| dc.contributor | 教育系 | - |
| dc.creator (作者) | 洪煌堯 | - |
| dc.creator (作者) | Hong, H.-Y.* | - |
| dc.creator (作者) | Lin, P.-Y. | - |
| dc.creator (作者) | Chai, C. S. | - |
| dc.date (日期) | 2020-06 | - |
| dc.date.accessioned | 30-Oct-2019 10:23:28 (UTC+8) | - |
| dc.date.available | 30-Oct-2019 10:23:28 (UTC+8) | - |
| dc.date.issued (上傳時間) | 30-Oct-2019 10:23:28 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/127143 | - |
| dc.description.abstract (摘要) | Knowledge building is an innovative pedagogy aiming to transform students into expert-like knowledge workers. The purpose of this study was to foster teacher-education students’ design performance (i.e., observation, synthesis, ideation and prototypes) in a knowledge-building environment. The participants were 38 college students from a Taiwanese university. They were randomly assigned to eight groups. Each group used the Knowledge Forum—a computer-supported collaborative knowledge-building environment—to develop and discuss the design products of their choice. Data analysis focused on the groups’ online knowledge-building activities, online design thinking processes, and the relationship between them. In general, knowledge-building activities facilitated students’ design thinking. Specifically, we considered the extent to which student groups’ sustained online engagement and increased knowledge had a major impact on their design performance. Ways of applying knowledge-building principles to foster effective design processes are discussed. | - |
| dc.format.extent | 538841 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Educational Technology Research & Development, Vol.68, No.3, pp.949-974 | - |
| dc.subject (關鍵詞) | design thinking ; knowledge building ; Knowledge Forum | - |
| dc.title (題名) | Fostering college students’ design thinking in a knowledge-building environment | - |
| dc.type (資料類型) | article | - |
| dc.identifier.doi (DOI) | 10.1007/s11423-019-09712-0 | - |
| dc.doi.uri (DOI) | https://doi.org/10.1007/s11423-019-09712-0 | - |
