Academic literature on the topic 'Interdisciplinary approach to knowledge'
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Journal articles on the topic "Interdisciplinary approach to knowledge"
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O'Leary, D. E., and R. Studer. "Knowledge management: an interdisciplinary approach." IEEE Intelligent Systems 16, no. 1 (January 2001): 24–25. http://dx.doi.org/10.1109/mis.2001.912381.
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Braßler, Mirjam, and Sandra Sprenger. "Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development." Sustainability 13, no. 6 (March 22, 2021): 3494. http://dx.doi.org/10.3390/su13063494.
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Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.
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Chen, Meng-Lin. "SLA as an interdiscipline: A bibliometric study." Studies in Second Language Learning and Teaching 13, no. 4 (December 28, 2023): 843–82. http://dx.doi.org/10.14746/ssllt.40218.
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Nowadays, research in second language acquisition (SLA) is becoming increasingly interdisciplinary while many technical frontiers and research hotspots have emerged. Many studies focus on interdisciplinary topics, but few in-depth studies have been conducted on interdisciplinarity. This study examined the interdisciplinarity of SLA and the interdisciplinary development process using a bibliometrics approach. The study has found that the SLA discipline has played roles as both the provider and recipient of knowledge in the development of interdisciplines. In the first case, SLA theories and methods flow into the research areas of life sciences and technology to form interdisciplinary studies with brain research, neurology, cognition, computer technology, and engineering, making SLA a provider of knowledge In the second case, SLA research receives knowledge from areas of arts and humanities and social sciences as well as from interdisciplinary studies within its own discipline, making SLA a receiver of knowledge. The new insights into the interdisciplinarity of SLA provided in this study are helpful for our deeper understanding of the interdisciplinary nature of the SLA discipline.
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Tymkiv, Nadiya. "Interdisciplinarity in Higher Petroleum Education in the Context of International Standards." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 52–57. http://dx.doi.org/10.1515/rpp-2017-0050.
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Abstract The article deals with the problem of interdisciplinarity impact on higher petroleum education in Ukraine. Different views on the essence of interdisciplinarity, especially in the context of higher petroleum education, have been presented. It has been indicated that many scholars have studied the essence of interdisciplinarity within higher education systems of different countries and identified that interdisciplinarity encompasses a combination or interrelation of various sciences that are embodied in engineering training process. Interdisciplinarity is considered as one of the effective tools to support enthusiasm of young generation for petroleum engineering; to increase motivation of future petroleum experts; and to enhance the efficiency of collaboration between professionals from different fields. In reality, interdisciplinary approach is very often confused with multidisciplinarity when educators give students knowledge from various disciplines without making the link between them into a coordinated whole. It has been concluded that interdisciplinarity or interdisciplinary approach can be regarded as a natural training context in which boundaries between knowledge systems tend to be erased and a new teaching paradigm is required. It has been revealed that implementation of interdisciplinary approach in engineering programmes necessitates the development of such an educational framework that would provide educators with the relevant methods, tools, and models for design of interdisciplinary engineering curricula regarding specific learning outcomes and ensure support for faculty members to improve their own competence in the interdisciplinary issues. The standards and guidelines of international educational interdisciplinarity of degree programmes in petroleum engineering are analyzed in the article.
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Sharma, Brajesh Kumar, and Vishal Kumar Shukla. "Interdisciplinary Approach to Education with Special Reference to Social Science at Secondary Schools." BSSS Journal of Education 12, no. 01 (June 30, 2023): 41–51. http://dx.doi.org/10.51767/je1203.
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Knowledge is a holistic unit. The various subjects of the school curriculum are branches of a holistic knowledge. In this way, the text material of another subject proves helpful in the teaching process of another subject. In this way, educational problems can be solved by uniting the knowledge of different fields. For this Herbert says, “The subjects of the course should be arranged in such a way that in the teaching of one subject, the knowledge of the other subjects can be useful”. In other words, "to solve a set of problems whose solution can be achieved only by integrating parts of existing disciplines" known as interdisciplinary approach of teaching. Social science subject is a subject providing study and aims of perfect living in society. The Interdisciplinary approach is one of the method to teach social science in schools because this approach tries to develop social science knowledge with other disciplines to provide better knowledge of the subject. Now in the current status of education the disciplinary approach of studying all the discipline separately has been losing its importance and trans-disciplinary and interdisciplinary approach are back with objective of giving practical shape to the knowledge instead of theoretical knowledge of the subjects. The main objective of present article is to find out the possibilities of interdisciplinary approach in the field of social science at secondary school level.
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Zhang, Jingjing, Yehong Yang, Elena Barberà, and Yu Lu. "Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings." International Review of Research in Open and Distributed Learning 23, no. 2 (May 1, 2022): 1–24. http://dx.doi.org/10.19173/irrodl.v23i2.5590.
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In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners’ access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills.
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Cheng, Lee, and Samuel Leong. "Knowledge management ecological approach: a cross-discipline case study." Journal of Knowledge Management 21, no. 4 (July 10, 2017): 839–56. http://dx.doi.org/10.1108/jkm-11-2016-0492.
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Purpose The growing needs of interdisciplinary research have been hindered by implementation difficulties because of factors such as the availability and distribution of related knowledge. Knowledge management could be a viable solution to address the problems of interdisciplinary research and further its synergic effect by optimizing the use of knowledge across different disciplines. A knowledge management ecological (KME) approach that facilitates the study of knowledge management in discourses between different disciplines was proposed and applied in a case study within an interdisciplinary environment comprising three disciplines: software development, software business and music education. Design/methodology/approach Semi-structured interviews were conducted with three groups of key informants to examine the knowledge management processes within the environment. Findings The findings reveal the details of knowledge management activities in each of the three disciplines, but the lack of collaboration between them limits the opportunity for a synergistic effect to benefit the cross-discipline environment. Originality/value This study shows how the KME approach can be used to deepen the interdisciplinary understanding of knowledge management within and between different disciplines.
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Yanitsky, Oleg. "From Interdisiplinary Interactions Toward Interdisciplinary Knowledge." Advances in Social Sciences Research Journal 7, no. 5 (May 31, 2020): 359–68. http://dx.doi.org/10.14738/assrj.75.8214.
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The article presents a set of arguments on favor of an interdisciplinary approach to any events and transformations of the global SBT-system. Drawing on my previous social experience, the analysis of relevant scientific literature and my own studies on the emergence and development of current pandemics I came to the following conclusions. First, every social or natural action has an interdisciplinary character. Second, the regularities of global SBT-structure development and its feedbacks in relation to global economic and social life are still ill studied. Third, the key moment of any natural and social transformation and the interdisciplinary collaboration are the metabolic processes between qualitatively different essences. Four, the above changes points to the fact that the XX century and further has transformed a scientific thought and knowledge into the planetary phenomena. Five, it’s reflects that under current conditions all are interrelated with all. Six, the interdisciplinary approach to an SBT-system of any scale and mode of development has become absolutely necessary. Seven, the emergence and quick spread the pandemics across the world I call as the global critical situation, and it means that the global SBT-system has become over-integrated.
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Ogneviuk, Victor, Olena Protsenko, and Olga Melnychenko. "INTERDISCIPLINARY APPROACH IN THE TRAINING OF MASTER'S DEGREE STUDENTS (ON THE EXAMPLE OF THE COURSE “EDUCOLOGY”)." Educological discourse 33, no. 2 (2021): 1–15. http://dx.doi.org/10.28925/2312-5829.2021.2.1.
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The article is devoted to the general characteristics of the interdisciplinary approach as a way of interaction between sciences and the main factor in the growth of interdisciplinary links in the educational process. The authors emphasize the fact that interdisciplinarity is not a phenomenon that is unique to a particular science or a particular field of science, it applies to all fields of knowledge. The article traces the trends in the development of interdisciplinarity in the humanities on the example of the course "Educology". Considerable attention is paid by the authors to the effectiveness of the interdisciplinary approach in the training of higher education students of the educational program "Management of educational institutions" based on the experience of teaching the course "Educology" as an interdisciplinary subject. It is proved that the interdisciplinary approach in the process of professional training of future managers in the field of education allows to expand their scientific worldview and increase the level of methodological culture, promotes awareness of current problems in the field of education and search for solutions and practical life situations.
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Barité, Mario, Varenka Parentelli, Natalia Rodríguez Casaballe, and María Verónica Suárez. "Interdisciplinarity and Postgraduate Teaching of Knowledge Organization (KO): Elements for a Necessary Dialogue." KNOWLEDGE ORGANIZATION 50, no. 3 (2023): 227–41. http://dx.doi.org/10.5771/0943-7444-2023-3-227.
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Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowledge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
Dissertations / Theses on the topic "Interdisciplinary approach to knowledge"
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Milojevic, Stasa. "Big science, nano science? mapping the evolution and socio-cognitive structure of nanoscience/nanotechnology using fixed methods /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906441&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Polfus, Jean. "An interdisciplinary approach to describing biological diversity." Ecology and Society; Journal of Biogeography, 2016. http://hdl.handle.net/1993/31986.
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The concept of biodiversity – the phenotypic and genotypic variation among organisms – is central to conservation biology. There is growing recognition that biodiversity does not exist in isolation, but rather is intrinsically and evolutionarily linked to cultural diversity and indigenous knowledge systems. In Canada, caribou (Rangifer tarandus) occupy a central place in the livelihoods and identities of indigenous people and display substantial variation across their distribution. However, quantifying caribou intraspecific variation has proven challenging. Interdisciplinary approaches are necessary to produce effective species characterizations and conservation strategies that acknowledge the interdependent relationships between people and nature in complex social-ecological systems. In this dissertation I use multiple disciplinary traditions to develop comprehensive and united representations of caribou variation through an exploration of population genetics, phylogenetics, traditional knowledge, language, and visual approaches in the Sahtú region of the Northwest Territories, Canada. First, I examine caribou variation through analysis of population genetics and the relationships Dene and Métis people establish with animals within bioculturally diverse systems. Next, I focus on how the Pleistocene glacial-interglacial cycles have shaped the current patterns of caribou phylogeographic lineage diversification. Finally, I explore how art can be used to facilitate cross-cultural collaboration and externalize the unique heterogeneity of biocultural diversity. The results demonstrate a broad scale understanding of the distribution, spatial organization, and the degree of differentiation of caribou populations in the region. I found evidence for caribou population differentiation that corresponds to the caribou types recognized by Dene people: tǫdzı “boreal woodland caribou,” ɂekwę́ “barren-ground caribou,” and shúhta ɂepę́ “mountain caribou.” Phylogenetic results reveal that in their northern margin the boreal ecotype of woodland caribou evolved independently from the northern Beringian lineage in contrast with southern boreal caribou which belong to the sub-Laurentide refugia lineage. In addition, I demonstrate how art can be used improve communication, participation, and knowledge production among interdisciplinary research collaborations and across language and knowledge systems. A collaborative process of research that facilitates łeghágots'enetę “learning together” has the potential to produce sustainable conservation solutions, develop efficient and effective wildlife management policies, and ensure caribou remain an important part of the landscape.February 2017
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Shin, Hejin. "Research interactivity of cognitive science : a bibliometric analysis of interdisciplinarity /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Almari, Hassan. "Software Patterns and Architecture Under Examination Hammer: An Approach to the Consolidation of Interdisciplinary Knowledge." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154722.
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Software engineering is normally perceived, and even defined, based upon applicability of scientific and technical knowledge, in order to provide solutions to different challenges. The bright side of engineering concepts in general, is the continuous process of acquiring knowledge and skills needed to develop and make adjustments to various systems, in respect to helping humankind. An important phase of this process is ”Architecting”, which is the big picture of any intended systems. While good architecture leads to successful systems, bad architecture can result in misfortune. In this thesis, my proposition is to investigate, in depth, both theoretical (academic) and industry domains, regarding the way in which they treat Software Pattern (SP), Software Architecture (SA), and Software Architecture Evaluation (SAE) techniques. I argue that the process of creating, evaluating, and documenting SPs and SA with no common guidelines, standards, and frameworks, will result in unused and conflicted information within their areas, which finally will impact the software engineering field. While the employment of interdisciplinary knowledge (such as SPs, modelling techniques, description languages, evaluation methods, standards, and frameworks), could elevate SA development and validation methodologies, and increase its utilisation within the software engineering community. The goal here is to help build better systems, which could be improved by developing suitable SA, and evaluate its qualities by proper methods and tools, before further development, which should save time as well as money. Therefore, after a long process of analysing the current-state-of-the-art, I have introduced in this thesis novel findings concerning descriptions, relationships, documentation, and utilisation in relation to SA, SAE, and SPs, through employing several investigatory techniques, including comparisons between reliable references, questionnaires, field study, and case study. The investigation of SPs resulted in creating a database as a partial solution, in order to minimise their confusion within the literature, concerning their definitions, categorisations, and relationships with different quality attributes Quality Attribute (QA)s; also, to introduce the information in a proper fashion for users, which includes the required data that supports comparisons between pattern references, and to facilitate their selection processes. The issues, gaps, limitations, inconsistencies, and conflicts within current SA, QAs, and SPs discovered by this study, such as their poor description and the ignorance of them by developers during software development, has led to important recommendations, as well as suggestions for future research. The required information from different sectors (government, academia and industry) regarding SPs, SA, SAE, and modelling languages, has been gathered, and analysed through two surveys and a field study. The strong relationships and influences between the aforementioned areas were introduced and proven by a case study analysis for the Real-time Control System Real-time Control System (RCS) reference architecture, followed by introducing a conceptual paradigm that aimed to improve and generalise the Moreno et al. [2008] performance model. The outcomes from this thesis provide the basis for future work. Also, the information from different interdisciplinary knowledge merged to form new concepts for SA evaluation, which are recommended for future study.
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Rocha, Márcia Raquel. "O trabalho interdisciplinar nos anos iniciais: uma estratégia de ensino." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/1244.
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Acompanha : Caderno pedagógico: uma estratégia interdisciplinar para o ensino da matemática nas séries iniciais do ensino fundamental.O objetivo geral do presente trabalho foi o de verificar como o uso de temas interdisciplinares pode contribuir para o ensino e aprendizagem de matemática nas séries iniciais do Ensino Fundamental. O referencial teórico e a apresentação dos dados obtidos na pesquisa estão dispostos em quatro capítulos. O primeiro aborda o Ensino nas Séries Iniciais, segundo os Parâmetros Curriculares Nacionais, as Diretrizes e Bases da Educação Nacional, bem como faz referência a autores como Arruda e Moretti (2002, p. 424), Rodrigues (2001, p. 241) e Arruda (2004, p. 21). No segundo momento do referencial teórico, aborda-se a interdisciplinaridade tendo como suporte os autores Fazenda (1998, p. 10), Lück (1995, p. 64) e Morin (1999, p. 76). Finaliza-se o capítulo abordando-se a Contextualização nas Séries Iniciais sendo embasado por Barbosa (2012, p. 4), Luccas e Batista (2012, p. 9) e Santana (2012, p. 1). O segundo capítulo refere-se à metodologia da pesquisa, sendo ela de natureza qualitativa e com finalidade aplicada embasada pelos autores Moreira e Caleffe (2008, p. 90) e Rivero (2012, p. 1-2). A coleta e a análise dos dados foram abordadas no terceiro capítulo, onde se relatou e discutiu-se atividades desenvolvidas junto a 35 crianças, com idade de 10 a 12 anos, matriculadas na 4ª série (atual 5º ano) do Ensino Fundamental em uma escola municipal do Município de Guarapuava, Paraná. Mediante o desenvolvimento de uma prática interdisciplinar e baseando-se nas observações, fotos, relatos mencionados pelos alunos e anotações feitas pela docente, na realização de atividades desenvolvidas pelos discentes durante os encontros, detectou-se que os educandos passaram a identificar os conteúdos matemáticos como passíveis de serem aprendidos, sem maiores empecilhos, realçando a relevância deles na sua formação educativa. Houve também maior aproveitamento em relação à aprendizagem dos conteúdos desenvolvidos. Em especial, pela conexão dos saberes matemáticos com situações da realidade que estes vivenciam, como também com os conhecimentos de outras disciplinas. As atividades e análises estão presentes no terceiro capítulo do referido trabalho. O quarto capítulo faz menção às considerações finais, bem como limitações enfrentadas pela pesquisadora e sugestões para trabalhos futuros. A partir dessas considerações, elaborou-se um caderno pedagógico com atividades voltadas para conteúdos de matemática, de forma que possa servir como subsídios para auxiliar os professores das séries iniciais a trabalhar com temas interdisciplinares.
The overall objective of this study was to determine how the use of interdisciplinary themes can contribute to the teaching and learning of mathematics in the early grades of elementary school. The theoretical and presentation of data in the research are arranged into four chapters. The first addresses the education in early grades according to the National Curriculum, Guidelines and National Education, as well as references to authors such as Arruda and Moretti (2002, p. 424), Rodrigues (2001, p. 241), Arruda (2004, p. 21st). In the second phase of the theoretical approaches to interdisciplinarity as having supported the authors Farm (1998, p. 10), Lück (1995, p. 64), Morin (1999, p. 76). Terminates the chapter addressing to Contextualization in early grades being supported by Barbosa (2012, p. 4), and Luccas Baptist (2012, p. 9), Santana (2012, p. 1). The second chapter refers to research methodology and qualitative her purpose and applied based by the authors and Caleffe Moreira (2008, p. 90), Rivero (2012, p. 1-2). The collection and analysis of data was discussed in the third chapter, where it was reported and discussed activities along the 35 children, aged 10-12 years, enrolled in the 4th grade (now the 5th grade) elementary school in a public school in Guarapuava, Paraná. By developing an interdisciplinary practice and based on observations, photos, reports mentioned by the students and notes made by the teacher, in conducting activities developed by students during the meetings, it was found that the students began to identify the mathematical content as that can be learned without major obstacles, highlighting its relevance in their educational training. There was also greater utilization in relation to learning content developed in particular by the connection of mathematical knowledge in situations of reality they experience, but also with the knowledge of other disciplines. Activities and analysis on the third chapter of that work. The fourth chapter mentions the final considerations and constraints faced by the researcher and suggestions for future work. From these considerations, we prepared a notebook with educational activities focused on math content, so that it can serve as subsidies to help teachers of the lower grades to work with interdisciplinarity themes.
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Liovin, Anton. "Systematization of international knowledge concerning “worst-case scenario” approach. General guidelines for application of the approach in purposes of industrial safety." Thesis, KTH, Industriell ekologi, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-32767.
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The intention of this Masters thesis is to analyze the worst-case scenario approach and in doing so gather, summarize and analyze all available relevant information. The current project is limited to purely theoretical research. Due to a lack of order in information regarding this approach it has become very important to systematize information concerning worst-case scenarios. A couple of interesting alternative approaches and opinions concerning content and usefulness of worst-case scenarios were found during the data collection phase. The ‘Likelier but less catastrophic’ scenario approach is one such example which has raised a number of new questions. Some unexpected difficulties have also arisen; for example, we have failed to find a single specific definition for what is considered to be a worst-case scenario. Discussion within the scientific world centers on two competing approaches, qualitative and quantitative. Both can and should be applied for worst-case scenarios, however most contemporary researchers tend to overestimate the value of qualitative approaches. It is unclear which one suits our purposes, but it seems that both are needed for a thorough description of any scenario. This explains our introduction of a semi-quantitative approach. One chapter of this thesis is dedicated to the study of safety legislation in countries all over the world, indicating that authorities in the United States appear to make the greatest effort to implement worst-case scenario approach in practice, while the legislation of European countries lacks clear definition of worst-case scenarios. People need different types of information about the potential harm to their locales in case of serious accidents. The information should differ in quantity and content depending on the recipient. For example, technical details of scenarios are of little or no interest to the majority of the population. Moreover they can become a source of danger in case of misuse by terrorists. This is where the public’s “right to know” becomes secondary to safety and privacy requirements. During work on this Masters thesis a large-scale accident in Buncefield took place. Reports of the investigation committee have become a valuable source of data, and a valuable addition to the Analysis of Safety (Seveso) Reports of three Swedish companies. These reports, as well as information from other sources, have served as a basis for a list of recommendations to companies preparing to analyze potential hazardswww.ima.kth.se
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Santos, Cássia Dias. "Ciência da Informação e interdisciplinaridade : interconexões com a cultura informacional /." Marília, 2017. http://hdl.handle.net/11449/150534.
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Orientador: Marta Lígia Pomim ValentimBanca: Bárbara Fadel
Banca: Márcia Cristina de Carvalho Pazin Vitoriano
Banca: Carlos Alberto Ávila Araújo
Banca: Emeide Nóbrega Duarte
Resumo: A Ciência da Informação como uma Ciência interdisciplinar pode fornecer arcabouço teórico essencial para os estudos da cultura informacional. Nessa perspectiva, aprofundou-se sobre os estudos que vem sendo realizados neste âmbito, visando debater e refletir sobre as compreensões teórico-metodológicas construídas ao longo da existência deste campo científico. Evidenciou-se que há poucos estudos diretamente voltados à interdisciplinaridade da Ciência da Informação, mais especificamente em relação aos seus contributos para os estudos da cultura informacional. Objetivou-se analisar a construção teórica no campo da Ciência da Informação, no que tange a sua interdisciplinaridade, visando evidenciar sua contribuição para os estudos da cultura informacional. Neste intuito, analisou-se os conceitos, correntes e abordagens sobre a interdisciplinaridade, a evolução historiográfica dos estudos de cultura informacional e a produção científica sobre o tema. Além disso, buscou-se analisar e refletir sobre as características e atributos atribuídos à concepção de 'Sociedade da Informação e do Conhecimento' e, por último, analisou-se as contribuições da área de Ciência da Informação no que tange a sua interdisciplinaridade para a cultura informacional. Para tanto, realizou-se um estudo descritivo e exploratório de natureza qualiquantitativa, cujo corpus de análise foi formado por meio da 'História dos Conceitos' e da 'Bibliometria'. No que tange a análise das informações coletadas, optou-se pe... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Information Science as an interdisciplinary Science can provide the essential theoretical framework for studies of information culture. In this perspective, it has deepened on the studies that have been carried out in this scope, aiming at debating and reflecting on the theoretical-methodological understandings constructed throughout the existence of this scientific field. It was evidenced that there are few studies directly oriented to the interdisciplinarity of Information Science, more specifically in relation to their contributions to the studies of the information culture. The objective was to analyze the theoretical construction in the field of Information Science, regarding its interdisciplinarity, aiming to highlight its contribution to the studies of information culture. In this sense, the concepts, currents and approaches on interdisciplinarity, the historiographic evolution of the studies of information culture and the scientific production on the subject were analyzed. In addition, we sought to analyze and reflect on the characteristics and attributes attributed to the conception of 'Information and Knowledge Society' and, lastly, we analyzed the contributions of the area of Information Science regarding its interdisciplinarity for Information culture. For that, a descriptive and exploratory study of a qualitative and quantitative nature was carried out, whose corpus of analysis was formed through 'History of Concepts' and 'Bibliometry'. Regarding the analysis of the information collected, we opted for the 'Content Analysis' method, more specifically the 'Categorical Analysis' technique, since it provides interpretations and inferences related to the objectives proposed in the research. It was evidenced that the studies on information culture in the field of Information Science, especially ... (Complete abstract click electronic access below)
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Fernandes, Junior Marco Antonio João. "A fotografia como ferramenta interdisciplinar para o ensino de arte e ciências /." Bauru, 2017. http://hdl.handle.net/11449/150456.
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Orientador: João José CaluziBanca: José Agatha Parrilha da Silva
Banca: Denise Fernandes de Mello
Resumo: Este estudo foi desenvolvido a partir das observações realizadas pelo professor/pesquisador, durante as aulas de arte ministradas na educação básica, e do questionamento: como os alunos percebem a relação da arte com as outras disciplinas, mais especificamente com as ciências? Dessa forma, a pesquisa tem por objetivo: analisar as concepções dos discentes sobre as disciplinas arte e ciências, bem como propiciar uma reflexão sobre as práticas artísticas e científicas relacionadas à fotografia. Preliminarmente o estudo faz uma reflexão sobre as produções artísticas e científicas, para, em seguida, propor alguns questionamentos revelados pela invenção da fotografia sobre a concepção da imagem como realidade e das ciências como verdade. Tais questionamentos foram discutidos junto aos discentes do 9º ano do ensino fundamental de uma escola pública do interior de São Paulo, a partir de uma sequência didática de cunho interdisciplinar, abordando os conteúdos de ciências e arte aplicados no desenvolvimento da fotografia. Nas respostas dos discentes observou-se a necessidade de práticas interdisciplinares para ampliar e desconstruir determinadas imagens equivocadas que os alunos possuem em relação à arte e à ciência. Desta pesquisa resultou um livro como produto educacional, cuja finalidade é subsidiar a prática docente em propor estudos interdisciplinares relacionando arte, ciências e fotografia.
Abstract: This study was developed from the observation made by the teacher/ researcher during the art classes taught in basic education and the questioning: How do the students realize the relation of art to order disciplines, more specifically the sciences? In this way, the research had the objective of analyzing the students' conceptions about the disciplines of art and sciences, as well as providing a reflection on the artistic and scientific practices related to photography. Preliminarly the study makes a reflection on artistic and scientific production, and then propose some questions revealed by the intervention of photography about the conception of the image as reality and the sciences as truth. These questions were discussed with the students of the 9th year of elementary school in a public school is a small town of São Paulo State, based on an interdisciplinary didactic sequence, addressing the contents of science and art applied in the development of photography. In the responses of the students, the need for interdisciplinary practices was observed to expand and descontruct certain mistaken images that the students posses in relation to art and science. This research resulted in a book as an education product, whose purpose is to subsidize teaching practice in proposing interdisciplinary studies relating art, science and photography
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Christie, Warren James Alexander. "The biodynamics of knowledge creation : an archaeological, behavioural and neurological account of the creation of human knowledge." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2716.
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Thesis (MPhil (Information Science))--Stellenbosch University, 2008.This thesis explores phenomena surrounding the creation of knowledge, employing a multidisciplinary approach. To start with a view on the physical location of knowledge is discussed. This helps highlight the problem of defining knowledge and simultaneously introduces a set of fundamental and conceptual questions about the phenomena surrounding the creation of knowledge . The set of questions are then focussed on the process of knowledge creation. The investigation starts in the field of archaeology, in particular at the dawn of modern civilisation, with views on the earliest forms of knowledge creation. From there the investigation moves on to aspects of contemporary neurology. This allows for a comparison between humans from the ancient past with humans of today thereby identifying a neurological link between these periods. Based on current research within the field of behavioural neurology it is posed that knowledge creation is a process initiated by the impact of electromagnetic fields on the brain. A review of the medical research within the neurological sciences on the effects of electromagnetic field stimulation shows it to be effective as a treatment modality, a behavioural modifier, a suppressor and facilitator of cognition, as well as a sensory modulator. The interaction of the brain with electromagnetic fields is shown as a form of transduction similar to that of regular sensory transduction. Since the transduction of electromagnetic stimuli can functionally modulate sensory reception, cognition, behaviour and some neurological conditions, the creation of sensory perception, cognition, behaviour and neurological conditions (all phenomena surrounding knowledge creation) can be shown as functionally dependant on the electro-chemical process of ferromagnetic transduction (magneto reception). The ferromagnetic transduction model may then be seen as the sensory mechanism that initiates and modulates the process of knowledge creation. The modulation of this process is revealed cognitively in savants, behaviourally in some of the greatest thinkers in history and on a planetary scale as a force of nature. The implications of these findings is that if the keys to the creation of knowledge have been found, great care needs to be taken when deciding to implement any type of artificial or natural modulation to neural firing rates not only because of the total effect modulation can have on the individual but also because of the social consequences resulting from those who wish to socially discriminate according to the ability of and beliefs arising from the knowledge creating process.
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Knutsson, Per. "Interdisciplinary knowledge integration and the sustainable livelihoods approach : case studies on rural livelihoods in Kenya and China /." Göteborg : Göteborg University, School of Global Studies, Human Ecology Section, 2005. http://www.loc.gov/catdir/toc/fy0611/2006411343.html.
Full textBooks on the topic "Interdisciplinary approach to knowledge"
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Kline, S. J. Conceptual foundations for multidisciplinary thinking. Stanford, Calif: Stanford University Press, 1995.
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Reguigui, Ali. Perspectives sur l'interdisciplinarité. Sudbury, Ontario, Canada: Université Laurentienne = Laurentian University, 2013.
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Debru, Claude. La transdisciplinarité: Comment explorer les nouvelles interfaces. Paris: Hermann, 2011.
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Hübenthal, Ursula. Interdisziplinäres Denken: Versuch einer Bestandsaufname und Systematisierung. Stuttgart: F. Steiner, 1991.
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Vilar, Sergio. La nueva racionalidad: Comprender la complejidad con métodos transdisciplinarios. Barcelona: Editorial Kairós, 1997.
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editor, Perriault Jacques, ed. Interdisciplinarité: Entre disciplines et indiscipline. Paris: CNRS Éditions, 2013.
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Rubio, Blanca N. Martínez. La interdisciplinariedad en la ciencia, la didáctica y el currículo. Lima, Perú: Fondo Editorial del Pedagógico San Marcos, 2003.
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V, Zima P., Kacianka Reinhard, Strutz Johann, and Universität für Bildungswissenschaften Klagenfurt. Institut für Allgemeine und Vergleichende Literaturwissenschaft., eds. Vergleichende Wissenschaften: Interdisziplinarität und Interkulturalität in den Komparatistiken. Tübingen: Narr, 2000.
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Martinello, Marian L. Interdisciplinary inquiry in teaching and learning. 2nd ed. Upper Saddle River, N.J: Merrill, 2000.
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Maciej, Jabłoński, and Stęszewski Jan, eds. Interdisciplinary studies in musicology: Report from the Second Interdisciplinary Conference, Poznań, October 15-16, 1993. Poznań: Wydawn. Poznańskiego Towarzystwa Przyjaciół Nauk, 1995.
Find full textBook chapters on the topic "Interdisciplinary approach to knowledge"
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Spagnuolo, Natalie. "Mobilising historical knowledge." In Interdisciplinary Approaches to Disability, 153–63. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781351053228-15.
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Feng, Cheng, Wendong Wang, Ye Tian, Xiangyang Gong, and Xirong Que. "Data and Knowledge: An Interdisciplinary Approach for Air Quality Forecast." In Knowledge Science, Engineering and Management, 796–804. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29551-6_70.
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Reed, Kathryn. "The Impact of ICT on Pedagogical Practices in an Interdisciplinary Approach." In New Media, Knowledge Practices and Multiliteracies, 217–24. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-209-8_20.
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Garbin, Mônica Cristina, and Edison Trombeta de Oliveira. "Interdisciplinary Project to Build Teaching Skills: A Pedagogical Approach." In Creating the University of the Future, 351–67. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_17.
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AbstractThe concept of “competence” includes the knowledge to be acquired, skills and attitudes. It is not enough for the professional to have a lot of knowledge, but it is necessary that he knows how to mobilize his knowledge in solving problems or in creating something innovative. The Interdisciplinary Project (IP) developed by higher education students at Virtual University of São Paulo State—Univesp (Brazil) is guided by Project-Based Learning (PBL) and Human-Centered Design (HCD), in which the pedagogical action is based on the principle of the inseparability of the relationship between theory and practice. In this scenario, students develop at least six essential skills such as: Investigation; Problem Solving; Collaboration; Communication; Professional; and Technological Practice. The aim of this chapter is to correlate the skills proposed in the teacher’s education at Univesp with the Future Skills proposed by Ehlers (2020). As a result, we assess that Univesp is a leader in this area and can train teachers with skills for a better education in the future.
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Hamann, Tatjana, Anne Kathrin Schaar, André Calero Valdez, and Martina Ziefle. "Strategic Knowledge Management for Interdisciplinary Teams - Overcoming Barriers of Interdisciplinary Work Via an Online Portal Approach." In Human Interface and the Management of Information: Applications and Services, 402–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40397-7_38.
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Fuchs, Nike, and Gesche Krause. "Interdisciplinary Collaboration." In Integrating Data Science and Earth Science, 121–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99546-1_7.
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AbstractThe Digital Earth Project aims at a strong interdisciplinary collaboration of the various Earth science disciplines and data science, to foster digitalization and the application of data science methods. As this is a highly complex interdisciplinary endeavour that involves eight research centres and many scientists, a success evaluation was deployed after the first half of the project. A social science-oriented evaluation was conducted, in which a World Cafe and a survey were used to evaluate the success of the collaboration and opportunities for improvement. Results indicate a strong need among participating scientists to more clearly understand and advocate for the overarching goals, have more face-to-face interaction, optimize the use of existing research infrastructure, and develop a sound perspective for knowledge transfer and long-term continuation of the developed approaches. It was deduced that individuals shape the process and that digitization is more than just a technical matter, but depends heavily on individuals and the process of implementation.
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How, Vivien, Ezza Sabrina Binti Azmi, Nur Farihah Binti Mohd Zaki, and Khairuddin Bin Othman. "Integrating Flood Education Miniature and Interactive E-Learning in a Prototype of Flood Learning Kit for Knowledge Resilience Among School Children." In An Interdisciplinary Approach for Disaster Resilience and Sustainability, 355–68. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9527-8_20.
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de Weerd, Jacco, Esther Tan, and Slavi Stoyanov. "Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping." In Data Driven Approaches in Digital Education, 391–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_32.
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Tatira, Liveson, and Shamiso Tatira. "Critiquing the Shona Novel in an Interdisciplinary Manner Through the Social Historical Approach." In Multidisciplinary Knowledge Production and Research Methods in Sub-Saharan Africa, 171–82. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35531-8_11.
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Gerhardt, Mareike, Tina Haase, and Michael Dick. "Reflections on an Interdisciplinary Approach: Integrating Assistive Technologies and Experience-Based Knowledge in Maintenance." In Advances in Intelligent Systems and Computing, 787–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51828-8_104.
Full textConference papers on the topic "Interdisciplinary approach to knowledge"
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Halttunen, Veikko. "Adding ‘Sense’ to Conceptual Modeling: An Interdisciplinary Approach." In 11th International Conference on Knowledge Engineering and Ontology Development. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008069702480255.
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SIDIRAS, DIMITRIS K. "KNOWLEDGE TRANSFER FROM LABORATORY TO INDUSTRIAL SCALE – AN INTERDISCIPLINARY APPROACH." In Proceedings of the International Conference on ICMMS 2008. IMPERIAL COLLEGE PRESS, 2010. http://dx.doi.org/10.1142/9781848165106_0064.
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Toure. "An interdisciplinary approach for adding knowledge to computer security systems." In Proceedings of IEEE International Carnahan Conference on Security Technology. IEEE, 1994. http://dx.doi.org/10.1109/ccst.1994.363774.
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Loewen, John, and Kinshuk. "Indigenous Knowledge and ICT: An Interdisciplinary Approach to Culturally Inclusive Education." In 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.54.
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Draganoiu, Roxana, Alin Moldoveanu, and Adriana Braescu. "THE MATH OF PROGRAMMING - INTERDISCIPLINARY APPROACH." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-152.
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The traditional system of education is no longer fulfilling the need for knowledge for the generations that experience the actual leap of information and technology. To go exponentially beyond the actual way of thinking elicits a dynamic, adaptable and customized system of education, approachable by connecting fields and notions. Inter-disciplines become a solution and a necessity - "The strongest argument for interdisciplinarity is the very fact that life is not divided into disciplines." (J. Moffett). Learning beyond meaning is not an issue - youngsters need a visual, interdisciplinary, hands-on approach that may be accomplished by our method: DigiMathArt is an interdisciplinary field that covers the need to cross the bridge towards the education of the future. The proposed method emphasizes the simplicity and elegance of mathematic modeling combined naturally with graphical programming, alien concepts for most of those who need them the most - scientists, architects, game developers, artists. It provides an interactive, highly visual and holistic road to access essential information and skills. The course is structured in three modules: mathematic modeling based on function operations and composition, fractal generation, and light-effects rendering. Similar in approach to more sophisticated resources, such as Grasshopper and WolframAlpha, our method is, however, gradual and palatable for anyone who lacks this basic training in the field but craves for it. The presented method is already implemented and used as a holistic tool in centers for informal education. Evaluations of method's results, acceptance and effects are underway, based on structured feedback questionnaires as well as EEG recordings and analysis.
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Carter, Lori, and Scott Osborne. "Work in progress - introduction to computers: An interdisciplinary approach." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417820.
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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.
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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school mathematics teachers who participated in an annual professional development program that took place once every two weeks and was designed to qualify them to implement an interdisciplinary approach to teaching mathematics and arts. The course included four interdisciplinary modules: math-music, math-painting, math-photography, and math-dance. None of the teachers had prior knowledge of interdisciplinary teaching and learning. The mathematical topic chosen was fractions, as this topic entails numerous difficulties of various kinds both for the teachers and the students. In what follows we focus on the teachers' experience with module no. 1, math-music. Before we explicitly exposed the teachers to the rationale of interdisciplinary learning of mathematics and music, they were asked to design learning activities that integrate fractions and music. No specific instructions were given, as we aimed at allowing the teachers to examine their initial perceptions and interpretations regarding interdisciplinarity, and then adapting the contents of the professional development program to the teachers' early perceptions and knowledge. After completing the design of the activities, the teachers presented them, explained their considerations, and provided mutual feedback. They also rated the extent to which interdisciplinarity was expressed in the activity, according to criteria they had developed themselves. The study indicated that teachers who knew how to play a certain musical instrument and read notes produced more mathematically significant content. Moreover, activities based on considerations relating only to common student mistakes in performing arithmetic operations in fractions did not lead to the design of activities characterized as having a high extent of interdisciplinarity. In case the considerations included general mathematical knowledge and knowledge of the mathematics curriculum, the extent of integration increased. Following these findings, the professional development program focused on deepening the teachers' mathematical knowledge and musical knowledge relevant to the subject of fractions. This approach has proven to be effective in terms of teachers' ability to produce meaningful interdisciplinary math-music activities, thus indicating the feasibility of teacher training for implementing an interdisciplinary approach."
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Yoo, Keedong. "An Interdisciplinary Approach to Automatically Capture Knowledge in Dialogues on the Spot." In Modelling, Identification and Control. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.770-019.
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BANTAŞ, Petru. "Interdisciplinaritatea în cadrul orelor de fizică." In Inter/transdisciplinary approaches in the teaching of the real sciences, (STEAM concept) = Abordări inter/transdisciplinare în predarea ştiinţelor reale, (concept STEAM). Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.steam-2023.p387-391.
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In the last decades, interdisciplinarity appears as a necessity to overcome the creative limits of knowledge, which has placed artificial borders between its different fields. The argument for interdisciplinarity is that it provides an integrated picture of things that are analyzed separately. The paper presents different examples of an interdisciplinary approach in physics classes.
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"AN APPROACH TO SUPPORT INTERDISCIPLINARY VARIANT DIVERSITY OPTIMIZATION - Planning Variant Diversity – Beyond Complexity Reduction." In International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0002295404080411.
Full textReports on the topic "Interdisciplinary approach to knowledge"
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Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.
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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.
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Lindner, Andre. Leveraging Postgraduate Education for Sustainable Development : The Resource-Nexus and Environmental Management in Global South Partnerships. Technische Universität Dresden, 2023. http://dx.doi.org/10.25368/2024.26.
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Higher education institutions play a crucial role in fostering innovation, research, and knowledge transfer that directly impact the attainment of the SDGs. Postgraduate education, in particular, provides a unique opportunity to train and equip the next generation of leaders, researchers, and professionals with the necessary skills, knowledge, and interdisciplinary perspectives required to address complex global challenges. The concept of the resource nexus emphasizes the interconnectedness of different resources (e.g., water, energy, food, materials) and the importance of adopting a holistic approach to sustainable development. By promoting collaborations and partnerships between the Global South and North, we can facilitate knowledge exchange, capacity building, mutual learning and technology transfer, thus creating a positive ripple effect across regions and addressing common sustainability challenges.
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Schöner, Wolfgang, Jorrit van der Schot, Peter Schweitzer, Sophie Elixhauser, and Anna Burdenski. Snow to Rain: From phase transition of precipitation to changing local livelihoods, emotions and affects in East Greenland. Verlag der Österreichischen Akademie der Wissenschaften, October 2023. http://dx.doi.org/10.1553/ess-snow2rain.
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Snow2Rain investigated the impacts and perception of climate change in East Greenland through a holistic approach that includes natural science methods of time series analysis and statistical climatology on the one hand, and social science approaches of social anthropology on the other. In addition, this interdisciplinary approach was based in a transdisciplinary framework by involving the local people in Tasiilaq (East Greenland) and their knowledge. Based on the intention to study the effects of climate close to the everyday life of the locals, snow was chosen as one such interdisciplinary indicator of climate change. In addition, Greenland, as the study site of Snow2Rain, is a region in the Arctic and thus affected by Arctic amplification (implying a temperature increase of about three times the global average). With this in mind, Snow2Rain examined changes in snow characteristics in East Greenland and their underlying mechanisms, and placed these changes in the context of social and cultural as well as socioeconomic impacts for local people. From the main results of Snow2Rain, it can be concluded that (i) Arctic amplification is less pronounced compared to other regions in the Arctic and therefore climate change impacts (e.g., changes in snowpack, transition from snowfall to rain) are less pronounced and co-determined by precipitation changes. The strongest signals for the transition from snow to rain were found for the summer season. In addition, the most important climate change events currently discussed by locals in Tasiilaq are the storm winds known as piteraqs and icequakes (earthquakes triggered by calving glaciers). There is considerable interest in scientific information about meteorological and climate conditions as well as changes in the community of Tasiilaq, even though the topic of climate change is not the most pressing issue within the community. It also became clear that local knowledge holders from Tasiilaq hold relevant knowledge about past snow and environmental conditions (e.g. stories about snow conditions along dogsledding routes), but several challenges exist that make it a complex task to make this knowledge usable for climate scientists. To give a few examples of the existing knowledge, there is a lot of relevant knowledge about changes in wind direction and wind speed, and particularly a lot of memories exist in relation to extreme wind events (piteraqs and other storm winds). Overall, the perception of climate change in Greenland is different than in Europe (the recent signing of the Paris Agreement seems to be a clear reflection of this). People from Tasiilaq region are very sensitive in observing changes of their environment including the climate. Snow is only one of those changes observed (wind/storms and earthquakes are currently widely discussed by the locals). However, they speculate much less about future changes and are cautious about the human influence on climate change.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001249.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 2: Generating Priorities and Ideas.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.