| 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.creator (作者) | Ma, Leanne | en_US |
| dc.creator (作者) | Chang, Yu-Hui | en_US |
| dc.creator (作者) | Chiu-Pin, Lin | en_US |
| dc.date (日期) | 2018-06 | |
| dc.date.accessioned | 29-Nov-2018 16:22:00 (UTC+8) | - |
| dc.date.available | 29-Nov-2018 16:22:00 (UTC+8) | - |
| dc.date.issued (上傳時間) | 29-Nov-2018 16:22:00 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/121160 | - |
| dc.description.abstract (摘要) | This 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.extent | 17114004 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 13th 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.relation (關聯) | June 23-27, 2018, London, United Kingdom University College London (UCL) | |
| dc.title (題名) | Improving Elementary Students’ Literacy through Knowledge Building. | en_US |
| dc.type (資料類型) | conference | |
