Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building     

Li  Pei-Jung  Hong  Huang-Yao  Chai  Ching Sing  Tsai  Chin-Chung  Lin  Pei-Yi 《Research in Science Education》2020,50(5):2035-2053

Research in Science Education - The aim of this study was to investigate whether and how engaging with a computer-supported collaborative knowledge-building environment helps students to develop a...  相似文献   

Schools as Knowledge-Building Organizations: Thirty Years of Design Research     

Bodong Chen  Huang-Yao Hong 《教育心理学家》2016,51(2):266-288

In this article we review the Knowledge-Building literature, unpacking its conceptual framework, principle-based pedagogy, distinctive features, and issues regarding scalability and sustainability. The Knowledge-Building goal is to reframe education as a knowledge-creating enterprise, engaging students from the earliest years of schooling. Despite a 30-year program of research and development and recognition that there is a close fit between Knowledge Building and efforts to meet knowledge society needs, Knowledge Building is frequently reinterpreted along the general lines of bringing constructivist learning into schooling rather than means to reframing education as a knowledge-creating enterprise. This article aims to clarify Knowledge-Building goals and to make the opportunities afforded by Knowledge Building more accessible.  相似文献   

Towards an idea-centered,principle-based design approach to support learning as knowledge creation     

Huang-Yao Hong  Florence R. Sullivan 《Educational technology research and development : ETR & D》2009,57(5):613-627

While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557–576 2004), an important question remains to be answered—what represents an effective instructional design to support collaborative creative learning? This paper argues for the need to move away from efficiency-oriented instructional design to innovation-oriented instructional design if learning as knowledge creation is to be pursued as an important instructional goal. The rationale in support of this argument is discussed from four different theoretical perspectives and an idea-centered, principle-based design approach as an example is proposed for discussion.  相似文献   

Fostering a collaborative and creative climate in a college class through idea-centered knowledge-building     

Huang-Yao Hong  Yu-Hui Chang  Chin Sing Chai 《Instructional Science》2014,42(3):389-407

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   

Teacher-education students’ views about knowledge building theory and practice   总被引：1，自引：0，他引：1  

Huang-Yao Hong  Fei-Ching Chen  Ching Sing Chai  Wen-Ching Chan 《Instructional Science》2011,39(4):467-482

This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants were 24 teacher-education students who took a required course titled “Integrating Theory and Practice in Teaching.” Data mainly came from (1) student discourse recorded in a Knowledge Forum database, (2) a survey that examined students’ views about knowledge building, and (3) interviews with regard to students’ perceived barriers to implementing knowledge building theory in teaching. Findings suggest that with sustained discourse to construct their collective understanding of the relationships between theory and practice in teaching for a semester, the participants were able to attain more informed and practical views about knowledge building theory. In addition, students’ perceived barriers to implementing knowledge building in teaching were identified and strategies to help overcome these barriers discussed.  相似文献   

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community     

Hong  Huang-Yao  Chai  Ching Sing  Tsai  Chin-Chung 《Journal of Science Education and Technology》2015,24(5):549-561

Journal of Science Education and Technology - This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a...  相似文献   

A survey to examine teachers’ perceptions of design dispositions,lesson design practices,and their relationships with technological pedagogical content knowledge (TPACK)     

Joyce Hwee Ling Koh  Ching Sing Chai  Huang-Yao Hong  Chin-Chung Tsai 《Asia-Pacific Journal of Teacher Education》2015,43(5):378-391

This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology.  相似文献   

Students’ conceptions of and approaches to knowledge building and its relationship to learning outcomes     

Pei-Shan Tsai  Ching Sing Chai  Huang-Yao Hong  Joyce Hwee Ling Koh 《Interactive Learning Environments》2017,25(6):749-761

The purpose of this study is to investigate the relationships among students’ conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students’ interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches.  相似文献   

Sustaining Knowledge Building as a Principle-Based Innovation at an Elementary School     

Jianwei Zhang  Huang-Yao Hong  Marlene Scardamalia  Chew Lee Teo  Elizabeth A. Morley 《学习科学杂志》2013,22(2):262-307

This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment–Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; ever-deepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers' experience in this progressive knowledge-advancing enterprise.  相似文献   

Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities     

Hong  Huang-Yao  Lin  Pei-Yi 《Educational technology research and development : ETR & D》2019,67(1):63-83

Educational technology research and development - Effective energy education depends on continuing research designed to identify instructional strategies that will proof effective in particular...  相似文献