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Fostering collective and individual learning through knowledge building
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| Pengarang | : | Zhao, K., Chan, C.K.K. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 1) |
| Halaman | : | 63-95 |
| Abstrak | : | The purpose of this study was to design and examine a computer-supported knowledge-building environment and to investigate both collective knowledge-building dynamics and individual learning in the context of a tertiary education course in mainland China. The participants were 102 students in four intact Year-one tertiary business classes. Two classes experienced a knowledge-building environment (CKB) and the other two were taught using a regular project-based approach (RPBL). Data were obtained from interactions in the forum, writing quality, group-learning portfolios, and surveys. Quantitative analyses indicated that the knowledge-building groups outperformed the comparison groups on academic literacy assessed in terms of conceptual understanding and explanation, and obtained higher scores on beliefs about collaboration. Within-group analyses indicated that the students’ engagement in Knowledge Forum was a significant predictor of their academic literacy. Qualitative contrastive analyses of high- and low-performance groups identified different patterns of conceptual, metacognitive and social processes, and showed that student groups engaging in more collective and meta-discourse discourse moves performed better on individual scores in academic literacy. The implications of examining both collaborative dynamics and individual learning and designing computer-supported knowledge building for tertiary students are discussed. |
Multi-player epistemic games: Guiding the enactment of classroom knowledge-building communities
| Pengarang | : | Bielaczyc, K., Ow, J. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 1) |
| Halaman | : | 33-62 |
| Abstrak | : | Teachers and students face many challenges in shifting from traditional classroom cultures to enacting the Knowledge-Building Communities model (KBC model) supported by the CSCL environment, Knowledge Forum (Bereiter, 2002; Bereiter & Scardamalia, 1993; Scardamalia, 2002; Scardamalia & Bereiter, 2006). Enacting the model involves socializing students into knowledge work, similar to disciplinary communities. A useful construct in the field of the Learning Sciences for understanding knowledge work is “epistemic games” (Collins & Ferguson, 1993; Morrison & Collins 1995; Perkins, 1997). We propose that a powerful means for supporting classroom enactments of the KBC model entails conceptualizing Knowledge Forum as a collective space for playing multi-player epistemic games. Participation in knowledge-building communities is then scaffolded through learning the moves of such games. We have designed scaffolding tools that highlight particular knowledge-building moves for practice and reflection as a means of supporting students and teachers in coming to understand how to collectively work together toward the progressive improvement of ideas. In order to examine our design theories in practice, we present research on Ideas First, a design-based research program involving enactments of the KBC model in Singaporean primary science classrooms (Bielaczyc & Ow, 2007, 2010; Ow & Bielaczyc, 2007; 2008). |
PERTIMBANGAN KEUANGAN PUSAT-DAERAH DI INDONESIA DEWASA INI
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-12, DESEMBER (No. 12) |
| Halaman | : | 29-60 |
| Abstrak | : | Abstrak tidak tersedia. |
The dialectical potential of Cultural Historical Activity Theory for researching sustainable CSCL practices
| Pengarang | : | Timmis, S. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 1) |
| Halaman | : | 7-32 |
| Abstrak | : | This article explores conceptual and methodological challenges in researching sustainable computer-supported collaborative learning (CSCL) within authentic educational settings. It argues that to investigate the sustainability of CSCL in such settings, we need to understand how new innovations become enculturated as part of educational communities and the shared repertoires and practices of learners and teachers. The potential for Cultural Historical Activity Theory (CHAT) as a relational, dialectical framework for researching collaborative learning is examined. The article argues that, although CHAT is increasingly being used for researching educational settings, it is often employed only descriptively or as a set of guiding principles and the dialectical method, which focuses on emergent contradictions and tensions, is not always fully explored. An integrated conceptual and methodological CHAT framework is proposed for understanding the complex interrelations between discourse, actions and community and as a result how new technological innovations and knowledge creation practices can be appropriated and sustained. This is illustrated through the analytical processes undertaken in a recent empirical study of undergraduates working on an online collaborative research project. The article concludes by arguing that the dialectical method at the heart of CHAT is both unifying and problematizing and could allow us to develop a richer, more integrated and explanatory picture of sustainable CSCL activities. |
STABILITAS HARGA KOMODITI
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-12, DESEMBER (No. 12) |
| Halaman | : | 17-28 |
| Abstrak | : | - |
Systems Modelling and the Development of Coherent Understanding of Cell Biology
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 4) |
| Halaman | : | 543-568 |
| Abstrak | : | This article reports on educational design research concerning a learning and teaching strategy for cell biology in upper?secondary education introducing systems modelling as a key competence. The strategy consists of four modelling phases in which students subsequently develop models of free?living cells, a general two?dimensional model of cells, a three?dimensional model of plant cells, and finally they are engaged in formal thinking by modelling life phenomena to a hierarchical systems model. The strategy was thought out, elaborated, and tested in classrooms in several research cycles. Throughout the field?tests, research data were collected by means of classroom observations, interviews, audio?taped discussions, completed worksheets, written tests, and questionnaires. Reflection on the research findings eventuated in reshaping and formalizing the learning and teaching strategy, which is presented here. The results show that although acquiring systems thinking competence at the metacognitive level needs more effort, our strategy contributed to improving learning outcomes; that is, acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence, with modelling being the key activity. |
HAKIKAT PERTUMBUHAN EKONOMI DUNIA SERTA AKIBAT FINANSIIL DAN MONETERNYA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | IV-12, DESEMBER (No. 12) |
| Halaman | : | 3-16 |
| Abstrak | : | - |
Analyzing the multidimensional construction of knowledge in diverse contexts
| Pengarang | : | Stahl, G., Cress, U., Law, N. et al. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 1) |
| Halaman | : | 1-6 |
| Abstrak | : | This year’s International Conference of the Learning Sciences (www.isls.org/icls2014) will feature the theme of “practices encompassing the range of contexts and processes in which people learn.” In this first issue of 2014 of ijCSCL, we present four explorations of that theme. We begin with a consideration of Activity Theory as a framework for analyzing the systemic contexts of CSCL practices. This is followed by detailed qualitative and quantitative analyses of knowledge building across the age spectrum of schooling: from primary school (4th and 5th grade) to tertiary school (first year college). Finally, the collaborative construction of knowledge is studied at the global level of adults posting to Wikipedia. |
Exploring the Roles and Nature of Science: A case study of severe acute respiratory syndrome
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 4) |
| Halaman | : | 515-541 |
| Abstrak | : | The roles of science in society and the nature of science are the focus of many science curricula. Current views about these two aspects of science have largely been informed by the history of scientific development. This article uses the outbreak of severe acute respiratory syndrome—a recent health scare—as a case study to explore the roles of science and their relationship with the nature of science and societal factors. The review provides deeper insight into the difficulties that are encountered in fulfilling these roles, particularly those that relate to the nature of science. This review has implications for both school and public science education. |
Is it Live or is it Memorex? Students' Synchronous and Asynchronous Communication with Scientists
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 4) |
| Halaman | : | 495-514 |
| Abstrak | : | This study compared students' investigations with an atomic force microscope and viruses in real?time synchronous and asynchronous learning environments. Student interactions with scientists (live videoconference versus email) were examined to see whether communication patterns were different for the different modes of instruction. Students' knowledge of viruses, microscopy, and nanoscale science was compared for asynchronous (n = 44) and synchronous treatments (n = 41). Eight teams of four students were video?recorded and student discourse was analyzed. Data sources included students' questions, pre?instruction and post?instruction knowledge assessments, and written descriptions of the investigations. Results showed that students in the asynchronous group asked significantly more inquiry and interpretation questions of scientists and fewer questions about the scientists than students in the synchronous group. Both groups showed significant gains in knowledge of virus types and morphology. Students in the asynchronous group made significantly more written notations about what they learned from the investigations than students in the synchronous group. |