Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4095
Title: Knowledge-Building and Conceptual Change: An Inquiry into Student-directed Construction of Scientific Explanations
Authors: Oshima, Jun
Scardamalia, Marlene
Issue Date: Jul-1996
Publisher: Association for the Advancement of Computing in Education (AACE)
Citation: Oshima, J. & Scardamalia, M. (1996). Knowledge-Building and Conceptual Change: An Inquiry into Student-directed Construction of Scientific Explanations. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 256-263). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE).
Abstract: The aim of this study was to examine conceptual change from a knowledge-building perspective. Knowledge-building is a process by which learners collaboratively improve their understanding by recording their current ideas as knowledge objects in a communal database. These ideas are then available for discussion and continual improvement. The target environment for our investigations was the CSILE (Computer-Supported Intentional Learning Environments) networked environment in which students report their thoughts as text or graphic notes, then collaboratively work to construct.higher levels of understanding. A fifth and sixth-grade combined classroom participated in this study by constructing a database on the topic of how heat affects matter. Based on- computer-tracking files, students' written dis<;:ourses were evaluated by two independent criteria: (1) conceptual change, and (2) . knowle"dge-building activities. The results suggested that students who maintained knowledge building goals and evaluated their ideas in the context of the writings of the scientific community beyond their classroom succeeded in attaining critical conceptual change.
URI: https://doi.dx.org/10.22318/icls1996.256
https://repository.isls.org//handle/1/4095
Appears in Collections:ICLS 1996

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