Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1886
Title: Multiple Scaffolds to Promote Collective Knowledge Construction in Science Classrooms
Authors: Najafi, Hedieh
Slotta, Jim
Issue Date: Jun-2013
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.
URI: https://doi.dx.org/10.22318/cscl2013.2.321
https://repository.isls.org//handle/1/1886
Appears in Collections:CSCL 2013

Files in This Item:
File SizeFormat 
321-322.pdf87.96 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.