The phrase "methodological knowledge" is correct and usable in written English.
You can use it to describe knowledge related to methods, strategies, or approaches taken to achieve a goal. For example: "It is critical to have a deep understanding of methodological knowledge in order to be successful in this field."
"This Fourth Edition of Floyd J. Fowler's bestselling Survey Research Methods presents the very latest methodological knowledge on surveys.
Our contribution to methodological knowledge insists on the necessity to build "meaningful measurements" for policy making and policy implementation.
We also report on how the students transferred their methodological knowledge to software development projects in an academic setting.
The paper motivates the need to acquire methodological knowledge for involving children as test users in usability testing.
In order to achieve this objective it is necessary to structure the methodological knowledge in the area of data mining and reveal the most suitable methods for the prediction and decision support based on large amounts of multispectral data.
Much of the methodological knowledge garnered from bunion and dental studies is applicable to other surgical models, but some extrapolations are hazardous.
Robertson et al., (2004) in their critical appraisal of the literature on maternal and paternal depression revealed a number of methodological and knowledge gaps including the use of appropriate instruments assessing postnatal depression for use within different cultural groups [ 44].
Key explanations include a lack of resources, technical (methodological) capacity, knowledge about the GWG, and a tradition of using non-systematic, expert opinion-based approaches [ 4]; as well as a lack of training and a lack of a more detailed manual.
A specific questionnaire was also designed to collect data on participants' socio-demographic characteristics, covering gender, age, year of completion of their first nursing diploma, level of education, number of hours devoted to research training, whether they put into practice methodological research knowledge, and current position (Additional file 4).
While university faculty has the methodological and theoretical knowledge, teachers have the practical knowledge to bring to the table.
From a methodological perspective the knowledge paradox emerges from the fact that the more prognoses and scenarios produce scientific knowledge, the less they can expose the future in a scientific sense.
