Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6680
Title: Differences in Idea Improvement Processes between High and Low Learning-Outcome Groups in Project-based Learning
Authors: Kawakubo, Anthony J Taiki
Oshima, Jun
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Kawakubo, A. J. & Oshima, J. (2020). Differences in Idea Improvement Processes between High and Low Learning-Outcome Groups in Project-based Learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 505-508). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: In learning as knowledge-creation, learners continuously improve their ideas. Studies have shown that (1) learners would more successfully engage in idea improvement when they were aware of idea promisingness, and (2) they would be more successful when they had appropriate epistemic frames of idea promisingness. This study examined group differences in idea improvement processes. Seventy first-year university students (18 groups) participated in Project-based Learning with Knowledge Forum as their reflection tool. Six types of idea improvement processes were identified through socio-semantic network analyses of vocabulary in participants’ progress reports and a clustering analysis based on the temporal changes in degree centralities. Further comparative analysis with audio-recordings as additional data revealed that successful groups not only started with good judgments of idea promisingness but also continuously considered multiple ideas and jointly constructed coherent explanations based on evidence they searched.
URI: https://doi.dx.org/10.22318/icls2020.505
https://repository.isls.org//handle/1/6680
Appears in Collections:ICLS 2020

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