Process Of Knowledge Construction Research Articles

Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions

Dialogic teaching – in which teachers and students address controversial issues – has become increasingly common in school education to promote civic participation in deliberative democracy. This study addresses this question: when leading whole-class discussions on controversial issues, what discursive moves could teachers adopt to enact two-sided discussions that address conflicting perspectives? The present study analyzed data from an intervention study promoting dialogic teaching of controversial issues in the Morality and Law subject in fourth-grade (9- to 10-year-olds) elementary classrooms in China. We identified and analyzed episodes from transcripts of video-recorded classroom interactions in which the teachers employed a variety of discursive moves to encourage students to consider, negotiate, and debate opposing positions. Our analyses revealed that the teachers did not directly instruct students to consider opposing perspectives but guided their exchange of multiple perspectives. The teachers also partnered with students in the knowledge construction process by directly questioning, countering, or critiquing students’ arguments. Implications for encouraging teachers’ spontaneity and improvisation during dialogic teaching, as well as for using challenging, controversial topics to promote two-sided whole-class discussions, are addressed.

Beyond persuasive representations of facts: “figuring out” what sustainable value creation means in practice

PurposeAlthough accounting and reporting visualisations (i.e. graphs, maps and grids) are often used to veil organisations’ untransparent actions, these practices perform irrespectively of their ability to represent facts. In this research, the authors explore accounting and reporting visualisations beyond their persuasive and representational purpose.Design/methodology/approachBy building on previous research on the rhetoric of visualisations, the authors illustrate how the design of accounting visualisations within integrated reports engages managers in a recursive process of knowledge construction, interrogation, reflection and speculation on what sustainable value creation means. The authors articulate the theoretical framework by developing a longitudinal field study in International Fashion Company, a medium-sized company operating in the fashion industry.FindingsThis research shows that accounting and reporting visualisations do not only contribute to creating unclear and often contradicting representations of organisations’ sustainable performance but, at the same time, “open up” and support managers’ unfolding search for “sustainable value” by reducing its unknown meaning into known and understandable categories. The inconsistencies and imperfections that accounting and reporting visualisations leave constitute the conditions of possibility for the interrogation of the unknown to happen in practice, thus augmenting managers’ questioning, reflections and speculation on what sustainable value means.Originality/valueThis study shows that accounting and reporting visualisations can represent good practices (the authors are not saying a “solution”) through which managers can re-appreciate the complexities of measuring and defining something that is intrinsically unknown and unknowable, especially in contexts where best practices have not yet consolidated into a norm. Topics such as climate change and sustainable development are out there and cannot be ignored, cannot be reduced through persuasive accounts and, therefore, need to be embraced.

The Implementation of Constructivism Theory to Develop Religious Character on Students with Special Needs

This study aims to determine the application of humanist theory in the development of religious character in inclusive schools. The research method used is grounded theory design which aims to emphasize conceptual thinking and theory formation from the application of constructivism theory in developing religious character in inclusive schools. This is because; (1) the limitations of children with disabilities in developing their potential, (2) constructivism theory gives students freedom in constructing ideas related to religious character, and (3) the obstacles of children with disabilities in constructing ideas, ideas and knowledge. The results of the research on students' knowledge construction process in inclusive schools are very varied. Children with cognitive disabilities and autism have difficulty constructing knowledge, but it is more a process of repeated habituation. For children with disabilities, there is no problem in constructing knowledge but difficulty in implementing it in the form of behavior. Visually impaired children need other people as sensory aids and have no problems in behavioural practice, while speech and hearing impaired children have difficulty adjusting to normal learning patterns, because they cannot hear and speak and need teachers who can sign language. So cognitive and mental limitations hinder the process of constructing knowledge of religious character, for the implementation of character values is carried out by habituation of patterned behaviour by strengthening the process.

Pengembangan Modul Program Linear Berbasis Konstruktivisme untuk Siswa Prakerin

Mathematics modules should have self-instructional, self-contained, stand-alone, adaptive, and user-friendly characteristics and be able to describe students' knowledge construction processes in studying teaching materials through modules. This development research adopts the ADDIE theory. The resulting product is a constructivism-based mathematics module for internship students. The validation results of material and design experts stated that the resulting product was excellent. Data were also obtained from small and large group instrument questionnaires and the results of assignments and linear program formative tests. The results of the XI Marketing 1 class module assignment with 35 students for the KKM 70 mathematics subject are completeness of 74.3%; unfinished 25.9%. Formative test results for class XI Marketing 1 Linear Program with 35 KKM 70 students in the learning process using the module obtained an average value of 72.43; complete 77.1%; incomplete 22.9%. Formative test results for class XI Marketing 2 with a total of 35 students in the KKM 70 learning process using textbooks obtained an average score of 60 with 54.3% complete and 44.7% incomplete. Learning using the Constructivism-Based Linear Programming module is more effective and can form student independence.

Knowledge Construction on Traditional Massage Healer in Sipirok, Tapanuli Selatan District

This paper examines the health culture system of a community with a focus on the knowledge construction process in traditional medicinal practices called massage healers. The villagers still choose traditional practices as the main or alternative treatment in dealing with their illness with various explanations. This explanation is also related to the side effects of chemicals and the relatively high cost of modern medical treatment. The primary methods for collecting data for this study were qualitative, including participant observation, in-depth interviews with key informants, and four months of fieldwork. A holistic analysis is carried out on all field data to unravel the knowledge construction on the research subject. The findings of this study showed that the knowledge construction process within traditional massage healers persists throughout their clinical experience and is related to cosmology, and accumulates over time and from one patient to the next. The method of acquiring knowledge also varies; through stories from other people in the village or pharmacists, experiences in treating patients, dreams, and whispers from ancestors, villagers, relatives, and other healers. Experience and information from all sources of knowledge provide feedback on the enrichment of existing knowledge, techniques, and better healing strategies for patients.

The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child by Morgan G. Ames

Reviewed by: The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child by Morgan G. Ames Daniel Lövheim (bio) The Charisma Machine: The Life, Death, and Legacy of One Laptop per Child By Morgan G. Ames. Cambridge, MA: MIT Press, 2019. Pp. 309. Global digitalization, connectivity, and the vision of "computers for all" are examples of how narratives of technology and education can be combined to invoke powerful and far-reaching promises of social change in contemporary society. In The Charisma Machine, Morgan G. Ames gives a fascinating case study of these visions. Launched in 2005 and developed at the MIT Media Lab, the One Laptop per Child (OLPC) project built on the idea of giving all children across the Global South a computer of their own. It was led by Professor Nicholas Negroponte, who during that year toured the world stage and promised that the laptop was to be cheap but at the same time cute, powerful, and robust. Furthermore, his message was that the project not only had the possibilities to connect poor and rural areas with the rest of the world or to stimulate young kids to become programmers. It also held the potential, Negroponte claimed, to end poverty, save the environment, and create peace. The Charisma Machine sets out to follow the OLPC project from the beginning to its deployment in South America, with a special focus on Paraguay, where the author spent seven months as an observer. Ames uses different sources and methods in her study, from speeches, public mailing lists, and discussion boards to ethnographic fieldwork and interviews. The first part of the book traces the intellectual roots of the OLPC back to the 1960s and another influential professor at MIT, Seymour Papert, who was among the first to express visions of one computer per child. Papert's own learning theory, called constructionism, built on the idea of children as active learners in knowledge construction processes. Another important part of the OLPC's background was the hacker culture ethos of MIT, which from its early years had hailed passionate and playful attitudes to computers and programming. Both Papert's learning theory and the hackers' ethos relied, the author claims, on particular social imaginaries of childhood and technology that were invested into the OLPC project—imaginaries of a creative, boyish, and rebellious persona that in many ways was able to teach itself and thus leapfrog traditional ways of learning. In her analysis of both the utopian promises of the laptop's potential and the way it was planned and designed through the ideas of social imaginaries of childhood, Ames uses the concept "charismatic technology"—a term inspired by both Max Weber and the science and technology studies field to describe how objects, not only humans, can be seen as charismatic and having an agency. The charisma, she explains, lies not in what kind of object it is but in the promises that it invokes. The author does a good job at contributing to [End Page 608] existing research on computer-driven (educational) utopianism but also at placing the story of OLPC within a longer tradition of charismatic objects. In a historical perspective that involves the last two hundred years, the laptop becomes yet another part of a tradition in which new technologies—railroads, radio, the internet—have been understood as groundbreaking and as creators of new paths to freedom and (male) individualism. In the remaining chapters of the book, the author presents how the OLPC—which never really became the global success that the developers had hoped—along with its charisma, was exported to Paraguay, where it met with administrators, teachers, children, and parents of a completely different context than the one in which it was designed and developed. Ames convincingly shows that the project encountered obstacles of both a technical and social nature that together painted a different picture than the enthusiastic visions of reduced poverty and playful learning. Breakage and software problems were one aspect, language barriers formed another, as did gendered and socioeconomic factors. The findings demonstrate that even if some children did try to use the laptops in the hacker-inspired way that Negroponte and his team...

Ontology Learning Applications of Knowledge Base Construction for Microelectronic Systems Information

Knowledge base construction (KBC) using AI has been one of the key goals of this highly popular technology since its emergence, as it helps to comprehend everything, including relations, around us. The construction of knowledge bases can summarize a piece of text in a machine-processable and understandable way. This can prove to be valuable and assistive to knowledge engineers. In this paper, we present the application of natural language processing in the construction of knowledge bases. We demonstrate how a trained bidirectional long short-term memory or bi-LSTM neural network model can be used to construct knowledge bases in accordance with the exact ISO26262 definitions as defined in the GENIAL! Basic Ontology. We provide the system with an electronic text document from the microelectronics domain and the system attempts to create a knowledge base from the available information in textual format. This information is then expressed in the form of graphs when queried by the user. This method of information retrieval presents the user with a much more technical and comprehensive understanding of an expert piece of text. This is achieved by applying the process of named entity recognition (NER) for knowledge extraction. This paper provides a result report of the current status of our knowledge construction process and knowledge base content, as well as describes our challenges and experiences.

Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy

ABSTRACT This case study of classroom practice examined what preservice teachers learned about young children’s metacognitive thinking processes and constructivist pedagogy through a classroom project. Thirty preservice teachers engaged in a semester-long metacognitive project in which they conducted four sessions with a group of young children. The project was designed to help preservice teachers to foster young children’s metacognitive thinking processes and to become reflective about their roles as constructivist teachers. Their final reflections on the metacognitive project experience were analyzed through the theoretical lens of Kroll and Ammon’s dimensions of constructivist teacher education. These preservice teachers demonstrated understanding of the key ideas of metacognition and constructivist teaching, including understanding the role of representation in knowledge construction process, building an autonomous learning community, articulating children’s knowledge-building processes, and engaging in the cycle of reflective teaching practices. They understood the importance of children’s metacognitive thinking in the construction of knowledge and how to adapt their roles as learning partners.

Handling translations of data for qualitative research

Qualitative research conducted in a non-English speaking setting requires the researchers to prepare and present translations of data, and then to report on the project in English to reach a global audience. This paper considers the process and ethical considerations involved in such an invisible methodological phase. This includes activities undertaken before data analysis and at the point of data presentation in order to convey participants’ original meanings and fulfil translation ethics. It focuses on educational research using the constructivist-interpretive paradigm on the grounds that its knowledge construction process involves different parties and demands both researchers and the researched to co-construct knowledge. Therefore, researchers in this paradigm might encounter dilemmas around translating data generated from interviews with non-English speaking participants. This paper offers strategies to address translation dilemmas for bilingual researchers based on the existing literature and own experience.

Exploring the Learning Process and Effectiveness of STEM Education via Learning Behavior Analysis and the Interactive-Constructive- Active-Passive Framework

Given the inadequacy of assessed outcomes (e.g., final exam) and the importance of evaluating the learning process in STEM education, we use deep learning to develop the STEM learning behavior analysis system (SLBAS) to assess the behavior of learners in STEM education. We map learner behavior to the ICAP (interactive, constructive, active, passive) framework, helping instructors to better understand the learning process of learners. The results show that SLBAS exhibits high accuracy. Moreover, Cohen’s kappa coefficient between expert coding and SLBAS is high enough to support replacing expert coding in the observation method with SLBAS to recognize the learning process of learners during STEM activities. Finally, statistical analysis establishes a correlation between the learning process and learning effectiveness. The results of this study are in line with most previous studies, demonstrating that STEM education differs from traditional teacher-centered courses in that it helps learners to improve the process of knowledge construction with practice and hands-on opportunities rather than simply receiving knowledge passively.

Professionalism vs. Ideologization in the Hungarian Candidate Dissertations in Educational Science in the 1970s

After World War II, the Soviet model was introduced in the countries of the Eastern Bloc, including Hungary, not only in the political, economic, and social spheres, but also in the field of science, and within it, in the system of qualification. The system introduced – which remained in place until 1993 – was aimed at creating a new intellectual class, so candidates had to meet political as well as professional requirements. In a pilot study on the process of knowledge construction in the next generation of scientists, we analyzed reviewers’ opinions on doctoral dissertations in the 1970s. The theoretical framework was provided by Stichweh and Becker’s notion of discipline and Bourdieu’s field theory on the functioning of scientific disciplines. Qualitative content analysis was used to process 20 reviews. Although the candidates had to meet both professional and political criteria, the referees put more emphasis on professionalism. The analyzed reviewers’ opinions of the show, that those within the scientific field already had more flexibility than those wishing to enter it, but that this meant only relative research freedom.

Licentîa Hypomnema: Reflexões e Percepções na Formação de Educadoras(es)

Abstract Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student’s teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.

The Efficacy of Students‟ Knowledge Construction Process in Computer-Supported Collaborative Learning (CSCL) Environment: A Malaysian View

The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.

Pesquisa de Impacto: Teoria e Prática no Mundo Corporativo

ABSTRACT The impact that research has on society cannot be measured just by the amount of attention (citations) that it receives. High-impact research is relevant to society and is helpful to strengthen or modify its practices. However, decision-makers have to address society’s demands and participate in the knowledge construction process, primarily through the proper use of scientific findings. Thus, the approximation between theory and practice is essential for the research to be relevant,. In this context, I propose a reflection on research relevance and its connection with practice in the corporate world. It is noteworthy that, despite extensive studies in the fields of management, corporate governance, and sustainability practices, we continue to face frequent corporate scandals. So, where is the flaw in this process?

Interactive Knowledge Construction in Medical Problem-Based Learning: A Corpus-Based Study

Introduction: Due to methodological limitations, process-oriented studies have analyzed a group or fragments of problem-based learning (PBL) tutorial talk. Studies that examined several PBL tutorial talk and profile talk data into linguistic categories within a mixed methods analysis are scarce. The study aims to describe the knowledge construction processes of graduate entry medical students at Derby medical school PBL hybrid curriculum in the United Kingdom.

Atención de los profesionales de la salud a personas trans en América Latina y el Caribe

Health care is important for the transitions of people with trans life experiences and to strengthen the processes of health and disease. Health professionals are educating and accompanying agents; however, the literature frequently reports that there are barriers perceived by professionals regarding their competencies to accompany such processes, in addition to others related to social representations regarding trans identities, the limited scientific evidence regarding the processes of gender reaffirmation and representing the communities themselves according to their historical and sociocultural characteristics. The aim of this study was to analyze the characteristics of scientific articles published during 15 years regarding health care for trans persons in Latin America and the Caribbean. A systematized review of articles published in four databases between 2005 and 2020 was carried out. 20 studies were analyzed in the research. Most of them report the perceptions of trans communities and, less frequently, the experiences of health professionals on health care. The results allow the identification of barriers that influence the processes of care and the challenges to improve it. The deficient and insufficient training of professionals on trans identities and differential and affirmative gender approaches stand out, as well as the need to strengthen comprehensive approaches among the academic and health communities and the generation of trans affirmative public policies. On the other hand, the results evidence a construction of science with respect to gender that is cisnormative and invisibilizes gender diversities. In addition, many of the studies establish vertical relationships between participants, including researchers, which generates research dynamics in which trans communities are considered more as informants and less as expert peers, community researchers or participants in a collaborative and co-creative research process. These findings support the need and renew the urgency to generate processes of knowledge construction with and for trans communities that allow nurturing educational, social, public policy and health spaces that represent their needs for gender transitions, in case the person considers so, and that welcome in an integral and humanized way the processes of health and disease. Research on health and health care in trans communities both in Colombia and in the rest of Latin America and the Caribbean does not show the implementation of health policies focused on the community and that respond to their health needs. Health professionals, around the world, should accompany from care actions focused on the processes of self-identification and self-determination of gender. Being recognized and made visible based on gender identities and expressions has a positive impact on the mental health of trans people and their well-being. In professional practice, it is important and essential to overcome the barriers of social inequality, promoting a critical social vision and understanding of the reality of this population. It is necessary to expand research from gender diversities and separate from the LGBTIQ+ umbrella given the complex social, cultural, biological, and psychological diversities faced by each community. As for health professionals, it is necessary to deepen the measurement and understanding of attitudes, knowledge, beliefs, skills and gaps identified by all staff, from doctors and nurses to institution managers. This in order to articulate and triangulate information and develop intervention programs aimed at comprehensive and accessible care, especially for their reports about the little information on sexual and gender diversity received during their professional training process and organizational culture. Finally, each country should develop clinical guidelines based on local, national, and international evidence that responds to the psychological and sociocultural needs and experiences of trans communities that include the process of gender transitions from hormone therapy, affirmative surgeries and other non-binary processes of gender expressions, family, psychosocial support, and community accompaniment. https://doi.org/10.16888/interd.2023.40.1.4

Multicultural Education: Concept, Emergence and Dimensions

Multicultural education is emerging perceptive in today's education. Most of the educator and tutors need to aware how to treat the culture diversity of students in the teaching learning process. This cultural phenomenon basically influences on in building school structure and curricula implementation in school. This multicultural perspective emerged during the 1960s and more influential till now. It has cleared that this emerging concept needs to address for ensuring the equity in education of students. For this, Banks provided the five dimensions viz. content integration, knowledge construction process, prejudice reduction, equity pedagogy and an empowering school culture and social structure to address the cultural diversity of people in education.

Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography

Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of knowledge construction processes. In this paper, quantitative ethnography was used to mine the comments generated from comment-based PA activities to reveal the characteristics of student teachers’ knowledge construction and the developmental trajectories of knowledge structure at different learning stages. The experimental results show that the student teachers’ knowledge structures and knowledge levels evolve in the PA environment, and the cognitive network gradually tends to become more complex and balanced. The student teachers showed stage and gender differences in the level of knowledge progression during the learning process. The second PA was a turning point in knowledge progression. The knowledge structures of the male and female groups are biased towards different kinds of knowledge elements.

O ensino presencial no curso de fisioterapia: lições deixadas pela pandemia

With the COVID-19 pandemic, teaching needed to be suddenly changed to the emergency remote teaching format and after the return to face-to-face teaching there were changes. To present the professor's perception of the contributions of emergency remote teaching to their professional role in the face-to-face model. This is a qualitative research with interviews with professors who taught in the Physiotherapy course at the Midwest State University during the emergency remote teaching. Ten professors were interviewed. Learning was characterized in its knowledge construction process, models involving active methodologies were the most used, human contact gained relevance in the comments. All professors transformed their didactic action. The emergency remote teaching model promoted changes in the way of teaching and teaching models based on active methodologies were more incorporated into the face-to-face model.

Knowledges From the South: Reflections on Writing Academically

In this paper we dialogue on the process of knowledge construction working through and disrupting academic regulations. We build on the reflections born of our own research doing indigenous research of biographies of schooling of Mapuche women, as feminist, indigenous and non-indigenous scholars latinx scholars. We focus on three tensions working on knowledge in and beyond academic spaces. First, the ways in which the knowledges (in plural) that comes from our own biographies usually is left out of academic conversations and moved into what we call invisible zones. Second, the work of translation and translanguaging as we move across language barriers and geographic places in our work, and what these processes afford across geographic and conceptual zones of “north” and “south.” Thirdly, the naturalized understanding of knowledge as a product in academic spaces and the ways in which we can reimagine and display complex and complicated ways of doing the research work otherwise.