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dc.contributor.authorOw, John
dc.contributor.authorBielaczyc, and Katerine
dc.identifier.citationOw, J. & Bielaczyc, a. (2007). Epistemological perturbations: Using material artifacts to cultivate a knowledge building culture in classrooms. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2 (pp. 579-581). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.description.abstractThe realization of the pedagogic affordances of many CSCL tools require a social infrastructure quite different from that found in traditional classrooms using "instructionist" teaching and learning practices. We are interested in ways to support teachers and students in making the necessary shift in cultural beliefs and classroom practices in order to integrate such CSCL tools --- a change trajectory that we term the "implementation path" (Bielaczyc & Collins, 2006). In the present paper we discuss a research project focused on integrating Knowledge Forum (Scardamalia, 2004) into the science curriculum of nine Primary 3 and 4 classrooms in a Singaporean school. We investigate the use of material artifacts and offline practices in providing a transition mechanism from traditional classrooms toward creating a knowledge building culture. We are particularly interested in how such artifacts and practices lead to "epistemological perturbations" in teacher's conceptions of teaching and learning.en_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleEpistemological perturbations: Using material artifacts to cultivate a knowledge building culture in classroomsen_US
Appears in Collections:CSCL 2007

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