Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities

2019 ◽  
Vol 130 ◽  
pp. 105-120 ◽  
Author(s):  
Huang-Yao Hong ◽  
Pei-Yi Lin ◽  
Ching Sing Chai ◽  
Guo-Tsai Hung ◽  
Yibing Zhang
Keyword(s):  
Preservice Teachers ◽  
Knowledge Building ◽  
Building Activities

Interactive Design Navigational Tools

2009 ◽  
Author(s):  
Sharad Oberoi ◽  
Susan Finger
Keyword(s):  
Information Management ◽  
Development Process ◽  
Knowledge Building ◽  
Design Knowledge ◽  
Design Teams ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Web Based ◽  
Management Technology ◽  
Building Activities

For both student and professional design teams, the design and development process requires that collaborators build and retain knowledge through discussions, creating documents and sharing artifacts. Key to supporting these knowledge building activities is the development of an infrastructure that supports effective knowledge management. This paper presents the framework for an information management technology called DesignWebs, which assimilates the product structures from the evolving set of documents and discussions about an engineering artifact. A DesignWeb enables users to see evolving connections between concepts by using a navigable web-based interface that synthesizes the design knowledge from multiple sources of information.

Wiki Interaction Tracks in Geometry Learning

2012 ◽  
pp. 185-204
Author(s):  
Wajeeh Daher
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Knowledge Building ◽  
Comparative Method ◽  
Discussion Section ◽  
Pedagogic Content Knowledge ◽  
Constant Comparative Method ◽  
Constant Comparative ◽  
Geometric Content ◽  
Geometry Learning

The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.

scholarly journals Robots and Robotics Kits for Early Childhood and First School Age

2020 ◽  
Vol 14 (18) ◽  
pp. 34
Author(s):  
Stamatios Papadakis
Keyword(s):  
Early Childhood ◽  
Knowledge Building ◽  
School Age ◽  
Software Bugs ◽  
Hands On ◽  
Educational Robot ◽  
Building Activities ◽  
Motion Detectors ◽  
And Robotics ◽  
Connection Problems

<p class="0abstract">Educational robotics can consider one of the newest trends in education and they have been introduced into the classrooms ranging from kindergarten through high school as a means of enriching the learning environment and promote knowledge-building activities. Especially, robotics technologies offer opportunities for young age children, for a practical, hands-on understanding of the things they meet in their daily life but do not fully understand, such as proximity sensors, motion detectors, and light sensors, reasoning failures (software bugs) and connection problems (Wi-Fi, Bluetooth disconnection). In this article, we presented robots that can be used in early childhood and first primary classes of education. The purpose of this article is not to advocate against an educational robot or robotic kit but indeed to inform the educational community so that to make informed decisions regarding the introduction of this kind of technology into the classroom.</p>

Wiki Interaction Tracks in Geometry Learning

2010 ◽  
Vol 2 (4) ◽  
pp. 15-34 ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Knowledge Building ◽  
Comparative Method ◽  
Discussion Section ◽  
Pedagogic Content Knowledge ◽  
Constant Comparative Method ◽  
Constant Comparative ◽  
Geometric Content ◽  
Geometry Learning

The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.

Becoming “The Right People”: Fan-Generated Knowledge Building

2017 ◽  
Author(s):  
Kris M Markman ◽  
John Overholt
Keyword(s):  
Collective Intelligence ◽  
Knowledge Building ◽  
Different Types ◽  
Collaborative Knowledge Building ◽  
Building Activities ◽  
The Right ◽  
Collaborative Knowledge

This chapter examines the collaborative knowledge building activities of MST3K fans as they relate to the decoding of jokes and references in the show. We describe the different types of references that make up the show and explore the various internet-based resources that have been constructed by fans in their attempts to decode show’s references, and discuss how these sites work as a form of collective intelligence (Jenkins 2006).

scholarly journals Curriculum design for social, cognitive and emotional engagement in Knowledge Building

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Gaoxia Zhu ◽  
Preeti Raman ◽  
Wanli Xing ◽  
Jim Slotta
Keyword(s):  
Curriculum Design ◽  
Social Cognitive ◽  
Course Design ◽  
Knowledge Building ◽  
Emotional Engagement ◽  
Engaged Learning ◽  
Education Students ◽  
Design Based Research ◽  
Cambridge University ◽  
Building Activities

AbstractKnowledge Building has been advanced as a pedagogy of engaged learning where students identify as a community whose purpose is to advance their shared ideas. This approach, which has been studied for three decades (Scardamalia & Bereiter, in: K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014), includes cognitive, social constructivist, and emotional elements (Zhu et al. in User Modeling and User-Adapted Interaction, 29: 789–820, 2019b). This paper investigates how refining Knowledge Building activities based on students’ feedback impacts their social, cognitive, and emotional engagement. Using a design-based research method, we refined successive course activities based on feedback from 23 Masters of Education students. With successive iterations, we found that the density of students’ reading networks increased; they theorized more deeply, introduced more authoritative resources, and made greater efforts to integrate ideas within the community knowledge base. As well, their level of negative affect decreased. These findings suggest that soliciting students’ input into course design can benefit their engagement and disposition toward learning, with implications for curriculum design.

Sign in / Sign up

Export Citation Format

Share Document