Forms Of Knowledge Construction Research Articles

NARRANDO AL SUJETO HISTÓRICO POPULAR: ESCRITURA HISTORIOGRÁFICA EN LA NUEVA HISTORIA SOCIAL CHILENA (1985-2012)

The New Chilean Social History was a historiographic trend that emerged in the mid-1980s. It was characterized by its dedication to the study of popular themes, but also by the deliberate use of historiographic narrative as a form of knowledge construction, very close to how language is used in literature. This article explores the historiographic writing strategies of two Chilean historians who represent the New Social History, María Angélica Illanes and Gabriel Salazar, and it identifies their writing strategies and assesses their epistemic contribution to the construction of historical knowledge.

Through the screens: interaction for learning in virtual environments

The digital technologies mediation, supose particular forms of knowledge construction which claim deep explorations, especially the interaction between actants and their ways of learning on virtual platforms. This article presents the results of an investigation situated at the crossroads between Education, Communication and Visual Design, carried out from a qualitative analysis of interpretive position. Starting from a case study based on virtual ethnography, the research is based on in-depth interviews, from which successively organized data were obtained from the emerging categories of the research itself (uses, skills, preferences and relationships). The conclusions suggest the need for a system of its own for on line education –that exceeds comparisons–, in which the assemblages disclosed here were considered and particular resources proposed that promote the participants learning.

Describing the Development of the Assessment of Biological Reasoning (ABR)

Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While such analyses provide evaluations of students’ reasoning skills, they are not scalable. The purpose of this study is to develop a three-tiered multiple-choice assessment to measure students’ reasoning about biological phenomena and to understand the affordances and limitations of such an assessment. To validate the assessment and to understand what the assessment measures, qualitative and quantitative data were collected and analyzed, including read-aloud, focus group interviews and analysis of large sample data sets. These data served to validate our three-tiered assessment called the Assessment of Biological Reasoning (ABR) consisting of 10 question sets focused on core biological concepts. Further examination of our data suggests that students’ reasoning is intertwined in such a way that procedural and epistemic knowledge is reliant on and given meaning by conceptual knowledge, an idea that pushes against the conceptualization that the latter forms of knowledge construction are more broadly applicable across disciplines.

CODE-SWITCHING IN WRITTEN DISCOURSES: AN EXPLORATORY STUDY OF SINHALA-ENGLISH HYBRID EMAILS

Code-switching – extrasentential shifts transferring the focus from one language to another – is undoubtedly a characteristic of cross-cultural encounter: it is generally assumed in the literature that bilinguals mix their two languages to considerable degrees. Code-switching in its oral production has largely been researched, devoting attention to its grammatical patterns, structure and meaning, and the like. Nevertheless, very little research focuses on code-switching in writing, particularly on Sinhala-English shifts in written e-communication methods. The overall intent of this study was to examine the use of code-switching in emails employed by Sinhala and English bilinguals. The fourfold question aimed (i) to explore the frequency of code-switching in emails among bilinguals of English and Sinhala languages, (ii) to investigate the possible relation between code-switching and email recipients, (iii) to determine the possible correlation between code-switching and the subject matter in emails, and (iv) to explore the reasons and functions for code-switching in such emails. A questionnaire, a semi-structured interview, and a collection of emails were employed as research instruments in this exploratory study. Over 100 Sinhala-English bilinguals contributed to the questionnaire: while 20 of their emails were analyzed to triangulate the data, and 5 participants were interviewed to ascertain further the data collected. Data analysis was performed both on a statistical test called a Chi-squire test and an evaluation of the content of emails. Evidently, code-switching is highly frequent, and preferred to a single language, in informal emails. It entails diverse socio-cultural and linguistics functions in line with the social solidarity between the two users. English is used to a higher degree in code-switched emails than Sinhala despite the participants’ socio-cultural, educational, professional, and gender diversity. Code-switching in emails frequently constitutes a qualitatively better form of knowledge construction. Nonetheless, future studies are expected to gather a greater number of emails to enhance generalizability.

Experiencia de articulación e integración en prácticas de docencia, investigación y extensión en educación superior

En este artículo se presentan diferentes procesos transitados desde la Universidad Nacional Río Cuarto en relación al camino a la integralidad. Se mencionan las acciones e historia del Consejo Social Universitario, como actor central de vinculación y articulador de las prácticas de aprendizaje, investigación y extensión, dado que deben darse de manera contextualizada e inserta en la realidad que se atraviesa.
 En tal sentido se avanza hacia la creación de mecanismos institucionales que den respuesta a las problemáticas, con programas institucionales. Se pretenden la integralidad, comprendida como la articulación de actores sociales y universitarios que conciben el hacer profundamente ligado al actual contexto socio-histórico. 
 Esta propuesta se encuadra dentro de los lineamientos generales acordados en el Estatuto de la Universidad Nacional de Río Cuarto, en donde se expresa que la Universidad concibe a la extensión como otra forma de construcción de conocimiento articulado al saber científico. La extensión deberá abocarse al desarrollo del conocimiento práctico, experiencial, profesional e inductivo. Este conocimiento deberá generarse de manera local, transdisciplinarmente y tener finalidades prácticas, promoviendo la articulación y mutuo enriquecimiento de saberes.

Questions concerning attention and Stiegler’s therapeutics

The article sets out to develop the concept of attention as a key aspect to building the possible therapeutics that Bernard Stiegler’s recent works have pointed to (The Automatic Society, 2016, The Neganthropocene, 2018 and Qu’appelle-t-on Panser, 2018). The therapeutic aspect of pharmacology takes place through processes that are neganthropic; therefore, which attempt to counteract the entropic nature of digital technologies where there is flattening out to the measurable and the calculable of Big Data. The most obvious examples of this flattening out can be seen in relation to the use of natural language processing technologies for text interpretation and the use of text analytics alongside student analytics. However, the process of exosomatisation of knowledge takes place in forms of hypomnesic tertiary retentions or digital technologies. The loss of knowledge is inherent to these processes of exteriorisation, this loss of knowledge takes place through a process proletarianisation which Marx had pointed to in the Grundisse (1939). The therapeutic gesture is, therefore, an intrinsically educational one, where the loss of knowledge of the pharmacological nature of digital technologies is counteracted by other forms of knowledge construction that can be enabled by digital technologies. Hence, there is a profound educational gesture necessary to enable the re-harnessing of technology to enable the therapeutics. This paper will argue that the positive re-harnessing, the therapeutics, can take place through the development of new forms of neganthropic gestures which can be afforded by the development of specific forms of digital technologies. These also enable a contributive research process whereby the rationalisation of the production of knowledge within the university can be challenged by collaborative, interpretative processes of knowledge production.

O uso de vídeos como dispositivo pedagógico na formação em psicologia

As transformações sociais advindas das tecnologias de informação, engendram novos tipos de relações e essas modificações chegaram também nas instituições de ensino. O professor foi destituído do papel do detentor único do saber, sendo imperiosa a necessidade de atualizar-se e compreender novas formas de construção de conhecimento, possibilitando uma melhor relação de ensino-aprendizagem. Nesse sentido, ao deparar-se com uma realidade em que alunos acessam “informações” e “produzem” conhecimento obtido pela grande rede, filmes e outras mídias, a figura do professor e os livros didáticos como depositantes do saber, perderam a centralidade. Inspirados no campo da Ciência, Tecnologia e Sociedade seguimos a concepção de que os objetos existem por meio das práticas e não antes delas. Neste sentido rastrear as práticas que conectam vídeos, relação ensino-aprendizagem e formação em psicologia foi a finalidade desta pesquisa. Tratou-se de um estudo descritivo, do tipo pesquisa de levantamento, no qual foram entrevistados 13 (treze) professores de uma Universidade no interior do Rio de Janeiro a fim de investigar se utilizam vídeos em suas aulas, qual metodologia e forma de avaliação dos resultados. Para discussão recorremos à Análise de Conteúdo de Bardin. Concluiu-se que, a maior parte dos professores, usam os filmes como ferramenta de fixação de conteúdos o que reduz o dispositivo metodológico a um mero reforço da obsoleta relação ensino-aprendizagem, desconsiderando a autonomia do aluno e principalmente a sua capacidade de pensar e refletir sobre o que está sendo oferecido, demarcando a práxis pedagógica que é primordial para formação do indivíduo.

Origin of the scientific arguments underlying qualitative research

This article analyzes the origin of the primary arguments that underpin the qualitative approach, covering the birthplace of comprehensive and dialectical thought in Germany, its expansion into other countries such as France and the United States, and its spread into Latin America. The historical journey of the text starts with the development of modern science, examining the first empirical works in the Chicago School and the subsequent period of ostracism of qualitative research. The text also evidences a revival of comprehensive theoretical and empirical perspectives from the 1960s onwards, accompanying the cultural movement that came to question the great theoretical narratives and give rise to reflections on subjectivity. Theoretically, qualitative approaches are now considered a promising form of knowledge construction within the social and human sciences, with consolidated theories and a process of permanent internal critique. Such consolidation is ensured by the researchers' formation of conferences and university departments, the existence of books for the training of new researchers, and the increased presence of relevant spaces in scientific journals.

Against barbarism and lack of communication by building a learning society

A comunicacao na educacao, written by Jesus Martin-Barbero, deals with issues concerning the process of literacy in communication in its many interfaces with culture; the decentralization of the school as the primary socializing agency and questions the hegemony of literacy culture to enhance orality and visibility as forms of knowledge construction; proposes a shift from educational system to a society of shared knowledge translated into an educational city project.

Proses Konstruksi Pengetahuan Siswa Bertipe Belajar Visual pada Pelajaran Biologi

This study aims to reveal construction process of visual learning type student in learning biology.We employ qualitative method to disclose the subject’s learning process. The process ofknowledge construction was observed through observation, structured interview, and literaturereview. This research describes that the research subjects construct knowledge through theprocess of assimilation & accommodation. The form of knowledge construction demonstrate thatstudent’s knowledge were on the dimensions of factual knowledge, conceptual knowledge,procedural knowledge, and metacognitif knowledge. That knowledge is constructed randomlythrough disequilibrium process to equilibration.

Writing as learning to know: Tracing knowledge construction in L2 German compositions

Taking the position that meaning-making, knowing, and content learning are fundamentally linked to language, this article explores writing as knowledge construction within the educational context of a college-level German program. The department's ongoing Humanities Assessment Project aims to trace the development of cultural content through the development of second language writing abilities. We report on the two interrelated components of the study, currently focused at the early advanced level of proficiency: a holistic framework created by the department's educators, and a linguistically oriented investigation that is grounded in systemic functional linguistics (SFL) and draws on its construct of grammatical metaphor (GM) for tracing knowledge creation in texts. Quantitative analysis of GM occurrence in the rated essays and analysis of syntactic complexity offer inconclusive results with regard to differentiating the quality of multiperspectival and reflective knowledge construction in the essays. However, qualitative exploration of the deployment of GM demonstrates its role as a resource in two forms of knowledge construction, the conceptual refiguration of content and the textual configuration of this content into knowledge. The article concludes with programmatic, research methodological, and pedagogical implications of the study.

Making Globalization Visible? The Oil Assemblage, the Work of Sociology and the Work of Art

This article sets out to rethink the relationship between the work of art and the work of sociology, drawing on Jacques Ranciere’s writing on the work of art to provide the basis for recognizing affinities and differences between these two processes. In juxtaposing the sociology of globalization with the art of globalization, beginning with their common desire to understand globalization through rendering invisible forces visible, the article suggests ways in which artistic practice might be said to be ‘proto-sociological’, while also considering the role that aesthetic categories play in producing sociological knowledge. These questions are approached through a detailed case study that focuses on the cultural response to the oil industry offered by Ursula Biemann in her film essay, Black Sea Files (2005). The article argues that to grasp a phenomenon as complex as globalization, collaborative work between different forms of knowledge construction plays a crucial role.

Introduction: Contexts, Boundaries, and Knowledge Construction

The monographic volume develops a reflection on the relationship between “contexts” and “different forms of knowledge production.” It involves researchers working on the production of knowledge in different contexts, such as scientific laboratories, as well as academic, business, organizational and health care contexts, learning environments (formative agencies), theaters, and so on. This special issue investigates how each context can lead to the production of new and unique forms of knowledge. New reflections and new points of interests are put in evidence in the following articles: from the boundaries between different kinds of knowledge, including the scientific one, to the relevance of “context,” which not only proves to be essential for any form of knowledge construction but also takes many and multifaceted meanings. A particular focus is devoted to the idea of creativity as an essential way to construct and improve various forms of knowledge in different kinds of contexts. All these aspects help us to reflect upon our contemporary age in a different way, emphasizing controversies and contradictions that characterize it and promoting a growing awareness of our knowing processes in its subtlety and complexity. In that way we could understand more and more the main problems of our contemporary age and the constrains we live with in new possibilities for a creative evolution of ideas and knowledge.

Interdependence: Reinterpreting the Nature of Leadership and Community in Online Learning with Reference to the Samba School

With the advent of online learning, questions have arisen as to which format for leadership may be most appropriate given the technological and social evolution within online discussion. Emerging perspectives on the nature of interaction between those who lead and those who learn in this new environment pose difficult questions for both providers and learners. Institutions are no longer seen as the sole proprietors of knowledge as learners have the freedom to engage in multiple forms of knowledge construction with the advent of Web 2.0. Online learning creates the conditions for emergence where power lies not only in individual achievement but in collective participation. It is this sense of a learning community where new ideas are produced through collaborative engagement that inspired Seymour Papert, a pioneer in educational computing. Papert saw the samba school as the embodiment of this shared learning. In philosophical terms a parallel can be drawn between this development or making of ideas through online learning and the thing in a Heideggerian reading, brought to a point where, through the process of making, it can ‘thing’ within the forum. To continue the reference to Martin Heidegger, what is the role of the teacher when those involved in the process of making are those who in turn will validate the thingness of the thing or idea? Following this thought, is it that the teacher now has to become the person who like the artist gathers from the substrate of the community to be made valid? Just as in the samba school, are, therefore, learners and teachers mutually dependent on each other? The implication is that the work of leadership allows students to comprehend their knowledge in the making.

Memory-Work

Memory-Work

Methodologies for the Participant Construction of Knowledge

Over the last few decades there have been increasingly rapid changes in all fields (economic, political, etc. ...) leading to new forms of education and research. During the 1990s we have been working on innovative forms of education and participant research. In this context, this article includes some reflections on specific experiences of the construction of collective knowledge carried out in several cities, mainly in Spain and Latin America. It focuses on concrete postgraduate course experiences and it shows some innovative ways of collaborative relations between University, Public Administrations, and Social Organizations. The main theoretical and methodological principles of these experiences are also developed. On the other hand, we have been developing a network with some Latin partners on both sides of the ocean and we have recently made contacts with partners from English-speaking countries. We hope this article will contribute to building new bridges and communications on participant and instituent forms of knowledge construction.