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Journal articles on the topic 'Social construction of knowledge'

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Published: 4 June 2021
Last updated: 31 January 2023

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1

Chambres, Patrick. "Social comparison and knowledge construction." Learning and Instruction 3, no. 1 (January 1993): 23–38. http://dx.doi.org/10.1016/s0959-4752(09)80003-0.

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2

Chang, Bo. "Patterns of Knowledge Construction." Adult Education Quarterly 68, no. 2 (January 12, 2018): 108–36. http://dx.doi.org/10.1177/0741713617751174.

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The purpose of this study was to identify knowledge construction patterns in a local learning community. Observation, documents, and semistructured interviews were employed to collect data. Twenty learners were interviewed. Data were analyzed inductively using the constant comparative method. Five major patterns—radiation, circulation, simulation, socialization, and contextualization—were generalized from an analysis of the data, and their applications in practice were discussed. These patterns concretize the ideas of social construction and emphasize the different aspects of learning in the process of constructing knowledge. The five patterns indicate how knowledge is socially constructed when learners interact with others and their surroundings. This article reveals the main factors that play significant roles in knowledge construction, such as social interactions, social relationships and social connections, knowledge relevance, and knowledge and its social entities.
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3

Sassower, Raphael. "Book Review: Knowledge and Social Construction." Philosophy of the Social Sciences 36, no. 4 (December 2006): 500–502. http://dx.doi.org/10.1177/0048393106293460.

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4

JORDANOVA, LUDMILLA. "The Social Construction of Medical Knowledge." Social History of Medicine 8, no. 3 (1995): 361–81. http://dx.doi.org/10.1093/shm/8.3.361.

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5

Brooks, Margaret. "Drawing: The Social Construction of Knowledge." Australasian Journal of Early Childhood 29, no. 2 (June 2004): 41–49. http://dx.doi.org/10.1177/183693910402900208.

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6

Dunn, William N. "The social construction of knowledge processes." Knowledge in Society 2, no. 2 (March 1989): 3–4. http://dx.doi.org/10.1007/bf02687217.

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7

Jin, Junkai. "Triple Social Nutrition Construction." Discourse 6, no. 1 (March 5, 2020): 83–95. http://dx.doi.org/10.32603/2412-8562-2020-6-1-83-95.

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Introduction. The purpose of the paper is analysis of the humanity perception of material objects that are used as food, from the point of view of sociology, and analysis of material relations of entry-level (people and material objects recognized as the food), in which the social construction and impact of social engineering to limit the actions of people in public life. The novelty of the author’s approach is to allocate reverse the effects of nutrition on human behavior as a factor of social process.Methodology and sources. In this paper, for the analysis of social practices of nutrition as a social process used to conceptual design of “social construction” from the point of view of the sociology of things the sociology of knowledge and sociology of nutrition. The analysis of the authors’ works that address issues of social construction (Durkheim, Latour, Berger, Luckmann, Schütz, etc.).Results and discussion. According to the study author proposes a classification, according to which the social construction of power is divided into three types (levels). Nominative type is elementary awareness of the substances. Measurement type is further systematization of knowledge about food and the actions relating thereto (the distinction between substances on the basis of edibility, the establishment of various foundations products or their social attributes, defining the main ways of making food). Institutional type is determining in what form to carry out actions with the products and everything associated with them (the emergence of order meals and nutrition, the overcoming of primitive naturalism in power).The hypothesis is expressed and investigated that each level of the design is conditioned by the social and structural environment interaction of the actors.Conclusion. It is stated that in the modern system of nominative power, and measuring the types of institutional design are in a state of complex interdependence, since over time a system of knowledge, constructed by the forerunners, turned into a “cash knowledge” with the result that subsequent generations gradually ceased to distinguish between the complexity of multilevel social constructions of reality.Formulated thesis is that the analysis of the social construction of reality should help to better understand the social nature of food, in particular, to answer the question: how do food products are social constructions, as they are created by our consciousness under the influence of the existing “cash” system of knowledge as constructed, their properties (their tastes), which, as it turns out, are not so much biological, but also socio-cultural properties.
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8

Yañez-Figueroa, José-Antonio, María-Soledad Ramírez-Montoya, and Francisco-José García-Peñalvo. "Social innovation laboratories for the social construction of knowledge." Texto Livre: Linguagem e Tecnologia 14, no. 3 (October 5, 2021): e33750. http://dx.doi.org/10.35699/1983-3652.2021.33750.

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Social innovation laboratories (SIL) are spaces for the construction of knowledge where UNESCO's Sustainable Development Goals can be met. The objective of the research was to identify the most relevant studies about the social construction of knowledge, within the framework of the SIL, related to environmental problems and to analyze them in order to propose solutions for sustainability. The method used to locate the articles published in open access, from 2010 to 2020, in Scopus, Web of Science and Google Academic, was the Systematic Literature Review. The findings show that the working groups are multidisciplinary and originate proposals from different areas of science. The products are built with an open approach. Universities are the spaces that most promote participation in the laboratories to generate sustainability actions applicable in real life and work is done to scale up the prototypes to local, national and international levels.
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9

Bellocchi, Alberto. "Science students' social bonds and knowledge construction." Journal of Research in Science Teaching 59, no. 5 (December 28, 2021): 746–78. http://dx.doi.org/10.1002/tea.21743.

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10

Lucas, Margarida, and Antonio Moreira. "Using social web tools for knowledge construction." International Journal of Technology Enhanced Learning 3, no. 2 (2011): 151. http://dx.doi.org/10.1504/ijtel.2011.039399.

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11

Yun, Hing Ai. "Knowledge regimes and political power: the social construction of knowledge." International Journal of Human Resource Management 10, no. 6 (January 1999): 996–1005. http://dx.doi.org/10.1080/095851999340080.

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12

Dockett, Sue, and Bob Perry. "Young Children's Construction of Knowledge." Australasian Journal of Early Childhood 21, no. 4 (December 1996): 6–11. http://dx.doi.org/10.1177/183693919602100403.

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The term social constructivism is used in many descriptions of children's learning. The meanings applied to this term vary from author to author. This paper explores two major variants of social constructivism — those derived from the work of Piaget and Vygotsky — and considers the implications of these approaches for the learning of young children. Differences and similarities between these two variants are analysed with reference to the roles of both children and adults. In particular, attention is given to the nature of social interactions and the importance of these in the construction of shared knowledge. While several differences are considered, it is concluded that the similarities between the approaches are of much greater importance to children's learning than these differences.
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13

Vila, Ignasi. "Social space in the shared construction of knowledge." Educar 22 (February 1, 1998): 55. http://dx.doi.org/10.5565/rev/educar.349.

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14

Lenkauskaitė, Jurgita, Jordi Colomer, and Remigijus Bubnys. "Students’ Social Construction of Knowledge through Cooperative Learning." Sustainability 12, no. 22 (November 18, 2020): 9606. http://dx.doi.org/10.3390/su12229606.

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The objective of this manuscript is twofold: to critically analyze the principles of epistemic diversity and democracy and perform an analysis of the social construction of knowledge by university students through cooperative learning. The semi-structured interview methodology employed in the research revealed that the students provided a positive assessment of the possibilities of cooperation in heterogeneous teams: the array of experiences that were emerging in the process helped the students in the tertiary systems transcend the boundaries of their knowledge, share experiences, and construct new knowledge together. The research also highlighted students’ critical attitudes towards previous teamwork experiences, which relied more on an individualist than social approaches to knowledge. It also reflected on the causes and consequences of those experiences. Student interviews revealed a variety of difficulties the students were facing during team cooperation. The unconventional study process, centred on active and independent performance, social construction of knowledge, triggered confusion of the students’ roles, dissatisfaction with the unequal contributions by the team members to the common work, and the lack of teachers’ intervention. The findings established the basis for the design of the educational approaches for university students to socially construct knowledge through cooperation.
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15

Guerin, Bernard. "Behavior analysis and the social construction of knowledge." American Psychologist 47, no. 11 (November 1992): 1423–32. http://dx.doi.org/10.1037/0003-066x.47.11.1423.

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16

Ware, Norma C., and Mitchell G. Weiss. "Neurasthenia and the Social Construction of Psychiatric Knowledge." Transcultural Psychiatric Research Review 31, no. 2 (June 1994): 101–24. http://dx.doi.org/10.1177/136346159403100202.

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17

Lundberg, Mary, and Helena Lidelöw. "Social Motivations for Knowledge Sharing in Construction Companies." Procedia Economics and Finance 21 (2015): 224–30. http://dx.doi.org/10.1016/s2212-5671(15)00171-9.

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18

Dawley, Lisa. "Social network knowledge construction: emerging virtual world pedagogy." On the Horizon 17, no. 2 (May 15, 2009): 109–21. http://dx.doi.org/10.1108/10748120910965494.

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19

Cole, Stephen. "Disciplinary knowledge revisited: The social construction of sociology." American Sociologist 37, no. 2 (June 2006): 41–56. http://dx.doi.org/10.1007/s12108-006-1004-x.

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20

Demeter, Tamás. "Hume on the social construction of mathematical knowledge." Synthese 196, no. 9 (December 15, 2017): 3615–31. http://dx.doi.org/10.1007/s11229-017-1655-x.

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21

Venkatesh, Aruna. "Facilitating Tacit Knowledge Construction." Cubic Journal, no. 4 (November 1, 2021): 122–27. http://dx.doi.org/10.31182/cubic.2021.4.043.

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Design knowledge, for its most part, is tacit. The embedded and inherent nature of tacit knowledge implies that it is a cognitive and internal construct acquired through the design act of doing. However, it is also socially constructed through shared experiences, collaborations and interactions. The design studio is a dynamic, pedagogical site that facilitates the construction of tacit knowledge through its myriad of interactive spaces. Online and virtual platforms offer opportunities to extend the learning boundaries of its social realm. Studies in the influence of these spaces on tacit knowledge construction are currently insufficient. An interpretive study was conducted in different studio environments within the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University to further the understanding of tacit knowledge construction in blended learning environments.
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22

BREWER, ROSE M. "Knowledge Construction and Racist `Science'." American Behavioral Scientist 39, no. 1 (September 1995): 62–73. http://dx.doi.org/10.1177/0002764295039001007.

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23

Appel Nissen, Maria. "Social Workers and the Sociological Sense of Social Problems: Balancing Objectivism, Subjectivism, and Social Construction." Qualitative Sociology Review 11, no. 2 (April 30, 2015): 216–31. http://dx.doi.org/10.18778/1733-8077.11.2.14.

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The aim of this article is to explore the intricate relations between objectivism, subjectivism, and constructionism. I explore the construction of social problems in everyday professional practice as a valuable source for addressing and reflecting on differences in perceptions of knowledge. Using data from a study of how Danish social workers perceive social problems, the article shows how social workers’ perceptions of social problems reveal a sociological sense of social problems that renders possible both ontological assumptions, as well as epistemological reflections on the objective, subjective, and social constructionist dimensions of social problems. The social workers are constructing a model of social problems and how they are reproduced, as well as epistemological reflections on the uncertainty of knowing the “reality” of social problems. Those constructions are not formulated strictly in line with scholarly approaches but rather stem from experiences of working with social problems. The article proposes that we can learn something from this in terms of reimagining social constructionism. I propose that social constructionists should cultivate a sociological sense of the practical perceptions and approaches to solve social problems in society.
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24

Gergely, György, and Gergely Csibra. "The social construction of the cultural mind." Interaction Studies 6, no. 3 (November 1, 2005): 463–81. http://dx.doi.org/10.1075/is.6.3.10ger.

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How does cultural knowledge shape the development of human minds and, conversely, what kind of species-specific social-cognitive mechanisms have evolved to support the intergenerational reproduction of cultural knowledge? We critically examine current theories proposing a human-specific drive to identify with and imitate conspecifics as the evolutionary mechanism underlying cultural learning. We summarize new data demonstrating the selective interpretive nature of imitative learning in 14-month-olds and argue that the predictive scope of existing imitative learning models is either too broad or too narrow to account for these findings. We outline our alternative theory of a human-specific adaptation for ‘pedagogy’, a communicative system of mutual design specialized for the fast and efficient transfer of new and relevant cultural knowledge from knowledgeable to ignorant conspecifics. We show the central role that innately specified ostensive-communicative triggering cues and learner-directed manner of knowledge manifestations play in constraining and guiding selective imitation of relevant cultural knowledge that is both new and cognitively opaque to the naive learner.
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25

이정렬. "Construction of the Social Knowledge and Adolescents' Moral Development." Journal of Moral & Ethics Education ll, no. 33 (July 2011): 1–30. http://dx.doi.org/10.18338/kojmee.2011..33.1.

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26

Heba, Gary, and Edward Barrett. "Sociomedia: Multimedia, Hypermedia, and the Social Construction of Knowledge." College Composition and Communication 44, no. 4 (December 1993): 596. http://dx.doi.org/10.2307/358396.

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27

Kaur, Prabhjyot. "Social environment and construction of knowledge within piagetian perspective." GYANODAYA - The Journal of Progressive Education 10, no. 1 (2017): 14. http://dx.doi.org/10.5958/2229-4422.2017.00003.2.

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28

Sperry, Elizabeth. "Medina on the Social Construction of Agency and Knowledge." Social Philosophy Today 30 (2014): 197–205. http://dx.doi.org/10.5840/socphiltoday2014302.

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29

Du, Helen S., and Christian Wagner. "Learning With Weblogs: Enhancing Cognitive and Social Knowledge Construction." IEEE Transactions on Professional Communication 50, no. 1 (March 2007): 1–16. http://dx.doi.org/10.1109/tpc.2006.890848.

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30

Shotter, John, and Kenneth J. Gergen. "Social Construction: Knowledge, Self, Others, and Continuing the Conversation." Annals of the International Communication Association 17, no. 1 (January 1994): 3–33. http://dx.doi.org/10.1080/23808985.1994.11678873.

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31

Beheshti, Jamshid. "Sociomedia: Multimedia, hypermedia, and the social construction of knowledge." Journal of the American Society for Information Science 47, no. 5 (May 1996): 402–3. http://dx.doi.org/10.1002/(sici)1097-4571(199605)47:5<402::aid-asi11>3.0.co;2-1.

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32

Beheshti, Jamshid. "Sociomedia: Multimedia, hypermedia, and the social construction of knowledge." Journal of the American Society for Information Science 47, no. 5 (May 1996): 402–3. http://dx.doi.org/10.1002/(sici)1097-4571(199605)47:5<402::aid-asi12>3.0.co;2-1.

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33

Pickering, Andy. "Knowledge, Practice and Mere Construction." Social Studies of Science 20, no. 4 (November 1990): 682–729. http://dx.doi.org/10.1177/030631290020004006.

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34

Hum, Sue. "Advocating for Social Justice: Knowledge Telling and Knowledge Construction in an Infographic Assignment." Open Words: Access and English Studies 13, no. 1 (2021): 133–41. http://dx.doi.org/10.37514/opw-j.2021.13.1.10.

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35

Costa, Liana Fortunato, and Maria Inês Gandolfo Conceição. "Knowledge, intersubjectivity and social practices." Revista Brasileira de Psicodrama 28, no. 3 (November 24, 2020): 224–33. http://dx.doi.org/10.15329/2318-0498.20490.

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The paper focuses on the concept of intersubjectivity and its importance for guiding community actions and the consequent construction of new social practices. Authors who have an epistemological reference in the focus of interrelationships, emphasizing the field of interaction as the locus in which encounters, mismatches, problems, and solutions to human issues occur, are presented. The concepts of Jacob Levy Moreno, creator of psychodrama, are laid out to support the premise that there is no possibility of one man alone; instead, there will always be a man and the other, a role and its counter role. That being said, affectivity is one of the nuclei that generate bonds and the development of groups, while, according to Moreno, the greatest expression of affectivity is the release of spontaneity-creativity.
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36

Bazerman, Charles. "Discourse analysis and social construction." Annual Review of Applied Linguistics 11 (March 1990): 77–83. http://dx.doi.org/10.1017/s0267190500001963.

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Complex social activities—such as maintaining a legal system, fostering a literary system, or developing communally validated knowledge—rely on language as the medium through which these activities are accomplished. Law, literature, science, religion, politics, and even economics are socially constructed through discourse. Special language tools and uses have developed in conjuction with the rise of these activities. Thus, we may well say that the construction of legal language is part and parcel of the construction of the legal instructions that order social lives, and that the language acts using legal language were developed in coordination with the elaboration of roles, responsibilities, and relationships of legal actors.
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37

Tao, Ye, and Yanyan Li. "Comparing Social Knowledge Construction of College English Language Learners in Groups Characterized by Facilitative and Directive Other-Regulation: A Case Study." Journal of Education and Development 4, no. 2 (July 20, 2020): 44. http://dx.doi.org/10.20849/jed.v4i2.752.

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Many studies have explored the role of regulation of learning in supporting social knowledge construction. Other-regulation is a common regulation type in collaborative learning. However, few studies have examined learners` social knowledge construction in other-regulation groups. This study attempts to provide a new lens to understand the role of regulation of learning in supporting social knowledge construction and broaden our knowledge about two forms of other-regulation within groups. Toward that end, this study compares social knowledge construction in groups characterized by facilitative and directive other-regulation. The two case groups of four in this study were selected from a larger sample (N=22). Content analysis and sequential analysis were used to analyze the online chat log collected from two groups. The comparison was made in terms of the frequency and behaviour pattern of social knowledge construction between the two groups. Qualitative analysis was adopted to explore the interrelation between social knowledge construction and two forms of other-regulation. Results indicate that the facilitative other-regulation group engaged in more high-level social knowledge construction and demonstrated more continuous and systematic behaviour patterns. Further qualitative analysis reveals that facilitative other-regulation occurred concurrently with social knowledge construction and played a promoting role in this process. In contrast, directive other-regulation followed social knowledge construction but failed to guide the subsequent knowledge construction moves, ending in impeding the ongoing of social knowledge construction smoothly.
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38

Flick, Uwe. "Social representations and the social construction of everyday knowledge: theoretical and methodological queries." Social Science Information 33, no. 2 (June 1994): 179–97. http://dx.doi.org/10.1177/053901894033002003.

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39

Kanygin, Gennady V., Maria S. Poltinnikova, and Victoria S. Koretskaya. "Experience in Social Knowledge Construction Based on Computerized Ontological Methods." Sociological Journal 23, no. 3 (2017): 125–43. http://dx.doi.org/10.19181/socjour.2017.23.3.5367.

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40

Yao, Qi, Rita Yi Man Li, Lingxi Song, and M. James C. Crabbe. "Construction safety knowledge sharing on Twitter: A social network analysis." Safety Science 143 (November 2021): 105411. http://dx.doi.org/10.1016/j.ssci.2021.105411.

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41

Mills, Joseph P., Scott Caulfield, Davison Fox, Kristin Baker, and Linda Woolverton. "Social Construction of Strength and Conditioning Coach Knowledge and Practice." Strength and Conditioning Journal 40, no. 6 (December 2018): 21–28. http://dx.doi.org/10.1519/ssc.0000000000000423.

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42

Zusman, Perla B. "Book Review: Text and image social construction of regional knowledge." Progress in Human Geography 25, no. 3 (September 2001): 489–90. http://dx.doi.org/10.1177/030913250102500312.

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43

Geary, David C. "The evolution of cognition and the social construction of knowledge." American Psychologist 51, no. 3 (1996): 265–66. http://dx.doi.org/10.1037/0003-066x.51.3.265.

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44

Banks, David. "Writing Biology. Texts in the Social Construction of Scientific Knowledge." Language and Literature: International Journal of Stylistics 4, no. 2 (May 1995): 145–47. http://dx.doi.org/10.1177/096394709500400204.

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45

Kramer-Dahl, Anneliese, Peter Teo, and Alexius Chia. "Supporting knowledge construction and literate talk in Secondary Social Studies." Linguistics and Education 18, no. 2 (June 2007): 167–99. http://dx.doi.org/10.1016/j.linged.2007.07.003.

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46

Crossley, Michele L. "Meddling with Mythology: AIDS and the Social Construction of Knowledge." Social Science & Medicine 50, no. 11 (June 2000): 1695. http://dx.doi.org/10.1016/s0277-9536(99)00400-1.

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47

Williams, Jerry. "Knowledge, Consequences, and Experience: The Social Construction of Environmental Problems." Sociological Inquiry 68, no. 4 (October 1998): 476–97. http://dx.doi.org/10.1111/j.1475-682x.1998.tb00481.x.

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48

Smith, J. "Modeling the social construction of knowledge in ELT teacher education." ELT Journal 55, no. 3 (July 1, 2001): 221–27. http://dx.doi.org/10.1093/elt/55.3.221.

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49

Bennema, Cornelis. "How Readers Construct New Testament Characters: The Calling of Peter in the Gospels in Cognitive-Narratological Perspective." Biblical Interpretation 29, no. 4-5 (November 12, 2021): 430–51. http://dx.doi.org/10.1163/15685152-29040002.

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Abstract The discipline of cognitive narratology applies insights of cognitive linguistics to narrative analysis. This study seeks to demonstrate the value of cognitive narratology by exploring the role of the reader and the extent of the reader’s knowledge in constructing characters. While traditional narrative criticism often limits itself to the world of the text, cognitive narratology recognizes that the reader’s knowledge from other texts and the real world also contributes to the construction of characters. This study will show that the extent of the reader’s literary and social knowledge of a text affects the construction of characters. As a case study, we will examine the calling of Peter in the canonical Gospels and show how four readers with varying degrees of knowledge will arrive at different constructions of Peter’s character.
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50

Maurer, PhD, Laura Levy. "The Social Construction of Mistrust." Research in Health Science 4, no. 3 (July 3, 2019): p177. http://dx.doi.org/10.22158/rhs.v4n3p177.

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I intend to contribute to the knowledge base about the nature of mistrust as a social construct. My inquiry includes an unpacking of the construct of mistrust from the construct of trust based in the current literature. Once situated, I undertook a semiotic study of empirical data about the construct of mistrust based on the experiences of stakeholders in a local nonprofit organization as events unfolded during a 9-month period from August 2018 until April 2019. Applying repeated iterations of the data I constructed a contextualized thick description of mistrust. The findings of the study impact the common sense and didactic interpretations of mistrust. Practitioners of social change can apply the results to expand available strategies to mitigate mistrust and reduce the stresses that compromise the resources available to their communities and organizations to fulfill their objectives.
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