This study investigated whether engaging students in knowledge-building help them develop more informed views regarding the nature of scientific theories. Findings indicated that students' views of the nature of scientific theories became more constructivist-oriented toward the end of the semester. A relationship was also observed between students' online activities and their changed views about the nature of scientific theories.
Relation:
Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014, 2014, Pages 212-217, 22nd International Conference on Computers in Education, ICCE 2014; Nara Prefectural New Public HallNara; Japan; 30 November 2014 到 4 December 2014; 代碼 110495