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Scientific texts convey new and complex information relevant not only to researchers but also to lay audiences. We present a randomized controlled trial that investigated whether showing a concept map, gradually building up as a user reads a scientific text, supports the cognitive processes of knowledge construction. The intervention group (n = 44) exhibited significantly more knowledge construction [t(89) = 1.94, p =.029, d = 0.41] than the control group (n = 47). The intervention supported basic knowledge construction, i.e., simple processing of information, but not medium and complex levels. This study makes two contributions: (1) showing interactive concept maps and building them up gradually alongside reading helps make scientific texts cognitively more accessible to a lay audience, e.g., to inform public debate, and (2) knowledge construction theory can be used as a theoretical foundation for measuring specific aspects of learning processes—complementing other metrics for comparative design examinations, e.g., usability, user experience, or performance-based measures. [ABSTRACT FROM AUTHOR]

Purpose: Multiple knowledge sources inform healthcare. In healthcare encounters, patients and health professionals' ideas intersect to understand illness and disease. Exploring what is thought of as legitimate knowledge, and where those reflections come from is central to the process of improving and developing healthcare. Within this context, we aim to explore how knowledge about hand osteoarthritis (OA) is constructed and negotiated in clinical consultations. Methodology: The article is based on interviews with 21 patients and 14 health professionals in combination with observation in 16 clinical consultations. Reflexive thematic analysis was used to interpret the data. Results: We generated four themes from codes to tell an interpretive story about how hand OA meaning-making is "talked into being" in patient-provider encounters: from the dominant voice of health professionals, from patients as knowers in the chronic healthcare dialogue, from health professionals and patients constructing knowledge together and from the construction of knowledge in hybrid positions when patients are health professionals and health professionals have hand OA. Conclusion: New knowledge about hand OA is co-constructed in the situated context of the clinical encounter through a polyphony of voices—some of which are dominant, while others occupy the periphery—within and between the interactants in dialgue. [ABSTRACT FROM AUTHOR]

Currently, generative AI has undergone rapid development. Numerous studies have attested to the benefits of Gen AI in programming, mathematics and other disciplines. However, since Gen AI mostly uses English as the intrinsic training parameter, it is more effective in facilitating the teaching of courses that use international common notation, but few scholars have researched the fitness of Gen AI-assisted teaching of humanities courses in Chinese-language environments. To address these gaps, this study examined the learning behaviours of 30 students using Gen AI to help them answer questions on economic law tests using the Lag Sequential Analysis. The results show that the following: (1) The use of Gen AI to aid learning in an economic law course did not significantly improve the cognitive level of academics from the perspective of knowledge construction. (2) According to the characteristics of students’ behavioural paths via Gen AI-assisted learning, their behavioural patterns can be classified into autonomous and innovative, moderate, and lacking innovation. (3) Different learning modes when Gen AI-assisted teaching was used affected the final results, which were as follows: High-performing students favoured the autonomous and innovative pattern, medium-performing students favoured the moderate pattern, and low-performing students favoured the lacking innovation pattern. [ABSTRACT FROM AUTHOR]

Copyright of e-Education Research is the property of Northwest Normal University 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.)

Microplastics, a novel global environmental problem, has become a fast-developing research field with worldwide investments. With scientific development, social science studies are expected to contribute to developing more effective communication on microplastics. Among various media, this article focused on Wikipedia and discussed one particular situation—when the language of Wikipedia differs from the language of mainstream information sources. Inspired by actor network theory, we analyzed the revision history of the Japanese Wikipedia article on microplastics from 2014 to 2020 and elucidated how knowledge of microplastics was textually constructed. We found editors' reluctance to disprove and update the latest scientific knowledge in edit actions, as well as problems and flaws existing in the created knowledge that shows limited enforcement of Wikipedia policies. Based on the findings, we urge more attention to improving the public knowledge of fast-developing science, especially when the knowledge construction might encounter a cross-language context. [ABSTRACT FROM AUTHOR]

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students' active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students' knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students' higher-order thinking skills and learning scores, proving that it significantly enhances students' creativity, problem-solving abilities, critical thinking, and knowledge construction. [ABSTRACT FROM AUTHOR]

Abstract Moral education has become an urgency in shaping students' character through school learning. The purpose of this research is to produce a digital-based learning material product that is suitable for use by Pancasila Education teachers in the learning process for students. The research method used is research and development using the 4D development model consisting of the define, design, develop, and disseminate stages. Product validation will be conducted by content validator, media validator, Pancasila Education teacher, and 33 seventh-grade students. The results of the study show that moral education is a need for students to overcome deviant behavior. Teachers must also be able to create effective, efficient, and enjoyable learning activities. The developed digital-based website learning material obtained a very suitable category from the content expert validation with a score of 91%, media expert validation 98%, Pancasila Education teacher assessment 92% and was considered very interesting by students with a score of 91%. It can be concluded that the digital learning material with the material on the position, function, and application of Pancasila values is highly suitable and recommended for use in the Pancasila Education learning process. ----------------------------- Abstrak Pendidikan moral menjadi urgensi dalam membentuk karakter peserta didik melalui pembelajaran di sekolah. Tujuan penelitian ini yaitu untuk menghasilkan produk berupa materi pembelajaran berbasis digital yang layak digunakan oleh guru Pendidikan Pancasila dalam proses pembelajaran pada peserta didik. Jenis Penelitian yang digunakan yaitu research and development dengan menggunakan model pengembangan 4D yang terdiri dari tahap define, design, develop, dan disseminate. Uji validasi produk akan dilakukan oleh validasi materi, validasi media dan guru Pendidikan Pancasila serta siswa kelas VII sebanyak 33 siswa. Hasil penelitian menunjukkan bahwa edukasi moral menjadi kebutuhan siswa untuk mengatasi perilaku menyimpang. Guru juga harus dapat menciptakan kegiatan pembelajaran yang efektif, efisien, dan menyenangkan. Materi pembelajaran berbasis digital website yang dikembangkan memperoleh penilaian kategori sangat layak dari validasi ahli materi dengan skor 91%, validasi ahli media 98%, penilaian guru Pendidikan Pancasila 92% dan diperoleh kategori sangat menarik dari siswa dengan skor 91%. Dapat disimpulkan bahwa materi pembelajaran digital dengan matan materi kedudukan, fungsi dan penerapan nilai-nilai Pancasila sangat layak dan direkomendasikan untuk digunakan dalam proses pembelajaran Pendidikan Pancasila.

With the growth of women's periodicals in China during the early twentieth century, women started to assume an unprecedentedly conspicuous role in print culture as both readers and essay writers. Targeting well-educated young women of the new era, the leading women's periodical, The Ladies' Journal (Funü zazhi 婦女雜誌), can function as the precious prism to examine the critical reading practice of young urban women of the time. This paper investigates how women's critical reading reflections on heterosexual love and gender relations that were manifested in the journal facilitated the formation of female subjectivity through women readers' engagement with new gender norms and knowledge. It argues that the introduction and promulgation of literary works and feminist ideologies concerning women's individuality embodied male editors' concern on women's empowerment, while also serving as their normative configurations of new knowledge surrounding womanhood and social progress. But women were not deprived of subjectivity when encountering these prescriptive knowledge. The public reading of texts that inspired young educated women to reflect on love and marriage displayed female readers' feminist consciousness, conceptualizing women's agency in providing alternatives for male intellectuals' vision and contributing to the construction of public knowledge through their own discursive efforts. [ABSTRACT FROM AUTHOR]

Background: Pediatric acute-onset neuropsychiatric syndrome (PANS) is a symptom-based and clinically heterogeneous condition characterized by an abrupt and dramatic onset of symptoms such as loss of motoric and cognitive abilities, anxiety, compulsion, tics, and eating disorders. PANS is a new diagnosis and the condition has gathered controversy in research and clinical practice. Aim: We aimed to investigate the process by which parents of children with PANS acquire knowledge about the condition; the causes that lead parents to search for knowledge; the ways in which they search for knowledge; and the manner in which this knowledge is received by medical care professionals. Method: The study employed in-depth semi-structured, individual interviews with 13 parents of children diagnosed with PANS. An inductive qualitative thematic analysis was used as a guide for analyzing the data. Results: Challenges to understand their child's illness and receive effective care led the parents to search for knowledge about PANS and provide an explanation for their child's symptoms. They used personal and social resources to search for knowledge. They felt trusted and encouraged when clinicians endorsed their knowledge. On the other hand, when they were dismissed as a source of knowledge, they experienced a lack of trust towards professionals. Conclusions: A driving force for parents' search for knowledge is a perceived incapacity to give meaning to their experiences. Another reason is mistrust of healthcare staff's existing knowledge. Highlights: PANS is a new diagnosis and the condition has gathered controversy in research and clinical practice, particularly with regard to the role of autoimmune and infectious diseases at the onset of PANS. Parents of children with PANS manage challenges to understand their child's illness and receive effective care by searching for knowledge about PANS. They used personal and social resources to search for knowledge. They felt trusted and encouraged when clinicians endorsed their knowledge. On the other hand, when they were dismissed as a source of knowledge, they experienced a lack of trust towards professionals. The results illustrate a need for in-depth knowledge of PANS in mental healthcare and enhanced person-centered care where parents are regarded as valuable carriers of knowledge. [ABSTRACT FROM AUTHOR]

Strengthening user relationship management is the important way for the high-quality development of university libraries, which has attracted the attention of university libraries in recent years. The current research and practice mainly focus on service strategy, and lack of systematic research and planning from the perspective of organizational strategy. In addition, there are also problems such as insufficient attention to the subjectivity and initiative of users in library work, and lack of empirical research results. The purpose of this study is to construct a suitable cognitive and practical framework for user relationship management in university libraries, and to introduce the successful experience based on this framework, so as to provide reference for other university libraries. Therefore, based on the essential characteristics and fundamental functions of all library services and resources to support user knowledge construction, this study defines four vertical dimensions of user relationship management in university libraries by applying knowledge construction theory and logical deduction method, including space construction, knowledge resource construction, interactive situation construction and user subject construction, which intersect with the horizontal process of reinterpretation of user relationship management, and together constitute the cognitive and practical framework of library user relationship management. Based on the above framework, this paper introduces the practice and effect of strengthening user relationship management in the library of North China University of Science and Technology, including the construction of physical space, to provide users with real situation; knowledge resource construction, to provide users with applicable learning materials; social interaction construction, to promote the exchange and cooperation of users; user subject construction, to enhance the subjective initiative of user knowledge construction. It also introduces the specific measures taken by the library in terms of organization construction, librarian team construction and external publicity and promotion. The cognitive and practical framework constructed in this study better deals with the relationship between theory introduction and localization reconstruction, defines the logical and behavioral boundaries of library user relationship management, and clarifies the content and focus of practice. It is the inheritance and development of the traditional "user-centered" concept and practice of libraries. It has become a strategic action guide for the industry to recognize and practice user relationship management, and helps to achieve good results in related work. [ABSTRACT FROM AUTHOR]

This research aims to prove the effectiveness of a context-aware ubiquitous learning model through the case method and team-based projects in enhancing the knowledge construction skills of students regarding instructional media. In this analysis, a quasiexperimental posttest-only control group design was used, with the subjects comprising 62 students. These students were subsequently split into experimental and control groups of 32 and 30 participants, respectively. An interaction analysis model was also used as the data collection instrument to characterize learning behavior in knowledge construction. This was reflected in a questionnaire, with an independent ttest statistical analysis technique used to analyze the data. The results showed that the context-aware ubiquitous learning model based on the case method and team-based project was effective in improving the knowledge construction skills of students. In managing learning, lecturers were also advised to utilize educational strategies that were more oriented toward the students, such as active techniques including case techniques and team-based projects. [ABSTRACT FROM AUTHOR]

Copyright of Ordnance Industry Automation is the property of Editorial Board for Ordnance Industry Automation 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 e-Education Research is the property of Northwest Normal University 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.)

Purpose Multiple knowledge sources inform healthcare. In healthcare encounters, patients and health professionals’ ideas intersect to understand illness and disease. Exploring what is thought of as legitimate knowledge, and where those reflections come from is central to the process of improving and developing healthcare. Within this context, we aim to explore how knowledge about hand osteoarthritis (OA) is constructed and negotiated in clinical consultations. Methodology The article is based on interviews with 21 patients and 14 health professionals in combination with observation in 16 clinical consultations. Reflexive thematic analysis was used to interpret the data. Results We generated four themes from codes to tell an interpretive story about how hand OA meaning-making is “talked into being” in patient-provider encounters: from the dominant voice of health professionals, from patients as knowers in the chronic healthcare dialogue, from health professionals and patients constructing knowledge together and from the construction of knowledge in hybrid positions when patients are health professionals and health professionals have hand OA. Conclusion New knowledge about hand OA is co-constructed in the situated context of the clinical encounter through a polyphony of voices—some of which are dominant, while others occupy the periphery—within and between the interactants in dialgue.

Background: Though the relationship between engineering and commercial enterprise has been documented for well over the last century, there is little research that addresses how students, and specifically Black males, make meaning of this relationship. Purpose/Hypothesis: In this study, we explored interview data from 20 Black male engineering students from across the United States to understand how they construct enterprise related knowledge. Design/Method: As a product of an overarching Interpretative Phenomenological Analysis project, this study involved secondary analysis of interview data. After conducting three stages (descriptive, linguistic, and conceptual) of analysis, two themes were constructed. Results: The findings consisted of two knowledge constructs that were developed from participants’ accounts. The Educational Construct defined how participants described enterprise related learning and the Economic Construct demonstrated participants’ knowledge of the economic enterprise of engineering. Conclusions: These findings demonstrate participants’ ability to develop meaningful educational and economic constructs, and they showcase Black males in engineering education as assets to the field. Implications of this study include opportunities for undergraduate engineering students to gain and apply formal enterprise knowledge and future research which primarily and intentionally assesses the process and product of engineering students’ construction of enterprise-related knowledge.

Historical political omissions and current lack of access to public services in the favelas generates an conflictive and vunerable environment. This research's aim is to understand the environmental issues experienced by residents from two slums in Niterói city (Brazil). Based on the actor-oriented perspective, this investigation analyzes the interaction between residents and interveners. The cultivation of plants and animal rearing plays an important role in the reproduction and sociability of one group of dwellers, and is also promoted by interveners, but these practices are juxtaposed with waste/sewage dumps and with the use of forested areas by drug dealers. This paper concludes that a new type of knowledge is generated, which is intercognitive, and it goes beyond just an adaptation or transference of the techniques, since it is a product of a dialogue-oriented process on facing the favela's contingencies. This shared knowledge is an important subsidy to reflect upon participatory environmental interventions in vulnerable conditions. [ABSTRACT FROM AUTHOR]

With the rapid advancement of information technology, mobile interaction technologies have emerged as a pivotal force driving educational innovation, especially in the realm of entrepreneurial education. These technologies have not only transformed the methods of acquiring and sharing knowledge but have also facilitated interaction and collaboration among learners. This investigation aims to explore how mobile interaction technologies can foster innovation in entrepreneurial education models. The focus is specifically placed on the construction of a mobile interaction-based collaborative learning team environment model oriented towards knowledge building as well as on identifying collaborative strategies that can effectively enhance entrepreneurial learning teams based on mobile localized influence networks. It has been discovered that optimizing mobile learning environments and collaborative strategies improves the quality of interaction and learning outcomes among teams, providing new pathways for entrepreneurial education. Existing research, however, lacks a comprehensive discussion on the deep integration of mobile interaction technologies with entrepreneurial education, especially in terms of systematic studies on team collaboration and the process of knowledge construction. Through theoretical exploration and empirical analysis, this manuscript aims to bridge the research gap, providing theoretical and practical support for innovation in entrepreneurial education models. This endeavor holds significant research value and practical implications. [ABSTRACT FROM AUTHOR]

Online teacher professional development is a branch of online learning, which offers educators opportunities to refine their pedagogical skills and collaboratively construct knowledge within professional learning communities. During these interactions, teachers often engage in knowledge construction while exhibiting diverse role characteristics. Investigating these role characteristics and knowledge construction patterns can enhance the comprehension of the interaction process and contribute to online teacher professional development design, addressing challenges such as weak activity and low collaboration. This study examined the key roles that actively interact or contribute to the online community in online teacher professional development, analysing interactive participation characteristics and knowledge construction behaviour patterns. Data were collected from an online teacher professional development activity in China. Statistical, content and lag sequence analysis methods were employed. Results showed that the three key roles had weak interaction persistence and different content quality in interactive participation characteristics. Knowledge construction behaviours of key roles were generally at a high level, with different patterns observed. Finally, the study proposed practical implications based on key roles' interactive participation characteristics and knowledge construction behaviour patterns. These implications may inspire the learning designs that promote online interaction and deep learning based on role characteristics in online teacher professional development.Practitioner notesWhat is already known about this topicOnline teacher professional development is an evolving and increasingly recognized field within education, positioned as a subset of online learning. Within professional learning communities, teachers engage in knowledge construction and display varied role characteristics.In large‐scale online teacher professional development, only a few consistently maintained knowledge sharing and interaction. These active participants, or 'key roles', account for the majority of interactions.The interactive characteristics of the key roles are rarely discussed.What this paper addsKey roles, while actively participating in the online community, do not necessarily maintain consistent activity throughout the learning process.The interactive participation behaviour of key roles tends to learn more towards 'following' rather than 'initiating'.The quality of interactive content from key roles varies widely. While they are responsible for a significant portion of interactions, it is not guaranteed that these interactions will always be of high quality.Knowledge construction behaviour patterns vary among key roles. Overall, their knowledge construction behaviours are generally at a high level and primarily transit among high stages of knowledge construction.Implications for practiceMaintain continuous interaction and posting high‐quality content prove to be challenging even for key roles. Course administrators should monitor and strategically enhance their engagement to prevent them from becoming lurkers.Understanding the behaviour patterns of key roles offers insights for increasing interaction enthusiasm among active participants.It is necessary to develop role‐specific scripts in professional learning communities, to tailor content for opinion leaders, contributors and boundary spanners. [ABSTRACT FROM AUTHOR]

With the development of technology and the normalization of COVID-19 pandemic prevention and control, asynchronous online learning is becoming popular. However, it is still to be explored on how to enhance students' learning engagement and knowledge construction. Based on this, we used content analysis to explore the roles of teaching strategies (i.e., contextual teaching strategy, organization teaching strategy, task-driven teaching strategy, and reflective teaching strategy) in students' learning engagement and knowledge construction (i.e., questioning level and explaining level). The comparative analysis results indicate that: (1) task-driven teaching strategy could be used to increase students' learning engagement. (2) task-driven teaching strategy could be used to enhance students' questioning level. (3) reflective teaching strategies could be used to improve students' explaining level. The findings could provide theoretical and practical implications for asynchronous online learning. It is helpful to optimize online teaching design and improve the effectiveness of asynchronous online learning. [ABSTRACT FROM AUTHOR]

Solubility of inorganic substances is one of the difficulties in teaching and learning elemental chemistry. This article selects representative examples and provides a fundamental understanding of the solubility of inorganic substances by means of analyzing, comparing, and summarizing its influencing factors. And thus a cognitive model is constructed to facilitate learners' understanding. Based on the knowledge carrier of "the solubility of inorganic substances", this paper explores the application of the "knowledge construction" learning mode in elemental chemistry teaching. [ABSTRACT FROM AUTHOR]

This study explored the effects of peer interactions on kindergarten children's construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixedage or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-min intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a handson activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children's development. Implications, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR]

This editorial discusses specific coordinates for thinking about decolonial perspectives from Latin America. It explores the notions of academic dependence, epistemic colonialism and situated thought as axes within the decolonial perspective. It also extends an invitation to Latin American music therapists to participate in a special edition to be published in 2025. Lastly, a brief description of the articles included in this journal edition is provided. Resumen Este editorial contempla certas coordenadas para pensar sobre as perspectivas decoloniais da América Latina. Ele explora as noções de dependência acadêmica, colonialismo epistêmico e pensamento situado como eixos dentro da perspectiva decolonial. Também faz um convite aos musicoterapeutas latino-americanos para participarem de uma edição especial a ser publicada em 2025. Por fim, é apresentada uma breve descrição dos artigos incluídos nesta edição da revista. Resumen Esta editorial contempla ciertas coordenadas para pensar las perspectivas decoloniales desde Latino America. Explora las nociones de dependencia academica, colonialismo epistemico y pensamiento situado como ejes dentro de la perspectiva decolonial. Asimismo, se extiende una invitacion a musicoterapeutas latinoamericanos para ser parte de una edición especial que será publicada en 2025. Por ultimo, se brinda una breve descripción de los artículos incluidos en esta edición de la revista.

Abstract This article discusses the application of Heideggerian perspectives on existentialism in civic education programs in Indonesia and their critique on the construction of knowledge and the implementation of citizenship values in the education system. The research findings indicate that the concepts of authenticity and ontological education in civic education complement each other in developing individuals as citizens who have a deep understanding of themselves, social responsibility, and the meaning of existence. This approach also prepares them to face the challenges of globalization and world changes, considering the social and historical contexts that influence individuals, thus fostering a caring, responsible, and knowledgeable society. However, the development of civic education programs at the tertiary level in Indonesia needs to consider the critique from Heideggerian perspectives to balance empowering individuals to seek personal life meaning and developing citizenship values inherent in individuals as citizens. Higher education civic education is expected to produce citizens with intellectual competence and strengthen their sense of social responsibility through civic engagement as young citizens in building an inclusive, just, and harmonious public sphere. -------------- Abstrak Artikel ini membahas penerapan perspektif Heideggerian tentang eksistensialisme dalam program pendidikan kewarganegaraan di Indonesia serta kritiknya terhadap konstruksi pengetahuan dan implementasi nilai-nilai kewarganegaraan dalam sistem pendidikan. Penelitian ini menemukan bahwa konsep autentisitas dan pendidikan ontologis dalam pendidikan kewarganegaraan saling melengkapi untuk mengembangkan individu sebagai warga negara yang memiliki pemahaman mendalam tentang diri sendiri, tanggung jawab sosial, dan makna keberadaan. Pendekatan ini juga mempersiapkan mereka menghadapi tantangan globalisasi dan perubahan dunia dengan memperhatikan konteks sosial dan sejarah yang mempengaruhi individu, sehingga membentuk masyarakat yang peduli, bertanggung jawab, dan berpengetahuan luas. Namun, pengembangan program pendidikan kewarganegaraan di perguruan tinggi di Indonesia perlu mempertimbangkan kritik perspektif Heideggerian untuk mencapai keseimbangan antara pemberdayaan individu dalam mencari makna kehidupan pribadi dan pengembangan nilai-nilai kewarganegaraan yang melekat pada individu sebagai warga negara. Pendidikan kewarganegaraan di perguruan tinggi diharapkan mampu menghasilkan warga negara yang memiliki kecerdasan intelektual dan memperkuat rasa tanggung jawab sosial melalui keterlibatan kewarganegaraan sebagai warga negara muda dalam membangun ruang publik yang inklusif, adil, dan harmonis.

Abstract In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.

The purposes of this study were to explore students’ learning performance, knowledge construction, and behavioral patterns in computer-supported collaborative learning (CSCL) online discussions with/without using Form+Theme+Context (FTC) model guidance scaffolding in visual imagery education. In the online learning activities, the control group did not use the FTC model guidance scaffolding, while the experimental group did. This study employed quantitative content analysis and sequential analysis to investigate the discussion content and behavioral patterns of 63 students from a private university in Taiwan during online discussion learning activities. Results showed that the learning performance of the students in the experimental group outperformed that of students in the control group. Moreover, the study revealed that the two groups of students were primarily sharing or comparing information during discussion. More behaviors of exploring opinions and concepts and communicating or constructing knowledge among group members were observed in the experimental group. Secondly, students in the experimental group participated more in knowledge construction than did students in the control group, and their behavioral patterns were more diverse. Accordingly, this study shows that incorporating the FTC model into learning with sufficient guidance from the instructor could be useful for improving students’ visual imagery analysis abilities.

In the academic world, the challenge of research and creativity is on the minds of researchers. Technology has facilitated aspects of this reality. However, for many of them, and especially for beginners, the construction of knowledge maintains its demands. João Batista Libanio was a theologian who was attentive and careful and also sought to be a facilitator of this process, both in his guidance and in his writings. How can we build knowledge autonomously? He stimulated skills so that the heuristic method of knowledge could be developed. There are steps to be taken in this research process, and this is the aim of this reflection: to share the experience of the master-disciple relationship, as well as his writings, in order to enable those interested, particularly in the area of Religious Sciences and Theology, to develop their art of building knowledge. This text not only reflects but also promotes the methodological maintenance of the relationship between theory and practice in the process and art of building and sharing knowledge. [ABSTRACT FROM AUTHOR]

This study used sequential exploratory, mixed-method research that explored the influence of authentic tasks on adult language learners' interactions in eforums. The participants belonged to a blended-flipped program of English as a Foreign Language (EFL). Eforum posting in the course aimed at encouraging beginner learners to exchange experiences; however, participation in the eforums did not evolve into spontaneous interactions. Therefore, authentic tasks were designed and implemented in the eforum. Data were gathered from learners' participation registers, surveys, and interviews and by executing a contentanalysis procedure. After analyzing the data, one main category and three subcategories emerged. The main category showed that implementing authentic tasks on students' eforums interactions led to the collaborative construction of a cognitive-social elearning environment. The main category comprised three subcategories: (a) building a learning community by interweaving affective-communicative actions, (b) promoting an online learning environment through authenticity, and (c) moving from individual to collective knowledge construction. Findings suggest that the implementation of authentic tasks on eforums: (a) increased learners' meaningful interactions mediated by social, cognitive, and teaching presences; (b) helped to construct significant and lifelong knowledge collectively; and (c) fostered a stronger learning community through participants' affective-communicative actions. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa 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 study combines ChatGPT, Apple's Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners' inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance phase of self-regulation progress. The tool records learners' questions and answers, aiding self-reflection in self-regulation progress. We evaluated self-regulation progress using motivation, engagement, and self-efficacy as indicators. Findings show that CILA's intervention effectively improves self-regulation progress and knowledge construction, offering benefits over divergent information in blended learning contexts with respect to amotivation, intrinsic motivation, and behavioral engagement. This research highlights the potential of incorporating large language models like ChatGPT in educational settings to support teachers and students. [ABSTRACT FROM AUTHOR]

Copyright of Methodical Perspectives / Metodički Vidici is the property of Faculty of Philosophy, University of Novi Sad 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 Revista Linhas is the property of Universidade do Estado de Santa Catarina 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 Pacha: Revista de Estudios Contemporáneos del Sur Global is the property of PACHA REVISTA DE ESTUDIOS CONTEMPORANEOS DEL SUR GLOBAL 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 growing usage of digital technologies raised concerns regarding the possible adverse effects of digital amnesia, in which people forget readily available knowledge saved in their gadgets. This study investigated the effects of digital amnesia on memory retention and knowledge construction through experiment studies. The tasks given to the participants required either digital devices or more conventional memory storage and retrieval methods. Memory performance and knowledge construction were assessed through various tests and assessments. The findings indicated that excessive reliance on digital devices for information storage led to digital amnesia. Participants who used digital tools exhibited lower memory retention and shallower information processing compared to those employing traditional memory strategies. The results highlighted the negative implications of digital amnesia for memory retention and knowledge construction. Striking a balance between reliance on digital tools and active engagement in memory processes was crucial. Actively encoding and retrieving information can mitigate risks associated with shallow processing and information overload.

This paper will present the results of a study of an educational project on visual metaphors in children’s initiated discourse. The purpose of the study was to identify children’s metaphorical skills in recognizing similarities and noticing differences between the target domain and the source domain of visual metaphor in Iwona Chmielewska’s artistic picture book Two People, dedicated to the issue of community. In the designed didactic intervention activities, the research material came from participant observation, focus interviews and analysis of children’s creations (graphic visualizations). The research was carried out with a group of third-graders in selected elementary schools, in a metropolitan environment. The results of the research show children’s preferences for translating one area of metaphor by another, as well as strategies for constructing children’s knowledge about life in the community. In addition, they point to the need to expand the educational environment in Polish educational culture.

The mnemonic method is one of the procedures that is considered effective for improving students’ learning outcomes and memory. This study aims to examine the effectiveness of the mnemonics methods in improving students' retention and learning outcomes in Biology class on the System of Biological Classifications. The pre-experimental method with one group of pre-test and post-test design was applied in this study. Thirty students of a secondary school in Pontianak were used as research samples taken by using intact group random sampling. The learning outcomes test used was 20 multiple-choice questions with four options having a validity level of 0.86 and a reliability of 0.87. Based on the data analysis, it was concluded: (1) the average learning outcomes before treatment was 48.50 and after treatment was 72.50; (2) the differences in the average student learning outcomes before treatment was = 48.50 and after treatment was = 72.50 (t = 5.517, p

This research addresses the scarcity of studies examining how participants in higher education exchange programmes, specifically the Fulbright Foreign Language Teaching Assistant (FLTA) programme, use situated learning experiences to develop professional knowledge. To fill this gap, the study examined how FLTAs construct and reconstruct teaching knowledge during their fellowship. Grounded in situated learning theory and experiential learning, the phenomenological design aligns with interpretive and qualitative traditions. The 2017–2018 cohort, comprising six FLTAs, participated in focused group discussions. Data analysis, utilising grounded theory approach, revealed that FLTAs constructed knowledge through structured programmes and personal-social experiences, employing introspective, retrospective, and prospective reflection practices. Additionally, participants emphasised the impact of accommodating and adapting beliefs, values, and dilemmas in challenging assumptions about higher education teaching and learning. This study contributes to a novel understanding of how planned activities and authentic experiences form the basis for professional knowledge construction across continents. Transdisciplinary contribution: The transdisciplinary nature of this study allows for a holistic exploration of the process of teaching knowledge construction. By integrating insights from teacher knowledge construction, cognitive psychology, higher education teaching, inter-cultural practices and continuous professional development, this research provides a comprehensive understanding of how Fulbright FLTAs construct their professional knowledge during their fellowship. The study highlights the complexity of knowledge development, considering the cognitive processes involved, and addresses the context of higher education teaching and inter-cultural experiences. By emphasising the importance of continuous learning and growth, this research contributes to the field of teachers’ knowledge development.

AbstractScientific texts convey new and complex information relevant not only to researchers but also to lay audiences. We present a randomized controlled trial that investigated whether showing a concept map, gradually building up as a user reads a scientific text, supports the cognitive processes of knowledge construction. The intervention group (n = 44) exhibited significantly more knowledge construction [t(89) = 1.94, p = .029, d = 0.41] than the control group (n = 47). The intervention supported basic knowledge construction, i.e., simple processing of information, but not medium and complex levels. This study makes two contributions: (1) showing interactive concept maps and building them up gradually alongside reading helps make scientific texts cognitively more accessible to a lay audience, e.g., to inform public debate, and (2) knowledge construction theory can be used as a theoretical foundation for measuring specific aspects of learning processes—complementing other metrics for comparative design examinations, e.g., usability, user experience, or performance-based measures. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (AI) tools, such as ChatGPT, have received great attention from researchers, the media, and the public. They are gladly and frequently used for text production by many people. These tools have undeniable strengths but also weaknesses that must be addressed. In this squib we ask to what extent these tools can be employed by users for individual learning as well as for knowledge construction to spark a collective endeavor of developing new insights. We take a social, collective notion of knowledge as a basis and argue that users need to establish a dialog that goes beyond knowledge telling (simply writing what one knows) and stimulates knowledge transformation (converting knowledge into complex relational argumentation structures). Generative AI tools do not have any conceptual knowledge or conscious understanding, as they only use word transitions and rely on probabilities of word classes. We suggest, however, that argumentative dialogs among humans and AI tools can be achieved with appropriate prompts, where emergent processes of joint knowledge construction can take place. Based on this assumption, we inquire into the human and into the AI parts of communication and text production. For our line of argument, we borrow from research on individual and collaborative writing, group cognition, and the co-evolution of cognitive and social systems. We outline future CSCL research paths that might take the human-AI co-construction of knowledge into account in terms of terminology, theory, and methodology. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University 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 dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students' work. We argue that this is both a waste of time and neglects our educational responsibilities. A police-catch-punish approach to AI, as with the use of this process in relation to plagiarism, ignores the broader purposes of higher education. If higher education is understood as being a space for nurturing transformative relationships with knowledge, AI can be harnessed to enhance learning experiences. Such an approach would also enable a critical understanding of the limitations and ethical deliberations around AI usage. Those critical academics who emphasise transformative learning over surveillance-driven approaches are likely to foster more meaningful higher education experiences. [ABSTRACT FROM AUTHOR]

The present study offers a constructivism-informed answer to the question what to do in post-Covid environment when school-goers share an almost universal assumption that studying does not necessarily mean being at school. To pursue this goal, the survey method is used in exploring students’ changed perceptions of learning. These perceptions arguably stem from the past 2 years of lockdowns when blended learning became the only form of reaching both onground and online students attending the same classes. The focus is on a technology specifically designed to improve computer-mediated communication and enhance its role in student motivation and the evaluation of both the quality of educational results and the process of their achievement in blended learning environment. The survey, conducted with high school students, gives grounds to optimize electronic courses and encourages a re-conceptualization of the application of blended learning during on-ground classes in the light of students’ perceptions for streamlining the educational process in terms of both time and resources. [ABSTRACT FROM AUTHOR]

Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by introducing an integrated environment of both knowledge- and people-centered network, a social knowledge network environment (SKN). The study aimed at comparing the three types of environments and investigated their effect on collaborative knowledge construction processes and individual learning outcomes. The quasi-experiment results indicated that these three environments differed in their effects on learners' knowledge construction levels, the sequential patterns, as well as individual learning outcomes. Learners in SN had a highest rate of social interaction than the learners in the other environments. KN learners had a higher rate of allocentric elaboration than SN learners. SKN learners showed a higher level of surface and elaborative application, reflection, and knowledge construction outcomes than KN and SN learners. The different roles of social interactions were further discussed across three environments. [ABSTRACT FROM AUTHOR]

Anthropologists working with marginalised populations in need of legal representation have faced challenges spanning epistemological, methodological and ethical questions. In the provision of evidence to legal-administrative processes, how do we overcome some of the obstacles in solving these problems? In this paper, we discuss our experience working through the case of a transgender asylum seeker from Mexico in the United States and the case of socio-cultural and legal concerns of a transgender youth in Los Angeles. The three partners in this paper are a socio-cultural anthropologist (Ngin), an immigration lawyer in Los Angeles (Yeh) and a community professional who works extensively with undocumented college students (Borjon). In Ngin's preparation of the cultural argument for the asylum case of the transgender person, it was Borjon's network of community contacts that provided the additional evidence for the case. As the case was delayed in the legal process, Attorney Yeh's legal insight explains the best course of action for the petitioner. In the second case of the young transgender youth, we discussed the precarity of the youth's situation and the possibility of socio-legal protection. In our analysis of these two cases, we discussed how we arrived at legally sound concepts with evidence supported by anthropological analytical methods while ensuring transparency of the provenance of evidence to meet ethical principles. Through these consultations in the construction of anthropological expertise, we also hope to decolonise expertise. [ABSTRACT FROM AUTHOR]

Blogs are considered to be a useful online tool for learning, teaching, training and education. Students and teachers can share their thoughts and ideas, and can express their feelings and opinions in an online environment (Deng & Yuen, 2011). No special technological skills are needed in order to post a blog entry. Blogging promotes creativity, critical thinking, reflection, collaboration, interaction and active participation. Blogs can help people to gain and share knowledge, as well as to increase the digital literacy of both students and teachers, and to change their attitudes towards information and communication technology (ICT; Goktas & Demirel, 2012). This study investigated the role of blogging in the development of the cognitive, social and self-directed learning skills of students, who were future EFL teachers, during a teaching methodology and teaching practicum course. The participants were 40 university students (third and fourth year). Their ages ranged from 18 to 25 years, their L1 was Cypriot Greek and they all resided in Cyprus. The students were asked to write online blog entries after each of their sessions. The analysis of the data, blog entries and questionnaires, showed that, overall, the students had positive attitudes towards blogging. They believed that blogs facilitated their development as teachers and practitioners via creating an online community in a user-friendly way. The students had the opportunity to interact more with their peers and the tutor, express their views, exchange ideas, gain new knowledge and experience, and increase the level of their digital competence, particularly considering the current COVID situation (Halic et al., 2010). [ABSTRACT FROM AUTHOR]