Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2192
Title: Students’ Intuitive Understanding of Promisingness and Promisingness Judgments to Facilitate Knowledge Advancement
Authors: Chen, Bodong
Scardamalia, Marlene
Resendes, Monica
Chuy, Maria
Bereiter, Carl
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Chen, B., Scardamalia, M., Resendes, M., Chuy, M., & Bereiter, C. (2012). Students’ Intuitive Understanding of Promisingness and Promisingness Judgments to Facilitate Knowledge Advancement. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 111-118). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: The ability to identify promising ideas is an important but obscure and undeveloped aspect of knowledge building. The goal of this research was to examine the extent to which young students can make promisingness judgments and, as a result, engage in more effective knowledge building. Toward this end we embedded a design experiment in a Grade 3 classroom. In this experiment students were engaged in discussion and reflection of the concept of promisingness and used a Promising Ideas tool to identify promising ideas in their written online discourse. They used the tool for two refinements of idea selections to focus ongoing community dialogue. Results suggest that students as young as 8 years of age can make promisingness judgments that facilitate knowledge advancement in their work. These results inform future work in classroom interventions and tool development to promote promisingness judgments in collaborative knowledge building.
URI: https://doi.dx.org/10.22318/icls2012.1.111
https://repository.isls.org//handle/1/2192
Appears in Collections:ICLS 2012

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