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  • 标题:Towards a Knowledge Building Community: From Guided to Self-Organized Inquiry
  • 本地全文:下载
  • 作者:Stefano Cacciamani
  • 期刊名称:Canadian Journal of Educational Communication
  • 印刷版ISSN:1499-6677
  • 出版年度:2010
  • 卷号:36
  • 期号:1
  • 语种:English
  • 出版社:Canadian Network for Innovation in Education
  • 摘要:Over four academic years a design experiment was conducted involving four online university courses with the goal of shifting from Guided to Self-Organized Inquiry to foster Knowledge Building communities in the classroom. Quantitative analyses focused on notes contributed to collective knowledge spaces, as well as reading and building-on notes of others. All team members, including teachers, contributed at high levels. Students tended to produce more notes in the guided-inquiry approach but read more and demonstrated more even distribution of work as part of self-organized inquiry. Qualitative data focused on strategies students reported as new to their school experience. Strategies fell into three categories common to both guided and self-organizing inquiry: elaborating course content for depth of understanding, collaboration in an online environment, and metacognition, with greater reflection on idea development. Distinctive aspects of self-organized inquiry, according to student reports, included going beyond given information, linking new understandings and personal experiences, attention to the collective works of the community, and learning from instructor’s strategies.
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