Understanding the “Pathway” Towards a Searcher’s Learning Objective

Search systems are often used to support learning-oriented goals. This trend has given rise to the “search-as-learning” movement, which proposes that search systems should be designed to support learning. To this end, an important research question is: How does a searcher’s type of learning objective (LO) influence their trajectory (or pathway ) toward that objective? We report on a lab study (N = 36) in which participants gathered information to meet a specific type of LO. To characterize LOs and pathways , we leveraged Anderson and Krathwohl’s (A&K’s) taxonomy [ 3 ]. A&K’s taxonomy situates LOs at the intersection of two orthogonal dimensions: (1) cognitive process (CP) (remember, understand, apply, analyze, evaluate, and create) and (2) knowledge type (factual, conceptual, procedural, and metacognitive knowledge). Participants completed learning-oriented search tasks that varied along three CPs (apply, evaluate, and create) and three knowledge types (factual, conceptual, and procedural knowledge). A pathway is defined as a sequence of learning instances (e.g., subgoals) that were also each classified into cells from A&K’s taxonomy. Our study used a think-aloud protocol, and pathways were generated through a qualitative analysis of participants’ think-aloud comments and recorded screen activities. We investigate three research questions. First, in RQ1, we study the impact of the LO on pathway characteristics (e.g., pathway length). Second, in RQ2, we study the impact of the LO on the types of A&K cells traversed along the pathway. Third, in RQ3, we study common and uncommon transitions between A&K cells along pathways conditioned on the knowledge type of the objective. We discuss implications of our results for designing search systems to support learning.

Quantum Computing for Dealing with Inaccurate Knowledge Related to the Certainty Factors Model

In this paper, we illustrate that inaccurate knowledge can be efficiently implemented in a quantum environment. For this purpose, we analyse the correlation between certainty factors and quantum probability. We first explore the certainty factors approach for inexact reasoning from a classical point of view. Next, we introduce some basic aspects of quantum computing, and we pay special attention to quantum rule-based systems. In this context, a specific use case was built: an inferential network for testing the behaviour of the certainty factors approach in a quantum environment. After the design and execution of the experiments, the corresponding analysis of the obtained results was performed in three different scenarios: (1) inaccuracy in declarative knowledge, or imprecision, (2) inaccuracy in procedural knowledge, or uncertainty, and (3) inaccuracy in both declarative and procedural knowledge. This paper, as stated in the conclusions, is intended to pave the way for future quantum implementations of well-established methods for handling inaccurate knowledge.

Conceptual Dimensions of Pedagogical Differentiation in School Education

The purpose of this paper is to analyze the conceptual content of pedagogical differentiation in school education, as it emerges from the descriptions and discussion of authors, researchers and experts through content analysis of 22 publications in the Greek and international literature in various scientific texts, books, journal articles and conferences. From the analysis that was performed, twelve dimensions or otherwise characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence and were included in four broad categories that are: a. “processes”, b. “context”, c. “the learning outcomes” and d. “assessment”. The results of the research show that in secondary education the dimension with the highest frequency is the modification of the supportive learning context, followed by meeting the needs of the students and the continuous improvement of the learning for all students. From the publications studied on pedagogical differentiation, which referred to primary and secondary education together, it appears that the most frequent dimensions are the modification of the supportive learning context and meeting the needs of the students. Dimensions with the lowest frequency of occurrence in secondary education include the possibility of learning option / multiple options, the development of procedural knowledge skills and continuous assessment, while in the publications for primary and secondary education together, the dimensions of development of life skills and continuous assessment were not identified.

Teachers’ metacognition and Higher Order Thinking Skills (HOTs) of Elementary School learners in Eastern Samar, Philippines

This investigation aimed to identify a significant relationship between teachers' metacognition and learners’ higher-order thinking skills (HOTs). The correlational research method was employed to satisfy the investigation's primary objective. Two respondents were involved, including a total enumeration of Grade VI teachers and randomly selected Grade VI learners in Can-avid District. Through the administration of adapted sets of questionnaires and analysis of data using appropriate descriptive and inferential statistical tools, the study revealed the following salient findings: (1) majority of the teacher respondents indicated a very high level of conceptual knowledge of cognition and planning skills of cognition regulation rather than procedural knowledge and evaluating and monitoring skills; (2) learners have exhibited very poor higher-order thinking skills in terms of scientific inquiry skills of analyzing, evaluating, and creating; and that (3) teachers’ metacognition only manifested a weak negative correlation with learners creating skills. The study recommends the advancement of teachers’ metacognition and learners’ HOTs through active integration of said skills in the curriculum and providing opportunities for teachers’ professional advancement. Finally, future researchers should conduct a larger-scale inquiry to fully comprehend the relationship between the variables studied in this study and to fully realize the impact of metacognition on learners' skills, which was not demonstrated in this paper.

Tax literacy: what does it mean?

Purpose This paper aims to identify the competency domains to be included in a conceptual framework for tax literacy. Design/methodology/approach Using a qualitative approach, this study expands on the current understanding of the competency areas of tax literacy. A dual-purpose literature review was, therefore, conducted. The literature review first provided the body of knowledge that underpinned the study and second, the key data concepts for the draft competency structure to determine whether there is consensus on an international (supra) level. The literature review was supported by an interactive qualitative analysis to further present the concept of tax literacy from the perspectives of various national stakeholders in an emerging economy. Accounting and public finance educators from a higher education institution, as well as financial advisers as representatives of a profession with a direct interest in tax-related matters, were considered. Findings Although a discipline lens seems to strongly influence the previous authors’ view of what tax literacy means, it was possible to identify certain tax literacy competency domains that should be included in a taxpayer education curriculum. These content domains consist first of a knowledge domain which includes disciplinary, interdisciplinary, epistemic and procedural knowledge components. Second, the skills domain should include components of cognitive and meta-cognitive, social and emotional, as well as physical and practice skills. Third, personal and societal attitudes and values represent the third domain. Fourth, transformative competencies such as value creation, taking responsibility and reconciliation attributes are important. Finally, core foundational competencies, such as numeracy and literacy should be in place. Practical implications The draft conceptual framework for tax literacy could serve as the foundation for the further development of a tax literacy measurement instrument, as well as tax education courses. Originality/value A more holistic conceptual framework for tax literacy, portraying the multidimensional nature of taxation, is presented in contrast to the limited one-dimensional position presented up to now.

DEVELOPING “RECOGNITION OF NEED FOR DATA” IN SECONDARY SCHOOL TEACHERS

This paper describes the evolution of “recognition of need for data” and “strategical thinking”, two types of thinking identified by Wild and Pfannkuch in their Framework for Statistical Thinking in Empirical Enquiry, as well as its relevance for math teacher professional development. The research was carried out with ten in-service secondary-school math teachers during an educational experience (at Bogotá, Colombia), who, in the beginning, showed high performance in procedural knowledge of data analysis. The experience was founded on project based learning that participants proposed and conducted via a survey concerning implications of a Bill, relevant for their job context. These teachers made mistakes and showed difficulties during the two first stages of the investigative cycle, problem formulation, and research planning, due possibly to their inexperience in designing an empirical inquiry. Teacher educator’s guidance, to turn mistakes into learning opportunities and teachers’ active participation, promoted the development of statistical thinking, especially linked to the types aforementioned. Abstract: Spanish Este artículo describe el desarrollo de “reconocimiento de la necesidad de los datos” y “pensamiento estratégico”, dos de modos de razonamiento identificados por Wild y Pfannkuch (1999) en su marco para pensamiento estadístico en investigación empírica, así como su importancia en la formación de profesores de matemáticas. La investigación se lleva a cabo con diez profesores de matemáticas en ejercicio, durante una experiencia de formación (Bogotá, Colombia), quienes al inicio del curso mostraron un buen nivel de conocimiento procedimental en análisis de datos. En el marco del Aprendizaje Basado en Proyectos, los profesores propusieron y desarrollaron una encuesta relacionada con las implicaciones de la implementación de un proyecto de ley, relevante para ellos. Los profesores cometieron errores y mostraron dificultades durante las dos primeras partes del ciclo investigativo, formulación del problema y planeación de la investigación, debido a su falta de experiencia en la formulación de un estudio empírico. La orientación del formador, para convertir las debilidades en oportunidades de aprendizaje, y la participación activa de los profesores favorecieron el desarrollo de razonamiento estadístico, especialmente asociado a los dos tipos de razonamientos ya mencionados.

Defining Pedagogical Differentiation in Higher Education

The purpose of this paper is, through content analysis of 19 publications in the Greek and international literature in scientific texts, books, journal articles, and conferences, to investigate the conceptual content of pedagogical differentiation in higher education, as it emerges from the descriptions and discussion of authors, researchers, and experts. From the analysis, twelve dimensions or characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence in four broad categories. These are a. modification of the supportive learning context, meeting the needs of learners, and continuous improvement of the learning for all the learners who joined the category entitled "processes", b. student-centered teaching and learning, flexible learning context / flexible grouping and the possibility of learning option / multiple options as dimensions of a more general category called "context", c. the success and active participation of the learner in his learning, the development of life skills as well as the development of procedural knowledge skills that were included in the category called "learning outcomes" and d. the modification of "learning" products, the alternative / modern forms of assessment and the continuous assessment that were dimensions of the category "assessment". The results of the research show that the dimension with the highest frequency is a modification of the supportive learning context and follows in order of frequency of occurrence, the modification of learning "products" and meeting the needs of learners. Finally, the dimensions with the lowest frequency of occurrence include the continuous assessment and the development of procedural knowledge skills.

Addressing the call: A review of food justice courses in Canada and the USA

To address inequality's root causes both within and beyond the food chain, food justice scholars have called for explicit integration of trauma/inequity, land, labour, exchange, and governance into post-secondary education food studies and related fields. This paper explores how instructors of food justice courses (identified by key-word internet search) in Canada and the United States are designing their courses. We collected course syllabi from fifteen institutions to determine key themes related to course content based on weekly topics and readings, resulting in the identification of 16 thematic content areas. We identified seven thematic areas related to course goals (n=49) and eight thematic areas related to learning outcomes (n=123). To clearly distinguish between themes represented in the syllabi, we embedded course goals and learning outcomes into the Understanding by Design instructional design framework, which demonstrates how course goals can be separated into the categories of transfer and meaning, and learning outcomes into declarative and procedural knowledge. We examine content areas in relation to food justice scholarship, focusing on what is present, underrepresented, and absent. In consideration of the Understanding by Design framework, we discuss the need for established goals within which to situate food justice courses, challenges of course scope, value of scaffolding goals and outcomes across programs, and future directions for aligning potential indicators of understanding and identifying effective learning activities. The intended outcome of the paper is to provide current and prospective instructors with greater clarity on how food justice is being taught in order to increase our collective effectiveness in developing student capacities in the field.