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Using knowledge building technology in promoting SDL/Col in the teaching of science
Citation
Lim, L. I., & Hoh, Y. K. (2014). Using knowledge building technology in promoting SDL/Col in the teaching of science. In Y. -J. Lee, N. T.-L. Lim, K. S. Tan, H. E. Chu, P. Y. Lim, Y. H. Lim, & I. Tan (Eds.), Proceedings of the International Science Education Conference 2014 (pp. 1016-1059). National Institute of Education (Singapore).
Abstract
The study investigated the effects of using students' ideas on self-directed learning (SOL) and collaborative learning (CoL). Since the announcement by the Ministry of Education (MOE) in 2009 of a new framework to achieve the desired outcomes of education for 21st century learners, schools have made concerted effort to align their teaching and learning to the new initiative. The intervention used in this study was based on the two principles of Knowledge Building (KB); 1) Diversity of Ideas and 2) Improvable Ideas, proposed by Scardamalia (2002). Students' ideas formed the basis for student interaction. The ideas generated by students were captured using an ICT tool, Knowledge Forum (KF). Three cycles of KB lessons were carried out with a primary 5 class of mixed-abilities students. The results showed that my classroom practice in using KB as an approach to teaching Science enhanced students' engagement, and increased their motivation to learn. The use of KF promoted self-directed learning and collaboration among students. Analysis of two science topics, 'Heart Organ' and 'Human Reproductive System', showed that the number of notes posted by students on the KF platform increased from 44 to 216, network density on reading (these notes) increased from 8.53% to 45.97% and network density on building onto others' notes increased from 1.99o/o to 12.07o/o. Experimental class' academic performance improved more compared to control class from CA 1 (Term) to SA 1 (Term 2) to CA2 (Term 3) with standard mean deviation increasing from 0.09 to 0.45 to 0.55.
Date Issued
2014
Description
This paper was presented at the International Science Education Conference 2014 held in Singapore from 25 – 27 Nov 2014