Please use this identifier to cite or link to this item:
Title: Shifting Epistemologies: Examining Student Understanding of New Models of Knowledge and Learning
Authors: Bielaczyc, Katerine
Blake, Peter
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Bielaczyc, K. & Blake, P. (2006). Shifting Epistemologies: Examining Student Understanding of New Models of Knowledge and Learning. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 50-56). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: New models of teaching and learning designed to address the demands of 21st century education require shifts in classroom norms and practices. This paper examines a group of students and teachers who implemented the Knowledge Forum model (Scardamalia, 2004) over the course of two years. Interviews with the students are used to assess three epistemological changes identified as critical in the Knowledge Forum model: a shift from teacher-directed activities to student epistemic agency, a shift from right and wrong answers to the notion of improvable ideas, and a shift from individual to community knowledge and collective responsibility. There are indications that shifts are indeed taking place in students' views toward their own agency in the learning process, the dynamic nature of knowledge, and the importance of community. The work also identifies challenges faced by teachers in implementing new models of learning that can inform teacher pedagogy.
Appears in Collections:ICLS 2006

Files in This Item:
File SizeFormat 
50-56.pdf169.97 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.