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Article: Promoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cycles

TitlePromoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cycles
Authors
KeywordsDiscourse
Inquiry-based teaching
Internet
Nature of science
Primary school
Issue Date2011
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.asp
Citation
International Journal of Science Education, 2011, v. 33 n. 4, p. 487-515 How to Cite?
AbstractThe phrase 'knowledge creation' refers to the practices by which a community advances its collective knowledge. Experience with a model of knowledge creation could help students to learn about the nature of science. This research examined how much progress a teacher and 16 Primary Five (Grade 4) students in the International Baccalaureate Primary Years Programme could make towards the discourse needed for Bereiter and Scardamalia's model of knowledge creation. The study consisted of two phases: a five-month period focusing on the development of the classroom ethos and skills needed for this model (Phase 1), followed by a two-month inquiry into life cycles (Phase 2). In Phase 1, we examined the classroom practices that are thought to support knowledge creation and the early experiences of the students with a web-based inquiry environment, Knowledge Forum®. In Phase 2, we conducted a summative evaluation of the students' work in Knowledge Forum in the light of the model. The data sources included classroom video recordings, artefacts of the in-class work, the Knowledge Forum database, a science content test, questionnaires, and interviews. The findings indicate that the students made substantial progress towards the knowledge creation discourse, particularly regarding the social structure of this kind of discourse and, to a lesser extent, its idea-centred nature. They also made acceptable advances in scientific knowledge and appeared to enjoy this way of learning. The study provides one of the first accounts in the literature of how a teacher new to the knowledge creation model enacted it in an Asian primary classroom. © 2011 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/129407
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 1.256
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorvan Aalst, Jen_HK
dc.contributor.authorTruong, MSen_HK
dc.date.accessioned2010-12-23T08:36:53Z-
dc.date.available2010-12-23T08:36:53Z-
dc.date.issued2011en_HK
dc.identifier.citationInternational Journal of Science Education, 2011, v. 33 n. 4, p. 487-515en_HK
dc.identifier.issn0950-0693en_HK
dc.identifier.urihttp://hdl.handle.net/10722/129407-
dc.description.abstractThe phrase 'knowledge creation' refers to the practices by which a community advances its collective knowledge. Experience with a model of knowledge creation could help students to learn about the nature of science. This research examined how much progress a teacher and 16 Primary Five (Grade 4) students in the International Baccalaureate Primary Years Programme could make towards the discourse needed for Bereiter and Scardamalia's model of knowledge creation. The study consisted of two phases: a five-month period focusing on the development of the classroom ethos and skills needed for this model (Phase 1), followed by a two-month inquiry into life cycles (Phase 2). In Phase 1, we examined the classroom practices that are thought to support knowledge creation and the early experiences of the students with a web-based inquiry environment, Knowledge Forum®. In Phase 2, we conducted a summative evaluation of the students' work in Knowledge Forum in the light of the model. The data sources included classroom video recordings, artefacts of the in-class work, the Knowledge Forum database, a science content test, questionnaires, and interviews. The findings indicate that the students made substantial progress towards the knowledge creation discourse, particularly regarding the social structure of this kind of discourse and, to a lesser extent, its idea-centred nature. They also made acceptable advances in scientific knowledge and appeared to enjoy this way of learning. The study provides one of the first accounts in the literature of how a teacher new to the knowledge creation model enacted it in an Asian primary classroom. © 2011 Taylor & Francis.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.aspen_HK
dc.relation.ispartofInternational Journal of Science Educationen_HK
dc.rightsThis is an electronic version of an article published in International Journal of Science Education, 2011, v. 33 n. 4, p. 487-515. Journal article is available online at: http://www.tandfonline.com/doi/abs/10.1080/09500691003649656-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectDiscourseen_HK
dc.subjectInquiry-based teachingen_HK
dc.subjectInterneten_HK
dc.subjectNature of scienceen_HK
dc.subjectPrimary schoolen_HK
dc.titlePromoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cyclesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0950-0693&volume=33&issue=4&spage=487&epage=515&date=2011&atitle=Promoting+knowledge+creation+discourse+in+an+Asian+primary+five+classroom:+Results+from+an+inquiry+into+life+cycles-
dc.identifier.emailvan Aalst, J: vanaalst@hku.hken_HK
dc.identifier.authorityvan Aalst, J=rp00965en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1080/09500691003649656en_HK
dc.identifier.scopuseid_2-s2.0-79952379803en_HK
dc.identifier.hkuros177607en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79952379803&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume33en_HK
dc.identifier.issue4en_HK
dc.identifier.spage487en_HK
dc.identifier.epage515en_HK
dc.identifier.eissn1464-5289-
dc.identifier.isiWOS:000300217400002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridvan Aalst, J=12783832200en_HK
dc.identifier.scopusauthoridTruong, MS=37014234200en_HK

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