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This study aims to investigate how online collaboration can support the learning of science, technology, engineering, and mathematics (STEM) in higher education. Empirical data were collected from 88 postgraduate students studying at the African Centre of Excellence for Innovative Teaching Learning Mathematics and Science (ACEITLMS) using online oral interviews and two five-point Likert scale questionnaires. Interviews were analysed through content analysis while data from the questionnaire were scanned through the Statistical Package for Social Scientists (SPSS) to compute descriptive statistics and Spearman rho correlation coefficient. The findings indicate that online collaborative learning through small group discussions prompt knowledge co-construction, and higher-order thinking skills in STEM subjects. Moreover, the findings demonstrate how several electronic multimedia tools (PhET simulations, animations, YouTube videos) can increase student retention and engagement in learning STEM. Though the students reported that they experienced challenges such as poor internet connection, lack of laboratory work, electricity shortage, and limited ICT skills, they managed to complete STEM learning activities by using free virtual laboratories, portable tethering hotspots from their smartphones, and smartphones where power was a problem and learnt the navigation of ICT tools from their peers. The study found moderate positive Spearman rho correlation coefficient, r s = 0.69 , P < 0.01 which explains that 69% of the total variance in the students' successful performance is explained by the two variables, i.e., social and cognitive presence. The study recommends more training for course instructors and students. Efforts should be put in place to focus on ICT manipulation and curating interactive content. The researchers acclaim the expansion of internet coverage in University of Rwanda campuses. This action will enhance online and blended learning. Moreover, the study recommends the integration of ICT and the use of multimedia tools such as Bio-interactive and Physics Education Technology (PhET) interactive simulations in STEM subjects as supplementary resources. These tools support cognitive and affective domains in the teaching and learning process. Furthermore, universities can reduce the problem of expensive and inadequate laboratory equipment by adopting the use of virtual laboratories, especially for online STEM lessons. [ABSTRACT FROM AUTHOR]

The aim of this article is to compare male homosexuality and lesbianism as they have been constructed by the psychology of Latin America, Spain and Portugal, and China, based on a meta-analysis of the scientific productions carried out in these regions. The article is part of the social psychology of science and scientific knowledge that places the psychological discipline as an object of study. In the comparative results we point out six categories: homophobia, pathologization, sexualization, disability of the homosexual and lesbian collective, invisibility of the lesbian collective, sex/gender binarism and division of “us” versus “them”. Considering these characteristics built by the scientific-psychological discourse of male homosexuality and lesbianism, we point out that these scientific discourses have been constitutive and reaffirming of the heteronorm and the stereotypes and discrimination suffered by the homosexual and lesbian collectives, often without any intention. We propose to rethink the discourses of psychology, its constructive function of social realities and the dominant power of the legitimization of the social norms of the “psi” sciences. [ABSTRACT FROM AUTHOR]

Copyright of Nauki o Wychowaniu. Studia Interdyscyplinarne is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A variety of semiotic resources makes the construction of scientific knowledge possible and meaning-making resources are conveyed by certain semiotic modes. Next, numerous studies have demonstrated the pedagogical importance of gestures in the demonstration of scientific knowledge in the classroom. Drawing on social semiotic systemic functional theory and legitimation code theory, this study explores the types and the role of gestures in the semiotic construction of scientific knowledge in pedagogic semiosis and their pedagogical values for the meaning-making of science content. With this aim, a gesture observation protocol (GOP) is developed to annotate and analyze data. Two science lectures, which are broadcast remotely for middle school students including gifted students, are observed. Systemic Functional Multimodal Discourse Analysis (SF-MDA) method is employed to analyze and evaluate data. Results demonstrated that the deployment of gestures that contributes to the construction of scientific knowledge is low and deployed gestures mostly do not have pedagogical value. It is recommended that teachers should be more conscious and educated about deploying gestures to present scientific knowledge efficiently. [ABSTRACT FROM AUTHOR]

This article shares the story of a locally-educated English as an additional language author who attributed her fledgling research publications in English-medium international journals to an innate interest in languages, extensive experience of text engagement and mediation, and the kindness of "strangers". The study draws from journal entries, publication records, and correspondence with significant others over ten years, during which the author went from an undergraduate English-major student to an author's translator and editor before trying to conduct and publish her own research in an English as a foreign language context. From an insider perspective, the personal account reflects on the confusion and struggle of a peripheral author who learnt to navigate her way towards research and publication without the ease of resource access, supervisor guidance, academic training, and support networks. Tracking how the author perceived research and scholarship along her journey, it considers the role of language as a means of academic authors' self-cultivation and providing egalitarian access to the world of knowledge and research that transcends structural constraints. The article also critically examines the centre-periphery tension in scholarly publishing and offers implications to help engage resource-deprived, disadvantaged authors in an increasingly interconnected world of knowledge construction. [ABSTRACT FROM AUTHOR]

Copyright of Didacticae: Revista de Investigación en Didácticas Específicas is the property of Didacticae: Revista de Investigacion en Didacticas Especificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this work is to discuss the talk-in-interaction organization in a classroom of Portuguese as non-mother language, focusing on the structure of revoicing. Descriptions of its characteristics are presented, comparing with the IRE sequence, and excerpts are analyzed in a Portuguese classroom recorded on video at a university in Macau, with the participation of a Brazilian professor and Chinese students. Through ethnographic microanalysis, it is shown how the participants position themselves, constructing knowledge and creating the local context and environment. [ABSTRACT FROM AUTHOR]

Collaborative knowledge construction (KC) is an important process in interprofessional learning and a logical assessment target. A tool supporting the formative evaluation of KC behaviors ideally would be: 1) applicable to interprofessional teams of learners in clinical contexts; 2) informed by contemporary learning frameworks; 3) feasible and useful. No existing assessment tool meets these criteria. This paper describes the development and preliminary validity evidence for a Tool for Observing Construction of Knowledge in Interprofessional teams (TOCK-IP). Following literature review and needs assessment, the TOCK-IP was drafted based upon Gunawardena's five-phase KC model. Educational expert review established content validity. Response process and internal structure validity, feasibility, and utility were assessed through step-wise evaluation. Faculty raters applied the tool to four videos of simulated interactions between health professions learners. Faculty ratings were compared to expert consensus ratings. Thematic analysis of post-rating survey and debrief allowed assessment of feasibility and utility. Across videos, faculty raters' agreement was fair (n = 25; Fleiss' kappa = 0.40, <0.001). Excellent agreement (95%) was found for raters' scores compared to consensus rating. Faculty supported tool feasibility and utility. The TOCK-IP meets the three criteria for evaluating team-level KC and offers a progression roadmap to help learners move toward collaborative learning. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education is the property of Haiyan Publishing Co. Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Online collaborative argumentations need instructional support to ensure social interactions and in-depth cognitive engagement. It is known that graphic organizers assist in comprehending information and negotiating meanings for individual and collective tasks. This study intends to compare the effects of different graphic organizers in asynchronous online discussions. Specifically, it investigates three graphic organizers collaboratively constructed by learners, including t-charts, tree charts, and maps. A t-chart is a table that shows two sides of a subject (e.g., pros vs. cons). A tree chart gets a subject to branch out into multiple subtopics, displaying a hierarchy of topics. A map depicts relations of a topic with nodes and links. This study examines the three graphic organizers' impacts on social, cognitive, and affective engagements in online collaborative argumentation. A quasi-experimental study was conducted in an online graduate course where 36 students participated in case-based discussions with a graphic organizer for each group. The results demonstrated that more alternative ideas were generated in t-charts than the other types, which shows varying levels of knowledge construction. In terms of participatory and attitudinal aspects, we did not find a significant difference across the types of graphic organizers. This study suggests the form of a graphic organizer affects how learners construct knowledge in collective work. Affordances of each type of graphic organizer and their applications in online instructional settings were discussed. [ABSTRACT FROM AUTHOR]

Background: The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (cdf) (2013), which offers clil teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their subject. These functions have mainly been addressed from classroom observations or task prompts, and little is known about their teachability and effectiveness on students’ content knowledge. Purpose: This paper explores whether the cdf of ‘comparing’ (a subcategory of ‘classify’) can be taught to Spanish seventh-grade clil biology students (N = 37) and examines the effect of teaching it explicitly on their written performance. Method: An operational framework was developed to define this cdf and an exploratory study was performed in which students were asked to hand in written comparisons. Quantitative and qualitative pre-and post-tests were applied. Results: Significant results were obtained for the experimental groups, which improved in both content and language learning, scoring higher on inclusion of content points, justification of their scientific claims, concept formation and use of lexico-grammatical forms. Conclusion: These findings add to our understanding of the importance of integrating cognition and language in teaching and learning natural sciences, within which CDFs can be a useful starting point.

Abstract Background The goal of this research was to determine students’ perceived self-efficacy in science classes through involving students in expanding disciplinary core idea (DCI) and interdisciplinary core idea (ICI) maps, as a method to visualize knowledge (utilizing mind mapping and concept mapping) to support students to integrate interdisciplinary learning. The research involved (a) creating (by science educators) eight curriculum-related, disciplinary core idea maps and two interdisciplinary core idea maps; (b) teachers guiding students in an experimental group, to make interdisciplinary connections so as to expand DCI and ICI maps in an intervention lasting a year and a half from grade 10 to 11; (c) providing feedback on students’ developed DCI and ICI maps; (d) administering questionnaires seeking students’ perceptions about their self-efficacy towards core ideas, both before and after the intervention and (e) interviewing science teachers (5) and selected students (25), after the intervention, about their perceptions towards the use and outcomes of their DCI and ICI maps. Besides the experimental group, a control group (no intervention) was involved. Results Outcomes showed that the intervention (guiding students in creating disciplinary and interdisciplinary core idea maps to visualize their learning) supported students significantly in their perceived self-efficacy in the fields of Life Science and Earth Science, plus in the use of Models and Systems. In Physics and Chemistry, the students’ perceived self-efficacy was not statistically significantly positive after the conducted intervention. This stemmed from disciplinary core ideas, related to Physics and Chemistry, being more abstract, with students making fewer connections and integrating less new knowledge into the related DCI and ICI maps. In the interviews, both teachers and students stated that the intervention (including expansion of DCI and ICI maps) supported students’ science learning. Conclusions Creating and expanding disciplinary and interdisciplinary core ideas more clearly indicates students’ learning, through their ability to make meaningful connections, enabling students to raise their self-efficacy in preparing for their future. The results from this research demonstrate that students’ perceived self-efficacy can occur through knowledge visualization by expanding both DCI and ICI maps enabling the making of greater interdisciplinary connections.

Massive open online courses (MOOCs) have increasingly become an important element for individuals’ learning and development. However, MOOCs mainly concentrate on duplicating knowledge instead of constructing it. This research aims to explore the structure of the MOOCs for fostering the knowledge construction in which educational professional build, develop, share one another’ learning and reflections. This research focused on Coursera, a particular MOOC community, by drawing on the concepts of community of practice (CoP) as a theoretical lens. Three types of data were collected. The archival data consisted of the top and selected posts from online discussion forums, and the elicited data which was derived from over 60 interviews with Coursera learners. Meanwhile, field note data was extracted from 160 days of interaction with the participants. A qualitative research method using a netnographic methodology was employed. The findings contribute to the body of knowledge construction and online communities by providing an understanding of the domain, community and practice elements. The study on other elements such as the reinforcement of identity, formation of warrants and identification of mechanisms for legitimate peripheral participation can help to interpret the constitution of CoPs in MOOC. This research developed a Coursera community framework that generally makes a MOOC community more energetic to construct knowledge.

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper introduces the term explorative mathematical argumentation (EMA), signifying a concept for describing and analysing learners' mathematical argumentation processes. Despite multiple recent empirical evidence for argumentation promoting learning in science education, still little is known about the development of early mathematical argumentation skills and their role within early learning processes. The widely varying use of the term argumentation impedes respective research efforts. The concept of explorative mathematical argumentation offers an approach that takes into account the explorative nature of learners' knowledge construction as well as specific aspects of mathematical argumentation. The concept of EMA promotes mathematical argumentation as a separate competence facet within which different forms and tools of reasoning can be deployed. It is suitable for describing and analysing learners' mathematical argumentation processes from an early age onwards, as is illustrated by an exemplary situation with 4- and 5-year-old preschool children. Eventually, methods for identifying and analysing learners' explorative mathematical argumentation processes are presented for discussion. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Applied Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Massive open online courses (MOOCs) have increasingly become an important element for individuals' learning and development. However, MOOCs mainly concentrate on duplicating knowledge instead of constructing it. This research aims to explore the structure of the MOOCs for fostering the knowledge construction in which educational professional build, develop, share one another' learning and reflections. This research focused on Coursera, a particular MOOC community, by drawing on the concepts of community of practice (CoP) as a theoretical lens. Three types of data were collected. The archival data consisted of the top and selected posts from online discussion forums, and the elicited data which was derived from over 60 interviews with Coursera learners. Meanwhile, field note data was extracted from 160 days of interaction with the participants. A qualitative research method using a netnographic methodology was employed. The findings contribute to the body of knowledge construction and online communities by providing an understanding of the domain, community and practice elements. The study on other elements such as the reinforcement of identity, formation of warrants and identification of mechanisms for legitimate peripheral participation can help to interpret the constitution of CoPs in MOOC. This research developed a Coursera community framework that generally makes a MOOC community more energetic to construct knowledge. [ABSTRACT FROM AUTHOR]

A major barrier to advancing ornithology is the systemic exclusion of professionals from the Global South. A recent special feature, Advances in Neotropical Ornithology, and a shortfalls analysis therein, unintentionally followed a long-standing pattern of highlighting individuals, knowledge, and views from the Global North, while largely omitting the perspectives of people based within the Neotropics. Here, we review current strengths and opportunities in the practice of Neotropical ornithology. Further, we discuss problems with assessing the state of Neotropical ornithology through a northern lens, including discovery narratives, incomplete (and biased) understanding of history and advances, and the promotion of agendas that, while currently popular in the north, may not fit the needs and realities of Neotropical research. We argue that future advances in Neotropical ornithology will critically depend on identifying and addressing the systemic barriers that hold back ornithologists who live and work in the Neotropics: unreliable and limited funding, exclusion from international research leadership, restricted dissemination of knowledge (e.g., through language hegemony and citation bias), and logistical barriers. Moving forward, we must examine and acknowledge the colonial roots of our discipline, and explicitly promote anti-colonial agendas for research, training, and conservation. We invite our colleagues within and beyond the Neotropics to join us in creating new models of governance that establish research priorities with vigorous participation of ornithologists and communities within the Neotropical region. To include a diversity of perspectives, we must systemically address discrimination and bias rooted in the socioeconomic class system, anti-Blackness, anti-Brownness, anti-Indigeneity, misogyny, homophobia, tokenism, and ableism. Instead of seeking individual excellence and rewarding top-down leadership, institutions in the North and South can promote collective leadership. In adopting these approaches, we, ornithologists, will join a community of researchers across academia building new paradigms that can reconcile our relationships and transform science. [ABSTRACT FROM AUTHOR]

A networked learning community (NLC) comprises teachers from different schools engaging collaboratively in purposeful and sustained professional learning. Networked learning entails the construction of knowledge that is new to the members of the group by tapping their collective practitioner knowledge and the public knowledge base. Members can use technology to engage in knowledge construction in a sustained NLC environment even though they may not be able to meet face to face regularly. This paper outlines the development, aided by the design-based research methodology, of an implementation framework to support knowledge construction in online collaboration groups by NLCs in Singapore. Findings from an empirical research on interactions within NLCs' online collaboration groups and members' perceptions of online knowledge construction informed the development of the implementation framework. Feedback obtained from a field test of the framework revealed the importance of ensuring members recognise the importance of co-owning and co-leading the knowledge construction in online collaborative environments. The framework can inform the work of NLCs, particularly in the challenging aspect of sustaining technology-supported knowledge construction that is co-led and co-facilitated by teachers. [ABSTRACT FROM AUTHOR]

To cope with the spectacular progress of technology, university education in Algeria has placed a lot of emphasis on delivering instructions through the eLearning platform. This paper explores the usefulness of eLearning in improving the students' learning experiences to undertake research projects. No empirical studies have been conducted on the efficacy of online teaching research methodologies in Algerian EFL contexts. The current research tries to show and an in-depth look at the efficacy of teaching the Research Techniques module online. It attempts to answer the question: To what extent has the e-Learning platform been effective in teaching/learning research methods to Algerian EFL students? To this aim, the researcher's gleaning of data was from a questionnaire distributed to 86 third-year students of English in the department of foreign languages at Naama University Center and a semi-structured interview with three teachers from the same context. The findings reported that e-learning has influenced the educational process and positively affected students' knowledge construction and reflexivity. It has also increased their personal and empirical skills to conduct research projects despite some challenging features. This research will be of broad interest to EFL teachers willing to use eLearning in their methodology courses besides improving their teaching. The reported acceptability of eLearning might be utilized to influence policy and counter the traditional teaching methods used in Algerian institutions. Furthermore, although the finding is not generalizable, it does include features that instructors in other contexts may find valuable. [ABSTRACT FROM AUTHOR]

Problem, being a driving force in Problem Based Learning is proved to be an effective classroom strategy to develop problem solving and cognitive capabilities. A curriculum focused with knowledge structuring and construction can help students develop the required 21st century skills. In this paper we propose a model and process to re-design and deliver the syllabus to effectively integrate the problem based learning with active learning strategies. With a methodical approach of beginning from the pre-requisites to using contextual cues to structure the knowledge, the process uses the problems in knowledge construction. The model proposes the possible ways to restructure the syllabus in support to the proposed method. The paper further presents a case study of applying the model on a computer science course, its design and deliberations. The paper presents the results and analysis along with scores and time required for revision as compared to classes where the proposed methodology was not followed. The assessment scores and feedback are presented to validate the model. The model promises to be an effective strategy to think like a problem solver and be a self-directed learner with analysis carried out using qualitative and quantitative methods. [ABSTRACT FROM AUTHOR]

This article shows the necessity to reflect on curricular issues using the Epistemology of Complexity, substantiating the importance of this theory to move the curriculum away from the Cartesian Methodology and from the positivist logic that, by dissociating and compartmentalizing knowledge, inhibits the possibilities of analysis and the understanding of the whole. Therefore, the concepts of curriculum and complexity are discussed, also the importance of this relationship and the possible developments for the education field. In this wake, permeated by Morinian principles, the production developed in this text presents conceptual links that dialogue with Jean Piaget's Genetic Psychology and its relationship with skills and competencies development, highlighting the didactic and epistemological foundations that favor the learning process. From the inside of these movements, it is possible to observe the need for a comprehensive, generous, and flexible curriculum planning, that is open to the creativity and to the new, welcoming uncertainty and new cognitive effervescences. The methodology is bibliographic research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer-Aided Design & Computer Graphics / Jisuanji Fuzhu Sheji Yu Tuxingxue Xuebao is the property of Gai Kan Bian Wei Hui and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract This study examined how the knowledge market promotes knowledge construction on question-and-answer (Q&A) websites. Data were collected from Zhihu, one of the largest Q&A sites in China. Hierarchical linear modeling was employed to estimate the dynamics of information accumulation, that is, the provision of informative content as factual construction. By employing information accumulation as the objective measure of knowledge construction, we determined that online knowledge construction was facilitated by a competitive marketplace of ideas. In addition, participation, temporal, and discourse features affected the dynamics of information accumulation. In specific, active users contributed significantly less to information accumulation than did ordinary users. Information accumulation shows a naturally decaying process represented as a function of answer order. The time interval between answers at the two preceding time points reduced the informativeness of answers at the subsequent time point. Answers with a higher readability score reduced the informativeness of subsequent answers. The results indicate that knowledge construction on Q&A sites unfolds as a process of mass collaboration among users.

The analysis of Danish psychology students' Master's thesis projects, focusing on their methodological approaches showed a discrepancy of their interest and the predominance of mainstream quantitative approach published in psychology journals. The interest of Danish psychology students in qualitative methodologies indicate that there is a social normativity guiding the choice of research methods (Szulevicz et al., 2021) This paper focus on the academic rites and myths that usually homogenize the reflections and actions of the weird people who attends the university. It is argued that from the rites and myths that shapes the academic environment, the researcher develops an affective availability to select aspects of the experience to reflect on. The preparation of the project depends on the methodological choices and adjustments, making the reflected experience intelligible to the academic audience, invited to criticize the ongoing work and when it is finished. Categories addressing the qualities of psychological experience are proposed opening paths for possible future researches on the topic. [ABSTRACT FROM AUTHOR]

Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of knowledge construction processes. In this paper, quantitative ethnography was used to mine the comments generated from comment-based PA activities to reveal the characteristics of student teachers' knowledge construction and the developmental trajectories of knowledge structure at different learning stages. The experimental results show that the student teachers' knowledge structures and knowledge levels evolve in the PA environment, and the cognitive network gradually tends to become more complex and balanced. The student teachers showed stage and gender differences in the level of knowledge progression during the learning process. The second PA was a turning point in knowledge progression. The knowledge structures of the male and female groups are biased towards different kinds of knowledge elements. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Lesson study (LS) is an effective means of improving teachers' facility with teaching design. This research designs a case study of online to offline (O2O) LS and explores the social interaction and behaviour patterns in the process of the LS. The participants included 29 chemistry teachers from 10 secondary schools and two educational technology experts from a university in western China, who participated in the O2O LS, with Chemistry Teaching Design based on Augmented Reality (AR): Molecules and Atoms as its topic. Through social network analysis (SNA) and lag sequence analysis (LSA), the findings of this case study indicate that: (1) in the LS process, the two co-hosts played their due roles well, while different teachers played strong guiding and controlling roles in different discussion phases, and (2) in different discussion phases, the behaviour sequence of teachers' knowledge construction presented different characteristics in that high-level knowledge construction took place among teachers in the later phases under the leadership of the host. This study will aid in the design and implementation of O2O LS and the description of interactive characteristics in teachers' collaborative learning so as to provide reference for using teacher training process data and improving teachers' professional abilities. [ABSTRACT FROM AUTHOR]

Conversational agents can deepen reasoning and encourage students to build on others' knowledge in collaborative learning. Embedding agents in group work, however, presents challenges where groups may ignore the agents, and this calls for designs where students perceive agents as learning partners. This study examines group interactions with two text‐based agents (ie, chatbots) that posed as an expert and a less knowledgeable peer in a high school marine biology lesson. Student messages (N = 1764) from 18 groups (52 students ages 14–15) received codes for reasoning, building on prior ideas, and responsiveness to the agents. Results indicate no differences between agents in how often each discussion move occurred. Interestingly, sequential pattern mining suggests that the less‐knowledgeable‐peer agent prompted groups to show questioning and building on others' ideas, similar to how students may act as peer tutors to the agent. Meanwhile, sequences with the expert agent resembled student‐teacher exchange, where groups responded to the agent's nudges and then provided reasoning. Findings illustrate the affordances of embedding humanized features in technology designs to promote discussion. Practitioner notesWhat is already known about this topic Conversational agents can facilitate group discussions, but can get abused or ignored by student groups.To engage students, agent designs can simulate the characteristics of familiar classroom figures, such as peers or teachers.There are limited explorations of how student groups adapt their interactions to different agent designs in collaborative settings.What the paper adds Illustrations of the utilities of diversifying agent designs in collaborative learning.Insights into the unique interaction patterns that student groups displayed to different designs, such as questioning and building on others' ideas with a less‐knowledgeable‐peer agent.Implications for practice and/or policy Embedding signs of humanness in classroom facilitation and technology design can foster responsiveness among users.Pedagogy can consider adaptive designs to promote interaction sequences that contribute to learning (eg, questioning, expanding on prior ideas) at opportune moments. [ABSTRACT FROM AUTHOR]

The Bodo tribe, considered as the largest plains tribe in Assam, has been agitating for a separate state since the 1980s. Land alienation, marginalization faced from the mainstream and dominant community, and prolonged economic backwardness are believed to be the driving factors for the Bodo identity movement. While the movement itself began to gain momentum only in the 1960s, the Bodo people's insistence on a distinctive identity vis-à-vis the mainstream Assamese community can be traced to pre-independent India. The Bodo people's consciousness of distinctness may have been a result of the onset of colonization. At the same time, the fact that this consciousness may have been influenced by colonial writings about the community cannot be ignored. Since the colonial period, the Bodos have lived in fear of assimilation and extinction while also being acutely conscious of their "glorious past" now lost. Both the fear of assimilation and the awareness of a lost glory are colonial legacies. While the first is a result of the Hindu/Assamese cultural hegemony, the second is inspired by colonial writings about the Bodos or Bodo-Kacharis. This essay is an attempt to study the Bodo identity movement as a colonial legacy by looking at its accompanying cultural nationalism through literature without negating the violent turn it took in the 1990s. It would be an attempt to establish the hypothesis that the Bodo tribe's very perception of the self is derived from the knowledge produced by colonial writings on the tribe. [ABSTRACT FROM AUTHOR]

Background and Aims Modern views accept that inflammatory bowel diseases [IBD] emerge from complex interactions among the multiple components of a biological network known as the 'IBD interactome'. These diverse components belong to different functional levels including cells, molecules, genes and biological processes. This diversity can make it difficult to integrate available empirical information from human patients into a collective view of aetiopathogenesis, a necessary step to understand the interactome. Herein, we quantitatively analyse how the representativeness of components involved in human IBD and their relationships have changed over time. Methods A bibliographic search in PubMed retrieved 25 971 abstracts of experimental studies on IBD in humans, published between 1990 and 2020. Abstracts were scanned automatically for 1218 IBD interactome components proposed in recent reviews. The resulting databases are freely available and were visualized as networks indicating the frequency at which different components are referenced together within each abstract. Results As expected, over time there was an increase in components added to the IBD network and heightened connectivity within and across functional levels. However, certain components were consistently studied together, forming preserved motifs in the networks. These overrepresented and highly linked components reflect main 'hypotheses' in IBD research in humans. Interestingly, 82% of the components cited in reviews were absent or showed low frequency, suggesting that many aspects of the proposed IBD interactome still have weak experimental support in humans. Conclusions A reductionist and fragmented approach to the study of IBD has prevailed in previous decades, highlighting the importance of transitioning towards a more integrated interactome framework. [ABSTRACT FROM AUTHOR]

This work aims to revisit key aspects in the literature that investigates classroom talk-in-interaction, updating them to the recent discussion that investigates epistemic relations in the interactional field. We depart from Garcez's (2006, 2012) analysis of classroom talk-in-interaction to verify to what extent the current investigation of epistemic issues brings up new perspectives for these studies. The discussion also draws on reflections from the analysis of how questions emerge in the interaction of researchers at a technology laboratory (FRANK, 2015). We conclude that paying attention to participants' orientation to territories of knowledge in the interactional field brings into focus relevant issues to the discussion of knowledge asymmetries in the classroom and raises interest in searching for descriptions of nontraditional epistemic organizations in the classroom. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show empirically, albeit in an indirect manner, some aspects related to language development and knowledge construction, in the frame of the relations between thought and language proposed by contemporary philosophy and by systemic functional linguistics (SFL). To do this, we compare two versions of the same two texts, produced by university students as part of an explicit genre-based learning process, and argue for an evolution of their cognition. Different stances of contemporary philosophy, socio-historic psychology and cognitive studies are revised as part of the conceptual framework, along with the language-based pedagogy proposed within systemic-functional linguistics. Based on this theoretical revision, two teaching-learning experiences informed by this genre-based pedagogy and SFL discourse analysis methodology are presented. These experiences offer some achievements in the direction of the goal of the paper. We propose that students evolve in the construction of knowledge and, hence, in the development of thought, through the development of their writing competences, achieved by the application of genre-based teaching for written discourse. Therefore, based on the experience and the theoretical base proposed, evidence is provided for the hypothesis of cognition of the world as a human faculty constituted by the development of language.

Background: The goal of this research was to determine students' perceived self-efficacy in science classes through involving students in expanding disciplinary core idea (DCI) and interdisciplinary core idea (ICI) maps, as a method to visualize knowledge (utilizing mind mapping and concept mapping) to support students to integrate interdisciplinary learning. The research involved (a) creating (by science educators) eight curriculum-related, disciplinary core idea maps and two interdisciplinary core idea maps; (b) teachers guiding students in an experimental group, to make interdisciplinary connections so as to expand DCI and ICI maps in an intervention lasting a year and a half from grade 10 to 11; (c) providing feedback on students' developed DCI and ICI maps; (d) administering questionnaires seeking students' perceptions about their self-efficacy towards core ideas, both before and after the intervention and (e) interviewing science teachers (5) and selected students (25), after the intervention, about their perceptions towards the use and outcomes of their DCI and ICI maps. Besides the experimental group, a control group (no intervention) was involved. Results: Outcomes showed that the intervention (guiding students in creating disciplinary and interdisciplinary core idea maps to visualize their learning) supported students significantly in their perceived self-efficacy in the fields of Life Science and Earth Science, plus in the use of Models and Systems. In Physics and Chemistry, the students' perceived self-efficacy was not statistically significantly positive after the conducted intervention. This stemmed from disciplinary core ideas, related to Physics and Chemistry, being more abstract, with students making fewer connections and integrating less new knowledge into the related DCI and ICI maps. In the interviews, both teachers and students stated that the intervention (including expansion of DCI and ICI maps) supported students' science learning. Conclusions: Creating and expanding disciplinary and interdisciplinary core ideas more clearly indicates students' learning, through their ability to make meaningful connections, enabling students to raise their self-efficacy in preparing for their future. The results from this research demonstrate that students' perceived self-efficacy can occur through knowledge visualization by expanding both DCI and ICI maps enabling the making of greater interdisciplinary connections. [ABSTRACT FROM AUTHOR]

The shared meaning represented by their associative lexical concepts explains why and how the linguistic forms can be systematically grouped for meaning construction. Fillmore initiated Frame Semantics as a theory of meaning to propose "a research program in empirical semantics and a descriptive framework to present the results" in the field ([43]: 373). Meaning potentials and context: Some consequences for the analysis of variation in meaning. Keywords: corpus linguistics; frame semantics; knowledge construction; lexical concepts EN corpus linguistics frame semantics knowledge construction lexical concepts 899 947 49 09/13/22 20220901 NES 220901 1 Introduction A relationship between the level of knowledge construction and the organization of collaborative work has been identified in human cognition and communication (see [3]; [5]; [52]). [Extracted from the article]