政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/112081
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 95940/126530 (76%)
造访人次 : 31809192      在线人数 : 288
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻
    政大機構典藏 > 教育學院 > 教育學系 > 會議論文 >  Item 140.119/112081


    请使用永久网址来引用或连结此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/112081


    题名: Fostering more informed epistemic views among students through knowledge building
    作者: 洪煌堯
    Hong, Huang-Yao
    Chen, Bodong
    Tsai, Ching Chung
    Lin, Chiupin
    Wu, Ying Tien
    贡献者: 教育系
    关键词: Computer aided instruction;Education;Learning systems;College students;Knowledge building;Mixed method;Students
    日期: 2016-06
    上传时间: 2017-08-22 16:35:10 (UTC+8)
    摘要: 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.
    關聯: Proceedings of International Conference of the Learning Sciences, ICLS , 2, 787-790
    数据类型: conference
    显示于类别:[教育學系] 會議論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    index.html0KbHTML396检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    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 ©   - 回馈