Search results for author:"Richard Messina"
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Annual Meeting of the American Educational Research Association 2001 (April 2001)
This paper describes how a fourth grade class at a Canadian laboratory school used an approach to knowledge building that had students participating as intentional learners as they specialized in interest groups for their study of light. It examines ...
Educational Technology Research and Development Vol. 55, No. 2 (April 2007) pp. 117–145
This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students...
Journal of the Learning Sciences Vol. 18, No. 1 (January 2009) pp. 7–44
This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom...
Computers & Education Vol. 89, No. 1 (November 2015) pp. 91–102
The purpose of this study is to explore the use of principle-based analytic tools to improve community knowledge building in a class of Grade 5/6 students. A flexible design framework was used to engage students in use of three analytic tools—a...
Maria Chuy; Marlene Scardamalia; Carl Bereiter; Fleur Prinsen; Monica Resendes; Richard Messina; Winifred Hunsburger; Chris Teplovs; Angela Chow; Angela Chow
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)
In 1993 Carey and Smith conjectured that the most promising way to boost students’ understanding of the nature of science is a “theory-building approach to teaching about inquiry.” The research reported here tested this conjecture by comparing...