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Designing informal knowledge building learning spaces: Students’ knowledge building design studio
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Type
Article
Citation
Yuan, G., Teo, C. L., Lee, A. V. Y., Ong, A. K. K., & Lim, J. H. (2023). Designing informal knowledge building learning spaces: Students’ knowledge building design studio. Qwerty: Open and Interdisciplinary Journal of Technology, Culture and Education, 18(1), 13-36. https://doi.org/10.30557/qw000063
Abstract
Designing Informal Knowledge Building spaces requires intentional designs and effort. This paper presents a case study of designing a learning environment for cultivating collaborative knowledge creation with student agency for sustaining ideas. In the design-based studies, the datacomes from three consecutive iterations of the students’ Knowledge Building Design Studio (sKBDS), an out-of-school research program, as an immersive learning environment for knowledge building. With a sciencerelated theme, we gathered 86 elementary and secondary students (32, 32, and 22, respectively) and 1964 students’ online notes(642, 721, 601, respectively) in three iterations. The results demonstrate that students enjoyed the high-level agency in co-creating the inquiry structure, exploring diverse ideas, and deepening their understanding, and sustaining knowledge creation in sKBDS.
Date Issued
2023
Publisher
Collaborative Knowledge Building Group
Journal
Qwerty: Open and Interdisciplinary Journal of Technology, Culture and Education
Description
The open access publication is available at: https://doi.org/10.30557/QW000063