English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 94986/125531 (76%)
Visitors : 31033845      Online Users : 367
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 > 會議論文 >  Item 140.119/112081
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/112081

    Title: Fostering more informed epistemic views among students through knowledge building
    Authors: 洪煌堯
    Hong, Huang-Yao
    Chen, Bodong
    Tsai, Ching Chung
    Lin, Chiupin
    Wu, Ying Tien
    Contributors: 教育系
    Keywords: Computer aided instruction;Education;Learning systems;College students;Knowledge building;Mixed method;Students
    Date: 2016-06
    Issue Date: 2017-08-22 16:35:10 (UTC+8)
    Abstract: Understanding students' epistemic views is critical for educators to understand how they work with ideas and knowledge. The present study explored how college students' online collaborative inquiry activities may info rm their epistemic views. A mixed-method analysis revealed that students' online knowledge-building and inquiry activities were associated with the change of their epistemic views. When engaging in more productive group inquiry activities, a more sophisticated epistemic view conducive to continual idea improvement for knowledge advancement was more likely to develop among students.
    Relation: Proceedings of International Conference of the Learning Sciences, ICLS , 2, 787-790
    Data Type: conference
    Appears in Collections:[教育學系] 會議論文

    Files in This Item:

    File Description SizeFormat

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

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback