Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/822
Full metadata record
DC FieldValueLanguage
dc.contributor.authorKhanlari, Ahmad
dc.contributor.authorZhu, Gaoxia
dc.contributor.authorCosta, Stacy
dc.contributor.authorScardamalia, Marlene
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:35Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:35Z-
dc.date.issued2018-07
dc.identifier.citationKhanlari, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1719
dc.identifier.urihttps://repository.isls.org//handle/1/822-
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleCriss Crossing Science Domains in Knowledge Building Communities: An Exploratory Studyen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
472.pdf212.27 kBAdobe PDFView/Open


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