Construction Of Knowledge Research Articles

AI in Education: Unveiling the Merits and Applications of Chat-GPT for Effective Teaching Environments

Background: Artificial Intelligence (AI) is increasingly integrated into educational systems, making it indispensable. Chat-GPT, a prominent AI tool, is anticipated to shape the future of education and learning. Objective: To analyze the impact of Chat-GPT on students' learning experiences. Methods: Design: Development of a semi-structured interview tool, validated by experts. Data Gathering: Content analysis, akin to a qualitative approach. Results: Respondents' perceptions of Chat-GPT in education highlighted: Merits: Identification of elite benefits. Applications: Potential areas of application and exploitation. Conclusion: Chat-GPT shows significant potential to enhance the instructor-student connection and create effective teaching environments. When combined with pedagogical strategies and information/communication technologies (ICTs), it supports knowledge construction and skill acquisition.

Using the Common knowledge Construction model to develop story writing skills among middle school students

Using the Common knowledge Construction model to develop story writing skills among middle school students

Monika Amsler (Ed.), Knowledge Construction in Late Antiquity. (Trends in Classics. Supplementary Vol. 142.) Berlin/Boston, De Gruyter 2023

Monika Amsler (Ed.), Knowledge Construction in Late Antiquity. (Trends in Classics. Supplementary Vol. 142.) Berlin/Boston, De Gruyter 2023

Research Methodology Courses in Advanced Studies in Education: Trends from the Portuguese Case

The identification and characterisation of all course syllabus on research methodologies in education in advanced studies in education allows to present the current Portuguese teaching and learning scenario in this field for the first time. The approach for the development of this empirical work was a national survey of all master's and doctoral programmes in education and in teaching, coding and translating the information. The data collected was validated with the respective higher education institution, the master or doctoral coordinator and the teacher responsible for the research methods teaching. A qualitative based methodology through descriptive statistical analysis enables a presentation of trends in the design and organisation of the course syllabus. The results show a research knowledge that is fragmented and not clear. The descriptions of course syllabus undervalue the epistemological and methodological issues inherent in the construction of scientific knowledge in education. Privilege is given to the operationality of the methodology with a view to developing a scientific project.

Electric paradigms from Volta to Maxwell

Abstract The paper argues that the ideas of scientific revolutions, normal science, paradigms and their shifts proposed by Thomas Kuhn in 1962 do not help with the understanding of the construction of electrical knowledge in the nineteenth century. That probably explains why many of the key figures in developing that extraordinarily important science, such as Humphry Davy and Michael Faraday, were not discussed by Kuhn. It also illustrates the neglect by historians and philosophers until the 1980s of the power of experiment.

An analysis of learners' mental constructions in learning and solving trigonometric equations

Learners' construction of mathematical concepts is an issue of global concern. As a result, scholars advocate that mathematical topics identified as problematic for learners should be analyzed through research. This paper reports on an APOS (action, processes, objects, and schema) analysis of Grade 11 learners' mental constructions of trigonometric equations. The aim is to reveal the nature of the learners' mental constructions rather than provide a statistical analysis of their performance. This qualitative study was conducted with 17 purposively selected Grade 11 learners doing pure mathematics. The data used in this study were generated from learners' written responses and semi-structured interviews. Using the constructs of APOS theory, our analysis of learners' mental constructions revealed that most learners are operating at the action stage, which means that their knowledge construction of trigonometric equations is at the developmental stage. We further observed that learners needed external cues to trigger their thinking of how they should go about solving the trigonometric equation. All the procedural steps were explicitly written down, meaning they did not internalized the process of solving trigonometric equations. Furthermore, our analysis revealed that while learners can carry out procedures, meaning they can perform step-by-step procedures, they struggle to integrate concepts. The struggle to integrate concepts emanates from not constructing the concept image of trigonometric equations but rather constructing the concepts as isolated facts. Based on the findings, we argue that for learners to develop a schema for trigonometric equations, instructional strategies must focus on helping learners construct the concept image of trigonometric equations. Construction of the concept image will help learners start to internalize the procedures, thus leading to the interiorization of action to process and then encapsulate the process to an object stage.

Insertion of agronomy and animal science course students in bovine slaughterhouses, in mato grosso do sul, directs learning: a rural extension perspective

Rural extension is a tool that has become essential for the efficient and rapid implementation of good agricultural and livestock practices, seeking the development of rural properties. Carrying out an internship provides the student with professional and personal growth, as having the opportunity to follow the routine of their future profession allows them to improve their learning. In this context, the article explored the insertion of students from Agronomy and Zootechnics courses in beef production, on properties and in beef slaughterhouses. Describing the targeted experience and learning of students, it can contribute to carcass yield and meat quality, highlighting the importance of the partnership between the University, producers and agribusinesses. During the months of November 2022 to January 2023, students from the Agronomy and Zootechnics courses followed the activities of a company in the state of Mato Grosso do Sul, which carries out technical monitoring of slaughter, and provides consultancy to improve the quality of beef. Given the aspects reported, we can say that carrying out this internship contributed to providing new experiences for these students, especially in rural areas and meat quality. Making it possible to improve and consolidate knowledge about cattle farming, animal nutrition, health management, slaughter and meat quality. By carrying out activities during the internship, it served to influence professional training. The activities proved to be extremely relevant in the construction of theoretical-practical knowledge among those involved, industry, company, students and producers and the suggestions given to producers provided differentiated training as it covered different areas of the beef cattle production chain.

Construction of Civic Knowledge about Morality through the Development of Digital-Based Learning Materials

AbstractMoral education has become an urgency in shaping students' character through school learning. The purpose of this research is to produce a digital-based learning material product that is suitable for use by Pancasila Education teachers in the learning process for students. The research method used is research and development using the 4D development model consisting of the define, design, develop, and disseminate stages. Product validation will be conducted by content validator, media validator, Pancasila Education teacher, and 33 seventh-grade students. The results of the study show that moral education is a need for students to overcome deviant behavior. Teachers must also be able to create effective, efficient, and enjoyable learning activities. The developed digital-based website learning material obtained a very suitable category from the content expert validation with a score of 91%, media expert validation 98%, Pancasila Education teacher assessment 92% and was considered very interesting by students with a score of 91%. It can be concluded that the digital learning material with the material on the position, function, and application of Pancasila values is highly suitable and recommended for use in the Pancasila Education learning process.-----------------------------AbstrakPendidikan moral menjadi urgensi dalam membentuk karakter peserta didik melalui pembelajaran di sekolah. Tujuan penelitian ini yaitu untuk menghasilkan produk berupa materi pembelajaran berbasis digital yang layak digunakan oleh guru Pendidikan Pancasila dalam proses pembelajaran pada peserta didik. Jenis Penelitian yang digunakan yaitu research and development dengan menggunakan model pengembangan 4D yang terdiri dari tahap define, design, develop, dan disseminate. Uji validasi produk akan dilakukan oleh validasi materi, validasi media dan guru Pendidikan Pancasila serta siswa kelas VII sebanyak 33 siswa. Hasil penelitian menunjukkan bahwa edukasi moral menjadi kebutuhan siswa untuk mengatasi perilaku menyimpang. Guru juga harus dapat menciptakan kegiatan pembelajaran yang efektif, efisien, dan menyenangkan. Materi pembelajaran berbasis digital website yang dikembangkan memperoleh penilaian kategori sangat layak dari validasi ahli materi dengan skor 91%, validasi ahli media 98%, penilaian guru Pendidikan Pancasila 92% dan diperoleh kategori sangat menarik dari siswa dengan skor 91%. Dapat disimpulkan bahwa materi pembelajaran digital dengan matan materi kedudukan, fungsi dan penerapan nilai-nilai Pancasila sangat layak dan direkomendasikan untuk digunakan dalam proses pembelajaran Pendidikan Pancasila.

Winners and losers: Class dynamics and social protection in Pakistan

AbstractThis study responds to the recent call in the literature for the interrogation and understanding of how social protection is accessed and distributed among various groups and classes of society. It explores who stands to win and lose from social protection through the lens of social class using the case study of Pakistan, where the elite class holds significant sway over decision‐making. Using a unique mixed methods approach, this study offers a two‐fold contribution: First, it applies cluster analysis to group households based on their socioeconomic demographics, with clusters serving as proxies for class and thereby giving unique insight into class composition in Pakistan. Second, it provides analysis of access to and experiences with social protection of households in different classes. The study concludes that social protection in Pakistan is insufficient in reaching and aiding lower‐class households. Instead, it predominantly benefits the wealthy, reinforcing a cycle of privilege and disadvantage among different socioeconomic classes. This study contributes to the construction of knowledge on how concentration of power within an elite group leads to resource allocation that perpetuates existing inequalities, hinders social progress and amplifies challenges faced by the lower classes.

Категориальная методология в формировании аппарата концептуализации

There is reason to believe that the growth of international tension, various crises and conflicts are generated by numerous and continuing to increase imbalances in the distribution of various resources. The worldview that is familiar to most on the vanguard role of science and education in permanent social progress is being replaced by the dominance of technology and technology in modern civilization and culture. The concept of cognition as reflection is criticized. It wasproposed to apply the concept of K.Popper's three worlds more widely. It is concluded that cognition and knowledge complement the physical and mental in an object, mak-ing it accessible to a person. Concepts are units of knowledge that convey meanings and contents, and catego-ries are formations responsible for routing thinking. The difference between concepts and categories is func-tional. Modern constructions of knowledge must not be inferior in levels of organization and internal diversi-ty to natural and technical systems. In this vein, categorical methodology, combining categorical-system methodology (CSM) and the theory of dynamic information systems (TDIS, DIS), makes it possible to devel-op cognitive tools that use the apparatus of digitalization in the interests of experiments that automate the procedures for constructing concepts.

EPISTEMOLOGY AND INSTRUMENTALIZATION OF INTERDISCIPLINARY STUDIES: AN ITINERARY ON SCIENCE, METHODOLOGY AND FEMINIST PERSPECTIVE IN RESEARCH

The positivist and Cartesian influence on what we know today as science determines a compartmentalization of knowledge that can be an obstacle to studies of complex society. In this sense, interdisciplinary work is an option for the construction of knowledge that not only reflects reality, but also serves to build a better society. Interdisciplinarity, however, needs to be connected to a methodological rigor that guarantees the scientific nature of the knowledge constructed. In this sense, this article aims to outline a hypothetical-deductive theoretical itinerary regarding the multiple possibilities of interdisciplinary work, which involve overcoming the compartmentalization of knowledge constructed from an obsolete epistemology, towards a science with an objective perspective, which is illustrated by feminist studies.

Translation and Knowledge Construction of Western Books: A Case Study of John Fryer’s Translation Activities

Please refer to the URL that includes this article for the abstract.

An Ecological Discourse Analysis of University English Textbook Discourses

Textbooks are important carriers for knowledge construction and value penetration. In this paper, two discourses are selected and analyzed from the perspective of ecological discourse analysis. By analyzing the distribution features of transitivity processes, mood and modality system, the paper explores the implied ecological ideology in the discourses.

The Dilemma and Transformation of Teacher Roles in the Context of ChatGPT

Artificial intelligence such as ChatGPT has had a huge impact on the development of education. With the development and application of ChatGPT in the field of education, the issue of teacher roles being challenged has received widespread attention. This article discusses the development issues and transformation paths in the context of ChatGPT. This article believes that the role of teachers faces some challenges under the impact of artificial intelligence and urgently needs to adapt and transform. These issues include the weakening of teacher authority, alienation of teacher-student relationships, insufficient self-awareness of teacher roles, and a gap between knowledge and practice in teacher teaching practice. Based on this, this article analyzes that teachers need to transform from the original single teaching mode to guides, learning partners, "pilots" collaborative educators, integrators of teaching resources, and cultivators of knowledge construction for student learning. Therefore, to help teachers achieve better identity conversion, this article proposes the following suggestions. Teachers should fully understand their educational attributes, actively explore scientific educational methods, enhance their educational technology capabilities, integrate new-era educational resources, and help students become the leaders of learning.

Study of the Effect of ChatGpt on the Development of Research Capacity of Higher Education Students

As a relatively mature generative AI technology, ChatGPT's application in education and scientific research has attracted wide attention. This paper investigates the current situation of ChatGPT use among college students and the impact of ChatGPT on their scientific research capabilities and analyzes that the current application effect of ChatGPT in learning is relatively positive, but there are still problems such as inaccurate and insufficient quality of the generated text. At the same time, ChatGPT is of great help to college students in terms of perception ability, language comprehension ability, language expression ability, data collection ability, and knowledge construction ability, but it is not significantly helpful for the improvement of students' teamwork ability, problem discovery ability, innovative thinking ability, and innovative practice ability. Given the current problems in the use of ChatGPT and the challenges it brings to the development of students' scientific research ability, this article provides corresponding countermeasures and suggestions from multiple perspectives.

Making Mathematics Accessible to Visually Impaired High School Learners in South Africa: Teachers’ Instructional Approaches, Assistive Devices and Challenges

ABSTRACT This case study explored the instructional approaches and assistive devices employed by high school mathematics teachers in teaching visually impaired (VI) learners and the challenges encountered by the teachers in facilitating the learners’ construction of mathematical knowledge. The participants were two high school mathematics teachers from a special school for the visually impaired in South Africa. Data was collected via semi-structured interviews and lesson observation. Inadequate skills in using Braille codes, time constraints, lack of learners’ home support structure, and technology failure are some of the challenges encountered by the teachers in teaching the VI learners. The approaches used by the teachers to teach mathematics to the VI learners in this study are direct instruction, contextual linking, scaffolding, peer tutoring, and problem-solving. The technologies the teachers used included text enlargers, text translators, text embossers, structure embossers, and scientific talking calculators. The study recommends in-service training for teachers teaching mathematics to

POPULAR TEACHING AND KNOWLEDGE: A HISTORICAL APPROACH OF THE COMMUNITY OF MAZAGÃO VELHO, AMAPÁ, BRAZIL

The approach of this research focused on the dissertative study on the implications for Teaching generated by precepts and cultural knowledge in an Afro-descendant community in Mazagão Velho, located in Amapá. Velho/AP. Thus, the investigation aimed to analyze current legislation on the topic of ethnic and racial plurality and the role of public schools in the updated conception of teaching developed in its Afro-descendant community in the municipality of Mazagão/AP, guaranteeing this legislation. Methodologically, the research presented a qualitative investigation by understanding which proposed objectives reverberate in the Teaching of the final years of Elementary School at Teacher Antonia Silva Santos state school, which were answered considering interviews with pedagogical coordinators and questionnaires with six teachers, two pedagogical coordinators and one manager. The results emphasize the relationship of those involved with the identity context of teaching in the community of Mazagão Velho, as well as the construction and advancement of educational knowledge on cultural themes and knowledge relating to popular traditions and the Afro-descendant community. The investigation presented a fragment of the educational context of Mazagão Velho/AP, continuously outlining and moving in time and space through its timely manifestations and cultural practices within society.

What We Learn From Comparison: Some Epistemological Remarks

This article deals with the comparisons between testimonies and theoretical works on Nazi and Soviet camps carried on within literary studies. Going beyond the debates about potentially antagonistic memories of those two regimes, the comparison contributes to decompartmentalizing research, infusing it with new dynamics and methods as well as the adoption of a renewed approach to the construction of knowledge. Indeed, by conducting textual comparisons rather than basing their research on the study of facts, the researchers in the field of literary studies were able to question narrative strategies and the positions of certain works within their host cultures. Debates on the generic aspects of literary testimonies have thus helped shift the focus from the specificity of the experiences they described to their status and form. The article then compares the two bodies of texts from the point of view of their possible use as historical sources, and analyzes a few examples of narrative strategies.

‘My English seems not enough’: moving from language deficit views to Kazakhstani CLIL (content and language integrated learning) teachers’ funds of knowledge

ABSTRACT Our paper critiques the native speaker fallacy underpinning state-mandated policies requiring teachers who speak languages other than English to use it as the medium of instruction. Using a centre-based Funds of Knowledge (FoK) lens, we examine how Kazakhstani biology teachers navigate Content and Language Integrated Learning (CLIL) through English Medium Instruction (EMI). A qualitative analysis of teacher reflections, observations, narratives, and focus groups revealed their hybrid epistemic stance discernible in their shift between knowledge transmission and knowledge construction and their flexible linguistic stance when leveraging their students’ Russian and Kazakh linguistic repertoires to contribute to science understanding and learning in EMI. In highlighting CLIL as a travelling policy, our results revealed the complexities of integrating Western educational models into a post-Soviet system, challenging the theory-practice divide, because a centre-based FoK lens redirected our focus from Western standards to the recognition of teachers’ professional identities and EMI pedagogies as both contextually relevant and locally grounded. Hence, our results call for more inclusive and social justice theoretical lenses to bridge and engage with the pedagogical nexus when different linguistic, cultural and epistemological ways of being merge.

Artificial Intelligence in Higher Education: Enhancing Learning Systems and Transforming Educational Paradigms

This study ventures into the expanding role of artificial intelligence (AI) in higher education and its potential to revolutionize the learning experience. Through a qualitative approach, we investigate how advanced AI-driven educational tools can enhance learning systems through tailored learning experiences, AI-powered adaptive tutoring platforms, immersive digital learning environments, and AI-assisted assessment and feedback systems. From a theoretical perspective, we utilize the constructivist theory of learning as a study framework to explain the role of technology in AI-facilitated personalized and collaborative knowledge construction. This study was executed in three stages. First, we present a brief overview of AI and its recent impact on the education system, including its ethical considerations and implementation hurdles. In the second stage, we propose the potential implications for learning contexts through the constructivist lens, the process of AI-supported cognitive development, and the use of AI tools for optimizing educational processes through AI and transformation in educational paradigms and study work. The findings suggest that institutions can unlock new opportunities for efficiency, accessibility, and personalized learning by adopting AI technology, but they also highlight the need to address ethical considerations and implementation hurdles. This study also contributes to future studies by examining the impact of AI on student outcomes, teacher roles, and institutional practices in education, as well as exploring ethical and equity concerns in AI-driven educational settings.