Building Field Knowledge through Collective Thinking and the Joint Construction of Knowledge

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anja Burkert

AbstractThis article reports on a small-scale study conducted among first and second-year students of English at the University of Graz in the winter semester 2013–2014. The aim of the study was to determine the extent to which students in their peer-group interactions were using language efficiently as a means of thinking and learning together. To this end, audio-recordings were made of pairs and groups of students working collaboratively on various tasks in three different English language classes. The article begins by briefly reviewing previous work on the joint construction of knowledge and understanding via learner-to-learner talk. Although this work pertains to collaborative learning in learners’ L1, the participants in the study, most of whom were future teachers of English, communicated in the target language at B2 level and thus seemed to constitute a group of learners to whom the literature equally applied. The next part of the article describes the teaching/learning context and the pedagogical approach followed, which is guided by the principles of learner autonomy. This is followed by an analysis of three transcripts of audio-recordings, and the article concludes by considering the implications for future practice of the insights gained.


2019 ◽  
Vol 13 (1) ◽  
pp. 227
Author(s):  
Otilia Beatriz Maciel da Silva ◽  
Deisi Cristine Forlin Benedet ◽  
Maria Ribeiro Lacerda ◽  
Mariluci Alves Maftum ◽  
Elizabeth Bernardino ◽  
...  

ABSTRACTObjective: to identify the potentialities, weaknesses and challenges of research-action (R-A) in national nursing publications. Method: this is a bibliographical study, of integrative type, with searches in the LILACS and MEDLINE databases, from national publications from 2012 to 2017, using Thiollent's Research-Action methodological framework. The studies were critically reviewed, following the precepts of the R-A method, according to Thiollent. The results are presented in figures and tables. Results: 15 articles were selected and the majority presented the exploratory phase, conceptualizing R-A and emphasizing the joint construction of knowledge. Conclusion: Potentials, fragilities and challenges of the use of R-A for nursing research were identified. As a potential of the method, the possibility of transforming reality due to the close relationship between researchers and participants is highlighted; as fragilities, the methodological variability of the studies, which makes replication difficult due to the lack of a phase pattern, the disconnection of the field and the adequate return to the participants. It becomes a challenge for researchers to maintain methodological rigor. It is intended, with this study, to subsidize researchers who opt for the use of the R-A method and contribute to its strengthening in Nursing research. Descriptors: Review; Research; Nursing Methodology Research; Methods; Qualitative Research; Nursing.RESUMOObjetivo: identificar as potencialidades, as fragilidades e os desafios da pesquisa-ação (P-A) em publicações nacionais de Enfermagem. Método: trata-se um estudo bibliográfico, tipo revisão integrativa, com busca nas bases de dados LILACS e MEDLINE, de publicações nacionais de 2012 a 2017, que utilizavam o referencial metodológico de Pesquisa-Ação de Thiollent. Analisaram-se criticamente os estudos, seguindo-se os preceitos do método da P-A, segundo Thiollent. Apresentam-se os resultados em figura e tabelas. Resultados: selecionaram-se 15 artigos e a maioria apresentou a fase exploratória, conceitua P-A e realça a construção conjunta do conhecimento. Conclusão: identificaram-se potencialidades, fragilidades e desafios do uso da P-A para as pesquisas em Enfermagem. Destaca-se, como potencialidade do método, a possibilidade de transformação da realidade devido ao estreito entrosamento entre pesquisadores e participantes; como fragilidades, a variabilidade metodológica dos estudos, que dificulta a replicação por ausência de um padrão de fases, o desligamento do campo e o adequado retorno para os participantes. Torna-se um desafio para os pesquisadores manter o rigor metodológico. Pretende-se, com este estudo, subsidiar pesquisadores que optarem pelo uso do método da P-A e contribuir para o seu fortalecimento nas pesquisas em Enfermagem. Descritores: Enfermagem; Revisão; Pesquisa; Pesquisa Metodológica em Enfermagem; Metodologia; Pesquisa Qualitativa.RESUMENObjetivo: identificar las potencialidades, las fragilidades y los desafíos de la investigación-acción (P-A) en publicaciones nacionales de Enfermería. Método: se trata de un estudio bibliográfico, tipo revisión integrativa, con búsqueda en las bases de datos LILACS y MEDLINE, de publicaciones nacionales de 2012 a 2017, que utilizaban el referencial metodológico de Investigación-Acción de Thiollent. Se analizaron críticamente los estudios, siguiendo los preceptos del método de la P-A, según Thiollent. Se presentan los resultados en figura y tablas. Resultados: se seleccionaron 15 artículos y la mayoría presentó la fase exploratoria, conceptualiza P-A y realza la construcción conjunta del conocimiento. Conclusión: se identificaron potencialidades, fragilidades y desafíos del uso de la P-A para las investigaciones en Enfermería. Se destaca, como potencialidad del método, la posibilidad de transformación de la realidad debido al estrecho entramado entre investigadores y participantes; como fragilidades, la variabilidad metodológica de los estudios, que dificulta la replicación por ausencia de un patrón de fases, el cierre del campo y el adecuado retorno para los participantes. Se convierte en un desafío para los investigadores mantener el rigor metodológico. Se pretende, con este estudio, subsidiar a investigadores que opten por el uso del método de la P-A y contribuir a su fortalecimiento en las investigaciones en Enfermería. Descriptores: Revisión; Investigación; Investigación Metodológica en Enfermería; Metodología; Investigación Cualitativa; Enfermería.


2017 ◽  
Vol 8 (1) ◽  
pp. 7
Author(s):  
Dr. Viola BITI ◽  
Dr. Admira NUSHI

The attitude towards grammatical exercises of a foreign language is one of the fundamental pillars upon which differences and changes of methods are historically produced. It's like an image of teaching practice. Switching from the traditional approach to the direct method, from the audio-visual method to the actual communicative methods through natural access is complemented by grammar with its own activities as a concrete way to develop language, as well as a way to see how it can be best learned. The place where grammatical activities can be developed, “the auditorium” where the student learns being a participant and cooperating with other students, with the teacher in the real process of research and joint construction of knowledge in personal and relevant social issues. The teaching process of foreign languages may take place in various forms: linguistic projects, occasional texts analysis, solution of situations or problems or preparation of topics that may arise during scientific activity. The grammar of Spanish language is consulted between lecturers who define a basic method that serves to orientate, but in many cases it happens that each of the teachers uses methods that are considered appropriate based on the requirements and capacities of students' learning process who are participants in the auditorium.


Author(s):  
Dr. Edgardo Ruiz Carrillo ◽  
Lic. Verónica Méndez García ◽  
Lic. José Luis Cruz González

El análisis del discurso en el aula define tipologías de intercambios mediadas a través de las relaciones e interacciones entre maestros y alumnos, en forma de secuencias Intervención-Respuesta-Evaluación/Feedback (IRE/F) y Pregunta-Evaluación Feedback (PE/F), las cuales permiten dar cuenta de diversos aspectos de la construcción conjunta del conocimiento y su influencia en el aprendizaje. El objetivo de esta investigación fue analizar las formas de participación de los alumnos a través de las secuencias IRE/F y PE/F durante prácticas clínicas mediante el programa informático SDIS-GSEQ. Participaron 30 estudiantes de segundo semestre, cinco practicantes de octavo semestre y una maestra, todos pertenecientes a la licenciatura de enfermería en la Facultad de Estudios Superiores-Iztacala. Analizando los flujos de discurso se encontró la existencia de secuencias IRE/F completas e incompletas, post-expansiones y secuencias PE/F. Se observó que los alumnos son responsables activos de su conocimiento y son capaces de adquirir patrones de discurso del experto para dar retroalimentación a sus iguales.AbstractDiscourse analysis in the classroom defines types of exchanges mediated through the relationships and interactions between teacher and students, in the form of sequences Initiation-Response-Evaluation/Feedback (IRE/F) and Question-Evaluation/Feedback (PE/F), which allow to account for various aspects of the joint construction of knowledge and its influence on learning. The objective of this research was to analyze different ways of students’ participation through IRE/F and PE/F sequences during clinical practice by SDIS-GSEQ software. 30 students from second semester, 5 practitioners from eight semester and a teacher, all of them belonging to Facultad de Estudios Superiores-Iztacala Nursing Degree, participated in the study. By analyzing speech flux we found the existence of complete and incomplete IRE/F sequences, post-expansion and QE/F sequences. It was noted that students are responsible for their knowledge and are able to acquire speech patterns from the expert to give feedback to their peers.Recibido: 21 de junio de 2016Aceptado: 08 de diciembre de 2016


2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Robin Ward McCartney ◽  
Donna Dugger Wadsworth

A visual instructional tool that is theory-driven and supported by evidence-based research is used to support student learning and information-processing. The graphic organizer has enhanced learning in Science Education as well as Special Education, emphasizing the construction of knowledge with meaningful sequential relationships rather than memorizing isolated fragments of information. Students construct a visual schema that represents a system of interrelated concepts and icons created by the learner. This article provides a description of a qualitative application of how students with disabilities are able to represent their ideas by assimilating subject matter and their personal perceptions of content by drawing pictures connected to concepts within the visual graphic. Positive results were documented in this study.


2021 ◽  
Vol 783 (1) ◽  
pp. 012119
Author(s):  
Weixiong Zhang ◽  
Tianfan Mo ◽  
Deyuan Deng ◽  
Zhou Chen ◽  
Di Zhao ◽  
...  

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