| dc.contributor | 教育系 | en_US |
| dc.creator (作者) | 洪煌堯 | zh_TW |
| dc.creator (作者) | Hong, Huang-Yao ; Chen, Fei-Ching ; Chai, Ching Sing ; Chan, Wen-Ching | en_US |
| dc.date (日期) | 2011.08 | en_US |
| dc.date.accessioned | 12-Nov-2013 12:06:46 (UTC+8) | - |
| dc.date.available | 12-Nov-2013 12:06:46 (UTC+8) | - |
| dc.date.issued (上傳時間) | 12-Nov-2013 12:06:46 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/61628 | - |
| dc.description.abstract (摘要) | This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants were 24 teacher-education students who took a required course titled `Integrating Theory and Practice in Teaching.` Data mainly came from (1) student discourse recorded in a Knowledge Forum database, (2) a survey that examined students` views about knowledge building, and (3) interviews with regard to students` perceived barriers to implementing knowledge building theory in teaching. Findings suggest that with sustained discourse to construct their collective understanding of the relationships between theory and practice in teaching for a semester, the participants were able to attain more informed and practical views about knowledge building theory. In addition, students` perceived barriers to implementing knowledge building in teaching were identified and strategies to help overcome these barriers discussed. | en_US |
| dc.format.extent | 420949 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | Instructional Science, 39(4) , 467-482 | en_US |
| dc.subject (關鍵詞) | Epistemology ; Knowledge building ; Teacher education students ; Teaching beliefs | en_US |
| dc.title (題名) | Teacher-education students` views about knowledge building theory and practice | en_US |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1007/s11251-010-9143-4 | en_US |
| dc.doi.uri (DOI) | http://dx.doi.org/10.1007/s11251-010-9143-4 | en_US |
