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Faculty of Social Sciences - Papers

2014

Knowledge

Articles 1 - 8 of 8

Full-Text Articles in Social and Behavioral Sciences

Nutrition During Pregnancy - Exploring Women's Knowledge And Models Of Nutrition Communication, Khlood Bookari, Heather Yeatman, Moira Williamson Jan 2014

Nutrition During Pregnancy - Exploring Women's Knowledge And Models Of Nutrition Communication, Khlood Bookari, Heather Yeatman, Moira Williamson

Faculty of Social Sciences - Papers

Abstract of paper presented at the ICM 30th Triennial Congress - Midwives: Improving Women's Health Globally, 1-5 June 2014, Prague, Czech Republic


Development And Validation Of A Salt Knowledge Questionnaire, Rani Sarmugam, Anthony Worsley, Victoria Flood Jan 2014

Development And Validation Of A Salt Knowledge Questionnaire, Rani Sarmugam, Anthony Worsley, Victoria Flood

Faculty of Social Sciences - Papers

Objective Initiatives promoting the reduction of high-salt food consumption by consumers need to be partly based on current levels of salt knowledge in the population. However, to date there is no validated salt knowledge questionnaire that could be used to assess population knowledge about dietary salt (i.e. salt knowledge). Therefore, the aim of the present study was to develop and validate a salt knowledge questionnaire.

Design A cross-sectional study was conducted on an online web survey platform using convenience, snowball sampling. The survey questionnaire was evaluated for content and face validity before being administered to the respondents.

Setting Online ...


Generating Procedural And Conceptual Knowledge Of Fractions By Pre-Service Teachers, Mohan Chinnappan, Patricia Forrester Jan 2014

Generating Procedural And Conceptual Knowledge Of Fractions By Pre-Service Teachers, Mohan Chinnappan, Patricia Forrester

Faculty of Social Sciences - Papers

Knowledge that teachers bring to the teaching context is of interest to key stakeholders in improving levels of numeracy attained by learners. In this regard, the centrality of, and the need to investigate, the quality of teachers' mathematical knowledge for teaching mathematics has been gaining momentum in recent years. There is a general consensus that teachers need a robust body of content and pedagogical knowledge related to mathematics and that one impacts on the other. However, in current debates about this interconnection between content knowledge and pedagogical content knowledge, there is limited analysis about the procedural-conceptual nature of content knowledge ...


Questions And Answers: Understanding The Connection Between Questioning And Knowledge In Game-Centred Approaches, Gregory J. Forrest Jan 2014

Questions And Answers: Understanding The Connection Between Questioning And Knowledge In Game-Centred Approaches, Gregory J. Forrest

Faculty of Social Sciences - Papers

Over the last 20 years, there has been considerable enthusiasm for approaches to teaching games and sports that use a game-centred approach (GCA). GCA is an umbrella term for pedagogical approaches and models that have game play and reflection on game play as central elements of the learning process. However, they should not be confused with the games concept approach used in Singapore and reported on in Chapter 3. The underlying philosophy of the GCA approaches described here is that students need to develop an understanding of how to play rather than an overriding focus on what to do when ...


The Retention, Revival, And Subjugation Of Indigenous Fire Knowledge Through Agency Fire Fighting In Eastern Australia And California, Christine Eriksen, Don L. Hankins Jan 2014

The Retention, Revival, And Subjugation Of Indigenous Fire Knowledge Through Agency Fire Fighting In Eastern Australia And California, Christine Eriksen, Don L. Hankins

Faculty of Social Sciences - Papers

This article explores the potential impact of training and employment with wildfire management agencies on the retention of Indigenous fire knowledge. It focuses on the comparative knowledge and experiences of Indigenous Elders, cultural practitioners, and land stewards in connection with ''modern'' political constructs of fire in New South Wales and Queensland, Australia, and California in the United States of America. This article emphasises the close link between cross-cultural acceptance, integration of Indigenous and agency fire cultures, and the ways in which knowledge types are shared or withheld. While agency fire fighting provides an opportunity for Indigenous people to connect and ...


Development Of An Evidence-Based Framework To Support Knowledge Translation Within The Australian Dementia Training And Study Program, Lyn Phillipson, Richard Fleming, E Beattie, M Winbolt, Samantha Reis Jan 2014

Development Of An Evidence-Based Framework To Support Knowledge Translation Within The Australian Dementia Training And Study Program, Lyn Phillipson, Richard Fleming, E Beattie, M Winbolt, Samantha Reis

Faculty of Social Sciences - Papers

Abstract presented at the National Dementia Research Forum 2014, 19 September 2014, Sydney, Australia


Promoting Awareness, Knowledge Of And Compliance With The National Children's Physical Activity Guidelines, Lyn Phillipson, Danika Hall, Anthony D. Okely, Sandra C. Jones, Dylan Cliff, Jeong Kyu Lee, Stewart Vella, M Chapman, Lisa Franco, T Kirk-Downey Jan 2014

Promoting Awareness, Knowledge Of And Compliance With The National Children's Physical Activity Guidelines, Lyn Phillipson, Danika Hall, Anthony D. Okely, Sandra C. Jones, Dylan Cliff, Jeong Kyu Lee, Stewart Vella, M Chapman, Lisa Franco, T Kirk-Downey

Faculty of Social Sciences - Papers

Abstract presented at be active 2014, 15-18 October 2014, National Convention Centre, Australian Capital Territory, Australia


Recovering Knowledge For Science Education Research: Exploring The "Icarus Effect" In Student Work, Helen Georgiou, Karl A. Maton, Manjula Sharma Jan 2014

Recovering Knowledge For Science Education Research: Exploring The "Icarus Effect" In Student Work, Helen Georgiou, Karl A. Maton, Manjula Sharma

Faculty of Social Sciences - Papers

Science education research has built a strong body of work on students' understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT-semantic gravity-that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the ...