Ways of contributing to a knowledge-building dialogue in history

M. Resendes, M. Chuy, B. Chen, M. Scardamalia

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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 languageEnglish (US)
Title of host publicationConnecting Computer-Supported Collaborative Learning to Policy and Practice
Subtitle of host publicationCSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conference
Pages998-999
Number of pages2
Volume2
StatePublished - Dec 1 2011
Event9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011 - Hong Kong, China
Duration: Jul 4 2011Jul 8 2011

Other

Other9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
CountryChina
CityHong Kong
Period7/4/117/8/11

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