The phrase "constructed through interaction" is grammatically correct and can be used in written English.
It is typically used when discussing how something is created or formed through the exchange of ideas and perspectives between individuals or groups. Example sentence: "The final decision was not made by one person, but was instead constructed through interaction among the team members."
Social constructivism views knowledge, experience, realities and human understanding as socially constructed through interactions among people [ 5].
Social cognitive theory suggests that a learner, their behavior, and the learning environment are reciprocally deterministic; that is, a learner's affective and cognitive engagement and the learning environment are continuously co-constructed through interactions and experiences the learner has with that environment (Bandura 1989).
The theoretical underpinnings of a critical and reflective pedagogy are situated in social constructivist learning theories, which state that knowledge is best acquired when it is socially situated and constructed through an interaction of one's own thoughts and experiences with others' ideas (Otting and Zwaal 2007; Piaget 1964).
Risk perception is to a large extent constructed through social interaction and develops over time.
Spillane et al, 13 for example, argued that leadership activity is defined or constructed through the interaction of leaders and followers during the execution of leadership tasks.
Individuals are socially constructed through social interactions and that they acquire throughout their lives diverse and multiple social identities.
In organizational and management literature, current trends conceive identity and related concepts, i.e. image and reputation, as constructed through social interactions, mostly of a discursive nature.
If one accepts the assumption that identity is constructed through social interactions, then two other levels of representation of the self besides the individual level can be identified, namely interpersonal and group levels [ 32].
The methodological framework was informed by the epistemological perspective of constructivism (Piaget 1996) to emphasize that knowledge is constructed through human-world interaction and, specifically, to guide the research study toward understanding how and what Makers learn through their actions to create.
