期刊名称：Journal of Information Technology and Application in Education
印刷版ISSN：2227-6459
电子版ISSN：2227-6467
出版年度：2013
期号：2353
页码：1-15
出版社：Science and Engineering Publishing Company
摘要：This qualitative study examined the process of knowledge construction of a bounded case study (a group of graduate students). Participants were from the United States and were enrolled in an Educational Psychology course; they were collaboratively involved in the process of knowledge construction using concept maps as the primary data. To examine the processes and tensions during the knowledge construction activity we used the lens of the Activity Systems Theory. Study findings showed that the process of knowledge construction differed from individual to individual based on their domain expertise and concept map procedures. Also, one of the primary tools used in this activity, language, was focused upon by all participants and was identified as a source of tension as well in the group. Attempts were made by the group to establish the language used in the corresponding portion of the concept map constructed. Instructional implications for task construction and approach facilitating knowledge construction are discussed in connection with study findings.
