The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

The wave of knowledge loss that organisations are facing on account of layoffs, retirements, staff turnover and mergers gave rise to this research. The main research aim was to identify the organisational and behavioural factors that could enhance or impede tacit knowledge retention. A multidisciplinary approach focusing on knowledge management, organisational behaviour and organisational development was followed. The nature of knowledge in organisations was explored by following a contextualised theorybuilding process, focusing on epistemology, and the appearance and application of knowledge. Knowledge in the context of this research is the knowledge and experience that reside in the minds of people. It is not easily documented, and is referred to as tacit knowing. A theoretical model was developed that revealed the factors that could influence tacit knowledge retention. The model focused on human input factors taking into account knowledge loss risks, strategic risks and behavioural threats that could cause knowledge loss.The main purpose of the empirical research was to operationalise the theoretically derived knowledge retention constructs, determine statistically the enhancing and impeding factors that influence knowledge retention and develop a structural equation model to verify the theoretical model. A quantitative empirical research paradigm using the survey method was followed. A questionnaire was compiled, and a survey conducted in the water supply industry. The principal component factor analysis postulated nine factors. A composite factor, knowledge retention, as the dependent variable was compiled. The questionnaire was found to be reliable, with a Cronbach alpha coefficient of .975. A structural equation model development strategy produced a new best-fitting knowledge retention model based on the new constructs postulated in the factor analysis. The model indicated that there is a direct causal relationship between strategy implementation and knowledge retention and between knowledge behaviours and knowledge retention. The regression analysis showed that most of the intercorrelations are significant, thus confirming the theory. The research contributed towards a comprehensive understanding of the factors that influence tacit knowledge retention. The questionnaire and the new knowledge retention model could assist organisations in determining the extent to which knowledge is retained and where to focus in developing and implementing a knowledge retention strategy. The study encourages practitioners to take cognisance of the fact that organisations are different and that the enhacing and impeding factors of knowledge retention are to be considered. / Information Science / D. Litt. et Phil. (Information Science)

運用科學知識在當代環境管制政策幾乎已屬常態。然而，科學卻不一定能有效解決環境污染問題。本研究探討雲林六輕石化廠區的揮發性有機物（VOCs）空氣污染問題，發現運作二十多年的六輕，其排放之VOCs數值，至今尚未釐清，但企業仍不斷擴廠，引發當地健康風險問題；同時，國光石化的環評中，PM2.5（細懸浮微粒）引發重大政治爭議，民間提出對抗性科學論述影響決策方向，後續，更促成相關管制法規通過。 在上述管制科學爭議中，本文採用新政治科學社會學所提供的制度、網絡與權力，與環境決策知識建構的途徑觀點，探討雲林石化廠區所排放的揮發性有機物（VOCs）、懸浮微粒（PM2.5）相關之管制科學爭議。運用次級資料分析法、田野調查以及深入訪談法，嘗試分析強調科學循證作為基礎的管制政策，何以仍落入管制失靈的窘境？本文探討兩個個案，其不同調的科學數字如何依循管制制度生產、傳遞及運用？其中，VOCs排放數字如何被各個政治行動者賦予政治性意涵，進而延宕政府管制的能力？甚而導致府際間嚴重衝突？而PM2.5的對抗性科學論述是如何被生產、傳遞乃至公共化？相關之政策網絡如何有效地將PM2.5的管制政策推入政治議程中，成為正式法規的一環？ 本研究發現，在VOCs個案中，基於污染物的特性、石化廠區的龐大營運複雜度、以及企業為管制資訊之主要來源等因素，使VOCs排放具有相當大的科學不確定性。不過，現行制度將這些科學不確定性切割成一場又一場對於企業資訊的審查，對於掌握確切污染狀況極其有限。在PM2.5個案中，在幾個重大政策窗事件出現之前，民間社會已有一定的知識建構基礎。而重大政策窗事件如六輕工安大火、國光石化興建以及2011年總統選舉等，促成不同社會網絡連結，協助、生產出對抗性論述，並結合公眾媒體的廣泛傳播特性，將相關科技風險知識公共化，終使得PM2.5管制法案成為正式規範之一。 / Scientific knowledge has been commonly employed for making environmental regulatory policies. This thesis aims at analyzing the contamination problems resulted from Volatile Organic Compounds (VOCs) released by the Six Naphtha Cracking Complex; it is discovered that the emission of VOCs remains a mystery after two decades of operation. However, the industrial expansion plan continues and has done a severe environmental and health destruction to the local community. Meanwhile, PM2.5, Fine Particulate Matters also triggered political controversies in the Environmental Impact Assessment process of Kuokuang Petrochemical Plant, the Eighth Naphtha Cracking Project(8th naphtha). The civil society has raised the opposing argument on the PM2.5 matter in terms of health impact, thereby influencing the direction of policy making and passing the regulations. In light of the controversies of regulatory science, this thesis adopts the perspective of New Political sociology of Science (NPSS), which substantiates the approach of institution, network and power, and other aspects of knowledge construction to analyze the emission of VOCs and PM2.5 in the petrochemical field. Moreover, secondary data, field research, and in-depth interviews are utilized to analyze these regulatory predicaments. It is discovered in the cases of VOCs, the scientific uncertainty is composed of the characteristics of VOCs, the complexity of petrochemical plant’s operations and the main regulatory information is generated by industries. Nevertheless, the regulatory institution just divided the scientific uncertainty into the tremendous conferences which peer-reviewed the information from industries. Furthermore, this regulatory institution hinders the true conditions of pollution from being known. In the meantime, in terms of PM2.5, the general public has had a solid knowledge pertaining to the critical national matters, such as several fire disasters of 6th naphtha, the policy of 8th naphtha, and the presidential election in 2011. Moreover, these policy windows promote the connection of social network and assistance, and accordingly generate the opposing discourse. The technology risk-related knowledge has also been conveyed by the mass media, thus ultimately enacting the PM2.5.

Notre recherche a pour objectif de fournir les indicateurs caractérisant l'activité technologique du Maroc. La production technologique a été mesurée à partir des données émanant de deux bases de données sur les brevets : la base de brevets de l'OMPIC qui publie les brevets déposés au Maroc et la base de l'OMPI pour les brevets mondiaux. Notre étude couvre les brevets de priorité marocaine pour une période de 6 ans et son champ d'application concerne l'industrie en tant que marché de l'innovation. Les indicateurs technologiques élaborés s'inscrivent dans le cadre des politiques pour favoriser le transfert des connaissances vers les entreprises. Nous avons puisé dans l'approche systémique et socio-constructiviste les éléments pour étudier le système de la recherche à travers ses aspects historiques, ses inputs, ses relations et son devenir et élaborer des indicateurs technologiques utiles aux décideurs. Nous avons utilisé la bibliométrie des brevets pour rendre compte de la structure des liens entres les producteurs technologiques dans une perspective à la fois sociale et scientifique. Nous avons démontré le peu de structuration en communautés des universités et des entreprises. Les personnes physiques sont à l'origine de 74% des dépôts dont seulement 10% ont une valeur ajoutée. Sur le plan régional, une concentration technologique est observée dans 3 régions. Nous avons soulevé la dépendance technologique du Maroc et proposer une stratégie pour améliorer l'attractivité des territoires à travers des opportunités de collaborations université-entreprise. / The purpose of this work was to provide the indicators characterizing the technological activity in Morocco. The technological production was measured by analyzing patents data extracted from a local and a global database: The OMPIC and WIPO patent database. Our study icludes patents with a moroccan priority for a period of 6 years years (2006-2010) with an application to industry as a potential user of scientific research. Building scientific and technological indicators is placed in the context of public policies to meet the socio-economic needs of the country. This research is based on a systemic and a socio-constructivist approaches to define the structural, functional and historical aspects to provide a comprehensive view of the Moroccan system of scientific and technological research. So, our study has analyzed the technological activity in three segments: companies, universities and individuals. We also studied the structure of collaboration between them and we noted mainly a lack of structuring communities in universities and companies as knowledge producers. The main technological activity emanates from individuals who are responsible for 74% of patenting activity, but only 10% of them are value-added technology. At a regional level, a technological concentration is observed in 3 regions only. we highlight the technological dependence of Morocco and put up a strategy to identify innovative clusters and university-entreprises collaboration.

Made available in DSpace on 2016-04-27T16:34:03Z (GMT). No. of bitstreams: 1 Cintia Aparecida Pereira Ortiz.pdf: 8371862 bytes, checksum: 1d0af6a0403c23056ef92c5f157d6fb8 (MD5) Previous issue date: 2010-02-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / It is an empirical research about existing spaces of interaction on a basic educational course to develop teachers long distance type of course. The study intends to analyze such spaces on a course that has communicative support tools interacting with communicative peculiarities of the cyber-space, by means of different agents visions teachers and pupils as well as verifying how the relations-interactions of those that act in the educative process happen in this type of teachers development, identifying/pointing out such interactions and considering the hypothesis that, although the physical presence of teacher and pupils at the same time and space, does not guarantee the availability of those who act in order to do necessaries interactions to the professional development of the professor. The development in a virtual environment, the proper conditions to promote exchanges and interactions suffer time and space alterations that certainly have impacts on the interactions nature among the agents in this type of long distance process of formation. In this research it has been use as reference, theoretical authors dedicated to long distance education studies. (Aretio, Moran, Neto and Keegan, among others) and authors that has focused on the educational teachers formation process as well as the construction of teachers lecturing knowledge (Walter, Candido, Garcia, Tardif, Nunes andMarin, among others). The procedures of this research for the collection of data held in the years 2008 and 2009 include the use of a questionary applied to 21 pupils from a long distance Pedagogy Course, interviews with 1 monitor (local-tutor) and 1 teacher (web-tutor), besides register and documents analyses and observation of the interactions situations existent during the course. The obtained results are presented by synthesis tables, describing: long distance course of teachers formation context and profile, who of the investigated people (pupils, teachers or web-tutors and monitors or local-tutors) and what they say about the Course and the interaction situations within / Trata-se de uma pesquisa empírica sobre os espaços de interação existentes num curso de formação de professores para educação básica curso de Pedagogia, na modalidade à distância. O estudo pretende analisar tais espaços em curso que tem como suporte ferramentas de comunicação interativas com as particularidades comunicativas do cyber-espaço, por meio das visões de seus diferentes agentes professores e alunos bem como verificar como se dão as relações/interações entre esses atores do processo educativo nesta modalidade de formação de professores, identificando / caracterizando tais interações e considerando a hipótese de que, embora a presença física de professores e alunos, no mesmo tempo e espaço, por si só não garanta a disponibilidade dos agentes para as interações necessárias à formação profissional docente, em ambientes de formação virtual as condições próprias para a promoção de trocas e interações sofrem alterações de tempo e de espaço que, certamente, têm impactos na natureza das interações entre os agentes desse processo de formação à distância. Para realização da pesquisa foram utilizados como referenciais teóricos autores dedicados ao estudo da educação à distância (Aretio, Moran, Neto e Keegan, entre outros) e autores voltados para o estudo dos processos de formação de professores e de construção dos saberes docentes (Waller, Candido, Garcia, Tardif, Nunes e Marin, entre outros). Os procedimentos de pesquisa, para a coleta de dados realizada nos anos de 2008 e 2009, incluíram o uso de questionários aplicados a 21 alunos de um Curso de Pedagogia à distância, entrevistas com 01 monitor (tutor-local) e 01 professor (tutor-web), além da análise de registros e documentos e da observação das situações de interação presentes no curso. Os resultados obtidos são apresentados em quadros-síntese, descrevendo: contexto e perfil do curso de formação de professores à distância, quem dos sujeitos investigados (alunos, professores ou tutores-web e monitores ou tutores-local) e o que dizem a respeito do curso e das situações de interação nele presentes

[pt] As conferências por computador incorporam-se cada vez mais ao dia-a-dia acadêmico, através de programas de ensino a distância e de sua utilização como ferramenta auxiliar no processo de ensino e aprendizagem. Contudo, os estudos têm privilegiado as modalidades sincrônicas de comunicação. As poucas incursões pela assincronia detêm-se nas listas de discussão ou limitam-se a definições no que tange ao fórum. Preenchendo esta lacuna, o presente estudo trata de um fórum de discussão privado ocorrido simultaneamente às aulas presenciais de uma turma de engenharia elétrica da PUC-Rio. O objetivo é descrever e analisar qualitativa e quantitativamente o papel do fórum enquanto experiência discursiva, investigando como se dá a interação e a construção do conhecimento; a possível caracterização do fórum como gênero ou suporte; e o efeito da intervenção do professor no processo. Inspirada pelo sociointeracionismo, a análise focou a freqüência de participação e sua direcionalidade, o fluxo de tópico, a presença social e cognitiva via índices lingüísticos que indicassem afeto, atitude, metacognição, complexidade lexical e sintática. Os resultados sugerem que o fórum deveria ser investigado dentro de um arcabouço de estudos de gênero. Sugerem também que o fórum é um gênero e funciona como uma comunidade de prática, favorecendo a reflexão crítica através de práticas discursivas dialógicas, a aprendizagem de elos coesivos na produção textual, o processo de letramento e de desenvolvimento da inteligência coletiva. Aparentemente, o fórum de discussão contribui para a construção da identidade social e profissional dos participantes. / [en] Computer conferencing has been increasingly incorporated to academic routines, either in distance learning or in the regular classroom, as a support. Nevertheless, the literature has focused on synchronous CMC; its few incursions into asynchrony refer to discussion lists or limit themselves to defining the forum. To fill up such a gap, this study focuses on a private forum held simultaneously with classroom learning by undergrads in Electrical Engineering, at PUC-Rio. Its objective is to describe and analyze, quantitative and qualitatively, the role of the forum as a discursive experience, investigating how interaction and knowledge construction take place; the possibility of characterizing the forum as a genre; and the effect of teacher`s intervention in the process. Inspired by sociointeractionism, it analyzed participation and interactional direction, the topic framework, social and cognitive aspects signaled by linguistic devices that represent affect, attitude, metacognition, lexical and syntactic complexity. Results suggest that future studies need to address the forum within the paradigm of genre study. It also suggests that the forum is a genre and functions as a community of inquiry, leading to critical thinking by means of dialogical discursive and literacy practices, learning of coesive ties in writing, and the development of collective intelligence. Apparently, it contributes to the construction of the social and professional identities of the participants.

Aquesta recerca pretén descriure les estratègies argumentatives que els estudiants universitaris utilitzen en situació de debat per construir el coneixement. L'estudi s'ha dut a terme a partir de dos escenaris diferenciats d'aprenentatge; un primer debat de rol clàssic, en el qual uns participants adopten la posició a favor d'un dels components del dilema exposat i uns altres defensen la posició contrària. I un segon debat de role-playing, en el qual els participants adopten un rol professional i actitudinal en la dramatització d'una reunió professional amb la finalitat d'arribar a uns acords per a la resolució d'un cas pràctic. Els objectius d'aquesta recerca se centren en, a) conèixer quin és el coneixement declaratiu dels participants sobre el debat com metodologia per construir coneixement, b) analitzar les estratègies argumentatives tant escrites com orals en alumnes de primer curs d'educació superior, c) analitzar el contingut i l'estructura argumentativa oral entesa com la seqüència d'argument, contraargument i refutació, d) analitzar els tipus de contraarguments i refutacions, les seqüències argumentatives, els patrons d'interacció i e) analitzar la incorporació polifònica (o d'altres veus) en els textos inicials, els debats orals i els textos finals. Per assolir aquests objectius s'ha adoptat una metodologia ex post facto, amb un enfocament descriptiu-explicatiu i un disseny combinat d'anàlisi de dades amb tècniques quantitatives i tècniques qualitatives. Per cadascun dels objectius s'han dut a terme diversos nivells d'anàlisi: per la totalitat dels estudiants (n=77), per cadascun dels grups de seminari i segons els dos tipus de debat. Els resultats indiquen una millora en l'evolució de les estratègies argumentatives escrites com efecte de la interacció grupal, així com canvis significatius en els punts de vista sobre els temes debatuts. Pel que fa al discurs argumentatiu oral, els participants manifesten, en ambdós debats, la mateixa estructura argumental i similars seqüències i patrons d'interacció. Tot i així, en alguns episodis temàtics s'observa una adaptació a la demanda de la tasca que implica canvis en els patrons d'interacció. Alhora, també s'observen diferències significatives respecte la incorporació de diferents veus provinents de les lectures o dels debats, tant en les produccions escrites com orals dels estudiants. / Esta investigación pretende describir las estrategias argumentativas que los estudiantes universitarios utilizan en situación de debate parar construir el conocimiento. El estudio se ha llevado a cabo a partir de dos escenarios diferentes de aprendizaje; un primer debate de rol clásico, en el cual unos participantes adoptan la posición a favor de uno de los componentes del dilema expuesto y otros defienden la posición contraria. Y un segundo debate de role-playing, en el cual los participantes adoptan un rol profesional y actitudinal en la dramatización de una reunión profesional con la finalidad de llegar a unos acuerdos para la resolución de un caso práctico. Los objetivos de esta investigación se centran en, a) conocer cuál es el conocimiento declarativo de los participantes sobre el debate como metodología para construir conocimiento, b) el estudio de las estrategias argumentativas tanto escritas como orales en los alumnos de primer curso de educación superior, c) analizar el contenido y la estructura argumentativa oral entendida como la secuencia de argumento, contraargumento y refutación, d) analizar los tipos de contraargumentos y refutaciones, las secuencias argumentativas, los patrones de interacción y e) analizar la incorporación polifónica (o de otras voces) en los textos iniciales, los debates orales y los textos finales.Para conseguir estos objetivos se ha adoptado una metodología ex post facto, con un enfoque descriptivo-explicativo y un diseño combinado de análisis de datos con técnicas cuantitativas y técnicas cualitativas. Para cada uno de los objetivos se han llevado a cabo diversos niveles de análisis: para la totalidad de los participantes (n=77), para cada grupo de seminario y en función de los dos tipos de debates.Los resultados indican una mejora en la evolución de las estrategias argumentativas escritas como efecto de la interacción grupal, así como cambios significativos en los puntos de vista sobre los temas debatidos. En referencia al discurso argumentativo oral, los participantes manifiestan en ambos debates la misma estructura argumental y similares secuencias y patrones de interacción. Sin embargo, en algunos episodios temáticos se observa una adaptación a la finalidad de la actividad que implica cambios en los patrones de interacción. Al mismo tiempo, también se observan diferencias significativas respecto a la incorporación de diferentes voces provenientes de las lecturas o de los debates, tanto en las producciones escritas como orales de los estudiantes. / The scope of this study is to describe the argumentative strategies students use in a debate situation in order to construct knowledge. This study was carried out in two different learning contexts; a classic role in the first debate, where some participants take a position in favour of a component of the dilemma to be faced and others defend the contrary position. And a second debate of role-playing, in which participants adopt a professional role and attitude in the dramatization of a professional meeting with the purpose of reaching agreement to solve a practical case.The aims of this research focuses on a) finding out the participants' declarative knowledge about debate as a methodology to contruct knowledge, b) studying written and oral argumentative strategies of firstyear undergraduate students, c) analyzing the content and structure of oral argumentation when it is understood as a sequence of argument, counterargument and refutation, d) analyzing the types of counterarguments and refutations, argumentative sequences, patterns of interaction and e) analyzing the polyphonic incorporation (other voices) in the initial texts, oral discussions and final texts.In order to achieve these aims, an ex post facto methodology has been adopted, with a descriptive-explanatory approach, and a combined design of data analysis with quantitative and qualitative techniques. For each aim several levels of analysis were carried out: for the whole students (n=77), for each seminary group and according to two types of debates. The results indicate an improvement in the argumentative writing strategies development due to group interaction effects, as well as significant changes in points of view on the issues discussed. In terms of oral argument speech, participants expressed the same argument structure and similar sequences and interaction patterns in both debates. However, in some thematic episodes there is an adaptation to the demands of the task that involves changes in the interaction patterns. Moreover, there are also significant differences between the different voices from the readings and discussions, both in written and oral students' production.

在經濟發展的過程中，環境污染往往是其代價。石化產業在台灣經濟發展過程中扮演著火車頭的角色，帶動相關產業的勃興，但也帶來日益增加的環境污染與其社會爭議，成為政府部門必須面對的課題。在傳統的環境管制政策當中，科學評估被視為中立、理性客觀之分析技術，能夠有效處理環境問題的方法，其強調專業中立的形象，也與官僚理性所強調的中立性相似。因此這不僅是環境行政程序設計之核心，也是行政正當性的重要來源。但因著環境議題的複雜化、科學不確定性的增加，在行政程序當中，僅著重專家角色的行政程序，相信專家能夠帶來各樣問題的解答，不僅在程序上限制了多元知識類型的進入，既無法共同建構問題、也無法形成決策基礎的一部分；同時行政機關也此程序將決策責任移轉給專家；然而因著科學不確定性，使得專家必須在未知的情況下進行決策，因而使得決策內容會更加保守，讓環境爭議窄化成「如何收集更多資訊」等技術問題。行政機關原欲以專家作為決策正當性的來源，但狹隘的科學想像框架不僅使程序無法有效地處理環境爭議、無法回應來自多元參與者的提問，反而使得決策正當性更加受到嚴重的挑戰。 本研究以國光石化開發案的健康風險議題與六輕工安大火事件兩個案的環評過程為分析案例。在國光石化環評過程，健康風險議題是主要爭議焦點。當時有學者研究指出國光石化營運之後，將對台灣民眾的健康風險帶來重要影響，並指認環評書中所低估或錯估的部分。面對不同的科學研究爭議，環保署依其狹隘的科學框架，欲創制一套評判程序以解決爭議，卻適得其反。與此同時，六輕也在 2010年7 月傳出工安大火事件，地方陸續傳出有吳郭魚、文蛤、雛鴨等大量死亡的農業損失情事，使六輕營運後所造成的環境影響與健康風險問題，受到社會高度矚目。環保署因而要求台塑提出「環境影響調查報告書」進行審查。但環評專案小組因著科學不確定性而難以依科學論證作為基礎做出決策。最終則是以法院判決來作為決策的正當性來源。 本文透過多重資料來源的蒐集，包括田野訪談、環評專案小組會議、專家會議等相關之會議紀錄、相關事件的剪報資料，以及相關會議的參與觀察紀錄等。藉由兩個案的分析，探討行政程序建立在狹隘的科學框架之上時，為何產生行政決策的僵局，探討結構上的侷限與受到的正當性挑戰。並以論述應邁向具社會強健性的知識建構為基礎的開放行政程序，以強化決策正當性的根基。 / The scientific assessment in the traditional environment regulation policy is generally regarded as a rational technique. The common impression of scientific assessment is neutral and specialized, which is similar to the major principle of Bureaucracy, organization by functional specialty, defined by Max Weber. Therefore, the scientific assessment has been not only a foundation of environmental administration procedure, but also a resource of legitimacy. On the contrary, while the government just focuses on the scientific evidence in administrative procedure, there will be the political debates unable to resolve effectively. Because administrative procedure is unable to include multi-knowledge from different stakeholders, administration deal with environmental problems only limits to the sufficiency of scientific evidences. Consequently, administration transfers the responsibility about decision making to the experts committee. But experts committee could not make decision definitely, and the decision would be conservative, because of scientific uncertainty. As a result, the interpretation of environmental problems is narrowed to the proof of causal relationship between pollutants and environmental impacts. Since unknown causal relationships always exist, there will be ongoing arguments and disputes of environmental problems. Taking two examples of the environment impact assessment of a fire accident in the sixth naphtha cracking project in July, 2010, and the KuoKuang Petrochemical Project, 2011, the research analyze the hidden science framework and limitation behind the administrative procedure. The finding is that the technicalization of administration leads to government role shrinking and erodes the legitimacy of decision. In order to strengthen the foundation of legitimacy, administration should rebuild an open administrative procedure to foster socially robust knowledge.

本研究旨在探究學習者在wiki共筆、數位閱讀標註及知識論壇三種不同知識建構導向之電腦支援合作學習環境下，其合作知識建構與問題討論歷程差異，再則這三種不同學習環境是否營造不同知識建構氛圍，以及對支援知識建構是否有所欠缺。最後，針對研究結果提出有效知識建構教學的實施策略與建議。 本研究採實驗研究法，以某國立大學數位碩士在職專班19名研究生為研究對象，分別依序體驗包括wiki共筆、合作式數位閱讀標註及知識論壇三種各具特色的知識建構導向合作學習環境，進行知識建構討論與分享，藉由搜集觀察上述三種學習環境之知識建構歷程討論及成果記錄，進行知識建構及問題解決討論概念編碼後，進行序列分析，依此觀察學員們知識建構演進之歷程，並評估問題討論的互動程度，最後輔以半結構式訪談，與序列分析結果進行交互驗證。 結果發現學員在wiki共筆、合作式數位閱讀標註及知識論壇三種知識建構環境上，共同合作建構產出的知識建構成果均呈現一定品質水準，確實有助於輔助學生之共同知識建構成長。此外，三種電腦支援合作知識建構學習環境中，知識論壇在適當教學設計與學習策略實施下，較能發揮知識建構水準；知識論壇相當適合於問題解決討論；三種知識建構導向之電腦支援合作學習環境，對於完整支援知識建構仍有不足需要強化之處，特別是為促使學員更深入討論，以達更深層的知識建構，需要更好的教學設計與學習策略。 最後本研究根據研究結果，歸納出幾點建議，作為教師在進行合作知識建構教學時，選擇電腦支援合作學習環境之參考，並對未來研究方向提出建議。 / The major purpose of the present study was investigate the learners would have the differences of the progress of knowledge construction and problem discussion, which were under the three different guided knowledge construction in the computer-supported collaborative learning environments, the three learning environments including wiki, knowledge-based annotation learning system, and Knowledge Forum. A secondary purpose of this study was to examine if these three different learning environments would build the variety atmospheres of knowledge construction, and then the deficiency in the computer-supported collaborative learning. Finally, the conclusion drawn above should be proposed the efficient policy and suggestion in relation to the effective teaching of knowledge construction. The method to carry out this study was using an experimental research. The participant in this research were 19 postgraduate students enrolled in executive master of digital systems in one national university. In this experiment, all participants experienced the three different guided knowledge construction in the computer-supported collaborative learning environments in order, each differs from one another, including, wiki, knowledge-based annotation learning system, and Knowledge Forum. Furthermore, all subjects focused on the discussion and shared the progress of the knowledge construction and the results of the accomplishment by searching and observing the above three varied environments. The data of knowledge construction and problem solving were to conceptual encoded and processed the sequential analysis in order to observe the evolution of the progress of knowledge construction of all subjects, and to estimate the level of interaction of problem discussion. Lastly, we used the auxiliary semi-constructed interview and the result of sequential analysis to work with the cross-validation. The findings suggest that the participants produced the conclusions with coordinated knowledge construction which appeared in a certain quality, and this result indeed helped learners to grow-up in the coordinated knowledge construction. Additionally, Knowledge Forum firstly developed well standard under the congruent design and tactic of teaching in these three computer-supported collaborative learning environments. And then Knowledge Forum would be even more proper to discuss the problem solving. However, there is an insufficient part which needs to be strength of the three guided computer-supported collaborative learning environments for the complete computer-supported learning environments, most particularly, to be able to stimulate the subjects would go deep into the discussion in order to achieve the more depth of the knowledge construction, at the same time require the preferable instructional design and learning strategy. On the basis of the findings we sum up the few suggestions: As teacher, this study would be a reference to choose computer-supported collaborative learning environment when teach the coordinated knowledge construction, and then to address the suggestion in relation to the future research.

Esta investigación se enmarca dentro del campo de la enseñanza-aprendizaje de segundas lenguas, concretamente, dentro del ámbito de la enseñanza del español como segunda lengua. El marco teórico en el que se inscribe es el que aporta la teoría sociocultural y la metodología de investigación utilizada proviene del paradigma interpretativo (cualitativo). En síntesis, este trabajo ha consistido en el estudio de los procesos de construcción y gestión del conocimiento explícito durante la instrucción formal de la lengua objeto de estudio, en dos grupos multilingües de nivel principiante de una escuela oficial de idiomas, sin lengua vehicular común a todos los aprendientes. Hemos analizado y hemos descrito el tipo de comunicación que se genera entre profesor y aprendiente en la clase de español/ L2, entendiendo por comunicación tanto la verbal como la no verbal (kinésica y proxémica), y hemos comparado las percepciones que tanto profesores como aprendientes tienen de todo este proceso / This research is framed in the second language acquisition field, specifically, in the studies of Spanish as a second language. The theoretical framework in which this research is included is the one that provides with the sociocultural tradition and the methodology used for comes from the interpretative (qualitative) paradigm. In summary, this research work consisted in the study of how is constructed and negotiated explicit knowledge during the formal instruction of the language studied in class, in two multilingual groups of beginners without a common vehicular language to all the learners. We studied and we described the way of communication that is generated among teacher and students during Spanish formal instruction, understanding the communication concept both verbal and non-verbal communication, and we compared the perceptions that teachers and students have about all this process