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Conference Paper: Promoting 5th Grader' Viewa of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge-Building Environment
Title | Promoting 5th Grader' Viewa of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge-Building Environment |
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Authors | |
Issue Date | 2014 |
Publisher | International Society of the Learning Sciences (ISLS). |
Citation | The 11th International Conference of the Learning Sciences (ICLS), Boulder, Colorado, USA, 23-27 June 2014. In Proceedings of the 11th International Conference of the Learning Sciences (ICLS), 2014, v. 1, p. 126-133 How to Cite? |
Abstract | This paper reports on an ongoing study that examined the design of a knowledge-building environment that integrates knowledge building and epistemic change theories in fostering conceptual and epistemic growth. The study uses a quasi-experimental design in which four classes of 5th graders in Hong Kong participated in a unit focusing on electricity. The intervention involved students' collective inquiry and, epistemic reflection on what science is about; students used Knowledge Forum® to collaboratively work on pursuing ideas; and students reflected on scientific progress with their own knowledge building inquiry. A scheme was developed in assessing students' views of science; and results showed significantly stronger effects for the knowledge-building group compared with the regular inquiry group on epistemic and conceptual learning. Regression analysis showed that students’ forum engagement and epistemic views contributed to their posttest conceptual understanding over and above prior science knowledge. Qualitative analysis suggested how students’ experience in knowledge building might shape students’ understanding about the nature of science and improve their conceptual understanding. |
Description | Conference Theme: Learning and Becoming in Practice The Proceedings can be viewed at http://www.isls.org/icls2014/downloads/ICLS%202014%20Volume%201%20(PDF)-wCover.pdf |
Persistent Identifier | http://hdl.handle.net/10722/201375 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Lin, F | en_US |
dc.contributor.author | Chan, CKK | en_US |
dc.contributor.author | van Aalst, JCW | en_US |
dc.date.accessioned | 2014-08-21T07:26:03Z | - |
dc.date.available | 2014-08-21T07:26:03Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | The 11th International Conference of the Learning Sciences (ICLS), Boulder, Colorado, USA, 23-27 June 2014. In Proceedings of the 11th International Conference of the Learning Sciences (ICLS), 2014, v. 1, p. 126-133 | en_US |
dc.identifier.isbn | 9780990355014 | - |
dc.identifier.uri | http://hdl.handle.net/10722/201375 | - |
dc.description | Conference Theme: Learning and Becoming in Practice | - |
dc.description | The Proceedings can be viewed at http://www.isls.org/icls2014/downloads/ICLS%202014%20Volume%201%20(PDF)-wCover.pdf | - |
dc.description.abstract | This paper reports on an ongoing study that examined the design of a knowledge-building environment that integrates knowledge building and epistemic change theories in fostering conceptual and epistemic growth. The study uses a quasi-experimental design in which four classes of 5th graders in Hong Kong participated in a unit focusing on electricity. The intervention involved students' collective inquiry and, epistemic reflection on what science is about; students used Knowledge Forum® to collaboratively work on pursuing ideas; and students reflected on scientific progress with their own knowledge building inquiry. A scheme was developed in assessing students' views of science; and results showed significantly stronger effects for the knowledge-building group compared with the regular inquiry group on epistemic and conceptual learning. Regression analysis showed that students’ forum engagement and epistemic views contributed to their posttest conceptual understanding over and above prior science knowledge. Qualitative analysis suggested how students’ experience in knowledge building might shape students’ understanding about the nature of science and improve their conceptual understanding. | en_US |
dc.language | eng | en_US |
dc.publisher | International Society of the Learning Sciences (ISLS). | en_US |
dc.relation.ispartof | International Conference of the Learning Sciences | en_US |
dc.title | Promoting 5th Grader' Viewa of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge-Building Environment | en_US |
dc.type | Conference_Paper | en_US |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | en_US |
dc.identifier.email | van Aalst, JCW: vanaalst@hku.hk | en_US |
dc.identifier.authority | Chan, CKK=rp00891 | en_US |
dc.identifier.hkuros | 232352 | en_US |
dc.identifier.volume | 1 | en_US |
dc.identifier.spage | 126 | en_US |
dc.identifier.epage | 133 | en_US |
dc.publisher.place | Boulder, Colorado | en_US |