Effects of knowledge-building environment on teacher-education students` conceptions about theories and practices in teaching

Abstract

The purpose of this study is to investigate the effects of two different computer-supported collaborative learning (CSCL) environments on teacher-education students` understanding of theories and practices in teaching. The two environments employed in this study were "Blackboard" and "Knowledge Forum." Blackboard is designed generally based on conventional learning theories. In contrast, Knowledge Forum is designed particularly based on knowledge building theory and pedagogy. Preliminary findings suggest that the participants performed better in the Knowledge Forum environment than in the Blackboard environment. Particularly, the students who engaged in the Knowledge Forum environment tended to demonstrate deeper understanding of the relationship between theories, practice, and expertise in teaching.