Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/112081
DC Field | Value | Language |
---|---|---|
dc.contributor | 教育系 | |
dc.creator | 洪煌堯 | zh_tw |
dc.creator | Hong, Huang-Yao | en_US |
dc.creator | Chen, Bodong | en_US |
dc.creator | Tsai, Ching Chung | en_US |
dc.creator | Lin, Chiupin | en_US |
dc.creator | Wu, Ying Tien | en_US |
dc.date | 2016-06 | |
dc.date.accessioned | 2017-08-22T08:35:10Z | - |
dc.date.available | 2017-08-22T08:35:10Z | - |
dc.date.issued | 2017-08-22T08:35:10Z | - |
dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/112081 | - |
dc.description.abstract | Understanding students` epistemic views is critical for educators to understand how they work with ideas and knowledge. The present study explored how college students` online collaborative inquiry activities may info rm their epistemic views. A mixed-method analysis revealed that students` online knowledge-building and inquiry activities were associated with the change of their epistemic views. When engaging in more productive group inquiry activities, a more sophisticated epistemic view conducive to continual idea improvement for knowledge advancement was more likely to develop among students. | |
dc.format.extent | 177 bytes | - |
dc.format.mimetype | text/html | - |
dc.relation | Proceedings of International Conference of the Learning Sciences, ICLS , 2, 787-790 | |
dc.subject | Computer aided instruction; Education; Learning systems; College students; Knowledge building; Mixed method; Students | |
dc.title | Fostering more informed epistemic views among students through knowledge building | en_US |
dc.type | conference | |
item.fulltext | With Fulltext | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
item.cerifentitytype | Publications | - |
item.grantfulltext | restricted | - |
item.openairetype | conference | - |
Appears in Collections: | 會議論文 |
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index.html | 177 B | HTML2 | View/Open |
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