Social Construction Of Knowledge Research Articles

Revisiting writing feedback: Using teacher-student writing conferences to enhance learners’ L2 writing skills

Previous studies have largely overlooked teacher feedback, which plays a significant role in the social construction of knowledge within educational ecosystems worldwide. While written corrective feedback has been the focus of writing feedback research, oral feedback in teacher-student L2 writing conferences has not received as much attention, especially from an ecological lens. To address this research gap, this study investigated how writing training, including teacher-student conferences, can improve learners' L2 writing skills, with a specific focus on Ethiopia. The study explores how these conferences can help students enhance their L2 writing skills through constructive criticism and encouragement. To achieve this, 63 students (aged 15 to 23; 38 male and 25 female) were divided into experimental and control groups using a quasi-experimental design. The students underwent pre- and post-tests during an eight-week intervention. MANOVA was used to evaluate the pre-test data, while ANCOVA was used for the post-test analysis. The post-test results show that teacher-student conferences can effectively improve three writing skills: organization, vocabulary, and mechanics. The greatest impact on students' understanding of the writing process was seen in mechanics (43.4%), vocabulary (36.9%), and organization (11.5%). However, the intervention did not have a statistically significant impact on two other writing skills: content and language usage or grammar. Recommendations for future research and strategies for integrating teacher-student conferences into writing instruction are provided.

Social Dynamics and Discourse Moves: A Closer Look Into a Twitter-Facilitated Professional Learning Space.

Professionals use Twitter because of its potential to support easy and rapid communication among like-minded people. It is also used widely by educators to support the establishment of professional learning spaces. This study investigates social interactions and knowledge construction in synchronous online discussions using the Twitter hashtag #MedEdChat. Three synchronous Twitter discussions on #MedEdChat during the early part of the COVID-19 pandemic were analyzed. Social network analysis was conducted to capture the social interactions among their participants and network dynamics. Content analysis was used to examine the nature of tweets posted on #MedEdChat, including social-related, cognitive-related, and moderation-related tweets. In all three discussions, a small number of individuals dominated the interactions, while also serving as hubs for connections with others in more peripheral positions. Very few participants were isolated nodes who never interacted with others during the online discussions. Our content analysis suggested that parties to these discussions posted social-related posts the most, followed by cognitive-related ones. Social posts focused on others' messages, continuing threads, issuing compliments and greetings, and expressing emotions. Cognitive-related posts, on the other hand, mostly focused on information exchange/sharing or asking content-related questions to promote discussion (ie, triggering event). By examining social dynamics and discourse moves in Twitter-supported online synchronous discussions using the #MedEdChat hashtag, this study found that Twitter has the potential to facilitate professional learning spaces in which a few highly active individuals serve as portals for connections and interactions among all discussants. In addition, in such communities, social-related and cognitive-related tweets could promote social interactions and knowledge construction.

A Comparative Analysis of Banking and Problem-Posing Models in Online PlatformAn Action Research

This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.

Education for Sustainability Through Field Activities and Game-Based Tasks

Abstract There is a consensus that the content of education for sustainability should be integrated into the curriculum, engaging students in activities that promote awareness and practice of sustainability. To achieve this goal, it is essential to adopt a student-centered approach that involves creative, stimulating, and challenging activities. This research reports a case study in which 8th grade students had the opportunity to develop these types of activities. Field activities were conducted on a local river combined with a game-based task focused on the role of benthic macroinvertebrates in ecosystems. These activities enabled collaborative learning and the social construction of knowledge, which are pivotal for more sustainable education. It should be noted that students learned how to collect, observe, describe, organize, and classify species to make inferences about water quality. The main issue we intended to address was how to improve and integrate scientific activities into the students’ curriculum to foster a more sustainable education. The specific research questions were put forward: a) Do the implemented activities instigate collaboration for a more sustainable education? b) Do the implemented activities increase scientific curiosity and develop critical thinking and attitudes? c) Do the implemented activities increase students’ knowledge concerning aquatic resources, such as benthic invertebrates? The results confirmed the important role of student-centred activities, in this particular case fieldwork and game-based tasks, in the development of knowledge and scientific thinking skills, which could be scaffolded through feedback, rewards and flow states. This study provides a more holistic perception of local river ecosystems, their role in improving environmental attitudes, and promoting a more sustainable science education.

The University As Infrastructure of Becoming: Re-Activating Academic Freedom Through Humility in Times of Radical Uncertainty

ABSTRACT Traditionally, the field of science and technology studies (STS) considered the scientific laboratory as the central site of knowledge production and technological development. While providing rich analyses of the social construction of scientific knowledge and the role of non-human actors, STS scholars have often neglected the university – the very context in which laboratories themselves are embedded – as a relevant object of research. In this paper, we argue for re-introducing the university as a relevant category and object of analysis by using the notion of epistemic virtues to link epistemic culture – traditionally the focus of STS – and epistemic structure – traditionally the focus of higher education studies. Advancing this line of argumentation, we make three analytical moves. First, we explore academic freedom as a specific version of negative liberty that extends beyond disciplinary boundaries. We suggest that academics continuously negotiate academic freedom considering culturally and socially situated epistemic virtues such as objectivity and neutrality. Second, we introduce the notion of humility to revisit scientific knowledge production more generally and academic freedom in particular. Finally, we argue that practicing humility leads to enacting the university as an infrastructure of becoming otherwise, thereby enriching our understanding of universities as distinct and highly complex social spaces with a logic of their own.

Perceptions, Knowledge, and Emotions About Owls in Southern Ecuador

Owls hold significant utilitarian and aesthetic values for humans, ranging from pest control to ecotourism. However, cultural beliefs rooted in negative perceptions and emotions have led to conflicts and threats to many owl species. In South America, research on the relationship between owls and people is limited. This study aims to identify the variables involved in the construction of social knowledge, perceptions, and emotions toward owls. Face-to-face questionnaires were administered to residents in southern Ecuador. The data were analyzed using decision trees, a novel approach in ethnobiology. The results indicate that participants exhibited accurate knowledge of owl diet and habitat, with a majority having previous owl sightings and familiarity with their vocalizations. These factors, along with the sources informing their knowledge (such as school and family), contribute to the development of neutral perceptions and emotions toward these birds. The majority of participants recognize the importance of owls for the environment and support their conservation, with these two variables playing a crucial role in shaping positive emotions. Additionally, perceptions and emotions are primarily influenced by the region of residence. The presented data provide valuable insights into the significance of social perceptions and emotions in designing strategies to mitigate intentional owl mortality and persecution resulting from misconceptions and misperceptions.

Framing News and Framing Migrants: A Qualitative Study

Frames can have an essential role in the (re)production of the ‘shared ideologies’ concerning several social categories, including migrants. The overall aim of this work is to investigate the discursive construction of frames concerning migration, as rhetoric tools (a) connected to editorial orientations; (b) related to both specific events and more general thematic news articles; (c) having socio-cultural and emotional connotations. The qualitative analysis of 235 Italian news articles enabled us to outline different configurations of discursive elements as well as to identify different emotional pathways. Reflections about the critical role of framing in the social knowledge construction are proposed.

학습공동체에서 대학원생의 사회적 지식구성에 관한 경험 이해: BK21사업 참여자를 중심으로

The purpose of the study is to understand the social knowledge construction process from the learning communities experience of postgraduate students participating in the BK21 project. There are two research problems: one is to explore how postgraduate students' learning communities experience contributes to the construction of knowledge from the perspective of Social Constructivist Learning Theory, and the other is to understand the changed perceptions after postgraduate students’ learning communities experience. The research method used was interviews, among qualitative research methods. The study results derived four themes: postgraduate students' motivation and process for participating in the learning communities, passive social knowledge experience, active social knowledge experience, and transition from peripheral to owner. First, the social knowledge construction process is appeared through interaction (communication) and cooperative learning (joint research, seminars) as help (feedback, social relationship) of professors/seniors/colleagues in the zone of proximal development (learning community). Second, postgraduate students showed a change in confidence in social support and a positive attitude toward graduate life after participating in the learning communities. In addition, postgraduate students recognize their tendency to learn about their major and research methods from various majors and perspectives through a learning communities. This study will enable to comprehensive understanding of postgraduate students' learning communities. It will provide basic data to improve the operation of learning communities and create an educational environment based on the social knowledge construction process in graduate schools.

Collaborative learning and the social construction of knowledge associated with Bloom

The idea that knowledge should be built through interaction between people is not current, since the 18th century, educators already used the philosophy of meaningful learning, seeking to develop autonomy in students to enhance their learning and consequently the development of their profession. In recent decades, the collaborative learning proposal has been gaining supporters at all levels and modalities of teaching and learning, due to the fact that learning collaboratively makes learning more efficient and meaningful. With the use of technological resources, the collaborative learning proposal is reinforced, as this association can enable dynamic learning with different results for specific contexts. The means of attending to and obtaining the learning process requires instruments that help in the pedagogical planning, in the definition of objectives, in the choice of resources, among them, the technological ones and in the evaluation instruments. The adoption of the paths described and suggested by this methodology is one of those instruments that aims to support these choices, with a view to making collaborative learning efficient and successful, establishing a relationship between cognitive development and learning objectives. Thus, in this work, the importance of collaborative learning for learning focused on student autonomy will be highlighted. In addition to imposing the possible adoption of the Blended Learning modality to reinforce the connection and exchange of information in collaborative learning and Bloom.

Deep Learning Models for Analyzing Social Construction of Knowledge Online

Gunawardena et al.’s (1997) Interaction Analysis Model (IAM) is one of the most frequently employed frameworks to guide the qualitative analysis of social construction of knowledge online. However, qualitative analysis is time consuming, and precludes immediate feedback to revise online courses while being delivered. To expedite analysis with a large dataset, this study explores how two neural network architectures—a feed-forward network (Doc2Vec) and a large language model transformer (BERT)—could automatically predict phases of knowledge construction using IAM. The methods interrogated the extent to which the artificial neural networks’ predictions of IAM Phases approximated a human coder’s qualitative analysis. Key results indicate an accuracy of 21.55% for Doc2Vec phases I-V, 43% for fine-tuning a pre-trained large language model (LLM), and 52.79% for prompt-engineering an LLM. Future studies for improving accuracy should consider either training the models with larger datasets or focusing on the design of prompts to improve classification accuracy. Grounded on social constructivism and IAM, this study has implications for designing and supporting online collaborative learning where the goal is social construction of knowledge. Moreover, it has teaching implications for guiding the design of AI tools that provide beneficial feedback for both students and course designers.

Using discourse analysis in contemporary social research

The aim of this article is to sum up the principles of social constructivism as a foundation of all theories of discourse, and to identify key characteristics of main discursive theories, as well as perspectives of their use in the research of inequalities. We explore key theories of discourse (critical discourse analysis and theoretical frameworks based on works of Foucault and Laclau and Mouffe), and application of methodological approaches of discourse analysis stemming out from these theories, in current social research. All discourse theories are founded on principles of social constructivism: social construction of knowledge, existence of multiple variants of knowledge, simultaneous construction and reproduction of social reality in the process of social relations, and an idea that subjects construct knowledge inside of discourse, while discourse in turn constructs social reality. Characteristics of discourse theories were identified around criteria of the degree of inclusivity of discourse, functions of discourse, stability of discursive structure, degree of subjects’ agency. Approaches to discourse analysis that stem from the works of Foucault and Laclau and Mouffe suggest a strong link between theory and methodology, with research methods less clearly defined. Critical discourse analysis fills this gap in methodological developments. In particular, for social research purposes, Norman Fairclough’s approach to critical discourse analysis is widely used, looking at discourse as a social practice, a type of speech, typical of a certain area of knowledge, and as an articulation of a person’s or a social group’s lived experience that stems from their structural position. Fairclough’s analytical model consists of three levels: a detailed linguistic analysis of the text, analysis of daily routine practices and ways in which people construct social order, and macrosociological analysis of the social practice. The article ends with discussion of examples and common areas of discourse analysis usage in research of structural social inequalities.

Integrating Cultural-Historical Activity Theory and Authentic Learning with Technology in Teaching and Learning: A Case Study Analysis

This research work presents a comprehensive framework that merges Cultural-Historical Activity Theory (C), Authentic Learning (A), and six distinct roles of Technology (T) in the context of teaching and learning. The study reviews five individual case studies that explore the utilization of technology in educational settings, examining their alignment with the CAT framework. The research highlights the significance of adventure games as an effective medium for knowledge construction, wherein embedded puzzles and core content serve as extrinsic mediators, while discussions between players intrinsically mediate knowledge construction. Additionally, artifacts of mass media, such as games, software, and other media, facilitate knowledge production when they function as tools rather than objects of the activity. Drawing on Vygotskian concepts of social tool-mediated dialogical knowledge construction, the research concludes that games and media play an integral role in enhancing teaching and learning experiences. This study aims to contribute to the broader understanding of technology integration in education, encouraging educators to adopt transformative approaches to optimize the benefits of technology in the learning process.

Revolutions in Chemistry: Assessment of Six 20th Century Candidates (The Instrumental Revolution; Hückel Molecular Orbital Theory; Hückel's 4n + 2 Rule; the Woodward-Hoffmann Rules; Quantum Chemistry; and Retrosynthetic Analysis).

Six 20th century candidates for revolutions in chemistry are examined, using a definitional scheme published recently by the author. Six groupings of 13 characteristics of revolutions in science are considered: causes and birthings of revolutions, relationships between the old and the new, conceptual qualities of the candidate revolutions, instrumental and methodological functions, social construction of knowledge and practical considerations, and testimonials. The Instrumental Revolution was judged to be a revolution in chemistry because of the enormous increase in community-wide knowledge provided by the new instruments and the intentionality in the identification of specific target instruments, in the mindfulness in their design, manufacture, testing, use, and ultimately commercialization. The Woodward-Hoffmann rules were judged to precipitate the Quantum Chemistry Revolution because of theoretical, practical, and social construction of knowledge characteristics. Neither Hückel molecular orbital theory nor Hückel's 4n + 2 rule was considered an initiator of a revolution in chemistry but rather participants in the Quantum Chemistry Revolution. Retrosynthetic analysis was not judged to initiate a revolution in chemistry.

Fostering University Students’ Motivation through Dialogic Classroom Practices: A Conceptual Model

This conceptual paper presents a model for engaging students and promoting motivation through dialogic classroom practices. The author argues that fostering dialogic teaching and learning in the classroom can positively impact student motivation and learning outcomes. The proposed model highlights the importance of creating a classroom environment where students feel comfortable sharing their ideas and engaging in meaningful discussions. This conceptual article is lensed within transformative paradigm, presenting dialogic pedagogy as a concept analysed using conceptual analysis. Dialogic pedagogy was presented, and the key assumptions, such as promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and instructors acting as facilitators of learning, were discussed vis-à-vis its correctional tendencies with student motivation and learning outcomes. The paper also highlights the potential benefits of dialogic classroom practices for diverse and borderless student populations. The conclusion is that promoting classroom dialogue, valuing all voices, emphasising social knowledge construction, and acting as facilitators of learning are dimensions to enhance student motivation towards learning outcomes. The paper offers a valuable contribution to the literature by providing a comprehensive framework for educators to effectively engage and motivate their students through dialogic practices.

Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms

Social reading is a common practice in higher education to engage students in critical reading and classroom dialogues around course materials. This paper introduces a study that integrated a social annotation technology and a scaffolding framework to support social reading in undergraduate classrooms. The framework, grounded in the computer-supported collaborative learning literature, specifies three participation roles—namely, facilitator, synthesizer, and summarizer—that have distinct responsibilities in each week's social reading activities. Using Hypothesis, the social annotation technology, we piloted the framework in a fully online undergraduate course. To examine how the framework facilitated social interaction and knowledge construction, we applied social network analysis and content analysis to a rich dataset. Results revealed that the framework fostered active participation in class with students followed the assigned roles properly. This study has practical implications for online teaching and collaborative learning in higher education.

The Learning Design of MOOC Discussion Forums: An Analysis of Forum Instructions and Their Role in Supporting the Social Construction of Knowledge

The Learning Design of MOOC Discussion Forums: An Analysis of Forum Instructions and Their Role in Supporting the Social Construction of Knowledge

Social construction of public relations knowledge by academic institutions worldwide: A bibliometric network analysis

This VOSviewer-enabled bibliometric study examines scientific knowledge construction in public relations research since 1955. A co-citation analysis indicates that while sustaining its cross-disciplinary nature, public relations increasingly relies on scholarship generated within its own discipline, with Public Relations Review, Journal of Public Relations Research and Journalism & Mass Communication Quarterly most cited academic sources. A citation analysis of author affiliations revealed a number of findings, including universities with the highest count of publications, university pairs that tend to cite each other, as well as regional university groups and large clusters within a broader, citation-based network. Among the 108 most productive academic institutions from four continents included into the study, U.S.-based universities produced the highest number of publications in nine peer-reviewed journals. Cross-referencing citation relationships among university clusters in different world regions illustrates an ongoing pattern of globalized construction of public relations knowledge.

Pacific Island children: The use of maps in helping better understand children's lives

Children's voices have been little heard in the Pacific research. The United Nations Convention on the Rights of the Child 1989 asserts the child's right to have a say on matters that affect them and for their views to be considered. There has been massive growth in technologically assisted participative research; however, we argue the value of hand drawn maps should not be underestimated in the rush to engage with more advanced techniques. We present data from 267 neighbourhood maps drawn by children in Fiji, Kiribati, Samoa and New Zealand. To better understand the social construction of knowledge in children's everyday lives, we propose two models to conceptualise the complexity of their world, a social connection and a spatial connection model. These models reveal how Pacific Island children negotiate different levels of social connection from home, family, and community through to transnational kinship relations. People, specifically family, provide the geographic basis on which their spatial encounters are overlaid. Irrespective of country or rural/urban/atoll setting, it is social space that is the strongest connector for children as displayed in their maps. Application of our models can be used to reveal how knowledge is socially constructed in Pacific children's everyday lives.

Learning technology beyond positivism and criticism: Reconnecting learning with society through online teaching

In recent years, literatures related to the use of technology for teaching and learning have proliferated, which can be divided into two groups: technology positivism and technology criticism. The technology positivism literatures posit that communities can be created in online platforms whereas the second group of literatures argue that learning technologies can detach learning from human societies. Despite criticisms, creating an online learning community has become the focus of technology positivism literatures whereas the notion of learning society that connected learning with society has disappeared. Drawing on key sociological theories of learning such as constructivism, social cognition, and communicative actions, this paper argues that the notion of learning society is a better alternative of online learning community. It proposes online learning society as an alternative model for online teaching and discusses its three key components: social construction of knowledge, situated cognition and social integration.

Cooperative learning for geometric notions in kids of 5-years-old in kindergarten

Cooperative learning has become a fundamental teaching-learning strategy for the social construction of knowledge. This methodology is ideal for students at kindergarten in regions such as Latin America and the Caribbean, where the effects of learning poverty condition socioeconomic development. Therefore, the objective was to evaluate the incidence of cooperative learning in the teaching of geometry in 5-year-old students belonging to educational institutions of the kindergarten in the three natural regions of Peru. This was qualitative, descriptive-correlational research. Two data collection instruments were applied to 78 students who served as a sample. To analyze the relationship between the variables, Spearman's Rank-Order was used, which confirmed the positive relationship between them; therefore, the influence of incorporating this type of learning does have an impact on the logical development of children. Quality education with optimal learning strategies will lead these students in the future to a good level of performance in academic tests such as PISA.