Alternatives to Nekton Cruise: A Step in the Collective Construction of Knowledge

2020 ◽  
Author(s):  
Erika López ◽  
Luz Martinez ◽  
Francisco Pinilla ◽  
Aldo Carrasco ◽  
Hernan Salazar
Keyword(s):  
Construction Of Knowledge ◽  
Collective Construction

scholarly journals Data-Texts in the Sciences

2021 ◽  
Author(s):  
Richard Duschl ◽  
Lucy Avraamidou ◽  
Nathália Helena Azevedo
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Knowledge Building ◽  
Data Transformation ◽  
Scientific Practices ◽  
Construction Of Knowledge ◽  
Alternative Approach ◽  
Current Reform ◽  
Design Of Learning Environments ◽  
Collective Construction

AbstractGrounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

The Methodological Context in Higher Education

2021 ◽  
pp. 15-36
Author(s):  
María-Mercedes Rojas-de-Gracia ◽  
Pilar Alarcón-Urbistondo
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Learning Process ◽  
Learning Situation ◽  
Rigorous Approach ◽  
Construction Of Knowledge ◽  
Teaching Learning ◽  
Collective Construction ◽  
The Way

Given the limited number of documents addressing methodological context in higher education with a rigorous approach, this chapter comprises a document drawn up in order to clarify methodological concepts. It emphasizes the importance of the teaching-learning process and the significance of placing the student at the center of all actions. The educator's mission changes from being a mere transmitter of information to being a conductor and organizer of the learning situation. To achieve this, several methods must be combined, requiring a balance between the theoretical and practical classes. Likewise, they can be benefited by carrying out complementary activities. This combination is intended to face the great challenges of higher education in the 21st century, which are driven by changes in the way students learn. The emergence of technologies means that the protagonist in the collective construction of knowledge is the student, responding to their digital and participatory demands.

scholarly journals AS REDES SOCIAIS NA FORMAÇÃO DE COMUNIDADES DE APRENDIZAGEM EM NUTRIÇÃO INFANTIL E BLW

2018 ◽  
Vol 25 (2) ◽  
pp. 243
Author(s):  
Gabriela Eyng Possolli ◽  
Renata Bragato Futagami
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Child Nutrition ◽  
Redes Sociales ◽  
Narrative Texts ◽  
Construction Of Knowledge ◽  
Children's Nutrition ◽  
Mixed Approach ◽  
Collective Construction ◽  
Los Grupos

O artigo teve como objetivo mapear os conteúdos em redes sociais sobre a nutrição infantil e BLW, visando compreender como se organizam enquanto comunidades de aprendizagem. A metodologia utilizada foi do tipo explicativa de abordagem mista. Na coleta de dados, foram analisadas 6 comunidades do Facebook e 4 perfis do Instagram com representatividade na temática nutrição infantil. Resultados: O quantitativo de postagens por mídia nas 10 comunidades ocorreu da seguinte forma: Texto 6.543 postagens (63%); Imagem 3.250 postagens (31%); Vídeo 647 postagens (6%). O Instagram apresentou mais postagens de imagens do que textos; ao contrário das comunidades de aprendizagem do Facebook que produzem maior quantidade de conhecimento por meio de textos narrativos. Notou-se que os perfis do Instagram possuem número maior de seguidores em relação aos grupos do Facebook, porém a quantidade de postagens é menor, o que condiz com o estilo de utilização dessas redes sociais. O Facebook, por formar grupos, apresenta maior interatividade com os usuários, ao contrário do Instagram que apresenta uma rede social mais passiva e com a maior parte dos usuários observando e curtindo postagens. As comunidades de aprendizagem em redes sociais demonstraram que são espaços efetivos para apoio e construção coletiva de saberes com grande potencial de expansão nas áreas de educação e de saúde. Essa aprendizagem se dá, principalmente. por meio de trocas colaborativas e construção interativa de conhecimento.AbstractThis article aimed to map the contents on communities in social networks about the children’s nutrition and BLW,  aiming to understand how are organized while communities of learning. The methodology used was of the explanatory type and mixed approach. The data collection of the research was carried out online and 6 communities of Facebook and 4 Instagram profiles were selected with great representativeness in the theme of children’s nutrition and BLW. Results: The number of postings per media in the 10 communities occurred as follows: Text 6.543 posts (63%); Image 3,250 posts (31%); Video 647 posts (6%). Instagram presented more pictures posts than texts unlike Facebook's learning communities, that produce more knowledge through narrative texts. It was noted that Instagram profiles have more followers in relation to Facebook groups, but the number of posts is lower, which is consistent with the style of use of these social networks. The Facebook for to form groups has more interactivity with users, opposite of  Instagram that presents a more passive social network and with the majority of users observing and enjoying postings. In relation to the objective of the research that was to map the content present in social networks on child nutrition and BLW. The learning communities in social networks have proved to be effective spaces for support and collective construction of knowledge with great potential for expansion in the areas of education and health.Keywords: Social networks. Children’s nutrition. Virtual learning communities.ResumenEl artículo tuvo como objetivo mapear los contenidos en redes sociales sobre la nutrición infantil y BLW, buscando comprender cómo se organizan como comunidades de aprendizaje. La metodología utilizada fue del tipo explicativo de abordaje mixto. En la recolección de datos se analizaron 6 comunidades de Facebook y 4 perfiles del Instagram con representatividad en la temática nutrición infantil. Resultados: El cuantitativo de las entradas por medios en las 10 comunidades se produjo de la siguiente manera: Texto 6.543 postes (63%); Figura 3.250 entradas (31%); Vídeo 647 entradas (6%). El Instagram presentó más mensajes de imágenes que textos a diferencia de las comunidades de aprendizaje de Facebook, que producen mayor cantidad de conocimiento a través de textos narrativos. Se ha notado que los perfiles del Instagram tienen un número mayor de seguidores en relación a los grupos de Facebook, pero la cantidad de entradas es menor, lo que concuerda con el estilo de utilización de esas redes sociales. Facebook por formar grupos presenta mayor interactividad con los usuarios, a diferencia de Instagram que presenta una red social más pasiva y con la mayoría de los usuarios observando y disfrutando de los posts. Las comunidades de aprendizaje en redes sociales demostraron ser espacios efectivos para apoyo y construcción colectiva de saberes con gran potencial de expansión en el área de educación y de salud. Este aprendizaje se da principalmente a través de intercambios colaborativos y construcción interactiva de conocimiento.Palabras clave: Redes sociales. Nutrición infantil. Comunidades virtuales de aprendizaje.

scholarly journals ACTIVE METHODOLOGY AND PHYSICAL EDUCATION TEACHING: a literature review

2021 ◽  
Vol 7 (1) ◽  
pp. a12en
Author(s):  
Alderise Pereira da Silva Quixabeira ◽  
Anna Rhaquel Araújo Silva ◽  
Bárbara Carvalho de Araújo ◽  
Bruno Costa Silva ◽  
Vitor Pachelle Lima Abreu ◽  
...  
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Social Practice ◽  
Teaching And Learning ◽  
Critical Line ◽  
Qualitative Approach ◽  
Construction Of Knowledge ◽  
Learning Scenarios ◽  
Collective Construction ◽  
Bibliographic Study

In this research we approach the use of Active Methodologies in the teaching of Physical Education. The general objective is to know the contributions of the active methodologies in the development of the teaching and learning process in Physical Education classes. The research was elaborated in a critical line of investigation using the qualitative approach. This is a bibliographic study with the steps: choice of theme, preliminary bibliographic survey, interpretative textual analysis and problematization. It is structured in subtopics that discuss the theme. It is noteworthy that the active methodologies are based on ways of developing the learning process, using real or simulated experiences, aiming at the conditions to successfully solve challenges arising from the essential activities of social practice in different contexts, because they are based on teaching strategies based on a critical and reflective pedagogical conception that allow reading and intervention on reality, favoring the interaction between the different actors of the process and valuing a collective construction of knowledge and its different knowledge and learning scenarios. In addition, they are practices that stimulate creativity in building problem solutions and promote freedom in the process of thinking and acting.

scholarly journals Aprendizajes en sincronía con la vida

2017 ◽  
Vol 21 (3) ◽  
pp. 1
Author(s):  
Flor Abarca-Alpízar
Keyword(s):  
Peer Learning ◽  
Learning Processes ◽  
Educational Systems ◽  
Construction Of Knowledge ◽  
The Third ◽  
Essential Components ◽  
Life On Earth ◽  
Holistic Vision ◽  
Collective Construction ◽  
Third Moment

As humanity, we suffer the disconnection and separation from life as a whole. This rupture, imposed by the predominant systematic paradigm during the last four hundred years, has led us to forget the holistic vision preserved by ancient cultures. This situation is also prevalent in our educational systems, controlled by the rote fragmented education, which is distant from life and from the existence and feelings of those who are learning. To overcome the current planetary crisis, it is urgent to recover the holistic vision of both life and learner, where the educational university processes are essential components for the development of professionals committed with the plenitude of life on earth. The essence of this essay is to reflect about the importance that has, for the improvement of the current planetary crisis, the recovery of our connectivity with life on earth, synchronized with the learning processes, because learning processes and vital processes mean the same thing. This essay is divided in three moments. The first one originates from the exchange of beings, knowledge, feelings and experiences, to recover our lost connection with life on earth. The second moment starts with the introduction of reflections and conceptualizations, by means of the collective construction of knowledge, with the support of specialists in the holistic vision and the processes of peer-learning, which are so necessary to save life as a whole. The third moment of this essay is explained with proposals, key ideas, symbols and signs for the connection of the vital processes, in sync with the necessary learning processes in the current times.

scholarly journals Tradições epistemológicas nos estudos de organização dos saberes: uma leitura histórico-epistêmica a partir da filosofia da linguagem | Epistemological traditions in studies of knowledge organization: a historical-epistemic reading based on the philosophy

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Gustavo Silva Saldanha
Keyword(s):  
Philosophy Of Language ◽  
Information Science ◽  
Knowledge Building ◽  
Knowledge Organization ◽  
Linguistic Turn ◽  
Construction Of Knowledge ◽  
Epistemological Tradition ◽  
Science Philosophy ◽  
Collective Construction

Resumo Analisa o campo da organização dos saberes a partir da filosofia da linguagem. Problematiza a virada lingüística e sua importância no campo informacional. Critica a terminologia adotada para classificar o campo que atua com preservação, representação e transmissão de conceitos e artefatos que possibilitam a construção coletiva do conhecimento. Categoriza a tradição representacionista e a tradição pragmática. Descreve as tradições epistemológicas do campo informacional fundadas em uma filosofia da linguagem através das manifestações institucionais que atravessaram o século XX.Palavras-chave epistemologia da ciência da informação; filosofia da linguagem; tradição epistemológica; tradição pragmática; tradição representacionistaAbstract The article examines the field of organization of knowledge building on the philosophy of language. Questions the linguistic turn and its importance in the informational field. Criticizes the terminology used to classify the field that works with preservation, representation and transmission of concepts and artifacts that allow the collective construction of knowledge. Categorizes the representationalist tradition and the pragmatic tradition. Describes the epistemological traditions of the informational field based on a philosophy of language in institutional manifestations across throughout the twentieth century.Keywords epistemology of information science; philosophy of language; epistemological tradition; pragmatic tradition; representationalist tradition 

scholarly journals Science is human

2021 ◽  
Vol 11 (39) ◽  
pp. 43-44
Author(s):  
Carlos Renato Zacharias
Keyword(s):  
Scientific Knowledge ◽  
Freedom Of Expression ◽  
Human Action ◽  
Shared Knowledge ◽  
Scientific Journals ◽  
Construction Of Knowledge ◽  
Collective Construction

Collective construction of scientific knowledge is doubtless a major accomplishment of humankind. Sharing of information is a manner of inviting the interested community to participate at each step of such construction. Thus, publication of scientific articles must be regarded as an essential activity or means, because it communicates the results of the work of one or more researchers, in turn based on previous shared knowledge. In this regard, scientific journals play an important role as one of the means of communication. However, they are not merely passive vehicles, but one of the steps of the construction of knowledge itself. ... Inconsequent, irresponsible and unstructured freedom of expression and rigid censorship refractory to anything new are both noxious to any community. Although reaching a balance between extremes is a universal goal, we discover how much we missed the point only when we act and assess the consequences of our actions. In this regard, science is no different from any other field of human action.

Design of a Socioconstructivist Game for the Classroom

2010 ◽  
pp. 159-174 ◽  
Author(s):  
Margot Kaszap ◽  
Sylvie Rail
Keyword(s):  
Problem Solving ◽  
New Brunswick ◽  
Empirical Studies ◽  
Learning Objectives ◽  
Learning Approach ◽  
Web Based ◽  
New School ◽  
Construction Of Knowledge ◽  
Development Of Competencies ◽  
Collective Construction

The overall goal of our research was to create a Web-based health education game that was compatible with new school requirements in Quebec, Ontario, and New Brunswick, Canada, covering the development of competencies including problem solving and critical thinking, while using a learning approach involving the collective construction of knowledge. This chapter introduces the theoretical and empirical studies which led us to choose the game framework and question types to achieve the desired learning objectives.

scholarly journals EDUCAÇÃO EM DIREITOS HUMANOS E PROCESSOS DE DEMOCRATIZAÇÃO NO ENSINO FORMAL

2016 ◽  
Vol 23 (2) ◽  
pp. 1
Author(s):  
Celma Taves
Keyword(s):  
Human Rights ◽  
Human Rights Education ◽  
Formal Schooling ◽  
The Public ◽  
Construction Of Knowledge ◽  
Derechos Humanos ◽  
Palabras Clave ◽  
Politica Publica ◽  
La Red ◽  
Collective Construction

As práticas de educação em direitos humanos (EDH) buscam a formação do sujeito de direito, conjugando as esferas cognitivas, dos valores e das ações. Por isso, sua adoção como política pública é essencial à democracia e ao Estado de Direito. Embora seja uma nova área do conhecimento, seu âmbito de atuação tem possibilitado importantes experiências. Em Pernambuco, o trabalho de inserção da EDH na rede pública estadual de ensino desenvolveu-se de forma mais sistemática a partir de 2007. Objetivou-se com este artigo analisar em que medida as práticas de EDH no ensino formal se articulam e fomentam processos de democratização nas escolas pernambucanas. Com base nos dados deste estudo foi possível inferir que as ações e metodologias de EDH adotadas estimulam a participação, a autonomia e o estabelecimento de relações mais horizontais na construção coletiva do conhecimento. Consequentemente, tais relações vêm contribuindo para algumas transformações no espaço escolar, que tendem a propiciar melhores condições para que este ambiente esteja permeado por processos de democratização.Palavras-chave: Educação em direitos humanos. Ensino formal. Processos de democratização. HUMAN RIGHTS EDUCATION AND PROCESSES OF DEMOCRATIZATION IN  FORMAL SCHOOLINGAbstract: The practices in Human Rights Education (HRE) pursue the formation of the subject of law, combining the spheres of cognition, values and action. Thus, to adopt them as public policy is vital to democracy and to the Rule of Law. Although it is a new area of knowledge, its field of action has been facilitating important experiences. In the State of Pernambuco, the insertion of HRE in the public school system was a process that started its systematic development as of 2007. This paper aims to analyze whether the practices of HRE in formal schooling are articulated and if they encourage processes of democratization in the schools of Pernambuco. It was possible, based on the data provided by this study, to assume that the adopted actions and methodologies of HRE motivate participation, autonomy and the establishment of horizontal relations in the collective construction of knowledge. Therefore, they contribute in some of the transformations that are happening in the space of school, that tend to propitiate better conditions so that processes of democratization may pervade this atmosphere.Keywords: Human rights education. Formal schooling. Processes of democratization. EDUCACIÓN EN DERECHOS HUMANOS Y PROCESOS DE EMOCRATIZACIÓN EN LA ENSEÑANZA FORMAL Resumen: Las prácticas de educación en derechos humanos (EDH) buscan la formación del sujeto de derecho, articulando las esferas cognitiva, de los valores y de las acciones. Por eso, su adopción como política pública es esencial a la democracia y al Estado de Derecho. Aunque sea una nueva área de conocimiento, su ámbito de actuación ha posibilitado importantes experiencias. En Pernambuco, el trabajo de inserción de la EDH en la red pública estatal de enseñanza se desarrolló de forma más sistemática a partir de 2007. El objetivo de este artículo es analizar en qué medida las prácticas de EDH en la enseñanza formal se articulan y fomentan los procesos de democratización en las escuelas pernambucanas. Con base en los datos de esta investigación ha sido posible inferir que las acciones y metodologías de EDH adoptadas estimulan a la participación, la autonomía y las relaciones más horizontales en la construcción colectiva del conocimiento. Por consecuencia, estas relaciones vienen contribuyendo para algunas transformaciones en los espacios escolares, que tienden a propiciar mejores condiciones para que en este ambiente sea permeado por los procesos de democratización. Palabras clave: Educación en derechos humanos. Enseñanza formal. Procesos de democratización.

scholarly journals Pedagogy of Interactivity

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 51-58 ◽  
Author(s):  
Roberto Aparici ◽  
Marco Silva
Keyword(s):  
New Media ◽  
Web 2.0 ◽  
Marketing Strategies ◽  
Transmission Model ◽  
Collective Knowledge ◽  
Construction Of Knowledge ◽  
The Face ◽  
The Individual ◽  
Collective Construction ◽  
Medios De Comunicacion

This paper analyzes the pedagogy of transmission, with its unidirectional nature and features that it has in common with traditional media, and the pedagogy of interaction, one of participation, dialogue and co-authorship which harmonizes with the principles of Web 2.0. New media have implemented new communication models that allow every citizen to become a potential media communicator. This communicative ecosystem suggests a society of communicators in which everyone feeds each other with his or her creations and shares individual and collective knowledge. We review communication practices that utilize feedback as a strategy of interaction, when in fact these practices still favor the perspective of the sender. We then propose a model for the collective power of knowledge called the «feed-feed model», based on the individual and collective construction of knowledge. This knowledge, which can be organized in a virtual or real setting, characterizes the fundamental principles of interactivity, even though some sectors still view these as marketing strategies. We examine the virtual silence that exists in the culture of participation, and its implications for educommunication. The article concludes with a search for other pedagogical models, and the analysis of the consequences of perpetuating the transmission model in the face of the possibilities offered by the pedagogy of interaction. En este artículo se analizan la pedagogía transmisiva, caracterizada por su sentido unidireccional, que tiene algunos rasgos comunes con los medios de comunicación, y la pedagogía interactiva, caracterizada por la participación, el diálogo, la coautoría que tiene rasgos comunes con los principios de la Web 2.0. Los nuevos medios ponen en práctica modelos comunicativos que permiten que cada ciudadano pueda ser, potencialmente, un medio de comunicación. Este ecosistema comunicativo permite pensar en una sociedad de comunicadores donde todos alimentan con sus creaciones y participaciones los saberes individuales y colectivos. Se hace una revisión de las prácticas comunicativas que utilizan la retroalimentación (feed-back) como estrategia de interacción, cuando en verdad no dejan de ser un refuerzo planteado desde la óptica del emisor, y se ofrece una propuesta centrada en la alimentación de saberes colectivos que denominamos «modelo feed feed», basado en la participación individual y colectiva para la construcción de conocimientos. Estos saberes, que pueden organizarse presencial o virtualmente, caracterizan los principios fundamentales de la interactividad, que para algunos sectores no deja de ser una estrategia de marketing. En la cultura de la participación se hace referencia al silencio virtual y a sus consecuencias en el campo de la educomunicación. El artículo concluye con las búsqueda de otros modelos pedagógicos, y con el análisis de las consecuencias que implicaría seguir reproduciendo el modelo transmisivo frente a las posibilidades que ofrece la pedagogía de la interactividad.

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