Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14298
Full metadata record
DC FieldValueLanguage
dc.contributor.authorNg, Foo Keong-
dc.contributor.authorLooi, Chee-Kit-
dc.contributor.authorChen, Wenli-
dc.date.accessioned2013-10-18T03:46:06Z-
dc.date.available2013-10-18T03:46:06Z-
dc.date.issued2008-06-
dc.identifier.citationNg, F. K., Looi, C. K., & Chen, W. (2008, June). Rapid collaborative knowledge building: Lessons learned from two primary science classrooms. Paper presented at the 8th International Conference of the Learning Sciences (ICLS) 2008, Utrecht, The Netherlands.-
dc.identifier.urihttp://hdl.handle.net/10497/14298-
dc.descriptionThis paper was presented at the 8th International Conference of the Learning Sciences (ICLS) 2008, held in Utrecht, The Netherlands from 23 - 28 Jun 2008-
dc.description.abstractCognizant that a critical 21st century skill is the capacity to do rapid collaborative knowledge building (RCKB) in a dynamic setting, we are interested to introduce practices for RCKB into classrooms. Through RCKB, students also have opportunities to learn and articulate their understanding in a deeper way than traditional classroom lessons. We describe a research project in which together with teachers, we initiated lesson activities that enact RCKB for science lessons. Towards that goal, we envisaged 10 principles for RCKB in the design of lessons, and worked with teachers to co-design lesson plans and apply these principles. Reporting on our initial pilot study, we document some effects of our intervention package in terms of traditional and non-traditional assessments of learning gains. We started with 6 weeks of initiation activities (a.k.a. “Paper Scribbles” or PS sessions) in the classroom using sticky paper notes, which was followed by another 10 weeks of activities in a school computer laboratory with the use of the Group Scribbles (GS) software technology. We share our lessons learned in this study, discuss implications for socio-technical instructional design of successful rapid knowledge building activities in the classroom, and suggest avenues for improvement and further research.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.subjectCollaborative knowledge buildingen
dc.subjectDistributed cognitionen
dc.subjectCollaborative learningen
dc.titleRapid collaborative knowledge building: Lessons learned from two primary science classroomsen
dc.typeConference Paperen
local.message.claim2021-12-28T09:00:03.239+0800|||rp00104|||submit_approve|||dc_contributor_author|||None*
local.message.claim2021-12-28T09:05:32.057+0800|||rp00107|||submit_approve|||dc_contributor_author|||None*
item.openairetypeConference Paper-
item.fulltextWith file-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.grantfulltextOpen-
Appears in Collections:Conference Papers
Files in This Item:
File Description SizeFormat 
ICLS-2008-115-NgF_a.pdf662.34 kBAdobe PDFThumbnail
View/Open
Show simple item record

Page view(s) 50

128
checked on Aug 12, 2022

Download(s) 20

213
checked on Aug 12, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.