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|Title:||Does Contributing to a Knowledge Building Dialogue Lead to Individual Advancement of Knowledge?|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Chuy, M., Zhang, J., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Does Contributing to a Knowledge Building Dialogue Lead to Individual Advancement of Knowledge?. 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. 57-63). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||The goal of this research is to examine the extent to which contributing to a Knowledge Building online dialogue can predict individual advancement of knowledge for Grade 4 students. Based on the procedures of grounded theory (Glaser & Strauss, 1967), we examined notes that grade 4 students entered into an online discourse environment (Knowledge Forum) and developed the following empirically grounded list of contributor roles: asking thought-provoking questions, theorizing, experimenting, working with evidence, creating syntheses and analogies, and supporting discussion. Regression analysis was performed to examine whether any of these roles can predict various measures of individual knowledge advancement. The analysis revealed two significant predictors: theorizing and working with evidence. Theorizing accounts for variation in scientificness of students' ideas as well as knowledge test scores; working with evidence predicts epistemic complexity of students' portfolios. These results inform next steps in creating classroom interventions and technology tools for collaborative knowledge creation.|
|Appears in Collections:||CSCL 2011|
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