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題名 Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities
作者 洪煌堯
Hong, Huang-Yao 
Lin, Pei-Yi 
貢獻者 教育系
關鍵詞 Energy education;  Collaborative learning;  Knowledge-building scaffolds
日期 2018-06
上傳時間 22-十一月-2018 16:49:33 (UTC+8)
摘要 Effective energy education depends on continuing research designed to identify instructional strategies that will proof effective in particular learning contexts. The aim of this study was to help Taiwanese students learn about energy-saving related concepts through idea-centered, collaborative knowledge-building activities carried out in an online environment. The participants were 34 fifth-grade Taiwanese students. The data were taken mainly from students’ online interaction logs and discourse content. We found that knowledge-building activities helped to transform students into more collaborative, autonomous and creative learners, capable of working innovatively with ideas to address the energy-related issues under discussion. The students also demonstrated deeper understanding of the energy-related topics they explored. This study suggests that knowledge-building, an innovative pedagogical approach, was conducive to collaborative learning even in young students.
關聯 Educational Technology Research and Development, pp.p1-p21
資料類型 article
DOI https://doi.org/10.1007/s11423-018-9606-x
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) Lin, Pei-Yi en_US
dc.date (日期) 2018-06
dc.date.accessioned 22-十一月-2018 16:49:33 (UTC+8)-
dc.date.available 22-十一月-2018 16:49:33 (UTC+8)-
dc.date.issued (上傳時間) 22-十一月-2018 16:49:33 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/121037-
dc.description.abstract (摘要) Effective energy education depends on continuing research designed to identify instructional strategies that will proof effective in particular learning contexts. The aim of this study was to help Taiwanese students learn about energy-saving related concepts through idea-centered, collaborative knowledge-building activities carried out in an online environment. The participants were 34 fifth-grade Taiwanese students. The data were taken mainly from students’ online interaction logs and discourse content. We found that knowledge-building activities helped to transform students into more collaborative, autonomous and creative learners, capable of working innovatively with ideas to address the energy-related issues under discussion. The students also demonstrated deeper understanding of the energy-related topics they explored. This study suggests that knowledge-building, an innovative pedagogical approach, was conducive to collaborative learning even in young students.en_US
dc.format.extent 2451480 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Educational Technology Research and Development, pp.p1-p21
dc.subject (關鍵詞) Energy education;  Collaborative learning;  Knowledge-building scaffoldsen_US
dc.title (題名) Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activitiesen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1007/s11423-018-9606-x
dc.doi.uri (DOI) https://doi.org/10.1007/s11423-018-9606-x