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題名 Advancing Elementary Students’ Reading Comprehension Scores Through Knowledge Building.
作者 洪煌堯
Hong, Huang-Yao
Ma, Leanne
Lin, Pei-Yi
貢獻者 教育系
關鍵詞 Knowledge Building ; Knowledge Forum ; reading comprehension
日期 2019-06
上傳時間 20-Apr-2020 14:43:10 (UTC+8)
摘要 This study employs Knowledge Building pedagogy and Knowledge Forum technology to advance reading literacies in a third-grade elementary reading class in Taiwan. We hypothesized that sustained engagement in idea-centered discussions surrounding reading materials would lead to higher levels of reading comprehension (i.e., interpretation, and integration). Using a quasi-experiment design, we collected: (a) students’ online Knowledge Building behaviors, (b) group reading discussions, and (c) students’ reading comprehension assessment. Our findings reveal that the experimental group (Knowledge Building) outperformed the control group (direct instruction) on the comprehension assessment. Additionally, we found that the Knowledge Building intervention supported the development of students’ higher-level reading comprehension.
關聯 A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning, International Society of the Learning Sciences, pp.632-635
資料類型 conference
dc.contributor 教育系
dc.creator (作者) 洪煌堯
dc.creator (作者) Hong, Huang-Yao
dc.creator (作者) Ma, Leanne
dc.creator (作者) Lin, Pei-Yi
dc.date (日期) 2019-06
dc.date.accessioned 20-Apr-2020 14:43:10 (UTC+8)-
dc.date.available 20-Apr-2020 14:43:10 (UTC+8)-
dc.date.issued (上傳時間) 20-Apr-2020 14:43:10 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/129304-
dc.description.abstract (摘要) This study employs Knowledge Building pedagogy and Knowledge Forum technology to advance reading literacies in a third-grade elementary reading class in Taiwan. We hypothesized that sustained engagement in idea-centered discussions surrounding reading materials would lead to higher levels of reading comprehension (i.e., interpretation, and integration). Using a quasi-experiment design, we collected: (a) students’ online Knowledge Building behaviors, (b) group reading discussions, and (c) students’ reading comprehension assessment. Our findings reveal that the experimental group (Knowledge Building) outperformed the control group (direct instruction) on the comprehension assessment. Additionally, we found that the Knowledge Building intervention supported the development of students’ higher-level reading comprehension.
dc.format.extent 281095 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning, International Society of the Learning Sciences, pp.632-635
dc.subject (關鍵詞) Knowledge Building ; Knowledge Forum ; reading comprehension
dc.title (題名) Advancing Elementary Students’ Reading Comprehension Scores Through Knowledge Building.
dc.type (資料類型) conference