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Conference Paper: Students assessing their own knowledge advances in a knowledge building environment

TitleStudents assessing their own knowledge advances in a knowledge building environment
Authors
KeywordsAssessment
Computer discussion forums
Inquiry
Knowledge building
Portfolios
Issue Date2005
PublisherMahwah, NJ: Lawrence Erlbaum Associates
Citation
Computer supported Collaborative Learning 2005: The Next 10 Years (CSCL), 2005, Taipei, Taiwan, May 30 – June 4, 2005. In Computer supported collaborative learning 2005: the next 10 years! : proceedings of the International Conference on Computer Supported Collaborative Learning 2005, Taipei, May 30-June 4, 2005, p. 378-387. Mahwah, N.J.: Lawrence Erlbaum Associates, 2005. How to Cite?
AbstractWe describe the design of a knowledge-building environment and examine the roles of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Three classes of Grade 9 students in Hong Kong used Knowledge Forum (KF) under several design conditions. Results showed (1) Students working on portfolios guided with knowledge building principles showed more participation, deeper inquiry and conceptual understanding than students working on KF only, or producing KF portfolios with no principles, (2) Students- knowledgebuilding inquiry and discourse were related to their conceptual understanding, and (3) Knowledge-building portfolios provided ways for identifying and characterizing collective knowledge advances in the community. © 2005 International Society of the Learning Sciences.
DescriptionWon Best Research Paper Award
Persistent Identifierhttp://hdl.handle.net/10722/146745
ISBN

 

DC FieldValueLanguage
dc.contributor.authorLee, EYCen_HK
dc.contributor.authorChan, CKKen_HK
dc.contributor.authorVan Aalst, Jen_HK
dc.date.accessioned2012-05-09T07:23:36Z-
dc.date.available2012-05-09T07:23:36Z-
dc.date.issued2005en_HK
dc.identifier.citationComputer supported Collaborative Learning 2005: The Next 10 Years (CSCL), 2005, Taipei, Taiwan, May 30 – June 4, 2005. In Computer supported collaborative learning 2005: the next 10 years! : proceedings of the International Conference on Computer Supported Collaborative Learning 2005, Taipei, May 30-June 4, 2005, p. 378-387. Mahwah, N.J.: Lawrence Erlbaum Associates, 2005.-
dc.identifier.isbn0805857826en_US
dc.identifier.isbn9780805857825-
dc.identifier.urihttp://hdl.handle.net/10722/146745-
dc.descriptionWon Best Research Paper Award-
dc.description.abstractWe describe the design of a knowledge-building environment and examine the roles of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Three classes of Grade 9 students in Hong Kong used Knowledge Forum (KF) under several design conditions. Results showed (1) Students working on portfolios guided with knowledge building principles showed more participation, deeper inquiry and conceptual understanding than students working on KF only, or producing KF portfolios with no principles, (2) Students- knowledgebuilding inquiry and discourse were related to their conceptual understanding, and (3) Knowledge-building portfolios provided ways for identifying and characterizing collective knowledge advances in the community. © 2005 International Society of the Learning Sciences.en_HK
dc.languageengen_US
dc.publisherMahwah, NJ: Lawrence Erlbaum Associatesen_US
dc.relation.ispartofComputer Supported Collaborative Learning 2005: The Next 10 Years - Proceedings of the International Conference on Computer Supported Collaborative Learning 2005, CSCL 2005en_HK
dc.subjectAssessmenten_HK
dc.subjectComputer discussion forumsen_HK
dc.subjectInquiryen_HK
dc.subjectKnowledge buildingen_HK
dc.subjectPortfoliosen_HK
dc.titleStudents assessing their own knowledge advances in a knowledge building environmenten_HK
dc.typeConference_Paperen_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.emailVan Aalst, J: vanaalst@hku.hken_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.identifier.authorityVan Aalst, J=rp00965en_HK
dc.identifier.scopuseid_2-s2.0-84856957215en_HK
dc.identifier.spage378en_HK
dc.identifier.epage387en_HK
dc.publisher.placeTaipei, Taiwanen_US
dc.identifier.scopusauthoridLee, EYC=27167834400en_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.scopusauthoridVan Aalst, J=12783832200en_HK
dc.customcontrol.immutableyiu 150325-

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