The purpose of this paper is to develop the concept of cognitive proximity, by studying it as a process in groups and dissecting how cognitive proximity is related to…
The purpose of this paper is to develop the concept of cognitive proximity, by studying it as a process in groups and dissecting how cognitive proximity is related to knowledge creation that results, for example, in articles and technological applications. Cognitive proximity, i.e. similar knowledge bases, is essential in creating knowledge in groups whose members have different professional and cultural backgrounds, which is often the case in internationalizing universities and companies.
The case study includes four top‐level international academic groups from Finnish universities that have a foreign leader. The groups were followed from 2007‐2009. Interviews and diaries are analysed using mental mapping.
According to the results, cognitive proximity is achieved through cooperation and suitable tasks. Knowledge is created during cognitive friction – when members are becoming cognitively proximate through knowledge base content, but developing a cognitive distance through a knowledge base structure.
This paper is one of the earliest efforts to study cognitive proximity as a process in groups. Cognitive proximity has especially raised interest in the fields of knowledge management and economic geography.
The purpose of this paper is to assess the socioscientific issue (SSI) method as a way of improving seventh graders’ nutrition know-how on dietary supplements (DS), and to…
The purpose of this paper is to assess the socioscientific issue (SSI) method as a way of improving seventh graders’ nutrition know-how on dietary supplements (DS), and to describe how students experience learning nutritional issues through the SSI method.
Participants were seventh graders from three different classes (n=43). Health education intervention lasted 7 h and it embodied the three-staged model: the scenario, the inquiry and the decision-making stages. The study was qualitative in nature. The data were collected through a questionnaire before and after the intervention. The data were analyzed using summative content analysis.
Intervention tended to deepen students’ know-how on vitamins and rational use of DS. Students’ experiences of learning nutritional issues through the SSI method were generally positive. The scenario stage was considered current and authentic. The inquiry stage and decision-making stage helped in understanding the societal connections between the study task and the rational use of DS.
SSI method enhances students’ knowledge about the rational use of DS. E-learning environment gave students possibilities to work collaboratively. Especially, possibilities to discuss with peers and share own experiences supported learning.
To solve the need of dietary supplements (DS) is a complex nutritional issue for society and for individuals. Since consumption of special diets has increased among adolescents, the rational consumption of DS is relevant and interesting learning topic at secondary school.