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題名 Advancing Third Graders` Reading Comprehension through Collaborative Knowledge Building: A Comparative Study in Taiwan
作者 洪煌堯
Hong, Huang-Yao
Ma, Leanne
Lin, Pei-Yi
Lee, Karen Yuan-Hsuan
貢獻者 教育系
關鍵詞 Cooperative/collaborative learning;Elementary education;Improving classroom teaching;Learning communities;21st century abilities
日期 2020-06
上傳時間 22-一月-2021 14:07:52 (UTC+8)
摘要 In the digital age, reading literacy, and particularly, higher-level reading comprehension involved in making sense of information from multiple sources online is an important educational challenge. This study explores designs for teaching reading to third graders in Taiwan. Over the course of a semester, the experimental group engaged in an innovative technology-supported approach called Knowledge Building (KB), while the comparison group engaged in the traditional approach of direct instruction. Statistical analyses reveal that students in the KB class outperformed their counterparts on the PIRLS reading assessment at the end of the semester. Additional quantitative and qualitative analyses indicate that the use of Knowledge Forum technology in the KB class supported the development of higher-level reading comprehension skills through sustaining creative, collaborative work with ideas. Implications for teaching new literacies and digital competencies in computer-supported collaborative learning environments are discussed.
關聯 Computers & Education, 157, 103962
資料類型 article
DOI https://doi.org/10.1016/j.compedu.2020.103962
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.creator (作者) Lee, Karen Yuan-Hsuan
dc.date (日期) 2020-06
dc.date.accessioned 22-一月-2021 14:07:52 (UTC+8)-
dc.date.available 22-一月-2021 14:07:52 (UTC+8)-
dc.date.issued (上傳時間) 22-一月-2021 14:07:52 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/133693-
dc.description.abstract (摘要) In the digital age, reading literacy, and particularly, higher-level reading comprehension involved in making sense of information from multiple sources online is an important educational challenge. This study explores designs for teaching reading to third graders in Taiwan. Over the course of a semester, the experimental group engaged in an innovative technology-supported approach called Knowledge Building (KB), while the comparison group engaged in the traditional approach of direct instruction. Statistical analyses reveal that students in the KB class outperformed their counterparts on the PIRLS reading assessment at the end of the semester. Additional quantitative and qualitative analyses indicate that the use of Knowledge Forum technology in the KB class supported the development of higher-level reading comprehension skills through sustaining creative, collaborative work with ideas. Implications for teaching new literacies and digital competencies in computer-supported collaborative learning environments are discussed.
dc.format.extent 2403925 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Computers & Education, 157, 103962
dc.subject (關鍵詞) Cooperative/collaborative learning;Elementary education;Improving classroom teaching;Learning communities;21st century abilities
dc.title (題名) Advancing Third Graders` Reading Comprehension through Collaborative Knowledge Building: A Comparative Study in Taiwan
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1016/j.compedu.2020.103962
dc.doi.uri (DOI) https://doi.org/10.1016/j.compedu.2020.103962