排序方式: 共有14条查询结果,搜索用时 0 毫秒
11.
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
12.
Educational relevance of the study of expertise 总被引:2,自引:0,他引:2
13.
Productive knowledge work and high-level literacy are essential for engagement in a Knowledge society.
In the research reported in this article, students were engaged in sustained collaborative knowledge building in science and
social studies. The vocabulary growth of 22 students over Grades 3 and 4 was traced, based on their entries to Knowledge Forum—a
knowledge building environment used as an integral part of classroom work. It is the communal space where knowledge work–ideas,
reference material, results of experiments, and so forth–is entered and continually improved. Analysis of lexical frequency
profiles indicated significant growth in productive written vocabulary, including academic words. In a Grade 4 inquiry, students
incorporated almost all the domain-specific terms at and below their current grade level, and most of those expected for upper
grade levels (5–8) based on the curriculum guidelines. Domain-specific and academic words were correlated with depth of understanding.
High correlations between student engagement in knowledge building and vocabulary growth suggest that productive vocabulary
can be developed through sustained knowledge building in subject areas. 相似文献
14.
Tan Seng Chee Chan Carol Bielaczyc Katerine Ma Leanne Scardamalia Marlene Bereiter Carl 《Educational technology research and development : ETR & D》2021,69(4):2243-2266
Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and... 相似文献