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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/121160
DC FieldValueLanguage
dc.contributor教育系
dc.creator洪煌堯zh_TW
dc.creatorHong, Huang-Yaoen_US
dc.creatorLin, Pei-Yien_US
dc.creatorMa, Leanneen_US
dc.creatorChang, Yu-Huien_US
dc.creatorChiu-Pin, Linen_US
dc.date2018-06
dc.date.accessioned2018-11-29T08:22:00Z-
dc.date.available2018-11-29T08:22:00Z-
dc.date.issued2018-11-29T08:22:00Z-
dc.identifier.urihttp://nccur.lib.nccu.edu.tw/handle/140.119/121160-
dc.description.abstractThis study follows the Knowledge Building discourse of 4th graders in order to assess changes in literacy-related outcomes over the course of two semesters. Our analyses revealed that Knowledge Forum activities, such as use of scaffolding tools, increased over time and were positively correlated with improved essay writing, particularly for the lowperforming group. Our findings add to the growing body of research that Knowledge Building pedagogy and Knowledge Forum technology together support the development of students’ literacy.en_US
dc.format.extent17114004 bytes-
dc.format.mimetypeapplication/pdf-
dc.relation13th International Conference of the Learning Sciences (ICLS) 2018, Rethinking Learning in the Digital Age. Making the Learning Sciences Count, ICLS 2018 Proceedings Volume 3 p1527-1528
dc.relationJune 23-27, 2018, London, United Kingdom University College London (UCL)
dc.titleImproving Elementary Students’ Literacy through Knowledge Building.en_US
dc.typeconference
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeconference-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.fulltextWith Fulltext-
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