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Using knowledge building technology in promoting SDL/Col in the teaching of science
Issue Date: 
Paper presented at the International Science Education Conference, Singapore, 25-27 November 2014
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.
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