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Give student ideas a larger stage: support cross-community interaction for knowledge building
International Journal of Computer-Supported Collaborative Learning ( IF 5.611 ) Pub Date : 2020-12-05 , DOI: 10.1007/s11412-020-09332-4
Jianwei Zhang , Guangji Yuan , Maria Bogouslavsky

This study explores boundary-crossing interaction between two grade 5/6 science classrooms that operated as knowledge building communities. The two classrooms studied human body systems with the support of the Knowledge Forum over a ten-week period. The knowledge building practice integrated student-driven inquiry and discourse within each community and cross-community interaction mediated through “super notes” posted in a cross-community meta-space. Students co-authored super notes as epistemic boundary objects, each of which synthesized knowledge progress in an emergent line of inquiry for cross-community sharing. Qualitative analyses of classroom videos, online discourse, and interviews provide a rich description of how the students conceived, generated, and interacted with the super notes for knowledge building. The processes to transcend student ideas toward the higher social levels for sharing through boundary-crossing further served as a larger context for idea development toward higher epistemic levels. Incorporating cross-community interaction is important for scaling CSCL-based classroom practices in a way that fosters high-level epistemic engagement.

中文翻译:

给学生更大的想法:支持跨社区的互动以建立知识

这项研究探索了两个作为知识构建社区的5/6年级科学教室之间的跨界交互作用。在知识论坛的支持下,两个教室在十周的时间内研究了人体系统。知识构建实践将学生驱动的询问和话语集成在每个社区内,并通过跨社区元空间中发布的“超级注释”进行跨社区交互。学生共同撰写了超级笔记,将其作为认知边界对象,每个超级对象都在跨社区共享的紧急查询中综合了知识进步。对课堂视频,在线话语和访谈的定性分析为学生如何构思,产生和与超级笔记建立知识进行了丰富的描述。通过跨界交流将学生的想法超越更高的社会层次以进行共享的过程,进一步为更高的认知层次的思想发展提供了更大的环境。纳入跨社区互动对于以CSCL为基础的课堂实践以促进高层认知参与的方式扩展很重要。
更新日期:2020-12-05
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