Process Of Knowledge Construction Research Articles

Implementasi Inovasi Pembelajaran Geografi Tingkat SMA Dalam Kurikulum 2013

This article contains ideas about the implementation of high school level geography learning innovations in the 2013 curriculum as the heart of education and guidelines for learning. Geography is a science that studies the causal relationship of various phenomena and events that occur on earth, both physically and involving living things and their problems through spatial, ecological, and regional approaches. The results of the geographical study are directed to the interests of the program, process, and success of development. In the 2013 curriculum, geography subjects are grouped in the Social Sciences Specialization Subject cluster so that the study is more directed at the point of view of human existence and activities which are influenced by the dynamics of the physical nature. As a competency-based curriculum, the Geographys’ subject is set to have four Core Competencies (KI), namely competence in the aspect of living and practicing religious teachings, competence in affective aspects, competence in cognitive aspects, and competence in psychomotor aspects. Related to the study in this paper, curriculum makers must consider the scope and sequence aspects. The arrangement of geography material, both in scope and in sequence, will have an impact on the level of understanding and the knowledge construction process of students.

The Affiliation between Feminist Intellectual Paradigms in IPE and Post-positivism

The development of feminist IPE theory has been profoundly influenced by new schools of thought that have emerged since the Second World War, and in turn has had an impact on the world’s political economy. The critique of positivism in particular has led to an increased emphasis on post-positivist theory, and this paper argues that post-positivist ideas are consistent with the developmental lineage of feminist IPE and have guided feminist IPE. Feminist theory represents a new research path that has added a gender perspective to the field of IPE. Feminist theory has developed over the course of a complex and long process. In the sphere of IPE, feminist theory has addressed issues ranging from a critique of the absence of female perspectives on gender inequality in international relations to an attempt to bring gender issues into the global sphere more broadly. Whether from an intellectual paradigm or epistemological perspective, experience and integration have been longstanding themes in feminism. This article examines the intimate links between feminist IPE theory and post-positivist theory, analyses the content of feminism’s existing paradigms and processes of knowledge construction, and explores the development , current status and limitations of feminist IPE theory.

Projektnom nastavom ka međupredmetnim kompetencijama učenika

Given that the focus of educational policy is aimed at creating real learning opportunities in the function of achieving educational results that prepare students for life, it is necessary to overcome the traditional approach and change the learning paradigm, aimed at a more dynamic and engaged process of knowledge construction in real life environment. Project teaching/learning is an approach that belongs to a new paradigm and involves students' research orientation in teaching and learning, during which already acquired knowledge is used, new ones are acquired and creativity, self-regulation and teamwork in students are developed. Such an approach should, in theory, enable the achievement of the outcomes and subject standards, as well as the development of subject and interdisciplinary competencies. In that sense, the aim of the paper is to, through the analysis of existing examples of several realized teaching projects, investigate and point out the potentials of project teaching for the development of interdisciplinary competencies and to offer an instrument for planning project teaching. After analyzing the flow of learning within the project approach, as well as examples of project teaching from our schools, it can be concluded that this model significantly contributes to the development of interdisciplinary competencies, defined by the Law on Fundamentals of Education (2017).

Understanding the Dynamics of Knowledge Building Process in Online Knowledge‐Sharing Platform: A Structural Analysis of Zhihu Tag Network

Through structural analysis of 8‐year tag networks from online knowledge‐sharing platforms, this study finds that, with the scale of tag networks growing quickly, the growth trend of number edges indicates that tag network follows densification law. The clustering coefficient and the average shortest path of the network show that the rapid growth of network size does not bring about the compartmentalization of the knowledge network, and the degree distribution of tag networks shows a truncated power‐law distribution. According to the structural characteristics of the tag network, this study proposes a tag network model based on the BA model. Based on the preference attachment, the triadic closure mechanism is employed to construct the edges between the old nodes, which revises the limitation that the BA model only connects edges between old and new nodes. The results show that the simulation model matches the actual tag network structure well. The generation mechanism of the tag network model provides a reference for understanding the knowledge construction process of the online knowledge‐sharing platform to a certain extent.

Discrete Algorithms - Programming and Collaborative Work: An Experience From the Virtual Classroom Environment

Collaborative learning understands learning as a social process of knowledge construction that goes beyond the individual instance of analysis, conceptualization and appropriation. Discrete Mathematics and Cryptography are two subjects of careers with a systemic and computational profile suitable for the early introduction of programming. With the aim of stimulating student participation and the development of transversal competencies, such as the ability to face a problem, teamwork, programming in a new language, improving oral communication; and in accordance with the line of research in Mathematics Education and training for the improvement of teaching and learning processes in the university classroom, a series of problems were activated in the virtual environment so that students could try to solve them and communicate the results to their peers. The students showed totally adequate resolution qualities, they were timid in their oral communications, but capable of defending the resolution of the problem. That is to say that there is benefit from this type of learning based on the possibilities offered by the new technologies.

Knowledge for Whom? Inviting Students to Establish an Audience for Knowledge and to Shape Knowledge Construction Activities in a Biology Course.

One main obstacle for instructors in inviting students to design knowledge construction is the tension between prioritizing students’ ideas and maintaining the scientific validity of the activity. In this study, as a way of supporting students in shaping their own knowledge construction, the establishment of an audience for knowledge was enacted in a knowledge construction activity in a biology course. Applying the multiple case study method, this study aimed to explore whether and how the establishment of an audience for knowledge can support students’ shaping of knowledge construction that is both scientifically valid and meaningful to students. The recordings of 26 student discussions and student-produced artifacts were analyzed as the main data sources. Student-created audiences and the epistemic features of knowledge construction processes were identified, and how the establishment of the audience did or did not support students’ knowledge construction was inferred. The analysis revealed that the students first explicated their epistemic goals by creating audiences as persons who hold students’ uncertainties and then designed processes to resolve these uncertainties. This indicates that the created audiences could explicate the object orientation of student activities, serving as the central axis in the students’ subsequent shaping of the process to construct knowledge that is meaningful to themselves. However, the activity had limited value in supporting the students’ plans for scientifically valid knowledge construction. The instructional strategies that are needed to support students in maintaining scientifically valid plans in practice are discussed. This study has pedagogical implications for the development of instructional strategies to support students’ epistemic agency as they engage in shaping their own knowledge construction.

Outros saberes, outros fazeres

O presente artigo tem por objetivo trazer reflexões teóricas e filosóficas que possam ser aplicadas ao currículo de formação de educadores do campo, visando à valorização de saberes e fazeres musicais que orientam as práticas culturais em comunidades que compõe os povos do campo. Aplicadas ao curso de Licenciatura de Educação do Campo, que reúne em suas práticas metodologias como a alternância pedagógica e os princípios da Educação Popular, pensa-se na orientação do processo de construção de conhecimento para analisar lógicas musicais outras que atendam as especificidades do currículo. Nesse sentido, propõe-se a reunião de outras Pedagogias, Sociologias, Histórias e Antropologias a fim de constituir um espaço dialógico, emancipador e libertador.

Network Analysis for Learners’ Concept Maps While Using Mobile Augmented Reality Gaming

Using mobile augmented reality games in education combines situated and active learning with pleasure. The aim of this research is to analyze the responses expressed by young, middle-aged, and elderly adults about the location-based mobile augmented reality (MAR) games using methods of content analysis, concept maps, and social network analysis (SNA). The responses to questions related to MAR game Ingress were collected from 36 adult players, aged 20–60, from Greece, and subsequently analyzed by means of content analysis, concept maps, and social network analysis. Our findings show that for question 1 (How do you feel when you endow the geographical space with personal preferences?), there was a differentiation of the answers between age groups with age groups agreeing in pairs, the first two and the last two, while for question 2 (Do you think that the game offers opportunities for learning and teaching geography, building on your previous geographical knowledge?), there was an overlap in responses of participants among age groups. It was also revealed that the MAR games foster a constructivism approach of learning, as their use learning becomes an active, socially supported process of knowledge construction.

Analyzing online discussion data for understanding the student's critical thinking

PurposeCritical thinking is considered important in psychological science because it enables students to make effective decisions and optimizes their performance. Aiming at the challenges and issues of understanding the student's critical thinking, the objective of this study is to analyze online discussion data through an advanced multi-feature fusion modeling (MFFM) approach for automatically and accurately understanding the student's critical thinking levels.Design/methodology/approachAn advanced MFFM approach is proposed in this study. Specifically, with considering the time-series characteristic and the high correlations between adjacent words in discussion contents, the long short-term memory–convolutional neural network (LSTM-CNN) architecture is proposed to extract deep semantic features, and then these semantic features are combined with linguistic and psychological knowledge generated by the LIWC2015 tool as the inputs of full-connected layers to automatically and accurately predict students' critical thinking levels that are hidden in online discussion data.FindingsA series of experiments with 94 students' 7,691 posts were conducted to verify the effectiveness of the proposed approach. The experimental results show that the proposed MFFM approach that combines two types of textual features outperforms baseline methods, and the semantic-based padding can further improve the prediction performance of MFFM. It can achieve 0.8205 overall accuracy and 0.6172 F1 score for the “high” category on the validation dataset. Furthermore, it is found that the semantic features extracted by LSTM-CNN are more powerful for identifying self-introduction or off-topic discussions, while the linguistic, as well as psychological features, can better distinguish the discussion posts with the highest critical thinking level.Originality/valueWith the support of the proposed MFFM approach, online teachers can conveniently and effectively understand the interaction quality of online discussions, which can support instructional decision-making to better promote the student's knowledge construction process and improve learning performance.

Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019

This systematic review synthesized research on cognitive presence– the process of collaborative knowledge construction–in online learning to identify trends from two decades (2000 to 2019) of scholarship. A total of 30 articles on cognitive presence were analyzed to gain deeper understanding of the current state of research and identify the gaps in literature. The distribution of publishing years, countries, instructional setting, disciplines, research methods, data collection and data analysis methods, research topics and cognitive presence phases were reviewed. The review shows that the majority of the studies were carried out in higher education in the United States and Canada within the field of education. More than half of the studies used quantitative research methods, of which discussion transcripts were the prominent method for data collection and content analysis was used the most to analyze data. Research focus of these studies was mainly on instructional strategies and learning outcomes in the online courses. Among instructional strategies, reflection on practice, case-based learning, inquiry-based learning, and peer facilitation were most researched strategies. For learning outcomes, levels of cognitive presence (triggering, exploration, integration, and resolution), critical thinking, and interaction were examined the most. In addition, the frequency of students' contributions to online discussion were categorized using the Practical Inquiry Model and revealed that the highest contributions fell within the exploration and integration phases with a small percentage in triggering and resolution phases of cognitive presence. These results provide insights for educators, researchers, and instructional designers into the cognitive presence research trends to improve the quality of online learning.

Learning Together Online: Insights into Knowledge Construction of Language Teachers in a CSCL Environment

Sociocultural perspectives of learning emphasise the role of social interaction and activity in the process of knowledge construction and foreground the social-cultural settings in which knowledge construction occurs. This paper examines how in-service language teachers co-construct technological pedagogical content knowledge (TPACK) in asynchronous discussion and explores two significant areas: 1) the critical elements of TPACK and 2) the process and strategies of knowledge construction. As such, the focus of the paper is placed on the type of knowledge that is considered significant by language teachers and the process of knowledge construction, with attention to the communicative strategies and resources. Online chats from 13 teachers are analysed using both thematic and sociocultural discourse analysis. The results indicate that TPACK mainly concerns the affordances of technology and methods to integrate technology from teachers’ perspectives. In the process of co-constructing TPACK, teachers use different communicative strategies to negotiate meaning and achieve mutual understanding. Various contextual resources are exploited to facilitate and mediate the process of knowledge construction. This paper highlights the significance of context in developing knowledge, the need for providing participants with training for communicative strategies, establishing ground rules in collaborative work, giving ownership of task or topic to the participants and the importance of social talk.

Building professional identity during pre-service teacher education

This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher’s professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way.

Hotel za insekte - razvijanje međupredmetnih kompetencija kroz projektnu nastavu

In the conditions of dynamic social and technological changes it is necessary to introduce a more engaged process of knowledge construction in a realistic environment (Popović & Ristanović 2020). Project based learning is a form of teaching that enables the development of subjects’ and interdisciplinary competencies necessary for functioning in real life conditions. In this paper an example of good practice is described, i.e., course of the workshop, planned and realized within the project based learning. The workshop is intended for students of primary school in grades 4, 5 and 6 with the goal of bringing students closer to information about the importance and position of insects in nature through creative workshops - by making a hotel for insects. The activities are designed to arouse students' interest in nature and science, to have fun and to develop awareness of the importance of insects in nature, as well as the endangerment of some species, through play and wooden constructions. Also, one of the goals is to independently devise a way to increase the number of insects, to discover why insects are important for maintaining balance in nature, to devise how to make a hotel for insects in their garden and which materials to use for it, to develop interest and motivation for observation, learning and protection of insect species in their natural habitat.

Examining knowledge construction in three social interactive learning environments: a comparison of knowledge networks, social networks, and social knowledge networks

ABSTRACT Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by introducing an integrated environment of both knowledge- and people-centered network, a social knowledge network environment (SKN). The study aimed at comparing the three types of environments and investigated their effect on collaborative knowledge construction processes and individual learning outcomes. The quasi-experiment results indicated that these three environments differed in their effects on learners' knowledge construction levels, the sequential patterns, as well as individual learning outcomes. Learners in SN had a highest rate of social interaction than the learners in the other environments. KN learners had a higher rate of allocentric elaboration than SN learners. SKN learners showed a higher level of surface and elaborative application, reflection, and knowledge construction outcomes than KN and SN learners. The different roles of social interactions were further discussed across three environments.

Mapping Senufo: Reframing Questions, Reevaluating Sources, and Reimagining a Digital Monograph

AbstractMapping Senufo: Art, Evidence, and the Production of Knowledge– an in-progress, collaborative, born-digital publication – will offer a model for joining theories about the construction of identities and the politics of knowledge production with research and publication practice. In this article, we examine how computational methods have led us to reframe research questions, reevaluate sources, and reimagine the form of a digital monograph. We also demonstrate how our use of digital technologies, attention to iteration, and collaborative mode of working have generated fresh insights into a corpus of arts identified as Senufo, the nature of evidence for art-historical research, and digital publication. We posit that the form of a digital publication itself can bring processes of knowledge construction to the fore and unsettle expectations of a tidy, authoritative narrative.

Exploring the influence of interactive network and collective knowledge construction mode on students’ perceived collective agency

Collective agency has been investigated in many empirical studies on collaborative learning. However, there is limited research investigating how participants develop collective agency via online collaborative learning, and the correlation between group interaction mode and collective agency. This mixed methods study investigates a class of 40 third-year college students' online learning underlying a multiple-agent interaction design where collective cognition and collective agency are prominent design features. Process and perception data were collected from multiple sources, including surveys, log records, content analysis of postings, and semi-structured interviews. The results of the study indicated the effectiveness of the multiple-agent interaction design, by analyzing students' collective agency and the collective knowledge construction via social network analysis and content analysis. The findings drawn from linear regression analysis further suggested that interactive network patterns within a group were generally not associated with students' perception of collective agency, but the network clustering coefficient was negatively associated with students' perception of collective agency. Moreover, inter-group interaction and collective knowledge construction process were generally not associated with students’ perception of collective agency. The study extends the literature on collective agency as it explores overt indicators, such as social network parameters, which may help to reflect the level of collective agency. Results also provide implications for online collaborative learning design and further research on collective agency.

Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process

“Learning by design” is a widely used approach for developing teachers' technological pedagogical content knowledge (TPACK) in the context of designing technology-enhanced instruction. This approach offers teachers the opportunity to learn from colleagues with different areas of expertise. Despite the critical importance of teachers' collaborative discourse in mediating teacher learning in the design process, there has not yet been a TPACK review to analyze how researchers investigate this discourse. After a systematic literature search, we identified eleven TPACK studies from seven geographical regions that investigated teachers' collaborative discourse, and then examined how the researchers had structured and analyzed this discourse and integrated their findings. Our analysis identified four strategies used by the researchers to structure and promote teachers' collaborative discourse. We found that most studies relied on the “coding and counting” data analysis method to reveal the distribution of TPACK (sub)sets expressed in the collaborative discourse but not the dynamics of the knowledge construction process or the progression of the discourse. Although the studies generally provided initial evidence for the efficacy of the design process, this evidence was rarely based on changes in teachers' TPACK as enacted during classroom instruction or on the quality of the design outcomes. We thus propose a new conceptual framework that emphasizes the reciprocal knowledge exchange process between the TPACK of individual teachers and the knowledge shared by teachers through collaboration. This framework refocuses the attention of researchers on investigating and connecting teachers’ individual and collective TPACK and their development during the learning by design process.

Mediating worklife learning and the digitalisation of work

AbstractCompetence in contemporary working life requirements is increasingly aligned with electronically mediated tasks and work roles: ie, the digitalisation of work. This alignment necessitates workers learning and utilising the conceptual knowledge and ways of working needed for this work. This knowledge is often distinct from and displaces workers' existing ways of knowing, which threatens their competence and sense of self. Yet, it can be difficult to access, learn and practice, requiring it to be mediated through interventions making it knowable. For working age adults, this often needs to occur through work activities for efficacy and practical reasons. These worklife learning issues are discussed here from a cultural psychological perspective, drawing on studies of contemporary work and human cognition, considerations for how these forms of knowledge can be made accessible and their processes of knowledge construction be supported. Four key propositions are advanced: (a) this knowledge needs to be made accessible to be engaged with and learnt; (b) that can often best occur in work settings; (c) workers' occupational subjectivities need accommodating; and (d) electronically mediated forms and artefacts offer means to make that knowledge accessible and support its learning. Hence, learning, work and digitalisation are reciprocally aligned in promoting both the initial and ongoing development of workers' capacities.Practitioner notesWhat is already known about this topic?The knowledge required for work constantly changes.Digitalised work has changed the requirements of much work and many occupations.Conceptual and symbolic knowledge are required for competence in digital kinds of work.Many studies have illustrated the impact of digital technologies across a range of occupations and industry sectors.What this paper adds?An elaboration of how the knowledge to be learnt and ways of knowing have changed in digital work.Considerations of the implications of the changes for worklife learning (lifelong learning).The importance of digitalised artefacts mediating access to this knowledge through symbolic representations.Implications for practice and/or policyWorking age adults need to be able to access the kinds of knowledge required for digitalised work.Worksites and work practice are potentially the optimum circumstances for accessing and learning this knowledge across working life.The ability of this knowledge to be represented symbolically is a key basis for workers ongoing learning of digitalised work requirements.Digital technology offers means for the conceptual representations to be made accessible.

Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions

ABSTRACT This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students’ translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students’ understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting.

Enhancing students\u2019 language in collective processes of knowledge construction in group work: the case of enlarging figures

Against the background of providing learning opportunities for meaningful mathematics for all students, the presented Design Research study had the goal of investigating how to support students facing language barriers while learning mathematics in phases of unmoderated group work. For this purpose, learning meaningful mathematics and demanding discourse practices are connected with quality interaction characteristics identified in research on productive group work. This theoretical consideration was implemented in a learning arrangement on similarity by means of four design principles for enhancing language in group work on meaningful mathematics. The empirical insights show to what extent the intended demanding discourse practices and quality interaction characteristics can be identified in different steps of knowledge construction, and to what extent they are supported by the design element ‘role cards’. Instead of calling for less unmoderated group work for students facing language barriers, the results of the study suggest that more research is needed to design scaffolds matching students’ needs, aside from whole-class discussions.