Collective Construction Of Knowledge Research Articles

Teacher: Where are You? About a Scenario for Permanent Teacher Training in Which the Teaching of Geometry is Invited to Think Professionally

In this article we share the story of a proposal for permanent training for mathematics teachers who are in charge of the training of students between 12 and 18 years old. We present a task and the fundamentals that lead us to develop it in this training scenario, for the collective construction of specialized knowledge of those who teach topics related to metric geometry and its relationship with optical illusions. We comment on the planning of the scenario and the results achieved from the perspective of the Mathematics Teacher's Specialized Knowledge Model (MTSK Model), which we relate to studies on the use of technologies in mathematics classrooms. We conclude with an analysis of the strengths and weaknesses, opportunities and threats that may arise in scenarios such as the one described for the permanent training of teachers considered teaching professionals.

Twisted knowledge construction on X/Twitter: an analysis of constructivist sensemaking on social media leading to political radicalization

PurposeThis study aims to identify how Brazilian followers of an X/Twitter profile engage in theory-building processes leading up to the January 8, 2023 riots in Brasília, the Brazilian capital. This paper seeks to understand how cognitive and sociocultural processes weave together to weaponize collective knowledge construction that, in isolation, could be seen as virtuous but, in specific contexts, might lead to radicalization.Design/methodology/approachThis study uses qualitative content analysis of comments on ambiguous X/Twitter posts published by a conspiratorial profile associated with former President Jair Bolsonaro. Content was published in the three weeks that preceded the coup d’état attempt by Bolsonaro supporters on January 8, 2023.FindingsFindings point to users’ resorting to intuitive knowledge to support sensemaking processes in their search for subliminal meanings in tweets. That includes, for example, attempts to crack binary code-encrypted messages. This study also identified practices of cross-media sourcing, where users collect evidence from alternative social media channels to interpret messages containing verbal and visual information. Finally, this study found that religious symbols are often instrumentalized and become a lens through which followers organize information to integrate with their existing knowledge and assumptions.Research limitations/implicationsWith this work, the authors build on existing scholarship on epistemologies used by conspiratorial and radicalized groups as they engage in systematic sensemaking and often refer to religion to interpret messages that motivate extreme political position-taking. This study addresses a similar phenomenon as it unfolds in an understudied geographical context (Brazil) and seeks to demonstrate how individuals engage in collective sensemaking practices. The authors hope that their findings inform educators as they explore the affordances of social media to foster positive collective learning experiences in reasoning supported by social media.Originality/valueThe originality of this study is twofold. First, this study uses an analytical lens that draws on the learning sciences and cognitive science for inquiry of radicalization happening around social media. The authors understand that social media lend themselves particularly interesting to the analysis, as they are settings where notions of mastery blur, and individuals engage in conversations on complex, controversial topics. With that engagement, they demonstrate willingness to reason collectively. Second, this study investigates how those phenomena unfold in an understudied context, responding to calls for more diversity in research in the learning sciences as well as in media studies.

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

Nested in the socio-cultural theory and the related concepts of dialogue in thinking (Mercer & Littleton, 2007) and dialogic teaching in classrooms (Mercer & Howe, 2012), this study explored knowledge and technology as dynamic meaning-making processes in Norwegian early childhood education and care (ECEC) settings. Group-reflections from thirteen Norwegian early childhood educators and their ontological beliefs concerning digital technology in ECEC were analysed with a theory-driven thematic analysis. The analysis highlights two tensions between individual and collective reasons for using digital technology in ECEC: a tension between the educators’ ontological beliefs about the need for children’s collective experiences and children’s individual use of digital technology, and another tension related to the educators’ own individual learning and collective knowledge construction about technology. We derive time as the key reason for the individual-collective tensions. Educators need time to develop good experiences with digital technology for all children, and they need time to develop their own learning, individually and collectively. Given the urgent demand to support technology use in Norwegian ECEC for young children, we underscore time constraints as a key factor influencing individual-collective tensions, impacting educators’ capacity for effective implementation and professional development.

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

Helmholtz and the Conservation of Energy: Contexts of Creation and Reception

Boundary Devices for Reflexive Teachers

Reflexivity appears to be a key focus when designing teachers’ training; therefore, designers and trainers need to plan and put in place situated and proactive learning contexts in which reflexivity is supported by specific participatory devices. During a 1st level master’s degree for teachers and educators, based on the Trialogical Learning Approach, learners are involved in several collaborative activities to create meaningful objects. Divided into 14 groups of four members covering specific roles (the coordinator, the researcher, the storyboarder, and the diarist), the participants collaboratively built a multimedia teaching resource about a chosen methodological–didactic theme. Applying a qualitative approach, this study analyzes the online diaries compiled during the activity to understand its impact as a “meta” boundary object able to support reflexivity on one’s professionalism. The content analysis focused on analyzing how objects and practices enabled learning and participation and how students’ identity evolved during group work. The results show that a diary may act as a reflexive tool, allowing for the externalization of the processes that underly the construction of individual and collective knowledge and promoting reflection on practices and identity positioning within a community composed of professionals working in educational fields. In the end, practical implications and recommendations are provided to enhance the reflexive diaries both in teachers’ training and in the daily practice with students.

Masking (Not Masking) Up: An STS Visual-Intersectional Approach to Understanding Publics and Science in Times of Rapid Change

In this paper we argue that a visual-intersectional approach can advance the field of science and technology studies (STS). Although there is a small but important body of work using visual methods in STS, it has rarely incorporated intersectional approaches. We use visual imagery about mask wearing during the COVID-19 pandemic as a case study to illustrate the potential power of a visual-intersectional approach in STS. We chose masks for three reasons. First, debates about mask-wearing were rich with visual imagery, from home-made signs posted in homes and businesses to professionally designed and printed imagery circulated by public health agencies. Second, recommendations about face coverings outside of healthcare settings changed dramatically in the first 18 months of the COVID-19 pandemic, providing an opportunity to analyze how rapidly changing scientific recommendations were debated in the public sphere. Finally, as masks entered the public sphere, they quickly became evocative technologies, deeply imbued with cultural and political meanings. By focusing on signs about masks in the United States, we demonstrate how integrating visual methods of data collection and an intersectional, visual analytical lens can strengthen STS by developing deeper understandings of (a) publics and science in times of uncertainty, (b) public health as a distinct form of scientific expertise, and (c) the role of humor and place-specific messaging in science. We close with analytic priorities for future research on mask use that could advance STS theories of the collective construction of scientific knowledge and productively inform the development of public health interventions.

Metrics on Internal Medicine from the journal Gaceta Médica Estudiantil

Introduction: Scientific research is essential for the advancement of medicine. Therefore, medical training should include the acquisition of research skills through the implementation of research courses and other mechanisms that promote the collective construction of knowledge. Bibliometrics involves statistical and quantitative analysis of publications within a specific research field. Objective: Characterize Internal Medicine articles published in the journal Gaceta Médica Estudiantil from 2020 to January 2023. Methods: A bibliometric, observational, cross-sectional study was conducted. The universe consisted of 21 scientific articles that have been published. The sampling technique was not used. The variables analyzed included year of publication, article type and topic, medical science field, author's origin, number of authors, readings, downloads, and bibliographic references. Descriptive statistics, degree of collaboration, and the Price Index were used.Results: In 2022, 11 articles (52,4 %) were published, making it the year with the highest number of publications and collaboration index. Original articles were the most prevalent, accounting for 11 (52,4 %) of the total. Articles with four authors were most prominent. Females predominated (35, 51,5 %). University of Medical Sciences of Guantánamo had the largest number of authors (22, 32,4 %). 974 references were used, and 715 of them were no older than five years

Supporting peer tutoring with graphical organisers and knowledge maps

This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise overview of the current design of pedagogically augmented concept maps and their integration with Semantic Web and derived technologies for the iterative development of knowledge maps. This research represents an ongoing endeavour with the primary objective of developing graphical organisers to support student tutors in designing tutoring plans before actual tutorials in the form of concept maps and knowledge maps. It serves a dual purpose, aiming to facilitate individual tutor learning and promote collective knowledge construction. The main contribution of this presentation lies not only in the potential for synthesising concept mapping and semantic knowledge mapping, but also in the integration of content learning, such as the domain of hydrology in this study, with dialogical tutoring interaction during peer tutoring preparation

Matematikaren eta euskararen trataera integrala: zein elkarrekintza didaktiko dira lagungarri arloko ikaskuntzan sakontzeko?

The purpose of this article is to analyse the mathematic lessons of two primary school teachers from two different sociolinguistic contexts. The study analyses the didactic interactions that emerge when combing language and mathematics, and how each type of interaction contributes to the collective construction of knowledge. Along with this, when working on mathematic activities, difficulties that teachers and students have to confront have emerged in each sociolinguistic context, and the scaffolding strategies applied by each teacher have been analysed.

An integrated approach for knowledge extraction and analysis in collaborative knowledge construction

Collaborative knowledge construction (CKC) involved students’ sharing of information, improvement of ideas, and construction of collective knowledge. In this process, knowledge extraction and analysis can provide valuable insights into students’ knowledge capacities, depths, and levels in order to improve the CKC quality. However, existing studies tended to extract and analyze knowledge from a single perspective (e.g., the number of certain knowledge types and knowledge structures), which failed to demonstrate the complexity and dynamics of knowledge construction and advancement. To fill this gap, this research designed a series of computer-supported collaborative concept mapping (CSCCM) activities to facilitate students’ CKC process and then used an integrated approach (i.e., semantic knowledge analysis combined with learning analytics) to extract, analyze, and understand students’ knowledge characteristics and evolutionary trends. Results demonstrated that compared to the low-performing pairs, the high-performing pairs mainly discussed knowledge related to the course content, and their knowledge evolution trend was relatively stable. Based on the results, this research provided analytical implications to extract, analyze, and understand students’ knowledge and pedagogical implications to promote students’ knowledge construction and advancement.

Collective trauma in Indigenous and Black territories on Colombia’s Pacific coast: a framework and collaborative approach to researching violence

ABSTRACT Using collaborative research methods with local organisations, this study analyses collective trauma in Colombia’s Pacific coast. It examines ethnoterritorial groups, or collectivities whose identities and political organising reflect a distinct territorial consciousness characterised by intercultural, environmental and socio-economic relationships to land. ‘Peer interviewers’ adapted research instruments and ethics to their communities, highlighting oral testimonies and the collective construction of knowledge. They connected emotionally and intellectually with their people revealing key information about harmful events undermining the life-worlds of their communities. Building on this work, the article breaks the trauma process into different phases starting with traumatogenic events that cause communal distress and produce a social and signification crisis. It claims that territories represent a form of knowledge and produce feedback effects in the trauma process that help people connect emotionally and strategically with place. The article concludes that harmful events are not the same as collective trauma. Collective trauma is constructed in a process of signification that uncovers and interprets a negative collective impact and delimits the group of sufferers.

Making associative management in agroecology: the importance of participatory planning in rural associations

Objective: This work aims to analyze the management process of the Association of Agroecological Producers and Residents of Imbé, Marreco and neighboring farms (ASSIM), noting its strengths and weaknesses, contributing to a critical look at the associative project and the construction of collective strategies for self-management that strengthen the links between Agroecology and Solidarity Economy from the perspective of territorial identity. Theoretical framework: It also seeks to point out the theoretical and conceptual bases, as well as the relations that can be established between associative management and the strengthening of Agroecology, presenting paths for rural participative planning, as well as its contributions to the promotion of self-management and the promotion of Agroecology. Design/methodology/approach: The data were obtained and analysed using the method of Action Research, which aims to create greater interaction between the researcher, the public involved in the research, and the agro-ecological production processes under development, i.e. interaction is not only between people, but also by the process, which generates problems and solutions, action and reflection, in an integrated way. Based on this assumption, using qualitative methodology, we will offer ASSIM's associates the possibility of jointly carrying out a participative diagnosis, as an instrument for collecting data on the association's agro-ecological producers Results: As results, information on the form of political organization, weaknesses and potentialities that subsidized the strategic planning of the organization were mapped. We consider that this process allowed the development of an action plan with guidelines to face its challenges focused initially on the elaboration of projects and fundraising. Research, practical and social implications: The research demonstrated the effectiveness of the action-research method to understand the social reality of a community, both through the mechanism of data collection from the concrete daily experience of the community, as well as the validation of information by those involved allowing the confrontation of interpretations and collective construction of knowledge. In practice, it provided the community with the tools to carry out articipative diagnoses and planning. Originality/value: The researchers concluded that social protagonism is possible to build, especially when there is qualified external advice that contributes to the preparation of leaders capable of producing incidence together with partners. The diversity of the actors with the inclusion of women and young people in the production process made the activities more dynamic.

Impacts of a conversation wheel between pregnant women and medicine students

Faced with a reality in which reliable popular knowledge and untruths routinely mix, it is necessary to investigate the impacts of dialogue on the formation of a critical conscience. In this sense, the experience report had the following objective: to report the experience of pregnant women and medical students in a conversation circle as a space for the collective construction of knowledge. Starting from an observational, descriptive study with a qualitative approach, it was observed, during the experience of the conversation wheel, the persistence of beliefs involving normal childbirth, given that, when listing truths and myths about humanized childbirth, many of the myths were part of the context of the pregnant women, including information still propagated by health professionals. It also became evident that the users were unaware of their rights during childbirth and how the absence of this information favors the occurrence of episodes of obstetric violence in a unique moment of significant vulnerability, childbirth. In addition, medical students involved in the event benefited from experiencing practices that go beyond theory, such as improving communication skills, autonomy in studies and transforming reality through knowledge. From the idealized dynamics based on PBL teaching, it is concluded that information sharing is the master way in demystifying inadequate knowledge and in building women aware of their rights, since female empowerment and knowledge are closely intertwined

BIM-enabled virtual reality (VR)-based pedagogical framework in architectural design studios

PurposeOver the past decade, architecture, construction and engineering (ACE) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Intricate digital tools and mobile computing such as computational design, simulation and immersive technologies, have been extensively used for different purposes in this field. Immersive technologies such as augmented reality (AR) and virtual reality (VR) have proven to be very advantageous while the research is in its infancy in the field. Therefore, this study aims to develop an immersive pedagogical framework that can create a more engaging teaching and learning environment and enhance students' skill in the ACE field.Design/methodology/approachThis study developed a BIM-enabled VR-based pedagogical framework for the design studio teaching in architectural courses, using a qualitative approach. A case study method was then used to test and validate this developed framework. Architectural Master Design Studio B, at Queensland University of Technology (QUT) was selected as the case study, with South Bank Corporation (SBC) as the industry partner and stakeholder of this project.FindingsThe practicality and efficiency of this framework was confirmed through increased students' and stakeholders' engagement. Some of the additional outcomes of this digitally enhanced pedagogical framework are as follows: enhanced students' engagement, active participation, collective knowledge construction and increased creativity and motivation.Research limitations/implicationsThe results have proven that the developed technology-enhanced and digitally enabled teaching pedagogy and framework can be successfully implemented into architectural design studios. This can bridge the existing gap between the technological advancements in ACE industry and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set as the future generation of architects and built environment workers. A major limitation of this framework is accessibility to the required hardware such as HMD, controllers, high-capacity computers and so on. Although the required software is widely accessible, particularly through universities licencing, the required hardware is yet to be readily and widely available and accessible.Practical implicationsThe result of this study can be implemented in the architectural design studios and other ACE related classrooms in higher educations. This can bridge the existing gap between the technological advancements in ACE industry, and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set.Social implicationsSuch technology-enhanced teaching methods have proven to enhance students' engagement, active participation, collective knowledge construction and increased creativity and motivation.Originality/valueDespite the advancement of digital technologies in ACE industry, the application of such technologies and tools in higher education context are not yet completely explored and still scarce. Besides, there is still a significant gap in the body of knowledge about developing teaching methods and established pedagogies that embrace the usage of such technologies in the design and architecture curricula.

La Tabla Periódica de la Equidad en Salud: experiencia de innovación educativa para la construcción colectiva de conocimiento

IntroductionHealth equity is a value linked to the concept of human rights and social justice, which seeks to enable people to develop their highest health potential regardless their social position. In order to articulate specific strategies aimed at health equity for health professionals, it is necessary reform teaching methodology and explore innovations that promote learning, exposing these professionals to community and global health challenges, while promoting understanding and awareness of equity, inequalities and social determinants of health. The overall objective of this paper is to disseminate an experience of educational innovation, which through the construction of collective knowledge, has resulted in a semantic framework around the concept of equity in health. MethodsThe participatory action research methodology was used, mediated by the use of ICTs, framed in the Horizon 2030 recommendations for responsible research and innovation. The data collection instrument was based on the didactic use of metaphor and consisted of a shared document called Periodic Table of Equity in Health. ResultsA sample of 15 students compiled a total of 117 terms related to health equity, grouped under human rights, cultural competence, intercultural mediation and others. ConclusionsIn a health education where the technological rational paradigm continues to prevail, proactive and creative educational innovations are necessary, which should not be articulated unrelated or indifferent to social and civic facets of the practices, especially if they are committed to improvements and transformations that affect people and society.

Making strides towards AI-supported regulation of learning in collaborative knowledge construction

Collaborative knowledge construction (CKC) requires individual group members to share information and resources, sustain the improvement of ideas through peer interactions, and the construction and development of collective knowledge at the group level. Investigations of this multi-level nature are of critical importance for developing AI-based regulation support systems for learners’ CKC. This paper proposes a framework using an integrated analytics approach (Hidden Markov Model combined with Lag sequential analysis and Frequent sequence mining) for analyzing multi-level characteristics of CKC at cognitive and regulative behaviour dimensions. The approach was applied to a process-oriented discourse dataset of groups working collaboratively on concept-mapping activities. The results showed that the suggested approach can reveal insights into the multi-level (i.e., regulation behaviours likely to start at the group level, move to the peer-level and occasionally to individual-level self-regulation) and the dynamic nature of CKC (i.e., CKC appears to start from a group-level regulation pattern to move to a cognitive behaviour pattern of perspective sharing at the individual and peer levels, going back to regulation at individual and peer-levels and most likely end with a cognitive behaviour pattern at the group level). The novel models presented here can be used to classify learner behaviours into CKC states, enabling personalized scaffolding opportunities based on detected patterns in future intelligent support systems.

Educational interventions as a possibility to prevent depression in the elderly in a housing project

Objective: To describe educational interventions as a possibility of preventing depression in elderly people living in a housing project. Methods: The study was developed in four stages – situational diagnosis of reality; planning; implementation; and evaluation of actions carried out in 2018 –, based on the action-research method and analyzed through the methodological process of the Collective Subject Discourse. Results: After carrying out the situational diagnosis, four educational interventions were implemented. The first intervention sought to work on the construction of knowledge about depressive symptoms. The second addressed spirituality as a preventive and protective strategy. The third aimed to expose the problems faced in interpersonal relationships and the possible ways to promote help and overcome depression. The fourth intervention used art therapy as a depression prevention strategy. Conclusion: The educational interventions provided space for the participation and discussion of the elderly about depression, making them active in the learning process, which resulted in enriching meetings for the construction of individual and collective knowledge, stimulating a preventive attitude towards depression.

Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks

This narrative study analyzes two mentors’ experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we approach mentors’ narratives from the notion of crack. Findings reveal that, for mentors, mentoring practices represent a space for knowledge reconfiguration, a locus of collective knowledge construction, and territories where student-teachers can mobilize and exercise their agency. Overall, when making meaning of clashing experiences in mentoring, mentors have constructed ways to fracture traditional and hegemonic logics of seeing knowledge and the self in teacher education.

Weaving memories: the creation and trajectory of the project “The city for all: perception, belonging, and preservation of the cultural heritage as a way of constituting the senses of collectivity in Bocaina city”

The project "The city for all: perception, belonging, and preservation of the cultural heritage as a way of constituting the senses of collectivity in Bocaina city”, created in 2020, is an initiative of the Research Center for Language Studies in Architecture and City of the Institute of Architecture and Urbanism of the University of São Paulo, in São Carlos. Supported by the citizen science methodology, it aims at sharing scientific actions between university and city and creating a space for dialogue with the population towards a collective construction of scientific and empirical knowledge about Bocaina and subsidies for the development of public policies for the city focused on Cultural Heritage. This article describes the project and its trajectory to date for encouraging the design of projects in other contexts as a way to establish links, stimulate a sense of belonging, and above all, keep the local collective memory alive, thinking, in other words, in the broader sense of the [univer]city" concept.