Science, technology, technique, management science and actionable knowledge

Actionable knowledge is linked with its user: the practitioner. But this link does not mean that its content should only be a set of techniques. In relation with management science and management education, should it then be enough (or not) to formalize and to teach these techniques? This argumentation will try to show that the concept of technology is probably the closest notion to actionable knowledge.Actionable knowledge;managementscience;science;technology;technique

Understanding Science Through Knowledge Organizers: An Introduction

We propose, in this paper, a teaching program based on a grammar of scientific language borrowed mostly from the area of knowledge representation in computer science and logic. The paper introduces an operationizable framework for understanding knowledge using knowledge representation (KR) methodology. We start with organizing concepts based on their cognitive function, followed by assigning valid and authentic semantic relations to the concepts. We propose that in science education, students can understand better if they organize their knowledge using the KR principles. The process, we claim, can help them to align their conceptual framework with that of experts which we assume is the goal of science education

propnet: A Knowledge Graph for Materials Science

Discovering the ideal material for a new application involves determining its numerous properties, such as electronic, mechanical, or thermodynamic, to match those of its desired application. The rise of high-throughput computation has meant that large databases of material properties are now accessible to scientists. However, these databases contain far more information than might appear at first glance, since many relationships exist in the materials science literature to derive, or at least approximate, additional properties. propnet is a new computational framework designed to help scientists to automatically calculate additional information from their datasets. It does this by constructing a network graph of relationships between different materials properties and traversing this graph. Initially, propnet contains a catalog of over 100 property relationships but the hope is for this to expand significantly in the future, and contributions from the community are welcomed

Design enquiry: tacit knowledge and invention in science

For some years there has been discussion and speculation on the subject of "design enquiry" and a number of people, for example Richard Buchanan and Clive Dilnot , have looked for forms of enquiry appropriate to, or fruitful for, design as an academic and professional discipline. From a different perspective, Ranulph Glanville has suggested that the relationship between design and science might be redefined to acknowledge similarities of method that are disguised by forms of narrative employed by scientists. However most contributions in these debates deal with generalisations so I would like to propose some specific ways in which designers can explore and develop the concepts and practices of design enquiry. In particular I would like to discuss a kind of enquiry where designers can play a role in forming and pursuing questions which arise in the natural sciences and I will suggest that this role might be extended into some other fields. In doing so I will make reference to the subject of tacit knowledge, a concept which was formalised by Michael Polanyi in his consideration of the philosophy of science 50 years ago and which has attracted continuing interest (his 1958 book, Personal Knowledge, was reprinted most recently in 1998 and 2002), but also some shallow interpretation since then. I believe that Polanyi has a great deal to offer the design community, perhaps more in some respects than the widely cited work of Donald Schon who dealt with general questions of practice relevant to many disciplines while Polanyi addressed the relationship between enquiry and creativity in a very direct way. </p

Thinking like a man? The cultures of science

Culture includes science and science includes culture, but conflicts between the two traditions persist, often seen as clashes between interpretation and knowledge. One way of highlighting this false polarity has been to explore the gendered symbolism of science. Feminism has contributed to science studies and the critical interrogation of knowledge, aware that practical knowledge and scientific understanding have never been synonymous. Persisting notions of an underlying unity to scientific endeavour have often impeded rather than fostered the useful application of knowledge. This has been particularly evident in the recent rise of molecular biology, with its delusory dream of the total conquest of disease. It is equally prominent in evolutionary psychology, with its renewed attempts to depict the fundamental basis of sex differences. Wars over science have continued to intensify over the last decade, even as our knowledge of the political, economic and ideological significance of science funding and research has become ever more apparent

How home country weaknesses can constrain EMNE growth: the example of India

This paper discusses the opportunities and limitations that the location-specific (L) assets of the home country represent for MNEs, particularly at the early stages of internationalization. The systemic weaknesses of the home country can constrain the long-term competitiveness of its firms, and ultimately, the competitiveness of its MNEs. It is the contention of this paper that many of the emerging countries have a constrained set of L assets from which their firms are able to develop ownership-specific assets. Are their economies developing improved L assets that will promote a new generation of EMNEs? We examine data for the case of India, an economy regarded as having considerable potential to expand to knowledge-intensive sectors. At the macro level, India’s performance is not different from countries of similar economic structure, and its current pockets of excellence are a reflection of its L assets. Our analysis suggests that the failure to foster and upgrade the L assets of emerging economies is likely to stunt the growth of their domestic firms, and ultimately any new MNE activity in the long-term

Critical Analysis of Problems Encountered in Incorporating Indigenous Knowledge in Science Teaching by Primary School Teachers in Zimbabwe

In Zimbabwe the need to incorporate indigenous knowledge in science education to reflect local cultural settings cannot be overemphasized. Current policies on science are situated in Western cultural definitions, thus marginalizing indigenous knowledge, which is misconceived as irrational and illogical. This study used qualitative research methods. Ten teachers were purposively selected and interviewed to gain their insights into problems faced in incorporating indigenous knowledge into science teaching. The study found that the problems were attitudinal, institutional, and systemic. Teachers were found to be conservative “gatekeepers” who exhibited negative attitudes toward indigenous science and supported maintaining the teaching of Western science. The study suggests reforming and transforming science curriculum, policymaking, and teacher education to promote cross-cultural science in Zimbabwean primary schools

The knowledge domain of chain and network science

This editorial paper aims to provide a framework to categorise and evaluate the domain of Chain and Network Science (CNS), and to provide an envelope for the research and management agenda. The authors strongly feel that although considerable progress has been made over the past couple of years in the development of the CNS domain, a number of important and exciting challenges are still waiting to be tackled. This paper provides a definition of the object of study of CNS, its central problem area, the organisation and governance of chain and network co-operation, and the relationships between chain organisation and technology development, market dynamics, and the economy and society at large. It indicates relevant sources of knowledge among the various academic disciplines. It touches upon CNS problem solving by identifying areas for knowledge development and CNS tool construction

Impact of a Science Methods Course on Pre-Service Elementary Teachers\u27 Knowledge and Confidence of Teaching with Scientific Inquiry and Problem-Based Learning

The purpose of this study was to measure the impact of an elementary science methods course on pre-service teachers\u27 knowledge and confidence of teaching with inquiry and problem-based instructional strategies. Changes in pre-service teachers\u27 knowledge and confidence were measured before and after completing the course activities using a pilot survey entitled Science Pedagogical Content Knowledge & Confidence (PCKC) Survey. An integrated lecture/laboratory elementary science methods course engaged participants with hands-on activities designed to increase their pedagogical content knowledge: including theory, planning and implementation of inquiry, and problem-based learning. The results indicated that pre-service teachers\u27 knowledge and confidence improved as a result of enrollment in the elementary science methods course. This article validates reform movements to incorporate scientific inquiry and problem-based learning into coursework