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題名 Teacher-education students` views about knowledge building theory and practice
作者 洪煌堯
Hong, Huang-Yao ; Chen, Fei-Ching ; Chai, Ching Sing ; Chan, Wen-Ching
貢獻者 教育系
關鍵詞 Epistemology ; Knowledge building ; Teacher education students ; Teaching beliefs
日期 2011.08
上傳時間 12-十一月-2013 12:06:46 (UTC+8)
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.
關聯 Instructional Science, 39(4) , 467-482
資料類型 article
DOI http://dx.doi.org/10.1007/s11251-010-9143-4
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-Chingen_US
dc.date (日期) 2011.08en_US
dc.date.accessioned 12-十一月-2013 12:06:46 (UTC+8)-
dc.date.available 12-十一月-2013 12:06:46 (UTC+8)-
dc.date.issued (上傳時間) 12-十一月-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) , 467-482en_US
dc.subject (關鍵詞) Epistemology ; Knowledge building ; Teacher education students ; Teaching beliefsen_US
dc.title (題名) Teacher-education students` views about knowledge building theory and practiceen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1007/s11251-010-9143-4en_US
dc.doi.uri (DOI) http://dx.doi.org/10.1007/s11251-010-9143-4en_US