Effects of knowledge-building on teacher-education students’ epistemological belief change

URI
Thumbnail Image
Type
Conference paper
Files
Citation
Hong, H. Y., Chai, C. S., & Lin, S. P. (2009). Effects of knowledge-building on teacher education students’ epistemological belief change. In S. C. Kong, H. Ogata, H. C. Arnseth, C. K. K. Chan, T. Hirashima, F. Klett, J. H. M. Lee, C. C. Liu, C. K. Looi, M. Milrad, A. Mitrovic, K. Nakabayashi, S. L. Wong, & S. J. H. Yang (Eds.), Proceedings of the 17th International Conference on Computers in Education (pp. 229-236). Asia-Pacific Society for Computers in Education.
Author
Hong, Huang-Yao
•
Chai, Ching Sing
•
Lin, Shu-Ping
Abstract
Previous research indicates that epistemological beliefs are in relation to learning in various ways and have implications for teaching. This study further investigates whether it is possible to change teacher-education students’ epistemological beliefs by engaging them in a constructivist way of collaborative knowledge building and learning in an online environment called Knowledge Forum. Findings indicate that Knowledge Forum as a knowledge-building environment is helpful in (1) engaging students in their online knowledge work; (2) making them more collaborative and reflective in the community; and (3) transforming their epistemological and pedagogical beliefs to become more constructivist-oriented.
Keywords
Date Issued
November 2009
Description
This paper was presented at the 17th International Conference on Computers in Education (ICCE 2009), held in Hong Kong from 30 Nov to 4 Dec 2009