So, Hyo-Jeong, Seah, Lay Hoon, and Toh-Heng, Hwee Leng (2010) Designing collaborative knowledge building environments accessible to all learners: impacts and design challenges. Computers & Education, 54 (2). pp. 479-490.

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Abstract

The present study attempted to investigate whether young learners who were new to knowledge building approaches could work towards advancing both individual and collective knowledge, and whether knowledge building could be beneficial to both high-achieving and low-achieving students. Findings reported in this paper are from one and a half-year design research for science learning in one primary school in Singapore. In this study, we closely examined the design and enactment of the Knowledge Building Community model in one class with high-achieving students and two classes with mixed-ability students. The research consists of two phases: Phase I Cultivating a collaborative knowledge building culture and Phase II Progressive Knowledge Building using Knowledge Forum. Data were collected from multiple sources, including knowledge assessment, conceptual understanding tasks, and the content analysis of Knowledge Forum postings. The results in Phase I show that while it is critical for students to monitor and build knowledge for their own understanding, they had difficulties developing such skills. In both phases, we found positive impacts on academic achievements showing improvement of student understanding in the course of reflective thinking and progressive inquiry. Overall, quantitative data suggest that the collaborative knowledge building environment was beneficial for both high-achieving and low-achieving students. We conclude by discussing some of challenges and issues in designing collaborative knowledge building environments for young learners with diverse abilities.

Item ID:	60534
Item Type:	Article (Research - C1)
ISSN:	1873-782X
Keywords:	Cooperative/collaborative learning; Elementary education; Improving classroom teaching; Interactive learning environments; Teaching/learning strategies;
Copyright Information:	Copyright © 2009 Elsevier Ltd. All rights reserved.
Funders:	National Institute of Education in Singapore
Date Deposited:	15 Oct 2019 23:28
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 30% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 40%
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