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Full-Text Articles in Social and Behavioral Sciences
Patterns Of Food Safety Knowledge Among Australians: A Latent Class Approach, Anthony Worsley, Wei Wang, Stephanie Byrne, Heather Yeatman
Patterns Of Food Safety Knowledge Among Australians: A Latent Class Approach, Anthony Worsley, Wei Wang, Stephanie Byrne, Heather Yeatman
Faculty of Social Sciences - Papers (Archive)
This study aimed to examine food safety knowledge and its associations among Australians. An Internet-based nationwide survey of 2,022 consumers was conducted in 2011. Quota sampling was used to ensure that the age, gender, educational background, and state of residence of the respondents were representative of the Australian population. A list of 10 food safety knowledge items was administered along with questions about the respondents' food attitudes, demographics, school education, and diet practices. Overall, the results showed that safety knowledge was relatively poor. Latent class analysis identified two groups of respondents with different levels of food safety knowledge. Poor knowledge …
Technology & Knowledge: An Exploration Of Teachers' Conceptions Of Subject-Area Knowledge Practices And Technology Integration, Sarah K. Howard, Karl A. Maton
Technology & Knowledge: An Exploration Of Teachers' Conceptions Of Subject-Area Knowledge Practices And Technology Integration, Sarah K. Howard, Karl A. Maton
Faculty of Social Sciences - Papers (Archive)
This paper explores teachers' understanding of subject-area knowledge practices (e.g. curriculum, goals, and pedagogy of a subject area, etc.) and technology integration, through the use of Legitimation Code Theory. Drawing on a major study of a technological initiative in all state secondary schools in New South Wales, Australia, this paper illustratively uses one dimension of LCT to explore the organising principles underlying the key subjects of Mathematics and English, in relation to teachers' perceptions of technology use in learning and teaching. Analysis suggests a 'code clash' with Mathematics and a 'code match' with English might help explain their different patterns …
The Asthma Knowledge And Perceptions Of Older Australian Adults: Implications For Social Marketing Campaigns, Uwana Evers, Sandra C. Jones, Peter Caputi, Donald C. Iverson
The Asthma Knowledge And Perceptions Of Older Australian Adults: Implications For Social Marketing Campaigns, Uwana Evers, Sandra C. Jones, Peter Caputi, Donald C. Iverson
Faculty of Social Sciences - Papers (Archive)
Objective: The purpose of this research is to gain an understanding of the asthma perceptions of older adults and identify gaps in their asthma knowledge. Methods: In regional New South Wales, Australia, a stratified, random sample of 4066 adults, aged 55 years and over, both with and without an asthma diagnosis, completed a survey based on the Health Belief Model about asthma knowledge and perceptions. Results: Almost half of the sample had experienced symptoms of breathlessness in the past four weeks. Breathlessness was a predictor of lower health ratings and poorer mood. Older adults reported low susceptibility to developing asthma. …
Why Social Marketing? Because Knowledge Is Not Enough To Deter Secondary Supply Of Alcohol To Minors, Sandra C. Jones, Lance Barrie
Why Social Marketing? Because Knowledge Is Not Enough To Deter Secondary Supply Of Alcohol To Minors, Sandra C. Jones, Lance Barrie
Faculty of Social Sciences - Papers (Archive)
Australian teenagers are increasingly drinking at risky levels, defined as consuming seven or more alcohol drinks on a single day for males, and five or more for females (White and Smith, 2012). Alcohol consumption by adolescents presents serious health and social problems unique to their age group (Lubman, Yucel and Hall, 2007; National Centre on Addiction and Substance Abuse, 2002). A significant factor contributing to underage drinking is the 'secondary supply' of alcohol to minors (i.e. the supply of alcohol to minors by persons other than licensees/staff employed by licensed premises, such as parents, siblings and older peers). In a …
Indigenous Knowledge And Climate Change In Australia: Can The Traditional Knowledge Of Australia's Indigenous Communities Keep Pace With Climate Change?, Michael Adams
Faculty of Social Sciences - Papers (Archive)
Indigenous knowledge systems are often characterised as including very detailed understandings of local environments, often over very long time periods. This combination of temporal and spatial knowledge is a strong base for thinking about change, both in terms of change brought about by climate change, and the sorts of adaptive change communities might need to make to appropriately respond.
Knowledge Translation In An Era Of Reform, Ann Dadich, Hassan Hosseinzadeh
Knowledge Translation In An Era Of Reform, Ann Dadich, Hassan Hosseinzadeh
Faculty of Social Sciences - Papers (Archive)
Knowledge translation can be difficult, particularly during volatile and unstable healthcare reform. This can have significant implications. The aim of this paper is to determine what works when facilitating knowledge translation. General Practitioners (n=214) were surveyed about their awareness, their use, the perceived impact, and the factors that hindered the use of four resources to promote sexual healthcare - a placard, online training, face-to-face training, and an educational booklet. All four resources were perceived to improve clinical ability. However, the placard appeared to have greatest reach and use. Relatively inexpensive tools that provide instructive guidance may therefore be an effective …
Knowledge About Language In The Australian Curriculum: English, Beverly Derewianka
Knowledge About Language In The Australian Curriculum: English, Beverly Derewianka
Faculty of Social Sciences - Papers (Archive)
Somewhat surprisingly, an explicit knowledge about language has been often absent from English curricula. The new Australian Curriculum: English (ACARA, 2012) has taken a fairly radical step in placing knowledge about language at the core of classroom practice, thereby raising the issue of an appropriate model of language to inform the Language Strand of the Curriculum. This paper will outline the rationale behind the Language Strand, and will then make explicit its underlying model of language. The paper thus provides a context for the ensuing articles in this Special Focus Issue of AJLL, which take up various concerns in relation …
University Students' Subject Matter Knowledge And Misconception Of Teaching Games For Understanding And Its Implication To Teaching Practice, Julismah Jani, Phil Pearson, Greg Forrest, Paul Webb
University Students' Subject Matter Knowledge And Misconception Of Teaching Games For Understanding And Its Implication To Teaching Practice, Julismah Jani, Phil Pearson, Greg Forrest, Paul Webb
Faculty of Social Sciences - Papers (Archive)
This study is to track the subject matter knowledge of and misconception about Teaching Games for Understanding (TGfU) of fourth year undergraduate pre-service teachers' physical education majors at an Australian university. The test of reliability on misconception scale are subjected to a Rasch analysis (KR-20 = .52) which consists of 20 dichotomous questions with true/false answers. Analyses of the data reveal that students achieve a credit on subject matter knowledge and attain four misconceptions about TGfU. There is a significant (p < 0.05) difference in the scores for subject matter knowledge and concepts of TGfU through paired samples t test. These results imply that subject matter knowledge does have an effect on students' concepts of TGfU but with very low relationship (r(53 = .19, p < 0.05). The implication of content knowledge to teaching is to resist the pre-concept or misconception of the subject matter. If pre-service teachers are to improve the quality of teaching and learning in content areas, he or she needs to possess a deep understanding of games both within and across categories in TGfU. Misconceptions tend to be very resistant to instruction because learning entails replacing or radically reorganizing student knowledge. This puts teachers in the very challenging position of needing to bring about significant conceptual change in student knowledge. Therefore pre-service teachers must know the subject matter they teach and their performance will be determined by the depth of their content knowledge in relation to teaching, making this an essential component to their teaching practice. Teachers must know the subject they teach and this is important to teacher competency.
Assembling Geographical Knowledge Of Changing Worlds, Pauline M. Mcguirk
Assembling Geographical Knowledge Of Changing Worlds, Pauline M. Mcguirk
Faculty of Social Sciences - Papers (Archive)
This piece is sympathetic to the critical questions and epistemological arguments Larner (2011) presents for the current conjuncture of global transformations. I mobilize Larner's arguments for process-oriented assemblage thinking and apply them to the particular conjuncture through which one of these transformations - climate change - is being problematized in the Australian empirical context, and its connection to existing and emergent institutional and political formations and knowledge practices. I also point to emergent process-oriented, situated scholarly accounts of climate change in Australia and their potential to expand the contestable spaces whereby alternative politicizations and alternative political and institutional forms might …
Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan
Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan
Faculty of Social Sciences - Papers (Archive)
The investigation of teachers' knowledge that informs practice in the mathematics classroom is an important area for research. This issue is addressed in our larger research program which is aimed at characterising the complexity and multi-dimensionality of this knowledge. A report on an earlier phase of this program (Butterfield & Chinnappan, 2010) showed that pre-service teachers tended to activate more common content knowledge than content that is required for teaching. We build on this previous work by examining the kinds of knowledge that a cohort of pre-service teachers activated in the context of designing a learning task.
Contract Research, Universities And The 'Knowledge Society': Back To The Future, Noel Castree
Contract Research, Universities And The 'Knowledge Society': Back To The Future, Noel Castree
Faculty of Social Sciences - Papers (Archive)
Many chapters in this book focus on contract research (hereafter CR), but mine differs from these in three respects. First, rather than focus on CR in its own right I want to situate it in a much wider landscape of knowledge production, circulation and consumption. My reason for doing so is simple: we cannot possibly form a view on the why and wherefore of CR unless we understand the broader epistemic context in which it currently exists. As we'll see, in this context CR appears as just one instance of a widespread shift to seeing knowledge as a means to …
How We Make Knowledge About Climate Change, Noel Castree
How We Make Knowledge About Climate Change, Noel Castree
Faculty of Social Sciences - Papers (Archive)
Book review - A VAST MACHINE: Computer Models, Climate Data, and the Politics of Global Warming. Paul N. Edwards. xxviii + 518 pp. The MIT Press, 2010. $32.95.
F. Christie & J.R. Martin (Eds), Language, Knowledge And Pedagogy: Functional Linguistic And Sociological Perspectives, Pauline Jones
F. Christie & J.R. Martin (Eds), Language, Knowledge And Pedagogy: Functional Linguistic And Sociological Perspectives, Pauline Jones
Faculty of Social Sciences - Papers (Archive)
Arising from the productive dialogue between systemic functional linguistics and sociology begun earlier by Michael Halliday (1995), Basil Bernstein (1990) and Ruqaiya Hasan (1999), this edited volume is concerned with the nature of knowledge. Readers familiar with Bernstein's sociological theory will know the trajectory of his work from its early emphasis on code, through classification and framing of curriculum to his later interest in the structuring of knowledge. Throughout, his interest in the relationship between social relations and semiotic practice is evident as he attended firstly to the form taken by pedagogic discourse (the relay) and then later to the …
Lessons Of The Local: Primary English And The Relay Of Curriculum Knowledge, Pauline T. Jones
Lessons Of The Local: Primary English And The Relay Of Curriculum Knowledge, Pauline T. Jones
Faculty of Social Sciences - Papers (Archive)
This paper reflects upon the implementation of the current NSW English primary Syllabus (Board of Studies, NSW, 1998); in particular those aspects to do with oral interaction. It demonstrates how official curriculum is read varyingly in classroom settings with the result that learners are positioned differently in respect of the communicative resources necessary for schooling success. Such readings are shaped by teachers’ beliefs about language and learning and features of the local context including its ‘distance’from the site of syllabus development. It is argued that closer attention to syllabus implementation in local settings and to relationships between local and official …
Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, And Methods In Qualitative Research, Stacy M. Carter, Miles Little
Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, And Methods In Qualitative Research, Stacy M. Carter, Miles Little
Faculty of Social Sciences - Papers (Archive)
In this article, the authors clarify a framework for qualitative research, in particular for evaluating its quality, founded on epistemology, methodology, and method. They define these elements and discuss their respective contributions and interrelationships. Epistemology determines and is made visible through method, particularly in the participant- researcher relationship, measures of research quality, and form, voice, and representation in analysis and writing. Epistemology guides methodological choices and is axiological. Methodology shapes and is shaped by research objectives, questions, and study design. Methodologies can prescribe choices of method, resonate with particular academic disciplines, and encourage or discourage the use and/or development of …
A Literature Review On The International State Of Knowledge Of Drug Testing At Work, With Particular Reference To The U.S, Peter Francis, Natalia K. Hanley, David Wray
A Literature Review On The International State Of Knowledge Of Drug Testing At Work, With Particular Reference To The U.S, Peter Francis, Natalia K. Hanley, David Wray
Faculty of Social Sciences - Papers (Archive)
Over the last forty years there has been a substantial growth in workforce drug testing. Most notably, this proliferation has occurred across U.S. industry and federal organisations. Developments in the U.S. have become the catalyst for an international debate on the issue of substance use in the workplace and ways of responding to it.
Replacing Traditional Lectures, Tutorials And Exams With A Knowledge Building Community (Kbc): A Constructivist, Problem-Based Approach To Pre-Service Primary Teacher Education, Brian L. Cambourne, Julie Kiggins, Brian Ferry
Replacing Traditional Lectures, Tutorials And Exams With A Knowledge Building Community (Kbc): A Constructivist, Problem-Based Approach To Pre-Service Primary Teacher Education, Brian L. Cambourne, Julie Kiggins, Brian Ferry
Faculty of Social Sciences - Papers (Archive)
This paper reports on a journey that begun in 1997 when a small group in the Faculty of Education at the University of Wollongong agreed to trial an alternative model of teacher education known as the Knowledge Building Community (KBC) Project. This alternative model of teacher education was based upon three learning principles, community learning, school-based learning and problem-based learning. Since the first students began in 1999 the original model has undergone several revisions and is now best described as a ?negotiated-evaluation-of-a-non-negotiable-curriculum-based-on-a-constructivist-model-of-learning-and-knowledge-building?. The aim of the KBC Program has been to deal with the perennial problem of contextualising students' professional …
Knowledge About Typical Source Output Influences Perceived Auditory Distance, John W. Philbeck, Donald H. Mershon
Knowledge About Typical Source Output Influences Perceived Auditory Distance, John W. Philbeck, Donald H. Mershon
Faculty of Social Sciences - Papers (Archive)
Vocal effort is known to influence the judged distance of speechsound sources. The present research examined whether this influence is due to long-term experience gained prior to the experiment versus short-term experience gained from exposure to speech stimuli earlier in the same experiment. Speech recordings were presented to 192 blindfolded listeners at three levels of vocal output. Even upon the first presentation, shouting voices were reported as appearing farthest, whispered voices closest. This suggests that auditory distance perception can be affected by past experience in a way that does not require explicit comparisons between individual stimuli.
School Geometry: Focus On Knowledge Organisation, Mohan Chinnappan, Michaell Lawson
School Geometry: Focus On Knowledge Organisation, Mohan Chinnappan, Michaell Lawson
Faculty of Social Sciences - Papers (Archive)
Given that geometry is an area of mathematics that has a firm and obvious basis in the real environment, senior secondary students have surprising difficulties in geometric problem-solving. One distinct difficulty appears to be in activating the particular concepts among those previously acquired that are applicable to the problem at hand. A model is presented for analysis of student understanding, based on five levels of geometric knowledge.