| 2026-06 |
Multi-Level Knowledge Building Engagement: Pathways to Collaborative Problem-Solving and Academic Excellence in Higher Education |
conference |
pdf(0) |
| 2026-06 |
Knowledge Building Design: Bridging Theory and Practice in Teacher Professional Development Through Design Thinking |
conference |
pdf(0) |
| 2026-04 |
Enhancing Pre-Service Teachers' TPACK Through Idea-Centered Pedagogy: A Mixed-Methods Analysis of Collaborative Knowledge Building |
article |
說明頁(158) |
| 2026-04 |
Sustained Idea Improvement: Validating a Conceptual Model for Knowledge Building in a Graduate Online Course |
article |
說明頁(83) |
| 2026-03 |
AI融入知識翻新課程設計對教師TPACK專業知能之影響 |
conference |
pdf(0) |
| 2025-11 |
Cultivating Teachers’ Design Thinking Mindset via a Knowledge Building–Based Professional Development Program |
conference |
說明頁(48) |
| 2025-11 |
Exploring the Predictive Power of Knowledge Building Environments on Collaborative Problem Solving |
conference |
說明頁(57) |
| 2025-08 |
Sense of promisingness: towards creative expertise through knowledge-building discourse in online graduate education |
article |
說明頁(427) |
| 2025-08 |
合作知識創新活動對大學生教育研究能力之影響 |
report |
pdf(1) |
| 2025-08 |
The Realtionships Among Upper-Grade Elementary School Students' Scientific Epistemological Beliefs, Worldviews, Information Sourcing, and Disaster Prevention Consciousness |
conference |
pdf(205) |
| 2025-06 |
A Knowledge Building Innovation Network for Teacher Learning and Innovation |
conference |
pdf(144) |
| 2025-06 |
Understanding Teacher’s Practicum and Implication of Knowledge Building Principles: From Theory to Lesson Design |
conference |
pdf(159) |
| 2025-06 |
Supporting STEAM Design Collaboration via Knowledge Building Principles in an Online Teacher Professional Development Course |
conference |
pdf(191) |
| 2025-06 |
Enhancing Interdisciplinary Perspectives and Professional Agency in STEAM Teacher Communities through Knowledge-Building Collaborative Discourse |
conference |
pdf(172) |
| 2025-06 |
Building ladder: Leveraging knowledge building principles to foster interactive relationship between human and generative AI |
conference |
pdf(155) |
| 2025-05 |
AI-supported idea-developing discourse to foster professional agency within Teacher Communities for STEAM Lesson design in Knowledge Building environment |
article |
說明頁(486) |
| 2025-04 |
Fostering Teachers' STEAM Epistemic Views in a Knowledge-Building Environment |
conference |
說明頁(244) |
| 2025-01 |
知識翻新原則引導下的設計思考對學習者設計社群發展的影響 |
article |
說明頁(416) |
| 2024-11 |
Computer Supported STEAM Teacher Professional Development for SDGs Lesson Design |
conference |
pdf(191) |
| 2024-10 |
Integrating Design Thinking and Knowledge Building for Teacher Professional Development |
conference |
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| 2024-07 |
Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers |
article |
說明頁(578) |
| 2024-07 |
透過提問、討論與影片製作三步驟以翻新學生之文化知識 |
article |
說明頁(505) |
| 2024-06 |
Collaborative Writing and Knowledge Building |
conference |
說明頁(449) |
| 2024-06 |
Teacher's Understanding and Attitude about ＂Ideas＂ Related Principles in a Knowledge Building Pedagogy Training Course |
conference |
說明頁(401) |
| 2024-04 |
Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality |
article |
說明頁(657) |
