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dc.contributor.authorLai, Ming
dc.date.accessioned2019-07-20T23:49:57Z
dc.date.accessioned2020-01-09T18:38:17Z-
dc.date.available2019-07-20T23:49:57Z
dc.date.available2020-01-09T18:38:17Z-
dc.date.issued2007-07
dc.identifier.citationLai, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.395
dc.identifier.urihttps://repository.isls.org//handle/1/3374-
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleThe Role of Problematizing Moves in Online Knowledge Building Activitiesen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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