Multilingual Writing Support

This chapter will provide a research-based protocol for one-to-one writing conferencing that helps tutors and teachers to navigate the tension between standardizing multilingual students' language practices and honoring their rhetorically rich linguistic backgrounds through a series of activities in a ten-week writing center pedagogy course. This series of activities was specifically developed in an effort to respond to writing tutors who are always seeking strategies that effectively apply theoretical principles in practice. While this work focuses specifically on one-to-one writing tutoring, the topic of multilingual writing support is applicable to any English language learning context. By the end of this chapter, readers will have gained a practical strategy centered on using declarative, procedural, and conditional knowledge to help preservice tutors and teachers develop metalinguistic awareness and foster critical consciousness through one-to-one conferencing.

Nonmonotonic reasoning from conditional knowledge bases with system W

For nonmonotonic reasoning in the context of a knowledge base $\mathcal {R}$ R containing conditionals of the form If A then usually B, system P provides generally accepted axioms. Inference solely based on system P, however, is inherently skeptical because it coincides with reasoning that takes all ranking models of $\mathcal {R}$ R into account. System Z uses only the unique minimal ranking model of $\mathcal {R}$ R , and c-inference, realized via a complex constraint satisfaction problem, takes all c-representations of $\mathcal {R}$ R into account. C-representations constitute the subset of all ranking models of $\mathcal {R}$ R that are obtained by assigning non-negative integer impacts to each conditional in $\mathcal {R}$ R and summing up, for every world, the impacts of all conditionals falsified by that world. While system Z and c-inference license in general different sets of desirable entailments, the first major objective of this article is to present system W. System W fully captures and strictly extends both system Z and c-inference. Moreover, system W can be represented by a single strict partial order on the worlds over the signature of $\mathcal {R}$ R . We show that system W exhibits further inference properties worthwhile for nonmonotonic reasoning, like satisfying the axioms of system P, respecting conditional indifference, and avoiding the drowning problem. The other main goal of this article is to provide results on our investigations, underlying the development of system W, of upper and lower bounds that can be used to restrict the set of c-representations that have to be taken into account for realizing c-inference. We show that the upper bound of n − 1 is sufficient for capturing c-inference with respect to $\mathcal {R}$ R having n conditionals if there is at least one world verifying all conditionals in $\mathcal {R}$ R . In contrast to the previous conjecture that the number of conditionals in $\mathcal {R}$ R is always sufficient, we prove that there are knowledge bases requiring an upper bound of 2n− 1, implying that there is no polynomial upper bound of the impacts assigned to the conditionals in $\mathcal {R}$ R for fully capturing c-inference.

Sosialisasi dan Pendampingan Materi Pembelajaran IPA Berbasis Metakognisi pada Mahasiswa Magister Pendidikan IPA Universitas Mataram

Community service activities have been carried out for master students of Science Education at the University of Mataram which aimed to provide understanding to students about the development of science teaching materials that can develop students' metacognition. Teaching materials that are able to develop metacognitive abilities are needed by students in the current era of globalization. With the ability of metacognition, it will raise students' awareness of what they really know and one's cognition-regulation functions to regulate their cognitive activities effectively. Knowledge-cognition contains declarative, procedural, and conditional knowledge, while metacognition skills include four skills, namely problem solving skills, decision-making skills, critical thinking skills, and creative thinking skills. Activity participants can understand the material presented which was shown by the ability to answer questions during the discussion. An understanding of proper metacognition was also measured by its ability to fill out a questionnaire that was distributed after the service was complete. A good understanding of metacognition is expected to be a guide in developing metacognition-based teaching materials so that students can develop metacognition abilities.

The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills

In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities. A quasi-experimental study using semi-structured pre- and post-intervention interviews and six-month intervention activities was conducted with 14 teachers. The procedural knowledge of the teachers was assessed based on their practical experience with the intervention activities. Their declarative knowledge was assessed based on pre- and post-intervention interview reflections. The findings revealed that procedural knowledge, being predominantly teacher centred, mostly appears through experience and reflections on the teaching practice that guides them. It also appeared that the intervention focusing on advancing procedural knowledge among teachers advanced their declarative knowledge in terms of metacognition, revealing new aspects of motivation and sense-giving for their learning. As follow-up research, we plan to continue studying conditional knowledge in teachers in order to identify situations where this is applied.

The extent to which the physics teachers of the preparatory stage are familiar with metacognitive skills

The present research aims at: - Knowing the extent that the preparatory school teachers are familiar with metacognitive skills. To achieve the goal of the research, the researchers used the descriptive approach, as he prepared a measure of metacognitive skills to know the extent to which physics teachers are familiar with them by reviewing the literature, research and previous studies related to metacognition skills, and the scale was presented to a group of expert arbitrators to achieve the apparent validity of the scale and then make sure From the clarity of the paragraphs of the scale and the extraction of the psychometric characteristics of the scale, and thus the scale consisted of (72) items distributed over two areas. The first area of knowledge about knowledge includes skill (declarative knowledge, procedural knowledge, conditional knowledge), while the second area is organizing knowledge (self-management of knowledge) and includes skill (Planning, Organization, Evaluation), then the scale was applied to the research sample consisting of (120) female and male teachers from the middle school teachers who were randomly selected from the schools affiliated to the Directorate of Education in Babil Governorate, and the results showed using the percentage and equation Chi-square, t-test equation for two equal independent samples, Pearson correlation coefficient, Spearman-Brown correlation coefficient, Cronbach's alpha equation, and the test equation T-RT for one sample and the program (Microsoft excel) the following: - - The level of knowledge of preparatory school physics teachers in metacognition skills is less than the required sufficiency limit, which is 80% (as determined by experts and arbitrators) of the total score of the metacognitive skills scale In light of these results, the researchers reached a number of recommendations and suggestions. Keywords/ familiarity, metacognition skills.

Knowing and Understanding how to Manage One’s Physical Activity Practice: Contribution of Language, Thinking and Intelligence to Physical Literacy

Agreed upon components of physical literacy are (a) physical competence, (b) knowledge and understanding, (c) motivation and confidence, and (d) lifetime engagement. The purpose of this article is to discuss the development and use of the “knowledge and understanding” PL component in older students and adults with regard to the regulation of their health/fitness- and leisure-related physical-activity-practice (PAP). In a first section the author considers the pedagogical content knowledge (PCK) and the basic language that may be associated with the management of health- and fitness-oriented physical activities, differentiating elements that pertain to declarative, procedural or conditional knowledge. Based on exercise-monitoring procedures (E-MP) (essentially procedural knowledge) and on exercise-management rules (E-MR) (mostly conditional knowledge), the following section focuses on the development of PAP-management understanding and the related intelligence in its analytical, creative and practical dimensions. In a final section, the author explores briefly the matter of awareness and regulation in terms of exercise-management knowledge and understanding. Keywords: exercise-management awareness, exercise-management regulation, FITT formula, physical-activity monitoring

Normal forms of conditional knowledge bases respecting system P-entailments and signature renamings

Conditionals are defeasible rules of the form If A then usually B, and they play a central role in many approaches to nonmonotonic reasoning. Normal forms of conditional knowledge bases consisting of a set of such conditionals are useful to create, process, and compare the knowledge represented by them. In this article, we propose several new normal forms for conditional knowledge bases. Compared to the previously introduced antecedent normal form, the reduced antecedent normal form (RANF) represents conditional knowledge with significantly fewer conditionals by taking nonmonotonic entailments licenced by system P into account. The renaming normal form(ρNF) addresses equivalences among conditional knowledge bases induced by renamings of the underlying signature. Combining the concept of renaming normal form with other normal forms yields the renaming antecedent normal form (ρ ANF) and the renaming reduced antecedent normal form (ρ RANF). For all newly introduced normal forms, we show their key properties regarding, existence, uniqueness, model equivalence, and inferential equivalence, and we develop algorithms transforming every conditional knowledge base into an equivalent knowledge base being in the respective normal form. For the most succinct normal form, the ρ RANF, we present an algorithm KBρra systematically generating knowledge bases over a given signature in ρ RANF. We show that the generated knowledge bases are consistent, pairwise not antecedentwise equivalent, and pairwise not equivalent under signature renaming. Furthermore, the algorithm is complete in the sense that, when taking signature renamings and model equivalence into account, every consistent knowledge base is generated. Observing that normalizing the set of all knowledge bases over a signature Σ to ρ RANF yields exactly the same result as KBρra (Σ), highlights the interrelationship between normal form transformations on the one hand and systematically generating knowledge bases in normal form on the other hand.

InfOCF-Web: An Online Tool for Nonmonotonic Reasoning with Conditionals and Ranking Functions

InfOCF-Web provides implementations of system P and system Z inference, and of inference relations based on c-representation with respect to various inference modes and different classes of minimal models. It has an easy-to-use online interface for computing ranking models of a conditional knowledge R, and for answering queries and comparing inference results of nonmonotonic inference relations induced by R.

Characterizing Mathematics Learning in Colombian Higher Distance Education

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.