Search Results (32)

This systematic review analyzed the role of microlearning in basic education, identifying the most widely used Digital Information and Communication Technologies, relevant learning theories, and the role of social technologies from a Science, Technology, Society, and Environment (STSE) perspective. Following PRISMA 2020, searches were conducted in Web of Science, Scopus, ERIC, and IEEE Xplore databases. Studies on microlearning were selected based on previously defined eligibility criteria. The review process in Rayyan involved deduplication, screening, and full-text analysis. Data were qualitatively analyzed using content analysis, and methodological quality was assessed with CASP and the Downs and Black. The findings highlight that microlearning, integrated with digital tools such as online platforms, mobile apps, and short videos, significantly enhances student motivation, performance, and interaction; content in short modules facilitates knowledge retention and connects concepts to real-life situations. Promising trends include mobile technologies and gamification, which foster active, meaningful learning. Grounded in theories like Self-Determination, Constructionism, and Constructivism, microlearning personalizes teaching and promotes engagement, critical thinking, and accessibility, contributing to inclusive and sustainable education. From a STSE perspective, social technologies enhance autonomy, social interaction, and ethical–environmental awareness. In Brazil, further research on digital platforms and gamified strategies is needed to drive innovative educational practices. Full article

This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert’s constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an “expanded personality”, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism’s enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences. Full article

Emotions fluctuate during the process of social interaction. Although the co-creation of emotions through organizational behavior has been discussed theoretically in existing research, there is no method to demonstrate how emotions are co-created. Instead, previous studies have paid much attention to empathy, in which a person’s emotions are contagious. In contrast to self-report, which is a traditional method that can only assess emotions at a single point in time and adapts to empathy, biometric technology has made it possible to analyze emotional fluctuations over time. However, previous studies have focused only on understanding the emotional fluctuations of individuals separately. In the present study, we developed a system to measure the co-creation of emotions using a wearable device. The pulse rate was converted into valence as a positive–negative emotion, and the fluctuations in valence were analyzed by cross-correlation. We demonstrated the feasibility of the proposed system through triangulation by integrating biometrics with observation and self-report. The proposed system was verified to measure the co-creation of pair and group emotions using real-world data beyond laboratory settings. The present study contributes to business administration by proposing a critical concept for measuring the co-creation of emotions based on a constructionist approach. Full article

As the future product and process design decision-makers, students in engineering should have knowledge of sustainability and its application in industry. However, educators are challenged in training students in these concepts. Existing analysis tools are deficient in supporting sustainability assessment by nonexperts. To address this gap, the Manufacturing Process and System (MaPS) Sustainability Analysis tool was developed under the Constructionism in Learning: Sustainable Life Cycle Engineering (CooL:SLiCE) project. The technical aspects of developing a framework and its associated proof-of-concept MaPS Sustainability Analysis tool are reported in a separate study. Herein, the educational aspects of the MaPS Sustainability Analysis tool and its operational performance in terms of ease of use and usefulness to assess its suitability for the classroom are investigated. Undergraduate and graduate engineering students at Tampere University and Oregon State University were recruited to use and evaluate the tool. Through application of the Technology Acceptance Model (TAM), it was determined that the 24 study participants found the tool easy to use and useful in analyzing product design, manufacturing process, and supply chain sustainability performance. To move this proof of concept toward general use, key software operational characteristics and a GUI should be investigated to improve efficiency, effectiveness, satisfaction, and learnability of the MaPS Sustainability Analysis tool. Full article

Management systems containing procedures, checklists, and descriptions for how various tasks should be conducted are often used in high-risk industries. Much has been written about the judicial and technological concerns of management systems, but less has been written on how to train staff in the use of them. Through a cognitive-constructionist perspective combined with social constructivism, this paper discusses how staff training can be designed to fit the characteristics of the workers. This paper focuses on how people learn in different ways, and how this is related to perspectives on knowledge. The method used is semi-structured interviews with twenty-seven workers in two different companies operating in the oil and gas-producing industry. The workers got only a short web-based theory course on the management system, with no practical exercises, repetitions, or other types of follow-ups. This is a signal that the management system is of less importance, and many of the workers thought they did not need it. Training must be designed to fit the workers, with practical exercises, repetition, and possibilities for on-the-job training. Accidents in this sector can cause human losses and great environmental harm, and this paper argues that better training of staff can prevent such accidents and reduce harm to the environment. Full article

In this article, I address the evolution of the competition between two Latin patterns, habeo and mihi est, in Romanian. As opposed to the other Romance languages, which replace the mihi est pattern with habeo in possessor and experiencer contexts, Romanian maintains both Latin patterns. The general evolution of these patterns in the Romance languages is well known, however, a detailed usage-based account is currently lacking. Building on the theoretical findings on the role of functional competition in linguistic change, the rivalry between the two patterns in Romanian has already been argued to have settled in terms of differentiation, with each of the two forms specializing in different functional domains by Vangaever and Ilioaia in 2021 in their study “Specialisation through competition: habeo vs. mihi est from Latin to Romanian“. With this idea as a starting point, I investigate, by means of a diachronic corpus study, whether the dynamics in the inventory of state nouns occurring in these constructions can affect their evolution and productivity. The preliminary results show that this is indeed the case. Concomitantly, I explore whether the historical changes that the two patterns have undergone over the centuries can be described in terms of grammaticalization, constructionalization, or in terms of constructional change. Full article

The social construction of nature aims to emphasise that the concept of nature has multiple meanings that vary in different socio-cultural contexts. This underlines the multiple ways in which both structures and individuals understand, explain, and engage with nature and the environment. Consequently, nature and cultures/societies are not separate entities, but are intertwined in complex and interdependent relationships. Therefore, nature is the result of human perceptions and social practices. The way we interact with, perceive, interpret, and value nature is influenced by a given society’s history and sociocultural factors. This intimate relationship is closely linked to power–knowledge and influence relations. Those with more power can impose a particular vision of, and relationship with, nature, resulting in inequalities and potentially harmful relations that can explain the environmental degradation that the contemporary world faces globally, despite its expression in particular contexts, thus configuring plural natures. Full article

This paper explores the evolution of the conversational formula pues eso in Peninsular Spanish through the framework of constructionalization, so as to describe how form–meaning pairings have been consolidated. Additionally, the Val.Es.Co. model for discourse segmentation is introduced as part of the form pole in the construction. The findings suggest that PE has become a consolidated parenthetical, procedural device during the 20th century, but that previous centuries are also key in understanding how the new functions were developed from pues. Full article

This study explains the Venezuelan migration involving unaccompanied or separated adolescents (UASA) on the Colombian–Venezuelan border, specifically in Norte de Santander-Táchira. This explanation is framed within the concept of the social moratorium, highlighting three subcategories that contribute to the early abandonment of childhood: 1. the violation of rights, 2. working life, and 3. confrontation of dangers. These subcategories compel UASA to transition prematurely into youth, assuming social, labor, or family responsibilities. Methodologically, we adopt a narrative approach, conducting group interviews with 24 immigrant children and adolescents. Furthermore, 14 interviews are conducted in 2 local markets, and the remaining 10 on 2 central avenues in the city of Cúcuta, Colombia. We conduct a theoretical analysis drawing upon key concepts, including the social moratorium, social constructionism, interaction, and moral and cognitive development. This theoretical framework helps us understand the consequences for the life prospects of this generation. They arise from factors such as school dropout, exposure to health risks, and the absence of free leisure time. These indicators reflect socioeconomic problems, including poverty, abuse, and violence. Full article

In the modern world, there is a need to organize learning quickly and effectively. Due to the current economic climate, competition in the educational market, and demographic decline, there is an increasing interest in e-learning at all levels of education but especially in higher education. E-education provides the opportunity to attract students from abroad, those with disabilities, and those who cannot give up their professional work but want or should continue their education. This way of acquiring knowledge is of interest to various people who want to complete their higher education or gain a new profession. The article attempts to answer the following questions: which form of education is more attractive for students, stationary or remote; how do they assess the effects of both of these forms; which of them would they prefer in the event of further learning; and what suggestions do they make to improve distance learning? The article also contains a description of the project of changes undertaken by the State Vocational University in the Masovian Voivodeship (Poland) towards adapting to the requirements of digital reality. The aim of this article is to determine students’ preferences in terms of forms of studying and the university’s response to students’ needs in this area. It also discusses the specifics of the recent popularity of a new teaching model called connectivism. It presents what education based on this method is about and explains how it differs from previously functioning models such as behaviorism, cognitivism, and constructionism. The publication also contains a critique of connectivism and an attempt to indicate what risks and doubts arise from the dissemination of this type of education. Full article

Early engineering experiences can provide young people with experiences that can contribute to developing longer-term interest in the field and addressing dropout issues faced in engineering internationally. One way to engage young people with engineering is through the creation of personally meaningful sound-making projects with everyday materials and electronic kits. Sound making can make it possible for people to connect to their personal experiences and to represent these personal experiences through artistic means while also performing engineering practices, like asking questions, defining and delimiting problems, and developing and optimizing solutions with physical materials that produce sounds. Such design processes are referred to as engaging in the design of personally meaningful projects. However, it remains underspecified what personally meaningful means and, therefore, what aspects to integrate into engineering educational activity and technology designs to foster personally meaningful design opportunities. Building on constructionist perspectives on learning, this qualitative research investigated engineering practices as middle-school-aged youth used electronic construction kits and personal tangible material objects to create sounds. Iterative and thematic analysis of engineering practices of semi-structured interviews and video-recorded youth workshops showed that sound making with personal objects and electronic construction kits is a context for engineering design practices. This study also showed that integrating personal tangible projects that materialize personal histories can foster engineering practices. The findings contribute to our understanding of the theoretical idea of personally meaningful design in constructionism by presenting the importance of integrating personal histories through the design of personal projects with tangible material objects of a person’s life. Full article

Recovery within mental health service delivery is no longer a new consideration in the Western world. However, it is well-documented how challenging its implementation and translation to practice and reality have been in contemporary mental health systems. In conjunction with this, mental health social work is continuously being challenged and debated in relation to its role, responsibilities, and identity in service delivery. This is largely the consequence of the continued dominance of the biomedical model in relation to service delivery. Yet, if we critically reflect on the philosophy and ethos of recovery, it becomes very clear that social work should be the key profession to lead the development and improvement of recovery-orientated services across the globe. To illustrate this argument, the authors first draw on empirical research undertaken by the lead author within the Republic of Ireland on how recovery is socially constructed within mental health service delivery. The key stakeholders involved in the Irish study included professionals, service users, family members, and policy influencers, with participants taking part in semi-structured interviews. Secondly, the authors reflect on some of the findings from this Irish study, presenting an argument for not only a more significant role for social work in an Irish mental health context but also making comparisons from an international perspective. This includes exploring the role of critical social work traditions for supporting services to move beyond a philosophy of recovery that has, to date, overlooked the intersectional injustices and inequalities faced by hard-to-reach populations. Finally, the authors conclude by providing some possibilities for how the paradigms of social work and recovery can and should continue to converge towards each other, opening a space for social work to become a more dominant perspective within mental health systems worldwide. Full article

It has been argued that much of how math is taught in schools aligns with a particular epistemology that comes from western mathematicians and philosophers, potentially leading to an undervaluing of diverse skills and abilities. Tinkering, a common STEAM practice, is one way of participating that does not necessarily involve a straightforward path from problem to solution; rather, tinkering may be non-linear, and involve movement back and forth between known and new solutions. This process is not always supported or encouraged in traditional mathematics spaces but may be more available through activities such as crafting. This study examines a weaving workshop with middle-school students, asking the question: When and how do learners tinker in mathematical ways as they learn to weave? Video data were analyzed using qualitative techniques and perspectives informed by interaction analysis and other multimodal analytic techniques. Findings show that youth could be seen tinkering in the workshops in the forms of “negotiating and renegotiating with materials” and “trying unexpected solutions.” Examples from two focal cases break these tinkering forms down in deeper detail and showcase the mathematical engagement made possible by the space to tinker. This work sparks possibilities for designing math learning spaces that honor youths’ personally meaningful ways of doing and being both through the materials used and the practices encouraged. Full article

This research focuses on the practice of contextualization in teaching Chinese as a foreign language among a cohort of bilingual language teacher-researchers. It aims to extend the prevalent emphasis in the current literature that acknowledges the role of context in language education; however, these research studies primarily give voice to linguistic contexts or relegates context into a static physical space such as ‘environment’. This research is grounded in a social constructionism perspective whereby context is regarded as a dynamic relation-building process, or more accurately, a contextualizing process, enabled through various sociocultural activities. The data reveal that the teacher-researchers employed various forms of contextualization in teaching and linked these to particular teaching content through identifiable, purposeful activities, resulting in a variety of students’ responses. This research provides an evidence-based understanding of contextualization in CFL teaching for a more sustainable second language education. Full article