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Today, there are many tools in the social Web 2.0 that created specifically for the educational audience, proposed in the learning process and used with great interest of both students and teachers at all levels of education. The offered possibilities of these tools encourage the research initiative, the configuration of new ways of communication, collaboration, interaction and reflection, and also the common contribution of knowledge building process. In this study considers the following research question: Does the sociocultural constructivist interaction of students in the social Web 2.0 affect their cognitive development and their geographical and environmental approach to the research issue? Data for this paper were derived from a small sample of Greek high school students (N=16) who participated in an eight-month educational research project, using the new applications and extensions of the social Web 2.0. The research question was answered through quantitative content analysis (QCA) and social network analysis (SNA). We found that the sample created an active social network (with remarkable distinction in the cohesion, power and role structures) and reached the higher phase of sociocultural constructivist interaction, progressively developing essential skills for an organized and integrated geographical and environmental approach to the research issue.

iosr journal of humanities and social science

Analyzing Sociocultural Constructivist Interactions of Students during Geographical and Environmental Research Project in the social Web 2.0. A Case Study of Greek High School Students