Abstract
This study explores grade four students' ways of contributing to knowledge building in history. Quantitative and qualitative analyses cover three months of online dialogue in Knowledge Forum. Preliminary results indicate that students were actively "building contexts," "theorizing" and "using substantive concepts"; the more they theorized, the more they asked questions, provided contextual details, and engaged historical concepts. "Introducing new facts" facilitated idea improvement. Outcomes will inform the design of scaffolds to support high-level historical discourse.
| Original language | English (US) |
|---|---|
| Title of host publication | Connecting Computer-Supported Collaborative Learning to Policy and Practice |
| Subtitle of host publication | CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conference |
| Pages | 998-999 |
| Number of pages | 2 |
| Volume | 2 |
| State | Published - Dec 1 2011 |
| Event | 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011 - Hong Kong, China Duration: Jul 4 2011 → Jul 8 2011 |
Other
| Other | 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011 |
|---|---|
| Country/Territory | China |
| City | Hong Kong |
| Period | 7/4/11 → 7/8/11 |