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Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.

The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.

Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.

Implications for instructional design and pedagogy are discussed.

The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.

By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.

The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.

In this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.

In order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.

The paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.

High school student achievement in economics has been predominantly characterized by low test scores, while secondary social studies preservice teachers have less formal training in economics than most other social studies disciplines. In this self-study, the instructional affordances and constraints of an experimental economics methods course are analyzed in terms of developing secondary social studies preservice and inservice teachers’ pedagogical content knowledge (PCK) in economics from both the instructor and pre and inservice teachers’ perspectives. Two course assignments appeared to most notably develop PCK in economics, the Analysis of Economic Events and the Active-Learning, Interdisciplinary Economic Lesson. Findings suggest interrelationships exist among common content knowledge, specialized content knowledge, and horizon content knowledge for teaching economics. Implications and instructional suggestions for social studies teacher education and professional development are discussed.

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware, personalized learning for museums.

A unified knowledge base with multi‐layer reusable content structures serves as the kernel component to integrate content from exhibitions for education and collection in a museum. The How‐Net approach is adopted to build a unified natural and cultural ontology. The ontology functions as a common and sharable knowledge concept that denotes each knowledge element in the unified knowledge base, and associates each learner's learning context and usage with a content and usage profile respectively. Data mining algorithms, e.g. association mining and clustering, are applied to discover useful patterns for ubiquitous personalization from these content and usage profiles.

A pilot project based on the proposed framework has been successfully implemented in the Life Science Hall of the National Museum of Natural Science (NMNS), Taiwan, demonstrating the feasibility of this framework.

This study proposes a mobile learning framework that can be replicated in many museums. This framework improves learners' learning experiences with rich related content, and with ubiquitous, proactive and adaptive services. Museums can also benefit from implementing this framework through outreach services for educational, promoting and usability needs from combining mobile and Internet communication technologies and learning services.

This paper investigates the paths through which innovation community affects content providers' new service development (NSD) performance in technology-based service ecosystem and contingency factors exist in the paths.

The research model is built based on service-dominant (S-D) logic, exploring the relationship among innovation community, content providers' knowledge acquisition and content providers' NSD performance as well as the moderating role of content providers' technology readiness and content providers' complexity. Using survey data collected from 386 content providers of selected open network platforms in China, this study finds broad support for the proposed research model.

The findings of this paper reveal that content providers' tacit knowledge acquisition from users plays a mediating role between the innovation community and new service ratings. Content providers' technology readiness plays a positive moderating role in the relationship between innovation community and their explicit or tacit knowledge acquisition. Content providers' task complexity negatively moderates the effects of their explicit knowledge acquisition from users on new service volumes or ratings, but positively moderates the effects of tacit knowledge acquisition from users on new service volumes or ratings.

Though extant literature highlights the importance of knowledge acquisition in NSD performance, few studies explore the antecedents of content providers' knowledge acquisition from users and the paths through which these antecedents affect content providers' NSD performance. Moreover, boundary conditions exist in the process of improving NSD performance are generally ignored in previous literature. With the lens of S-D logic, this paper explicates how content providers of different technology readiness and different task complexity enhance their new service volumes and ratings through acquiring explicit and tacit knowledge from users in innovation community. Adopting S-D logic from marketing area to NSD area, this paper not only enriches the theoretical accumulations of antecedents and boundary conditions of content providers' NSD performance but also offers insights for content providers and users on how to synergistically advance NSD activities and co-create value in the technology-based service ecosystem.

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the program and to disseminate how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. Building on the work, this paper suggests incorporating the framework of learning study, a theory‐guided pedagogical principle, as an integrated subject of mathematics pedagogy and teaching practice in teacher education programs.

In total 32 pre‐service teachers’ learning journals of their reflections of learning processes were analyzed. The analysis of data and reporting of findings are linked tightly to how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study.

The 32 pre‐service teachers noted that the learning study subject fostered their understanding of relationship between theory and practice and their understanding of transforming knowledge into action. In particular, they came to understand that knowledge of pupils and content involves a particular mathematical idea or procedure and familiarity with students’ prior knowledge and misconceptions. They also reported that they understood better what mathematics pedagogy content knowledge means and what components it includes.

The suggestions of incorporating the framework of learning study in teacher education programs is supported and manifested by the positive feedback and comments of the 32 pre‐service teachers who underwent the entire learning process of learning study in Hong Kong. The findings demonstrate how pre‐service teachers’ mathematical content knowledge and pedagogical content knowledge were enhanced by practising learning study.

This paper sets out to present a new model to avoid the content silo trap, satisfy the knowledge management requirement and support the long‐term perspective of developing academic, exhibition, and education applications among various domains for museums.

This paper presents a unified knowledge‐based content management (UKCM) model, which comprises the unified knowledge content processes, multi‐layer reusable knowledge content structures and an integrated knowledge‐based content management system to solve the content silo trap problem. The extended entity‐relationship (EER) conceptual model is applied to design a global view of the integrated knowledge system and completely represent multi‐layer reusable knowledge content structures for the spectrum of various knowledge assets for all domains and applications in a museum.

A practical case of a large‐scale digital archives project that includes various domains of a natural science museum has been successfully implemented to demonstrate the feasibility of the proposed model.

This paper integrates content management and knowledge management. Digital archives programs in museums can apply the model presented in this study to satisfy the knowledge management requirement and support the long‐term perspective of developing academic, exhibition, and education applications among various domains.

The purpose of this paper is to identify the unique d

mensions associated with knowledge quality (KQ) based on students’ perception in an educational institution.

Purposive sampling was used to select students who were active users of the electronic-Learning (eLearning) system at two faculties in a single university. The qualitative data gathering employed an unstructured open-ended questionnaire distributed to the 52 selected participants.

The qualitative findings unearth the students’ perspective about quality of knowledge gained from content used in online courses. In total, 34 underlying sub-dimensions of KQ emerged, which were categorized into five KQ dimensions: intrinsic KQ, contextual KQ, representational KQ, accessible KQ, and actionable KQ.

The findings provide an insight to educators to consider KQ dimensions in providing quality knowledge to students in an eLearning environment.

Previous studies have used information quality dimensions to measure KQ because of a lack of conceptualization of KQ that leads to difficulties in operationalizing this construct. In this study, a conceptual and operational definition of KQ, in the context of eLearning, is proposed based on grounded data from students participating in an online learning environment.

A social media user behavior model is presented as a function of different user types, i.e. light and heavy users. The users’ behaviors are analyzed in terms of knowledge creation, framing and targeting.

Data consisting of 160,000 tweets by nearly 40,000 twitter users in the city of Newark (NJ, USA) were collected during the year 2014. An analysis was conducted to examine the hypothesis that different user types exhibit distinct behaviors driven from different motivations.

There are three important findings of this study. First, light users reuse existing content more often, while heavy and automated users create original content more often. Light users also use more sentiments than the heavy and automated users. Second, automated users frame more than heavy users, who frame more than light users. Third, light users tend to target a specific audience, while heavy and automated users broadcast to a general audience.

Decision-makers can use this study to improve communication with their customers (the public) and allocate resources more effectively for better public services. For example, they can better identify subsets of users and then share and track specialized content to these subsets more effectively.

Despite the broad interest, there is insufficient research on many aspects of social media use, and very limited empirical research examining the relevance and impact of social media within the public sector. The social media user behavior model was established as a framework that can provide explanations for different social media knowledge behaviors exhibited by various subsets of users, in an e-government context.

Electronic content, today’s principal means for information exchange, is dramatically reshaping how businesses compete and meet their goals and performance objectives. Now that the essential structure of business information technology, the Internet and supporting software tools has been built, the competition for strategic business advantage is shifting to focus on how companies use these tools to enable their people to compete through ready access to relevant and critical knowledge as they need it. E‐Content encompasses the world of electronic office documents, e‐mails, sites on the free web and premium content from subscription and syndicated publishers. It is integrated through a variety of authoring and content sharing tools from search engines and evolving content aggregation systems to newer forms of real time communication and electronic authoring including instant messaging, blogs, and text messaging through cell phones and other portable devices. As the sheer amount of available information and means of use proliferate, the need is growing for companies to include knowledge sharing via electronic content as a key element in their overall strategy. The fundamental strategic issue is empowering the people and decision makers who drive the business with relevant information in real time. E‐content provides the core of the business and competitive advantage lies in the immediacy of access, exchange and providing a meaningful flow of real‐time to the people who make decisions and the people who execute them. This article presents a structured model of the e‐content playing field and demonstrates how the integrated system for creating, delivering, using and sharing e‐content should be factored into strategic considerations for all businesses.