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|Title:||Multiple Scaffolds to Promote Collective Knowledge Construction in Science Classrooms|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Najafi, H. & Slotta, J. (2013). Multiple Scaffolds to Promote Collective Knowledge Construction in Science Classrooms. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 321-322). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||In a designed-based study, we investigated the viability of knowledge communities in secondary school science classrooms using Knowledge Community and Inquiry model to guide curriculum design. Based on findings from iteration 1, scaffolds were added to the designed curriculum unit in iteration 2 to help students plan and monitor their collaborative inquiry. Findings from iteration 2 showed more science connections in co-constructed knowledge and higher amount of collaboration among students while constructing shared knowledge comparing to iteration 1.|
|Appears in Collections:||CSCL 2013|
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