Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/822
Title: Criss Crossing Science Domains in Knowledge Building Communities: An Exploratory Study
Authors: Khanlari, Ahmad
Zhu, Gaoxia
Costa, Stacy
Scardamalia, Marlene
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Khanlari, A., Zhu, G., Costa, S., & Scardamalia, M. (2018). Criss Crossing Science Domains in Knowledge Building Communities: An Exploratory Study. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: The complex nature of 21st century knowledge work is forcing a shift from single-subject curriculum units to interdisciplinary perspectives. Knowledge Building pedagogy and technology aim to turn high levels of socio-cognitive control over to students to enable them to assume responsibility for functions typically assumed by the teacher. This exploratory study aims to assess the extent to which elementary-school students within Knowledge Building communities are able to criss cross science domains and, in doing so, contribute to the improvement of the community knowledge.
URI: https://doi.dx.org/10.22318/cscl2018.1719
https://repository.isls.org//handle/1/822
Appears in Collections:ICLS 2018

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