The phrase "articulate knowledge" is correct and usable in written English.
It can be used when referring to the ability to express or communicate knowledge clearly and effectively.
Example: "In order to succeed in this presentation, you must articulate your knowledge of the subject matter confidently."
Alternatives: "express knowledge clearly" or "communicate knowledge effectively."
Results indicate that youth appropriated Edmodo to connect with others, articulate knowledge, and exchange design ideas.
My solution to this twofold problem involved getting the students to articulate knowledge they already intuited, and devising an exercise that encouraged them to think critically about their familiar modes of listening.
And thus the systems of German Idealism do not in fact attain or articulate knowledge of the identity and difference of "All" that is; rather, they reduce the unique difference inherent to the different kinds of particular beings to a common unity.
A clinical teacher needs to be able to articulate knowledge that would normally be tacit for a practitioner.
In the same way that a review of A-Life contributions to the OoL problem would be valuable, biological scientists should be encouraged to condense and articulate knowledge of contemporary biological metabolisms and mechanisms for the benefit of, and utilization by, researchers outside the field.
Differences in knowledge were more pronounced with differences in age, differences in articulating knowledge, and by individual and cultural interests in the land and agriculture.
Users and the world in which they operate, play an important role in articulating knowledge and realizing its productivity.
During the group sessions, students articulate their knowledge, reasoning, or problem-solving processes (articulation), and compare their own processes with those of other students, an expert, or ultimately an internal cognitive model of expertise (reflection).
Some recent studies have also begun to articulate specific knowledge and skills leaders need to facilitate teachers' learning including deep subject matter knowledge, familiarity with the special affordances and challenges of video, and appreciation of the beliefs and understandings of session participants (Lesseig et al., 2016; Coles, 2013; Schifter & Lester, 2005).
"There's the ability to articulate a knowledge and there's the ability to enact it.
Sarah Kettlewell, a careers adviser at the University of Sheffield, says: "Being able to confidently articulate your knowledge is how postgraduates can try to stand out at interview.
