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Journal of Science Education and Technology

Erschienen in:

01.10.2015

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

verfasst von: Huang-Yao Hong, Ching Sing Chai, Chin-Chung Tsai

Erschienen in: Journal of Science Education and Technology | Ausgabe 5/2015

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Abstract

This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed scientific view. The study adopted mixed-method analyses and data mainly came from surveys and student online discourse recorded in a database. Findings indicate that students’ knowledge building activities were conducive to the development of their online collaboration as a learning process and the effective collective knowledge work concerning natural science history as a learning outcome. Moreover, students were able to attain a more constructivist-oriented epistemic view that sees scientific theories as invented, tentative, and improvable objects. Finally, based on course reflection, students also regarded their collective learning experiences in this course as meaningful and productive.

Vorheriger Artikel A Thematic Review of Interactive Whiteboard Use in Science Education: Rationales, Purposes, Methods and General Knowledge

Nächster Artikel Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

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Titel: College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community
verfasst von: Huang-Yao Hong
Ching Sing Chai
Chin-Chung Tsai
Publikationsdatum: 01.10.2015
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 5/2015
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-015-9546-8

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