Understanding the way in which students contribute to knowledge building and knowledge claim critiquing within a community of learners working in a computer supported learning environment
Patrick Fullick, University of Southampton, United Kingdom
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Collaborating in the production of a scientific explanation for the behaviour of a prototype toy, a group of school students was encouraged to use a Web-based environment to share their ideas and to be critical of the knowledge claims made by others, in the spirit of a knowledge-building community. The logfiles produced by online interactions were subject to content analysis and were followed by group interviews with students to allow explication of contributions. Instruments based on work from the area of science studies were then used to categorise the data, revealing patterns in the epistemological stances within the community, and highlighting the ways in which the community went about examining knowledge claims. This work suggests that content analysis of logfiles alone is insufficient to produce a deep understanding of knowledge-building and critiquing in a CSLE, which bear comparison with the processes used by professional scientists.
Fullick, P. (2004). Understanding the way in which students contribute to knowledge building and knowledge claim critiquing within a community of learners working in a computer supported learning environment. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2592-2599). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved June 4, 2023 from https://www.learntechlib.org/primary/p/12390/.
© 2004 Association for the Advancement of Computing in Education (AACE)
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