Active Construction Of Knowledge Research Articles

Survey of classroom use of representations: development, field test and multilevel analysis

Because of the multimodal nature of learning, doing and reporting science, it is important that students learn how to interpret, construct, relate and translate scientific representations or, in other words, to develop representational competence. Explicit instruction about multimodal representations is needed to foster students’ representational competence in the classroom. However, only a handful studies have surveyed how representations are actually used in science classes. This might be because of the fact that economical instruments for assessing the use of representations in classrooms are not available. To bridge that gap, an instrument was developed, field-tested in biology classes with 175 and 931 students, respectively, and analysed using exploratory and (multilevel) confirmatory factor analyses. Results supported an instrument with six scales and 21 items at the individual and classroom levels covering the following dimensions: (1) interpretation of visual representations, (2) construction of visual representations, (3) use of scientific texts (verbal representations), (4) use of symbolic representations, (5) number of terms used in class, and (6) the extent to which active social construction of knowledge is possible in the class. The scales showed satisfactory discriminant validity and reliability at each level. Further applications of this instrument for researchers and teachers are discussed.

An fMRI study exploring cognitive processing during computer-based discovery learning

Discovery-based learning designs incorporating active exploration are common within computer-based instructional simulations, supported by constructivist theories of learning focussing on active individual knowledge construction. On the other hand, researchers have highlighted empirical evidence showing that ‘pure' discovery learning is of limited value and that combinations of explicit instruction and guided discovery learning are more effective. Little is known, however, about differences in the cognitive processing that occurs when a learner undertakes active discovery learning using a computer-based simulation compared to when they are guided through observation of simulation output. A better understanding of the cognitive processing occurring when learners interact with on-line materials in the context of specific learning designs is important both for networked learning researchers and for on-line teachers. This paper reports on a study in which the brain activations from two learning conditions using computer-based simulations were compared using functional magnetic resonance imaging (fMRI). One condition allowed exploration through manipulation of simulation parameters, while the other allowed observation of simulation output from preset parameters. Drawing on constructivist theories of learning, it was hypothesised that the active exploration condition would lead to greater activation of brain areas associated with working memory organisation and long term memory formation. The study also set out to explore the broader feasibility of using fMRI to explore learners' cognitive processing while undertaking holistic learning activities using on-line learning materials. Results of the study were somewhat equivocal about differences in brain activation with no consistent differences in activation between the two conditions able to be measured. Consistent with our related research which suggests that discovery learning strategies vary substantially across individuals, results of this study suggest that the cognitive processing during the two conditions varied across participants. Integrated analysis of the exploration processes, learning outcomes and measured brain activations of individuals shows promise in better understanding the relationship between learning strategy, interaction and cognition when using instructional simulations. Approaches like this that draw on an analysis of data on learning process and outcome along with an analysis of physiological measures (in this case blood flow as an indicator of brain activation) are expected to be at the leading edge of learning analytics research in coming years. The study also highlighted challenges associated with the use of fMRI to explore learners' cognition while undertaking learning activities allowing significant learner control and involving extensive computer-based interaction.

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students' outcome over a teaching unit. Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge were interactively related. Representational aspects were only moderately included in teaching and students did not develop rich representational competence although content knowledge increased significantly. Multilevel regression showed that student perceptions of interpreting and constructing visual-graphical representations and active social construction of knowledge predicted students' outcome at class level, whereas the individually perceived amount of terms and use of symbolic representations influenced the students' achievement at individual level. Methodological and practical implications of these findings are discussed in relation to the development of representational competence in classrooms.

Computer-supported collaborative learning at the clinical workplace: students and #8217; perceptions and the effect of knowledge construction on learning outcome

Objective: Individual online learning in medical education has shown positive learning outcome. However, from a social-constructivist perspective, students are participants of a collaborative learning process. Online collaborative learning in a clinical environment can be organised by computer-supported collaborative learning (CSCL). Although it is known that student‟s perceptions influences their knowledge construction in CSCL arrangements, it remains unclear whether students� knowledge construction in a CSCL environment can positively influence students‟ learning outcome, expressed by grades given by an expert. Therefore, the purposes of present study are (1) to explore medical students‟ subjective perceptions on a task in an asynchronous discussion forum of a CSCL environment. (2) To explore the effect of medical students knowledge construction on knowledge improvement. (3) To explore whether medical students‟ learning outcome was positively improved by active knowledge construction. Methods: Forty-four medical students were randomly assigned to either an experimental (n=21) or control group (n=23). Each individual student had to solve a self-selected clinical problem, written down in a pre-formatted critical appraisal paper. Students of the experimental group participated in a structured asynchronous on-line discussion on their papers. Students in the control group did not discuss their papers with peers. All students submitted their final paper for grading. Students in the experimental group were asked whether the paper was revised after discussion according to peer feedback. A questionnaire and a semi-structured interview was used to address students‟ perceptions on preparation, design, participation and knowledge improvement. Students‟ discussion postings were analysed on content. Postings were classified in revised or unrevised paper discussions, and compared. All papers were blinded by the researcher and independently rated by two experienced staff-members. Papers were classified in control group papers, and in pre and post (revised) papers from the experimental group. Grades were compared between pre and post papers, and between papers from the control group and post papers. Students‟ post papers were paired with the corresponding pre papers and compared by grade. Results: Questionnaire items showed positive students‟ perceptions on participation, design, and knowledge improvement. Interview items reported both positive and negative perceptions by students. Content-analysis of postings showed a significantly higher level of knowledge construction in the revised paper discussions. However, no grade differences were found between the pre and post papers, as well as between the control group papers and the post papers from the experimental group. Six post papers were revised by students after discussion and paired with corresponding pre papers, showing no significant differences between pairs. Conclusion: Medical students show positive subjective perceptions on a structured asynchronous on-line discussion of their papers. Medical students revising their written task after discussion, show significantly higher active knowledge construction during an asynchronous CSCL discussion. Active knowledge construction of medical students during an asynchronous CSCL discussion is not necessarily paralleled by a significantly higher expert grading.

El aprendizaje cooperativo en la comprensión del contenido “disoluciones”. Un estudio piloto

This study is part of the implementation of a cooperative learning strategy for the teaching of “chemical solutions” to 15-year-old students. The proposal examines the active construction of knowledge through social interaction and the subject content, with emphasis on the experimental activity developed in the classroom. Results show that a significant number of students were able to apply theoretical knowledge to the studied phenomena, which is reflected in the applied assessments.

LAS EVALUACIONES ESTANDARIZADAS DESDE UNA VISIÓN FREIREANA

Na Colômbia, o uso de testes padronizados determina os processos educativos. Diretores, professores e estudantes em geral, reconhecem a subordinação da prática educativa à frente dos testes externos estabelecidos pelo governo colombiano. Esta situação vem sendo assumida de forma submissa, sem uma clara posição crítica, que por sua vez poderia estar gerando efeitos contraproducentes em crianças e jovens estudantes colombianos. Este ensaio é uma análise crítica com base nos princípios educacionais de Paulo Freire. Compreender a avaliação padronizada como uma prática educativa que revela certo tipo de relação do homem com ele mesmo e com o mundo, dentro de uma concepção de educação "bancária" como uma tentativa sectária que fomenta o ato passivo de transferência de informações em detrimento da construção ativa do conhecimento. Isso faz com que a avaliação seja uma prática desumana, de domesticação dos seres humanos, constituindo, portanto, um ato de violência. Desta forma, poderíamos começar a sugerir que a avaliação deve se tornar um ponto de encontro para que sujeitos interajam através do diálogo, mediados por um objeto cognoscível. Procurando assim, fazer da avaliação um processo mais humano e democrático.Palavras-chave: Avaliação, violência, conhecimento, humanização.

Connecting problem-solving and knowledge-construction processes in a visualization-based learning environment

Learning through problem solving has been widely adopted as an effective learning paradigm in challenging domains such as medical education. For effective learning through practical experience, problem solving and knowledge construction should be highly integrated and reciprocally reinforcing. However, both knowledge construction and problem solving are complex cognitive processes, which cannot be easily captured and mastered. Temporal problem-solving experience can be forgotten, and knowledge embedded in problem-solving experience may not be transferable to new problems. This study aimed to address the challenge via proposing a computer-based learning environment, where a visualization-based cognitive tool was designed to make thinking and learning in a problem context visible and to connect problem-solving and knowledge-construction activities throughout the learning process. An online learning program using the proposed learning environment was delivered to thirty-five students from two medical schools. The design of the proposed learning environment and its effects on problem-based learning are examined with implications for further studies.

Bringing ICT to Teach Science Education for Students With Learning Difficulties

The purpose of the following study was to examine the impact of Information and Communication Technology (ICT) in Science classrooms of students with Learning Disabilities. Teachers were positive about the learning benefits and design of the Science curriculum. Students were more critical but still positive about these features. Learning Science has both Cognitive and affective implications for students with LD. From a constructivist perspective, the process of learning is viewed as an active construction of knowledge rather than a passive reception of information. ICT provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery, developing special tutors, using metaphors as instructions, Cross curricular Connections in science, thus reducing the cognitive load on working memory and motivating the students to stay on the same task.

Popular Misconceptions of Entrepreneurship Education in a Higher Education Institution in Niger Delta Region of Nigeria

Entrepreneurship is now a very important course in higher education institutions in Nigeria. This has become necessary in view of the high level of unemployment of graduates which has and is still causing youth restiveness. Being enterprising is vital for job and wealth creation as prerequisites for economic and political stability. Universities are power-houses of knowledge, and as such should take a lead in producing graduates with entrepreneurial skills and mindset to tackle unemployment crisis. Using a survey design, the study investigated the level of misconceptions of entrepreneurship education among students; ascertained the extent to which students who offered entrepreneurship education have entrepreneurial mindset; identified the teaching strategies mostly used for teaching entrepreneurship education; and analyzed the contents of entrepreneurship curriculum. Questionnaire items were the instrument used for data collection from 150 randomly sampled students in two faculties at the University of Port Harcourt. Frequencies, percentages, mean scores and z-test were the statistical tools used for analyzing the data. The findings identified six major misconceptions about entrepreneurship education among students. It established that the strategies used for teaching/learning entrepreneurship were not experiential and activity–oriented to enhance active construction of knowledge; and that the focus of the curriculum contents were basically on entrepreneurial learning skills only, although the students have entrepreneurial mindset. The following recommendations were made: (1) The National University Commission (NUC) should liaise with university authorities to collaborate with entrepreneurial experts, curriculum experts, educational technologists, policy-makers and politicians, to form a forum and re-design entrepreneurship education curriculum, paying attention to activities, delivering strategies, and generic skills; (2) Workshops and seminars to be conducted in all faculties where local entrepreneurs from different related fields peculiar to each faculty are invited to share success stories, and business-starting fundamentals to an audience of students and teachers, among others.

Enhancing student knowledge acquisition from online learning conversations

This article reports a theory-driven experimental study that evaluates the effects of an annotation functionality on online social interaction and individual learning outcomes. The central hypothesis of this study is that directly addressing a part of a text by annotating it and then connecting each annotation with its related discussion can decrease coordinative interaction costs and result in a higher-quality discussion that favors greater gains in individual learning outcomes. To reach our objective, we carried out a theory-driven experimental study that compares two versions of an anchored discussion system: one with annotation functionality and one without it, both displaying the learning material side by side with its associated discussion in one window. Participants were 106 students enrolled in two sections of a blended-format course in health education. We assigned each section to a software condition. The examination of students’ online social interaction centered on a fine-grained content analysis of coordination and knowledge construction activities as well as sequential analysis of knowledge construction activities. The results indicate that annotation functionality decreased coordinative interaction costs and stimulated more elaborated discussions that favored greater gains in individual learning outcomes. Implications for research and practice are discussed.

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Technology in an Online Graduate Mathematics Education Program

This article describes the range of technology applications employed as part of an online graduate mathematics education program and the ways in which technology is used to maximize student participation and promote active construction of knowledge. The authors discuss how conveyance technologies, such as course management systems, and mathematical action technologies, such as dynamic geometry software, are used to promote student learning that is research-based, engaging, and effective.

Contenidos en e-learning: El Rey sin corona (por ahora)

How do we really learn? What is the role that technology can play in order to obtain a better learning? Why is so high the drop-out rate among participants in e-learning courses? How can we transform a passive reception of information into an experience of active construction of knowledge?

Ubiquitous Mobile Knowledge Construction in Collaborative Learning Environments

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

Making sense of science: Argumentation for meaning-making in a teacher-led whole class discussion

In this paper we report on the process of argument construction in whole class discussions and how this was used by participants as a tool for joint meaning-making. The study draws on Vygotsky's view of learning as the active construction of knowledge and on theories of argumentation. Most previous research in South African science classrooms has reported on argumentation by teachers and by learners in small group discussions, not in whole class science discussions. We analysed episodes of teacher-learner discussions in a Grade 11 chemistry lesson in a township school in Gauteng, South Africa. The lesson happened two years into a school-based intervention programme to introduce science teachers to argumentation as one of the pedagogic approaches to stimulate meaningful learner participation and engagement in science lessons. Data was collected in the form of video recordings of a whole class discussion on changes in potential energy during covalent bonding. We identified components of an argument as defined in literature in order to determine the pattern of arguments jointly constructed by the teacher and her learners. In the lesson analysis we found evidence that with guidance, learners could argue and eventually provide rebuttals for their peers' arguments. While for the main part the teacher's focus was on guiding the discussion towards a specific goal of the lesson, we provide evidence that the teacher and her students used argumentation as a tool for joint sense-making. This is an unusual use of argumentation and we consider the potential for this form of interaction in South African science classrooms.

Connections, Engagement, and Presence

A well-designed online course can provide opportunities for active learning, creative thinking, and knowledge construction with high levels of student satisfaction. Right? I know I have been guilty...

Marrying Content and Process in Computer Science Education

Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be taught at every intellectual level, that will stay relevant in the longer term, and that are related to everyday language and/or thinking. Only recently, two empirically determined lists, one of central content concepts (algorithm, computer, data, system, etc.) and another of central process concepts (problem solving and problem posing, analyzing, classifying, generalizing, etc.), have become available for computer science education. This paper tackles the problem of finding content and process concepts to be taught in combination. Computer science experts are surveyed in order to identify combinations of content and process concepts-so-called blocks-that are relevant to computer science education. By using cluster analyses, 15 central blocks for teaching computer science in schools are determined. The results of this study may serve as a reference system for the systematic design of instruction in K-12 computer science education.

Use of the one‐minute preceptor as a teaching tool in the gross anatomy laboratory

The one-minute preceptor (OMP) is a time-efficient technique used for teaching in busy clinical settings. It consists of five microskills: (1) get a commitment from the student, (2) probe for supporting evidence, (3) reinforce what was done right, (4) correct errors and fill in omissions, and (5) teach a general rule. It can also be used to address structure-identification questions in gross anatomy laboratory small-group settings. The OMP is an active learner-centered teaching approach that prepares students for a style of learning that they need to master in clinical settings, provides novice anatomy teachers with an efficient and effective teaching strategy, and moves anatomy learning beyond mere name tagging to active knowledge construction.

Teacher educators' conceptions of learning to teach and related teaching strategies

Many contemporary pre‐service teacher education programmes aim to enhance the self‐regulation and active knowledge construction of student teachers. Fostering the growth of these life‐long learning skills in teacher education is an important task for teacher educators. It is often taken for granted that teacher educators when engaging in innovative practices will be able to take on these new roles of facilitators for learning. However, research investigating the relationship between teachers' thoughts and actions showed a picture of great variability. Studies investigating the relationship between teaching conceptions and strategies among teacher educators are scarce. To better understand why teacher educators teach the way they do, we aim in this study to advance current understandings of teacher educators' conceptions of learning to teach and related teaching strategies. Data were collected from 119 teacher educators of a Belgian Institute of Teacher Education. Results show that teacher educators have different conceptions of learning to teach and that these conceptions are moderately associated with their teaching strategies. Relationships between teacher characteristics and contextual factors yield possible explanations as to why inconsistencies are also present between likewise conceptions and strategies. The results are not only important for theory, but also for teacher education practice. Within current contexts of educational change, it is an important prerequisite to recognise these individual differences and, if needed, to also seek out ways of enhancing discussion and pedagogic development for teacher educators.

PLANNING A LESSON TO CREATE AN EXCELLENT MATHEMATICS TEACHING

The pursuit of mathematics teaching excellence is about constantly reflecting on one’s teaching practices and actively seeking improvements in teaching for the purpose of ensuring that students are learning.The three main things of mathematics teaching excellence is about being effective in teaching design and delivery, student learn best through active construction of knowledge, and teaching can only be valued when the process and outcome are made transparent.An effective instruction is indicated by designing lesson plan well. The lesson plans should be suitable to the students’ characteristics and needs. Using qualitative methods with descriptive case study as its framework, three teachers’ lesson plans of mathematics teachers at SMART Ekselensia Indonesia were analyzed using theories that were adapted from National Council of Teachers of Mathematics Professional Standards (1991). The data were gained from documentation and interview. The three teachers’ lesson plans under study showed that the aspects taken into their lesson plan might contradict what were expected. It is indication that the teachers need improvement of how to formulate lesson plans properly.Keywords: mathematics teaching, lesson plan