File Download
  Links for fulltext
     (May Require Subscription)
  • Find via Find It@HKUL
Supplementary

Article: Implementing knowledge building: analysis of a face to face discussion by grade four students

TitleImplementing knowledge building: analysis of a face to face discussion by grade four students
Authors
KeywordsFourth grade (Education)
Educational innovations
Curriculum planning
Social planning
Theory of knowledge in children
Educational evaluation
Issue DateOct-2006
PublisherUniversity of Toronto Press. The Journal's web site is located at http://www.utpress.utoronto.ca/
Citation
Canadian Journal of Science, Mathematics and Technology Education, 2006, v. 6 n. 4, p. 351-368 How to Cite?
AbstractResearchers say that teachers can implement an educational innovation without adhering to the principles underpinning its design. Such principles may not adequately take typical classroom conditions into account. The goal of this study was to explore tensions between attempts to implement the principles underpinning knowledge building and the influence of contextual factors that compete for the teacher's attention. To this end, we discuss five excerpts from a discussion of the motion of spinning tops held by a class of Grade-4 students, coming at the end of a five-month implementation of knowledge building. Each excerpt is followed first by the teacher's perspective and then by the researcher's perspective. Our analysis highlights two tensions that constrain agency, arising from the students' need for social development and their need to learn scientific concepts. We offer some suggestions for addressing these tensions.
Persistent Identifierhttp://hdl.handle.net/10722/57890
ISSN
2015 SCImago Journal Rankings: 0.417

 

DC FieldValueLanguage
dc.contributor.authorVan Aalst, J-
dc.contributor.authorCummings, M-
dc.date.accessioned2010-05-28T02:01:21Z-
dc.date.available2010-05-28T02:01:21Z-
dc.date.issued2006-10-
dc.identifier.citationCanadian Journal of Science, Mathematics and Technology Education, 2006, v. 6 n. 4, p. 351-368en_HK
dc.identifier.issn1492-6156-
dc.identifier.urihttp://hdl.handle.net/10722/57890-
dc.description.abstractResearchers say that teachers can implement an educational innovation without adhering to the principles underpinning its design. Such principles may not adequately take typical classroom conditions into account. The goal of this study was to explore tensions between attempts to implement the principles underpinning knowledge building and the influence of contextual factors that compete for the teacher's attention. To this end, we discuss five excerpts from a discussion of the motion of spinning tops held by a class of Grade-4 students, coming at the end of a five-month implementation of knowledge building. Each excerpt is followed first by the teacher's perspective and then by the researcher's perspective. Our analysis highlights two tensions that constrain agency, arising from the students' need for social development and their need to learn scientific concepts. We offer some suggestions for addressing these tensions.en_HK
dc.description.sponsorshipThis work was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author (Grant 410-2000-0998).en_HK
dc.language.isoengen_HK
dc.publisherUniversity of Toronto Press. The Journal's web site is located at http://www.utpress.utoronto.ca/en_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectFourth grade (Education)en_HK
dc.subjectEducational innovationsen_HK
dc.subjectCurriculum planningen_HK
dc.subjectSocial planningen_HK
dc.subjectTheory of knowledge in childrenen_HK
dc.subjectEducational evaluationen_HK
dc.titleImplementing knowledge building: analysis of a face to face discussion by grade four studentsen_HK
dc.typeArticleen_HK
dc.identifier.emailvan Aalst, J: vanaalst@hkucc.hku.hk-
dc.description.naturepostprint-
dc.identifier.hkuros150373-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats