Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2488
Title: Principle-Based Design for Collective Growth: From Knowledge Sharing to Explanatory Knowledge-Building Discourse
Authors: Chan, Carol
Fu, Ella
Issue Date: Jun-2011
Publisher: International Society of the Learning Sciences
Citation: Chan, C. & Fu, E. (2011). Principle-Based Design for Collective Growth: From Knowledge Sharing to Explanatory Knowledge-Building Discourse. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 49-56). Hong Kong, China: International Society of the Learning Sciences.
Abstract: This study reports on classroom studies of knowledge building, supported with Knowledge Forum, conducted over two years with two teachers new to knowledge building and their Grade 4 students. This study examines how the two teachers engaged in increasingly sophisticated classroom design over time, and how their students moved towards more collective work and productive discourse. Obstacles and opportunities were identified as the researcher worked with the teachers to emphasize principle-based and collective design. Analyses indicated that, over time, students participated more in Knowledge Forum in terms of community awareness and connectedness, and moved more from knowledge-sharing to explanatory knowledge-building discourse. Analyses of students' posttest scores on science tests indicated that students' Knowledge Forum participation was positively correlated with domain understanding. Examining new teachers' shifts in classroom designs and their students' changes towards explanatory discourse may have implications for identifying the developmental trajectories of knowledge-building dynamics and practice.
URI: https://doi.dx.org/10.22318/cscl2011.49
https://repository.isls.org//handle/1/2488
Appears in Collections:CSCL 2011

Files in This Item:
File SizeFormat 
49-56.pdf812.8 kBAdobe PDFView/Open


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