Joint Construction Of Knowledge Research Articles

The power of Us:

The power of community – of Us – has long been assumed to be important in adult learning. Student interactions on discussion forums are encouraged, and it has been claimed that they foster a learning community which makes a difference to student outcomes through collaboration and joint construction of knowledge. This paper reports on interim results of a research project to establish, firstly, if there is a correlation between student participation in forums and their overall course outcomes, and secondly, shares a matrix designed to code both social and cognitive forum activity, to support an investigation into the existence of a learning community in student forum conversations – the power of Us.

Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding.

Collaboration is an aspect of engagement that focuses on learning through group work and having discussions with other learners. Active learning approaches are a way to foster collaborative engagement because they provide more opportunities for interaction among learners. Process Oriented Guided Inquiry Learning (POGIL), a socially mediated active learning approach, uses verbalizing and discussing ideas with peers in small groups to reach a shared understanding. Due to the growing number of immigrants in the United States, the number of English Learners (ELs) in American classrooms has been increasing rapidly. ELs encounter challenges such as unfamiliarity with American science class norms and expectations, feelings of not being valued and socially accepted, and instructors' lower expectations of them. These challenges can impact this group of students' learning and achievements. Previous studies have discussed that learning chemistry can be more challenging for EL students due to the critical role of language in learning. We argue that ELs use discourse moves differently compared to non-ELs in a POGIL-based class in terms of engaging in conversations that can lead to a shared understanding at the group level through a joint knowledge construction process. Our findings indicated that, in our sample, ELs were less likely to engage in discursive moves than non-ELs. This difference may result in missed opportunities for a shared understanding and joint knowledge construction. In addition to differences between EL and non-EL students in our samples, we also found differences between EL students who attended K-12 schools in the United States compared to international EL students. Implications for future studies of these possibly distinct EL populations are considered.

Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective

Generative Artificial Intelligence (AI) tools, such as ChatGPT, have received great attention from researchers, the media, and the public. They are gladly and frequently used for text production by many people. These tools have undeniable strengths but also weaknesses that must be addressed. In this squib we ask to what extent these tools can be employed by users for individual learning as well as for knowledge construction to spark a collective endeavor of developing new insights. We take a social, collective notion of knowledge as a basis and argue that users need to establish a dialog that goes beyond knowledge telling (simply writing what one knows) and stimulates knowledge transformation (converting knowledge into complex relational argumentation structures). Generative AI tools do not have any conceptual knowledge or conscious understanding, as they only use word transitions and rely on probabilities of word classes. We suggest, however, that argumentative dialogs among humans and AI tools can be achieved with appropriate prompts, where emergent processes of joint knowledge construction can take place. Based on this assumption, we inquire into the human and into the AI parts of communication and text production. For our line of argument, we borrow from research on individual and collaborative writing, group cognition, and the co-evolution of cognitive and social systems. We outline future CSCL research paths that might take the human-AI co-construction of knowledge into account in terms of terminology, theory, and methodology.

Epistemic Relations and Joint Knowledge Construction in the Classroom Talk-in-interaction

RESUMO: Este trabalho tem como objetivo revisitar aspectos centrais na literatura de fala-em-interação de sala de aula, atualizando-os à recente discussão que investiga relações epistêmicas no plano interacional. Parte-se das análises de Garcez (2006, 2012) sobre fala-em-interação de sala de aula para verificar em que medida a investigação mais atual de questões epistêmicas traz à tona novas contribuições para esses estudos. A discussão inclui também reflexões que partem da análise de como perguntas emergem na interação de pesquisadores num laboratório de tecnologia ( FRANK, 2015). Conclui-se que o olhar para a orientação dos participantes para os territórios de conhecimento no plano interacional não só coloca em foco questões relevantes para a discussão das assimetrias de conhecimento em sala de aula, como também instiga a busca pela descrição de organizações epistêmicas, em sala de aula, distintas do tradicional.

ROBÓTICA EDUCACIONAL, ENSINO DE QUÍMICA E APRENDIZAGEM COOPERATIVA: UMA PROPOSTA PARA O CURSO DE ENSINO SUPERIOR EM ENGENHARIA CIVIL

EDUCATIONAL ROBOTICS, CHEMISTRY TEACHING AND COOPERATIVE LEARNING: A PROPOSAL FOR THE COURSE OF UNIVERSITY EDUCATION IN CIVIL ENGINEERING. Students, generally, are afraid of studying chemistry because they understand that it is a very complex area of knowledge and that it doesn’t has use in daily lives and in intended profession, which is a problem we identified in a Civil Engineering course. With this, we proposed a project in this course, based on educational robotics and educational cooperation, with the intention to form a group of students and a teacher to make a robot involving chemical knowledge in civil construction. The group made a robot, using an Arduino kit and material recycling, to identify electrochemical corrosion in concrete structures. We conducted a case study about the group through the analysis of gestures, products made, and notes in a notebook, from which two cooperative categories emerged: planning and application. From these categories, we identified that the students had their cognitive structures unbalanced by difficult situations, trials, errors, and diverse knowledge. The formation of a new equilibrium condition resulted from individual and social developments in constant interdependence, allowing the joint construction of knowledge, whose complexity increased during the process and culminated in the realization of the robot. All these aspects characterized cooperative learning.

Aprendizaje Más Servicio (ApS) e interculturalidad

Uno de los valores en los que sobresale la Facultad de Odontología de la Universidad Nacional de La Plata (UNLP), institución pública y gratuita, es su compromiso social, reflejado en los esfuerzos que realiza para mantenerse cerca de la comunidad y atenta a las demandas sociales. Este artículo comparte una propuesta extensionista diagramada con el fin de mejorar la salud oral de una población, a partir de la construcción conjunta de los conocimientos, la elaboración de estrategias y herramientas que favorezcan el aprendizaje conjunto de alumnos, comunidad y docentes en forma mancomunada, con una actitud participativa y activa. Y de este modo generar que el grupo intervenido tome las mejores decisiones sobre salud oral y que los alumnos se involucren con la realidad social concerniente a su profesión, así como también proporcionar la atención odontológica a sectores relegados de la sociedad o con serias dificultades para acceder al sistema de salud.

A Sociological View on Designing a Sustainable Online Community for K–12 Teachers: A Systematic Review

As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. This framework suggests that the sustainability of a community comes from individual members’ three types of commitments: instrumental, affective, and moral commitments. Such commitments are results of members’ cognitive, cathectic, and evaluative processes and lead to membership retainment, cohesive relationships, and socially regulated participation. Using this framework, we conducted a systematic literature review on online teacher community articles published from 1990 to 2018. Our findings provide insights on factors associated with teacher members’ instrumental, affective, and moral commitment to an online community. Based on these findings, we further provide design suggestions to build a sustainable community for teachers.

RESOLUÇÃO DE PROBLEMAS E CONSTRUÇÃO CONJUNTA DE CONHECIMENTO NA FALA-EM-INTERAÇÃO EM CENÁRIO DE DESENVOLVIMENTO TECNOLÓGICO

RESUMO Com vistas à qualificação do que sejam momentos de construção conjunta de conhecimento, descrevemos situadamente aqui a atividade interacional de resolução de problemas em cenário de desenvolvimento de tecnologia de ponta, onde, em contraste com as salas de aula, não há quem detenha de antemão os conhecimentos requisitados. Examinamos um segmento de resolução de problema, representativo do conjunto de instâncias identificadas em corpus de 60 horas de gravações audiovisuais geradas em laboratório de tecnologia voltado à produção de materiais biomédicos. A atividade de resolução de problema é descrita enquanto instância interacional em que há um obstáculo a ser transposto por todos os participantes envolvidos na interação. Diante dos problemas e da necessidade iminente de resolvê-los, os participantes engajam-se no trabalho de construção conjunta de conhecimento, sendo essa construção observável nas ações que os próprios participantes realizam para os fins práticos de retomada das atividades que vinham realizando. Esse exame situado de experiência vivida de produção conjunta de conhecimento pode servir de referência para projetos de trabalho e aprendizagem em pedagogias ativas.

REFLECTIVE TEACHING FOR EFFECTIVE TECHNICAL VOCATIONAL EDUCATION AND TRAINING INSTRUCTIONAL DELIVERY IN A KNOWLEDGE-BASED ECONOMY

Today’s world is currently knowledge-based due to globalization which brought information and communication technology into being. This paper highlights the concept of Technical Vocational Education and Training (TVET), its objectives and training areas. The paper discussed the concept of knowledge-based economy, the pillars of knowledge-based economy, and the characteristics of knowledge-driven economy. The paper also discussed instructional strategies for effective delivery of TVET in knowledge-based economy. The paper affirms that reflective teaching model allows teachers to closely and critically observes all that goes on in the class and enables the teacher to examine his/her work in order to consider alternative ways of ensuring that students learn thereby encouraging joint construction of knowledge. The paper also looked at the characteristics, benefits and limitations of reflective learning. Conclusively, the paper suggested among other that: teachers should constantly question their aims and actions because they need to be clear on what they want to achieve and how they intend to achieve it; the curriculum of TVET should include training on effective communications in an increasingly technical and knowledge-driven environment. It should also include training on willingness to take on responsibility, collaborative work skills, innovation, critical thinking and problem-solving.

Exploring the ‘black box’: What happens in a dialogic classroom?

The present study analysed the teaching-learning strategies taking place in classrooms where an educational innovation was implemented. This study is a sequel to a broader, quantitative year-long study by Rojas-Drummond et al. (2016). The latter, original study, included 120 sixth-graders from two (experimental and control) state schools. Both groups solved an individual and group pre- and post-intervention Test of Textual Production. Between tests, children from the experimental group participated in a program called ’Learning Together’, which promoted scaffolding, collaborative problem-solving and dialogic interactions. Five lessons from experimental and control groups were video-recorded throughout the year. Macro-analyses carried out as part of the original study revealed that the experimental group (in comparison with the control), learned to compose higher quality written articles when working in small-groups and independently. In the present study, we carried out fine-grained analyses of selected lessons from each group to understand how the achievements of ’Learning Together’ children might have come about. Results showed that the teaching-learning strategies of the control group tended to be directive and transmissional and literacy was addressed in a somewhat fragmented and decontextualised way. In contrast, the ’Learning Together’ classroom practices showed an orientation towards the joint construction of knowledge among teachers and students through dialogic interactions and co-regulatory processes, as well as the promotion of literacy as an articulated, situated social practice. W. hypothesise that these contrasting teaching-learning styles partly account for why ’Learning Together’ participants became more expert writers by the end of the academic year, in contrast with their control peers.

Qué hace un docente de Ingeniería para promover la participación de sus alumnos en la construcción de conocimientos: escritura, revisión colectiva y diálogo sobre lo escrito

Este artículo forma parte de una tesis doctoral en curso que estudia el proceso que atraviesa un docente cuando procura incluir en sus clases la escritura como herramienta para enseñar los contenidos de la asignatura de Métodos numéricos. La investigación, de carácter intervencionista, se realizó a partir de dos ejes complementarios. Un eje formativo en el cual el docente trabajó junto a un investigador-colaborador en el diseño, implementación y rediseño de una secuencia didáctica centrada en la escritura de una entrada de manual. Y un eje investigativo, que tuvo como propósito describir los cambios que se produjeron en la actividad del docente y de los alumnos en el aula, y las conceptualizaciones del docente que acompañaron dichos cambios, a lo largo de tres implementaciones de la secuencia. Se videograbaron 10 horas de clase y se audiograbaron 30 horas de sesiones de trabajo conjunto y entrevistas al profesor; en ambos casos los registros fueron transcritos. En este artículo, nos centramos en las acciones del profesor que abrieron oportunidades para que los estudiantes participasen en el diálogo sobre lo escrito, ejercieran quehaceres de revisión y, de esta manera, aportasen a la construcción de conocimientos en el aula. Los resultados muestran que hubo cambios de una implementación a otra. El profesor ensayó diferentes estrategias para abrir y regular los ciclos de revisión, que dieron paso a una mayor y más variada participación de los alumnos en la construcción conjunta de conocimientos. La caracterización de estas estrategias es el foco del presente artículo.

UMA ANÁLISE DAS INTERAÇÕES DISCURSIVAS EM UMA AULA INVESTIGATIVA DE CIÊNCIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL SOBRE MEDIDAS PROTETIVAS CONTRA A EXPOSIÇÃO AO SOL

Esta pesquisa tem como objetivo analisar, por meio das interações discursivas em uma sala de aula de ciências do quinto ano do ensino fundamental, o processo de construção conjunta de conhecimentos relativos à interação entre a radiação ultravioleta-corpo humano e os diferentes produtos de proteção. Além disso, busca refletir sobre elementos da prática científica, especificamente atitudes e procedimentos, que podem ser potencializadas em aulas fundamentadas no ensino por investigação. O tema interação radiação-corpo humano possui caráter transversal e sociocientífico, estando em concordância com os pressupostos da abordagem Ciência, Tecnologia e Sociedade. A pesquisa de cunho qualitativo se desenvolveu a partir de uma intervenção realizada em uma escola da rede municipal de Vitória no Espírito Santo. Para a produção de dados, foi utilizado a videogravação de uma aula intitulada “A Luz Negra” que tinha como atividade central uma demonstração investigativa. A análise das interações discursivas nessa aula foi estabelecida por meio da interlocução com autores do campo da educação em ciências ancorados na matriz sociocultural. Os resultados sugerem que a mediação estabelecida na aula “A Luz Negra” promoveu um ambiente propício para trocas verbais que potencializaram atitudes dos estudantes em relação às ciências, como postura crítica e investigativa perante às questões discutidas, além do respeito às diferentes ideias e pensamentos. Do ponto de vista procedimental, evidenciamos que, na sala de aula, os alunos participaram de processos de elaboração e teste de hipóteses, de construção de modelos explicativos e da sua comunicação, bem como estabelecerem generalizações para outros contextos. Em relação ao domínio conceitual, notou-se uma hibridização entre discursos cotidiano e científico articulados aos procedimentos e atitudes potencializados na aula. Consideramos que esses elementos constituem um passo importante envolvendo a progressiva integração dos estudantes no processo de significação e de inserção em práticas típicas da comunidade científica.

Integrated Model of Course Based on Edu-Communication and Psycho-Communication in Learning

Pedagogical practices should enable the development of skills and abilities common to the health professions for the training of general practitioners with a high technical and scientific level. The most important in the teaching-learning process is the joint construction of knowledge. Depending on the quality of communication is that access to the individual’s conscious or unconscious will be done with greater or lesser potentiality. The present work presents an integrated model of course that is based on Edu-communication and Psycho-communication, and learning Psycho-communication, also using problematization about public health situations, as well as online learning design concepts. At the end of the course, students present educational products that contribute to the improvement or resolve of the identified health problem. The development of educational products was based on principles of behavioral theories: the structure of personality according to Eric Berne, the use of the senses, and neurolinguistics through the structuring of anchors. The graphic representation of the course shows a focus on Guidance and Support, Content and Activities, as well as Communication and Collaboration. The learning teaching process has a dynamicity capable of surprising us every day, every moment. Students demonstrate empathy with the course and present various educational products that have been available for use in health education.

Grammar Activities of Spanish Language in Albanian Auditorium.

The attitude towards grammatical exercises of a foreign language is one of the fundamental pillars upon which differences and changes of methods are historically produced. It's like an image of teaching practice. Switching from the traditional approach to the direct method, from the audio-visual method to the actual communicative methods through natural access is complemented by grammar with its own activities as a concrete way to develop language, as well as a way to see how it can be best learned. The place where grammatical activities can be developed, “the auditorium” where the student learns being a participant and cooperating with other students, with the teacher in the real process of research and joint construction of knowledge in personal and relevant social issues. The teaching process of foreign languages may take place in various forms: linguistic projects, occasional texts analysis, solution of situations or problems or preparation of topics that may arise during scientific activity. The grammar of Spanish language is consulted between lecturers who define a basic method that serves to orientate, but in many cases it happens that each of the teachers uses methods that are considered appropriate based on the requirements and capacities of students' learning process who are participants in the auditorium.

Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions

Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers’ learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be ‘co-thinkers’ who enact a developmental view of mentoring, as well as ‘co-learners’ who are willing to engage in mutual learning with their novices. These two aspects are assumed to be associated in mentor thinking. The aim of this questionnaire study was, therefore, to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. Participants were 726 secondary education mentor teachers, associated with 13 institutes for teacher preparation in the Netherlands. Results showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced. These findings suggest potential strategies for the selection and preparation of mentor teachers for programs that intend to foster collaborative inquiry approaches for novice teacher support.

Collaborative learning and the joint construction of knowledge and understanding

AbstractThis article reports on a small-scale study conducted among first and second-year students of English at the University of Graz in the winter semester 2013–2014. The aim of the study was to determine the extent to which students in their peer-group interactions were using language efficiently as a means of thinking and learning together. To this end, audio-recordings were made of pairs and groups of students working collaboratively on various tasks in three different English language classes. The article begins by briefly reviewing previous work on the joint construction of knowledge and understanding via learner-to-learner talk. Although this work pertains to collaborative learning in learners’ L1, the participants in the study, most of whom were future teachers of English, communicated in the target language at B2 level and thus seemed to constitute a group of learners to whom the literature equally applied. The next part of the article describes the teaching/learning context and the pedagogical approach followed, which is guided by the principles of learner autonomy. This is followed by an analysis of three transcripts of audio-recordings, and the article concludes by considering the implications for future practice of the insights gained.

As "agruras" da gestão da propriedade rural pela agricultura familiar

This article is the result of a research project entitled Rural Development and Information and Communication Technologies (ICTs) to examine the possibilities of introducing ICTs to the family farm in Vale do Cai, with the experience of pilot extension in Montenegro central city of the region, aimed at rural and regional development. The article focuses on the extension activities that have as main objective the training of family farmers in ICT, from dialogues, discussion, negotiation and joint construction of knowledge. To this end, integration workshops dealing with farmers on the use of ICTs and main were built collectively (staff and farmers project components) spreadsheets to manage the farm were performed. Furthermore , the monitoring “ in loco” for monitoring and aid for recording information seeking process is to build a collective approach with farmers , so they can become self-employed in managerial processes . It was concluded that there is a gap between the use and appropriation of ICT, in other words, the components of the project farmers have access to the computer, the internet, the phone and the notebook. However, when it comes to recording information and control of expenditure and revenue don’t there custom or understanding of actual need and usefulness of annotations to support decision making.

Perceived Sociability and Social Presence in a Collaborative Serious Game

Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported players’ socio-emotional processes by eliciting students’ social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning.

Interação social e etnografia: sistematização do conceito de construção conjunta de conhecimento na fala-em-interação de sala de aula

As part of the growing area of studies investigating learning as a social phenomenon instantiated in interaction, this review article examines the concept of joint construction/production of knowledge in studies produced by the Social Interaction and Ethnography Research Group between 2006 and 2010. Such studies have analyzed segments of talk-in-interaction in various school settings in which participants reflexively demonstrate an understanding of learning as joint construction of knowledge. Although this expression is widespread in the studies examined, there are variations in how the activity is understood, particularly in relation to what distinguishes it from others. Thus, in order to systematize the understanding so far produced by the group, the present article investigates the use of this expression, and thus of its conceptual deployment, in such studies. It is observed that the notion of joint construction of knowledge: 1) is initially deployed in opposition to reproduction of knowledge; 2) then, in close association with participation and learning; 3) and finally in contrast with different understandings of socially shared cognition. The review highlights the caveat that joint construction of knowledge may be of a reproductive nature in certain pedagogical activities in which knowledge produced earlier is made available to all participants, even though in most segments analyzed as “doing learning” the activity presents itself as emerging from and contingent to the interactional work of the participants there and then. In every case, the joint construction of knowledge features intense interactional work and evident public engagement of many participants to classroom talk-in-interaction. Key words: joint construction of knowledge, classroom talk-in-interaction, learning, participation, socially shared cognition.

Co-teaching as a context for teachers' professional learning and joint knowledge construction

The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with serendipitous origins. Shared knowledge construction was crucial in the learning process, as was implementing the resulting new ideas in practice. It is concluded that experiences of co-teaching may support teachers in meeting their professional responsibilities effectively. Professional development programmes need to be sensitive to teachers' individual and collaborative learning experiences to be able better to support them in the natural context of those experiences in particular local and national contexts.