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|Title:||Enhancing Students' Understanding of What Ideas Are for Knowledge Building|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Chiu, C. & Hong, H. (2012). Enhancing Students' Understanding of What Ideas Are for Knowledge Building. 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 2, Short Papers, Symposia, and Abstracts (pp. 495-496). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||This study investigated the effects of knowledge building activities on college students' understanding of the concept of `idea'. Participants were 41 undergraduates. Data came from a pre-post survey with open-ended questions that asked students to define what idea is and why it is important, etc. Findings indicate that engaging in knowledge building was likely to enhance students' understanding of ideas as what Bereiter (1994) called `conceptual artifacts' or what Popper (1972) called `World 3' objects that have a social life of their own and their continual improvement leads to knowledge advancement.|
|Appears in Collections:||ICLS 2012|
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