Scholarly understanding, mediating artefacts and the social impact of research in the educational sciences

2019 ◽  
Vol 28 (4) ◽  
pp. 295-303 ◽  
Author(s):  
Terhi Esko ◽  
Reijo Miettinen
Keyword(s):  
Public Good ◽  
Research Group ◽  
Social Impact ◽  
Learning Difficulties ◽  
The Social ◽  
Educational Sciences ◽  
The University

Abstract This article focuses on the social impact of educational sciences. It introduces a framework for studying the social impact of research and uses it to analyze the social impact of the work of a research group studying learning difficulties at the University of Jyväskylä, Finland. The framework suggests that the social impact of research can be understood in terms of the context of impact. This context is composed of four interacting dimensions: epistemic, artefactual, social-institutional, and spatial-geographical dimensions. In addition, the paper suggests that the understanding of the phenomena to be studied and mediating artefacts based on this understanding play a key role in the expansion of the social impact in the educational sciences. The article provides a means of analyzing the narratives of longer-term impact of research and suggests that even in education—a classical area of advancing public good—the distribution of mediating artefacts is increasingly likely to be realized through markets.

scholarly journals Role of the Universities as Drivers of Social Innovation

2021 ◽  
Vol 13 (24) ◽  
pp. 13727
Author(s):  
Cristina Puente ◽  
María Eugenia Fabra ◽  
Cindy Mason ◽  
Cristina Puente-Rueda ◽  
Maria Ana Sáenz-Nuño ◽  
...  
Keyword(s):  
Service Learning ◽  
Social Impact ◽  
Social Innovation ◽  
Implementation Process ◽  
Degree Programs ◽  
The Sustainable Development ◽  
The Social ◽  
Development Goals ◽  
The University

The role of universities as drivers of good practices and learning has changed radically in recent years. The strategic plan of the Comillas Pontifical University establishes the obligation of a learning and service subject in all degree programs as a way to put what has been learned during the university years at the service of society and as a vehicle for promoting the Sustainable Development Goals set by the 2030 Agenda. In this article we will present the theoretical framework on which the project has been developed, including the university context in which it fits, to analyze the process of design and implementation of a service-learning course in engineering degrees, selecting as case studies two examples of projects in which the social impact was high. As conclusions we will present the strengths and weaknesses of the implementation process, as well as the students’ learning based on their experiences.

scholarly journals FORMAÇÃO DE PROFESSORES E PROFISSÃO DOCENTE: O ESTADO DO CONHECIMENTO DA PESQUISA EM FORMAÇÃO NA REGIÃO DOS INCONFIDENTES - MG

2020 ◽  
Vol 17 (1) ◽  
pp. 10-26
Author(s):  
José Rubens Lima Jardilino ◽  
Andressa Maris Rezende Oliveri ◽  
Ana Maria Mendes Sampaio
Keyword(s):  
Teacher Education ◽  
Research Group ◽  
Social Impact ◽  
Graduate Program ◽  
Educational Institutions ◽  
Educational Challenges ◽  
Training Path ◽  
The University ◽  
Educational Field ◽  
Do So

The educational field is inserted in a context of multiple actors, actions, and social implications, requiring the use of several viewpoints to understand its movement. As a result, this work aims to remember part of the training path and research trajectory of the Research Group -Teacher Education and Profession (FOPROFI), of the Graduate Program in Education of the Federal University of Ouro Preto. In order to do so, some of the research developed by the group that helps in the composition and knowledge of the field of teacher education, in the teaching occupation and in educational institutions will be treated. The researches were selected after the bibliographic survey of the works in the university repository. In addition, we sought to outline some considerations regarding these fields and their intersection in the experience of training and professional development in the Region of Inconfidentes and their social impact in understanding educational challenges. We understand that the actions organized by the research groups go beyond the frontiers of research through the formation and social insertion of subjects– teacher and studentin society. For this reason, it is important to promote education through in Networks Research, whether they are articulated with other educational institutions or within the research group itself, collaborating to improve education at regional and national levels.

scholarly journals The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

2021 ◽  
Vol 18 (4) ◽  
pp. 2127
Author(s):  
Víctor Revilla-Cuesta ◽  
Marta Skaf ◽  
Juan Manuel Varona ◽  
Vanesa Ortega-López
Keyword(s):  
Online Teaching ◽  
Social Impact ◽  
Engineering Students ◽  
Social Dimensions ◽  
Face To Face ◽  
The Social ◽  
On Line ◽  
The University ◽  
On Line Learning

The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students’ perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher’s personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.

scholarly journals Co-Creation, Reflection, and Transformation. The Social Impact of a Service-Learning Course at the University of Szeged

2021 ◽  
Vol 51 (7) ◽  
pp. 6-17
Author(s):  
Judit Juhász ◽  
György Málovics ◽  
Zoltán Bajmócy
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Impact ◽  
Institutional Transformation ◽  
Traditional Student ◽  
Research And Innovation ◽  
The Social ◽  
Critical Approaches ◽  
The University ◽  
Responsible Research

This paper highlights three aspirations, which are shared by the diverse concepts and practices of responsible research and innovation (RRI): co-creation, reflexivity, and transformation. The authors analyse a service-learning (SL) initiative at the University of Szeged, Hungary, based on the model by Chupp and Joseph (2010). This provides a typology of SL practices and identifies four main approaches to the social impact of SL: traditional, critical, social justice oriented, and institutional change-focused approach. The authors also use this model to analyse the effects of their initiative with regard to the RRI principles of co-creation, reflexivity, and transformation. They provide evidence that their SL course may reach beyond its traditional (student-learning-based) effects in the Hungarian context, and embrace social justice and critical approaches. While the authors also found certain instances of institutionalisation, embedding critical SL into a Hungarian university and inducing significant institutional transformation seems to be a long way away.

scholarly journals Preliminary results of the Social Impact Research Group of MEDEX: the request database (2000–2002) of two Meteorological Services

2010 ◽  
Vol 10 (12) ◽  
pp. 2643-2652 ◽  
Author(s):  
J. Amaro ◽  
M. Gayà ◽  
M. Aran ◽  
M. C. Llasat
Keyword(s):  
Research Group ◽  
Social Impact ◽  
Temporal Distribution ◽  
Heavy Rain ◽  
Balearic Islands ◽  
Strong Wind ◽  
Impact Research ◽  
Weather Events ◽  
The Social ◽  
The Impact

Abstract. One of the aims of the MEDEX project is to improve the knowledge of high-impact weather events in the Mediterranean. According to the guidelines of this project, a pilot study was carried out in two regions of Spain (the Balearic Islands and Catalonia) by the Social Impact Research group of MEDEX. The main goal is to suggest some general and suitable criteria about how to analyse requests received in Meteorological Services arising out of the damage caused by weather events. Thus, all the requests received between 2000 and 2002 at the Servei Meteorològic de Catalunya as well as at the Division of AEMET in the Balearic Islands were analysed. Firstly, the proposed criteria in order to build the database are defined and discussed. Secondly, the temporal distribution of the requests for damage claims is analysed. On average, almost half of them were received during the first month after the event happened. During the first six months, the percentage increases by 90%. Thirdly, various factors are taken into account to determine the impact of specific events on society. It is remarkable that the greatest number of requests is for those episodes with simultaneous heavy rain and strong wind, and finally, those that are linked to high population density.

Science With and for Society Through Qualitative Inquiry

2019 ◽  
Vol 27 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Aitor Gómez González
Keyword(s):  
Social Impact ◽  
Research Work ◽  
Qualitative Inquiry ◽  
First Year ◽  
University Of Illinois ◽  
The People ◽  
The Social ◽  
Keynote Speech ◽  
The University ◽  
Special People

This article is based on the keynote speech addressed by the author for the 15th International Congress of Qualitative Inquiry that took place in the University of Illinois at Urbana-Champaign on May 16, 2019. It is presented as a part of the research work carried out first by my father who came to this Conference the first year and by my research center CREA (Community of Research on Excellence for All) in the last 25 years. I directly connect our way of doing research, with and for society, with three stories of personal transformation, resistance, and improvement of very special people. These stories show the social impact of our research when we work with and for the people, changing the world.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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