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|Title:||The Role of Inconsistencies in Collaborative Knowledge Construction|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Bientzle, M., Cress, U., & Kimmerle, J. (2014). The Role of Inconsistencies in Collaborative Knowledge Construction. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 102-109.|
|Abstract:||When learners use shared digital artifacts for purposes of knowledge construction, they may be confronted with different types of inconsistencies. We present a study in which physiotherapy students had to handle two types of inconsistencies: Inconsistencies within a wiki text and inconsistencies between the text and their own attitude toward health and therapy. We conducted both a quantitative and a qualitative analysis of the students' contributions. We found that students modified inconsistencies within a text by changing the text, sometimes even by changing scientific facts. When learners revised inconsistencies between the text and their own attitude they did not change their personal therapeutic health concept, but transformed the text to fit their own perspective. Finally, we found that students rearranged scientific facts to a higher degree if the text was not in line with their attitudes. We discuss the implications of our findings for understanding knowledge construction.|
|Appears in Collections:||ICLS2014|
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