| dc.contributor | 教育系 | |
| dc.creator (作者) | 洪煌堯 | zh_tw |
| dc.creator (作者) | Hong, Huang-Yao | en_US |
| dc.creator (作者) | Chen, Bodong | en_US |
| dc.creator (作者) | Tsai, Ching Chung | en_US |
| dc.creator (作者) | Lin, Chiupin | en_US |
| dc.creator (作者) | Wu, Ying Tien | en_US |
| dc.date (日期) | 2016-06 | |
| dc.date.accessioned | 22-Aug-2017 16:35:10 (UTC+8) | - |
| dc.date.available | 22-Aug-2017 16:35:10 (UTC+8) | - |
| dc.date.issued (上傳時間) | 22-Aug-2017 16:35:10 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/112081 | - |
| dc.description.abstract (摘要) | 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 (關聯) | Proceedings of International Conference of the Learning Sciences, ICLS , 2, 787-790 | |
| dc.subject (關鍵詞) | Computer aided instruction; Education; Learning systems; College students; Knowledge building; Mixed method; Students | |
| dc.title (題名) | Fostering more informed epistemic views among students through knowledge building | en_US |
| dc.type (資料類型) | conference | |
