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1.
知识建构共同体及其支撑环境 总被引：8，自引：1，他引：8
面对知识社会的挑战,我们需要将学校改造成为知识建构共同体。知识建构共同体是以思想的形成和持续改进为关注点的团体,其成员通过建构性的互动过程发展对于共同体有价值的思想。为了支持和促进知识建构共同体,本课题组研制了CSILE/知识论坛系统。本文对上述理论观点、技术系统以及有关的实验研究结果做了简要介绍。 相似文献
2.
This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school’s established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students’ understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed. 相似文献
3.
《高等教育研究与发展》2012,31(3):311-323
This paper contributes to the critical engagement about educational development and its status as a field. The critique focuses in particular on our knowledge and the nature of our knowledge-building. The paper argues that unless we strengthen our knowledge base we will not emerge as a professional field able to engage rigorously and systematically with the problems of higher education. Drawing on social realist work that builds on the ideas of Basil Bernstein, a framework is offered for conceptualizing knowledge differentiation and the implications of different types of knowledge for knowledge-building. The paper concludes with suggestions on how educational development might strengthen its knowledge-building capacity. 相似文献
4.
This study looks into the reading practice in a Grade 4 knowledge building community that involved 22 students and a veteran
teacher. The students investigated light over a three-month period supported by Knowledge Forum, a networked collaborative
knowledge-building environment. The classroom designs encouraged the students to take on high-level responsibility for advancing
the community’s knowledge, as represented in their online discourse in Knowledge Forum. The tracing of student conversations
in Knowledge Forum and content analysis of their portfolio notes demonstrate productive advancement of scientific understanding.
Qualitative analyses of classroom videos, online discourse, and the teacher’s reflection journal characterize student reading
practice along four themes: reading for the purpose of advancing community knowledge; as progressive problem solving; embedded
in sustained knowledge-building discourse; and as dialogues between local understanding and knowledge in the larger world.
These results contribute to elaborating the possibility and processes of integrating reading with creative knowledge work
in content areas. Classroom strategies are identified and discussed in relation to the role of collaborative online technologies. 相似文献
5.
Educational institutions are required to find new pedagogical and cognitive models and practices to cope with the challenges
of an emerging knowledge society. In creating a theoretical and practical model for future education, Scardamalia and Bereiter
have proposed the concept of knowledge building. An early implementation of this idea was in the networked classroom software
and ancillary structures known as Computer-Supported Intentional Learning Environment (CSILE). The present study aimed to
explore the indicators of knowledge building in computer-mediated discourse among 26 11-year-old Finnish students. The data
were collected during a four-week course on Energy, and consisted of students' postings stored in the CSILE database. Analysis
revealed three pedagogically and cognitively different modes of discourse: social-oriented, fact-oriented, and explanation-oriented.
These modes differed essentially from each other in the nature of the knowledge which students constructed during discourse
and in the object and focus of students' communication. During explanation-oriented discourse, students actively used abstract
and scientific concepts and the objects of their comments were theories, ideas and methods of research. Such activity is a
component of knowledge building.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
6.
A key educational objective for the twenty-first century is developing students’ epistemic agency. Epistemic agency is the active process of choosing when, what, where one learns and how one knows, as well as the capacity to create knowledge in a community. The knowledge-building communities model developed by Scardamalia and Bereiter was used in a New Zealand Year 13 distance art history class to support the development of students’ epistemic agency in 2013. In this study, students were given more control in the learning process, and were able to exercise epistemic agency through identifying their knowledge gaps, sharing information and ideas, developing ideas and creating communal knowledge. A number of factors that increased students’ development of epistemic agency are also discussed in this article. 相似文献
7.
This article reports on a six-month telementoring initiative in a Canadian community nursing organization. The way in which Internet technologies may support and augment face-to-face mentorship of health care professionals is a relatively unexplored area of research and was the focus of this project. Participants ( N =22) were all employees of Saint Elizabeth Health Care (SEHC), a community nursing agency servicing 150,000 clients in urban and rural Ontario, Canada. Nurse mentees ( n =11) and nurse-mentors ( n =11) engaged in collaborative discourse in webKnowledge Forum, a second-generation computer-supported intentional learning environment (CSILE). Discussions among all participants were directed at collaborative learning and professional development. Results indicate that mentees contributed and read more notes than mentors and were more likely to engage in threaded discourse with peers. Readership patterns were similar for both groups. Fifty-eight per cent of all nurses reported improved asynchronous communication and problem-solving skills as a result of online collaboration. Seventy-five per cent of all respondents reported a positive professional development experience and 50% of all respondents reported improved clinical practice ability as outcomes of the telementorship program. All reported high satisfaction with the technology. It is concluded that this project facilitated a shift from dyadic mentor-mentee (preceptor-intern) training to communal opportunistic learning and professional development. 相似文献
8.
Inquiry in interaction: How local adaptations of curricula shape classroom communities 总被引：1，自引：0，他引：1
In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre‐ and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905‐935, 2004. 相似文献
9.
10.
Jun Oshima Ritsuko Oshima Shunsuke Saruwatari 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1308-1321
This study proposes a new methodological approach to evaluate students’ knowledge-building discourse. First, we discuss the knowledge–creation metaphor of learning. In the metaphor, theories mention that learners should consider their collective knowledge objects or artifacts that materialize as a result of their collaborative discourse. Second, we argue the necessity of developing new analytics to evaluate student learning. We describe how students’ ideas and their conceptual artifacts can be examined in discourse analysis. Third, we demonstrate the application of our analytics to real discourse data. We conducted a new type of social network analysis of discourse to examine how students continuously improve their ideas. Further, we conducted another network analysis of discourse, called the Epistemic Network Analysis, by coding students’ epistemic actions as conceptual artifacts to create and examine their ideas. 相似文献
11.
This study explored the effects of student engagement in a knowledge-building (KB) environment on their collaborative learning process and the perceived creative climate of that environment. The participants were 30 college students who undertook a living technology course in which KB were employed. The main data sources include students’ online discourse and a creative climate questionnaire. The findings indicate that the students became progressively more collaborative and productive over time, and they also tended to perceive the climate of the learning environment as highly supportive of knowledge creation. Implications for designing creative learning environments are discussed. 相似文献
12.
Gary Holden 《School Leadership & Management》2013,33(4):307-308
Leadership for learning (LfL) is conceived as a network rather than as a centre within the University of Cambridge Faculty of Education. This paper explores what is understood by the term network, both within LfL and in the wider educational and research communities, and how these understandings are reflected in a number of projects carried out under the aegis of LfL over the last three years. The paper draws out the key distinguishing features of these activities and, using the five principles of leadership for learning, explores the degree to which these activities have contributed to the creation and transfer of new knowledge. The paper concludes by proposing a model for knowledge-building which draws on the work of LfL and suggests ways in which this model may be of use to the wider educational community. 相似文献
13.
This study attends the learning sciences to the work of Carl Rogers and his person-centered therapy and education. Building on claims that knowledge building communities are idea-centered, as well as recent research in this area that has looked at learning holistically, we examine the notion of a ‘humanistic knowledge building community’ as an integration of idea-centered classroom knowledge building communities with Rogerian person-centeredness. We investigated an innovative course for graduate students in an educational technologies program that both inspired and informed this conceptualization. Our grounded theoretical approach combined with a microanalysis of one student revealed five patterns that knowledge, experience, and self can co-develop in a humanistic knowledge building community. 相似文献
14.
学习共同体在课堂教学中的应用探究 总被引：1，自引：0，他引：1
教育技术学课程是学好教育技术学科的基础。文章针对目前教育技术学课程教学中存在的问题及原因,以课堂教学中构建学习共同体为研究点,试通过学习共同体为学生提供一种探究、合作的学习方式,从而改善学习绩效。 相似文献
15.
Collaborative knowledge building: A case study 总被引：5，自引：0，他引：5
Nancy J. Gilbert Marcy P. Driscoll 《Educational technology research and development : ETR & D》2002,50(1):59-79
What learning conditions are necessary to effectively support the knowledge-building enterprise in a learning community? To answer this question, the case-study method was employed to investigate collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. These principles included (a) having a collective and authentic community goal to facilitate collaboration and engagement in the community, (b) using cooperative groups to provide for social negotiation and to promote multiple perspectives, (c) personally selecting of course readings and group decision-making to encourage ownership in learning, and (d) employing an integrated set of technology tools to archive the work of the community and facilitate communication. Results indicated that the instructional strategies designed into the course promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also pointed out the types of technological support required to implement an effective community of learners. A proposed set of guidelines is discussed to assist instructional designers in the design and development of collaborative, knowledge-building environments. 相似文献
16.
Fundamental knowledge of natural history is lacking in many western societies, as demonstrated by its absence in school science curricula. And yet, to meet local and global challenges such as environmental degradation, biodiversity loss and climate change, we need to better understand the living and non-living parts of the natural world. Many have argued passionately for an increased understanding of natural history; others have developed successful pedagogical programmes for applying knowledge of natural history in environmental initiatives. In joining wider calls, we choose here to focus on the educational value afforded by understanding the epistemological bases of natural history and its particular forms of reasoning. We also briefly discuss the ways in which an education in natural history provides the foundation for environmental and social justice efforts that directly affect the lives of young people and their communities. We end by highlighting the ease by which natural history may be incorporated in learning opportunities both in and outside of the classroom. 相似文献
17.
In response to the national conversation about the U.S.-Mexico border and immigration in recent years, we created an online partnership between students in concurrent border studies courses at our two campuses: a public Hispanic-serving institution in South Texas and a private, small liberal arts college in Michigan. We explored whether and how the tensions between privileged and disadvantaged students documented in the traditional classroom would manifest online, and how we could use virtual technologies most effectively to structure transformative learning, defined as recognition and articulation of the structural and cultural systems that frame individual experience and meaning-making, across difference. As we document in this essay, tensions around racial, class, and educational inequality did occur in our partnership. Yet these tensions were crucial in creating the conditions for transformative learning because they generated “disorienting dilemmas” that challenged students’ assumptions and knowledge. Our intentional integration of critical multiculturalist curriculum and pedagogical practices (especially embodied, facilitated online interactions) capitalized upon those conditions. By the end of the partnership, both groups of students experienced significant—but distinctive—trajectories of transformative learning that unsettled not only their individual understandings, but also the dynamics of power that characterize the higher education landscape. Given the polarization wrought by border and immigration discourse and educational policies that will likely produce increasingly segregated campuses in years to come, such online partnerships show promise for critical multiculturalist educators seeking to create opportunities for learning across difference and inequality. 相似文献
18.
高校探索教育技术对本科教学的推动作用已经进入到较深层次,在促进课堂教学效果提高的方法和技术中,基于课堂教学的数字化教学测验是一种十分有效的教学手段。数字化教学测验是在信息技术手段支持下所进行的一种新型测验形式。本文探讨的主要问题是,数字化教学测验系统在课堂教学中对学生知识内容掌握的影响力,学生学习重点难点知识时存在的问题,以便促进课堂教学效果的提高。 相似文献
19.
This study was conducted in the framework of a project that sought to change the school learning and teaching environment and adapt it to current reality through the proactive use of technology in the search for knowledge. It is an exploratory, longitudinal, case study of a single school, in one city in central Israel, which examines changes in educational beliefs, classroom practices, and knowledge restructuring processes of six teachers of grades 4-6, who for three years experienced an approach to teaching and learning focusing on information-rich tasks in an information-rich environment. The main findings show different patterns and rates of change in teacher educational beliefs, knowledge restructuring processes and classroom practices. They also demonstrate that students of teachers whose educational beliefs and classroom practices radically changed and which reflected a constructivist approach to learning regarded learning as a process of engaging with complex, context-related tasks requiring multiple viewpoints, whereas students whose teachers had a traditional positivist approach saw technologyassisted learning as learning with technical tools. The study indicates a reciprocal rather than unidirectional relationship between teacher classroom practice and changes in teacher educational beliefs and knowledge restructuring processes. 相似文献
20.
Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students
have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious,
however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature
and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different
domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative
Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class.
The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for
six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented
interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented
computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative
discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies
and progressive student inquiries.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献