Knowledge re-use for decision support

Effective decision support has already been identified as a fundamental requirement for the realisation of Network Enabled Capability. Decision making itself is a knowledge-intensive process, and it is known that right decisions can only be reached based on decision maker's good judgement, which in turn is based on sufficient knowledge. It is not unusual for decision makers to make incorrect decisions because of insufficient knowledge. However, it is not always possible for decision makers to have all the knowledge needed for making decisions in complex situations without external support. The re-use of knowledge has been identified as providing an important contribution to such support, and this paper considers one, hitherto unexplored, aspect of how this may be achieved. This paper is concerned with the computational view of knowledge re-use to establish an understanding of a knowledge-based system for decision support. The paper explores knowledge re-use for decision support from two perspectives: knowledge provider's and knowledge re-user's. Key issues and challenges of knowledge re-use are identified from both perspectives. A structural model for knowledge re-use is proposed with initial evaluation through empirical study of both experienced and novice decision maker's behaviour in reusing knowledge to make decisions. The proposed structural model for knowledge re-use captures five main elements (knowledge re-uers, knowledge types, knowledge sources, environment, and integration strategies) as well as the relationships between the elements, which forms a foundation for constructing a knowledge-based decision support system. The paper suggests that further research should be investigating the relationship between knowledge re-use and learning to achieve intelligent decision support

Creating An Equity Based Genetics Unit Using Culturally Relevant Pedagogy And The Next Generation Science Standards

Research has shown that BIPOC (Black, Indigineous, People of Color) students often feel disconnected from science learning. Teacher bias, the way “achievement” is viewed, a lack of role models, and the traditional way in which science is taught has contributed to a lack of engagement among BIPOC students and thus a disproportionate amount of these students not entering into STEM fields as careers. Changing this narrative will involve reframing the way that science is taught and the way in which curriculum is created, and increasing interest in the sciences needs to start with creating a more equitable science curriculum for all students. The curriculum designed for this project focuses on using Dr. Gloria Ladson-Billings theoretical model of Culturally Relevant Pedagogy and the Next Generation Science Standards to create a genetics unit that promotes cultural competence and critical consciousness and allows students to see connections to science with themselves and their communities. The project involved creating a storyline based curriculum that engages students in meaningful discussions about the history and influence that race has had on scientific history and science today. The curriculum will be used in a Biology classroom and the lessons are designed to be adaptable so as to allow for student voice and choice to influence the direction in which the storyline goes. The goal of this project is to create a more equitable science curriculum in order to help students develop into a generation of students who are critically thinking, science-minded, anti-racist agents of change