English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 89683/119504 (75%)
Visitors : 23938671      Online Users : 144
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/121917
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/121917


    Title: Fostering Students' Scientific Inquiry through Computer-Supported Collaborative Knowledge Building.
    Authors: 洪煌堯
    Hong, Huang-Yao
    Li, Pei-Jung
    Chai, Ching Sing
    Tsai, Chin-Chung
    Lin, Pei-Yi
    Contributors: 教育系
    Keywords: Scientific inquiry Knowledge building Computer-supported collaborative learning (CSCL) 
    Date: 2018
    Issue Date: 2019-01-16 15:32:56 (UTC+8)
    Abstract: The aim of this study was to investigate whether and how engaging with a computer-supported collaborative knowledge-building environment helps students to develop a more sophisticated approach to scientific inquiry. A total of 52 undergraduate students took a course entitled “Introduction to Natural Sciences” that was based on knowledge-building pedagogy. They were engaged in using the Knowledge Forum (KF) to conduct scientific inquiries and construct scientific concepts through online collaboration. We analyzed (1) the contents of students’ online discussions and (2) students’ online activity logs. Data were subjected to both qualitative and quantitative analysis. The results indicated that (1) after engaging in scientific inquiry using KF, the students were able to develop more sophisticated scientific concepts; and (2) while the quality of the students’ scientific inquiries was overall correlated with the quantity of their online activities, it was found that not all types of knowledge-building activities contribute to effective scientific inquiry. Only when the focus of students’ online activities is placed on sustained idea improvement can the quality of their inquiries actually be enhanced. We discuss possible ways of improving how students conduct online inquiries.
    Relation: Research in Science Education, pp.1
    Data Type: article
    DOI 連結: https://doi.org/10.1007/s11165-018-9762-3
    DOI: 10.1007/s11165-018-9762-3
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    rse1.pdf1415KbAdobe PDF77View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback