking about thinking). The focus in this chapter is related on understanding the complexity of reflexivity and the impact of metacognition within development of the artistic competence. Finally, the methodological research provides a conceptual framework that is important for learning design of non-algorithmic education.

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