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Full-Text Articles in Education
Responsive Scaffolding Of Knowledge Building Discourse With Ongoing Analytics Support, Hyejin Park
Responsive Scaffolding Of Knowledge Building Discourse With Ongoing Analytics Support, Hyejin Park
Legacy Theses & Dissertations (2009 - 2024)
A need for current science education has emerged in enhancing students’ deep involvement in scientific practices in core disciplines. Students are encouraged to improve crosscutting concepts and disciplinary core ideas through authentic science practice through constructing theories about the real world, generating questions, conducting investigations, revising theories, and communicating and collaborating. A new education model addresses these needs by transforming classrooms into collaborative knowledge building communities. However, there are challenges confronting the education system: (a) helping students build high responsibility to contribute to their collaborative inquiry progress and (b) supporting teachers to act as co-learners. To address these challenges, this …
Cross-Community Collaboration Among Knowledge Building Communities, Guangji Yuan
Cross-Community Collaboration Among Knowledge Building Communities, Guangji Yuan
Legacy Theses & Dissertations (2009 - 2024)
Cross-community collaboration which expands community members’ interaction to a larger social scale plays a crucial role in increasing information exchange and extending inquiry learning. This dissertation uses a design-based research approach which aims at testing a multi-level emergence design in multiple learning communities. This design serves the urgent need to enable students’ idea sharing and build-on with members from other communities who have similar interests for mutual learning and collective knowledge advances.
How High School Biology Students Epistemically Frame Project-Based Learning, Vincent Amodeo
How High School Biology Students Epistemically Frame Project-Based Learning, Vincent Amodeo
Legacy Theses & Dissertations (2009 - 2024)
Abstract
Formative Assessment For Collaborative Knowledge Building In Chinese Elementary Science Classrooms, Jingping Chen
Formative Assessment For Collaborative Knowledge Building In Chinese Elementary Science Classrooms, Jingping Chen
Legacy Theses & Dissertations (2009 - 2024)
The purpose of this study is to design and evaluate a technology supported collaborative formative assessment for knowledge building to help students reflect on the progress of their knowledge advancement and to sustain deeper inquiry. Guided by the knowledge building theory ( Scardamalia & Berieter, 2003; Scardamalia & Berieter, 2006) and the formative assessment framework (Wiliam & Thompson, 2007), a two-phase design based research was conducted to test and refine the assessment design in the six-grade science classrooms at a Chinese elementary school. The assessment was designed as a technology supported, student-directed formative assessment which focused on three major attributes …
Eighth Grade Girls' Knowledge Building With Narrative Texts, Julie Smit
Eighth Grade Girls' Knowledge Building With Narrative Texts, Julie Smit
Legacy Theses & Dissertations (2009 - 2024)
This study focused on the knowledge building work of eighth grade female avid readers who were invited to discuss their experiences with reading narrative fiction. The study examined the kinds of knowledge these students drew on and constructed and the processes they used to do so. The following research questions were asked: What kinds of experiences do eighth grade female avid readers have with narrative works? What kinds of knowledge were being built? How do these avid readers arrive at new understandings? How do these eighth grade female avid readers transform their individual and collective understandings?
Student Contextualization In The History Classroom : The Roles Of Cognitive Apprenticeship And Teacher Epistemology, Tammy Lynn Clark
Student Contextualization In The History Classroom : The Roles Of Cognitive Apprenticeship And Teacher Epistemology, Tammy Lynn Clark
Legacy Theses & Dissertations (2009 - 2024)
Abstract