Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2953
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dc.contributor.authorHong, Huang-Yao
dc.contributor.authorZhang, Jianwei
dc.contributor.authorTeo, Chewlee
dc.contributor.authorScardamalia, Marlene
dc.date.accessioned2019-05-25T17:18:32Z
dc.date.accessioned2020-01-09T16:06:12Z-
dc.date.available2019-05-25T17:18:32Z
dc.date.available2020-01-09T16:06:12Z-
dc.date.issued2009-06
dc.identifier.citationHong, H., Zhang, J., Teo, C., & Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 257-261). Rhodes, Greece: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2009.1.257
dc.identifier.urihttps://repository.isls.org//handle/1/2953-
dc.description.abstractThis paper explores knowledge building in a community identified by Bielaczyc and Collins (2006) as a hotbed community--a community in which knowledge creation has taken on a life of its own. The practices of six elementary schoolteachers are analyzed to inform the development of teachers' knowledge-building practices and to better understand how teachers develop and sustain innovative knowledge-building practices.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleTowards design-based knowledge-building practices in teachingen_US
dc.typePapersen_US
Appears in Collections:CSCL 2009

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