Sentence examples for construct of knowledge from inspiring English sources

The theoretical construct of knowledge generally consists of two facets: content structure and cognitive structure (Bromme 1995; Shulman 1986).

Low internal consistency suggested that the six items within the construct of "knowledge" were not adequately correlated.

This also comes in line with the social constructivist learning theory which asserts that construct of knowledge takes place through a process of experience sharing and interactive discussion [ 37].

Building from Ball et al. (2008) construct of mathematical knowledge for teaching, mathematical knowledge for professional development encompasses the specialized content knowledge and pedagogical content knowledge that is required of PD leaders.

Drawing on the theoretical foundation of belief and attitude change, this study examines the construct of perceived knowledge update (i.e., the difference between perceived post-training knowledge and perceived pre-training knowledge) and its antecedents and consequences.

Prelimary evidence supported both content validity and construct validity of knowledge acquisition, and partially supported construct validity of clinical reasoning for the clinical summaries on the PTNow.org site.

Knowledge of student misconceptions is included as a particular component of Shulman's (1986) construct of pedagogical content knowledge (PCK) as "the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons.

According to McComas (1998), understanding the knowledge construct of theory is a nature of science misconception that is frequently associated with misconceptions of biological evolution.

To the best of our knowledge, the construct of perceived risk of NRBD has not been explored systematically and there is still a lack of scientific scales for measuring the perceived risk of NRBD.

The results show that of the three constructs of knowledge (experience, data/information, and theory), experience has the greatest influence on building waste knowledge, nearly twice that of data/information and three times that of theory.

Understanding the constructs of knowledge behind clinical practices in low-resource rural health care settings with limited laboratory facilities and surveillance programs may help in designing resource-appropriate infection prevention and control education.