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題名 Fostering sustained idea improvement with principle-based knowledge building analytic tools
作者 洪煌堯
Hong, Huang-Yao;Scardamalia, Marlene;Messina, Richard;Teo, Chew Lee
貢獻者 教育系
關鍵詞 Cooperative/collaborative learning; Elementary education; Improving classroom teaching; Learning communities; Pedagogical issues
日期 2015-09
上傳時間 25-二月-2016 11:26:22 (UTC+8)
摘要 The purpose of this study is to explore the use of principle-based analytic tools to improve community knowledge building in a class of Grade 5/6 students. A flexible design framework was used to engage students in use of three analytic tools—a Vocabulary Analyzer, a Social Network Tool, and a Semantic Overlap Tool. These tools are built into Knowledge Forum technology so principle-based assessment is integral to knowledge work. The primary source of data was discourse generated by students in Knowledge Forum over a school semester (approximately four months). Findings based on a mixed-methods analysis reveal principle-based knowledge building analytic tools to be effective in increasing the frequency with which key terms are used by individuals, in their own productive vocabulary as well as in the shared community space, thus creating a more discursively connected community. Results additionally show a shift from problem generation and breadth of inquiry to increased self-assessment, reflection, and depth of inquiry; also, students report significant ways in which knowledge building analytic tools can increase knowledge building capacity.
關聯 Computers & Education,89,91-102
資料類型 article
DOI http://dx.doi.org/10.1016/j.compedu.2015.08.012
dc.contributor 教育系
dc.creator (作者) 洪煌堯zh_TW
dc.creator (作者) Hong, Huang-Yao;Scardamalia, Marlene;Messina, Richard;Teo, Chew Lee
dc.date (日期) 2015-09
dc.date.accessioned 25-二月-2016 11:26:22 (UTC+8)-
dc.date.available 25-二月-2016 11:26:22 (UTC+8)-
dc.date.issued (上傳時間) 25-二月-2016 11:26:22 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/81400-
dc.description.abstract (摘要) The purpose of this study is to explore the use of principle-based analytic tools to improve community knowledge building in a class of Grade 5/6 students. A flexible design framework was used to engage students in use of three analytic tools—a Vocabulary Analyzer, a Social Network Tool, and a Semantic Overlap Tool. These tools are built into Knowledge Forum technology so principle-based assessment is integral to knowledge work. The primary source of data was discourse generated by students in Knowledge Forum over a school semester (approximately four months). Findings based on a mixed-methods analysis reveal principle-based knowledge building analytic tools to be effective in increasing the frequency with which key terms are used by individuals, in their own productive vocabulary as well as in the shared community space, thus creating a more discursively connected community. Results additionally show a shift from problem generation and breadth of inquiry to increased self-assessment, reflection, and depth of inquiry; also, students report significant ways in which knowledge building analytic tools can increase knowledge building capacity.
dc.format.extent 2167943 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Computers & Education,89,91-102
dc.subject (關鍵詞) Cooperative/collaborative learning; Elementary education; Improving classroom teaching; Learning communities; Pedagogical issues
dc.title (題名) Fostering sustained idea improvement with principle-based knowledge building analytic tools
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1016/j.compedu.2015.08.012-
dc.doi.uri (DOI) http://dx.doi.org/10.1016/j.compedu.2015.08.012-