Please use this identifier to cite or link to this item:
|Title:||The Role of Problematizing Moves in Online Knowledge Building Activities|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Lai, M. (2007). The Role of Problematizing Moves in Online Knowledge Building Activities. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 395-404). New Brunswick, NJ, USA: International Society of the Learning Sciences.|
|Abstract:||This paper employed the method of problematizing moves (Koschmann et al., 2005) to study the online discussion of two groups of fifth grade students with one group more experienced in knowledge building (Bereiter, 2002; Scardamalia, 2002) than the other. Productive discussions could be resulted even without the assistance of teachers, through the problematizing moves made by the students themselves. Students having more experience in knowledge building seemed to be better at initiating the problematizing moves. However, the initiation also requires the uptakes of other learners so that the inquiry could be sustained. There was evidence that the novice group learned to ask more questions in the discussions, but their questions could still not be qualified as problematizing moves, suggesting further guidance might be needed. Relevant issues such as culture, gender, and the concept of "group" in a CSCL context were also discussed in this paper.|
|Appears in Collections:||CSCL 2007|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.