Understanding the way in which students contribute to knowledge building and knowledge claim critiquing within a community of learners working in a computer supported learning environment
Understanding the way in which students contribute to knowledge building and knowledge claim critiquing within a community of learners working in a computer supported learning environment
Collaborating in the production of a scientific explanation for the behaviour of a prototype toy, a group of school students was encouraged to use a Web-based environment to share their ideas and to be critical of the knowledge claims made by others, in the spirit of a knowledge-building community. The logfiles produced by online interactions were subject to content analysis and were followed by group interviews with students to allow explication of contributions. Instruments based on work from the area of science studies were then used to categorise the data, revealing patterns in the epistemological stances within the community, and highlighting the ways in which the community went about examining knowledge claims. This work suggests that content analysis of logfiles alone is insufficient to produce a deep understanding of knowledge-building and critiquing in a CSLE, which bear comparison with the processes used by professional scientists.
2592-2599
Fullick, Patrick
976075fe-0726-460b-89c9-726bd55adae8
2004
Fullick, Patrick
976075fe-0726-460b-89c9-726bd55adae8
Fullick, Patrick
(2004)
Understanding the way in which students contribute to knowledge building and knowledge claim critiquing within a community of learners working in a computer supported learning environment.
World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland.
21 - 26 Jun 2004.
.
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Abstract
Collaborating in the production of a scientific explanation for the behaviour of a prototype toy, a group of school students was encouraged to use a Web-based environment to share their ideas and to be critical of the knowledge claims made by others, in the spirit of a knowledge-building community. The logfiles produced by online interactions were subject to content analysis and were followed by group interviews with students to allow explication of contributions. Instruments based on work from the area of science studies were then used to categorise the data, revealing patterns in the epistemological stances within the community, and highlighting the ways in which the community went about examining knowledge claims. This work suggests that content analysis of logfiles alone is insufficient to produce a deep understanding of knowledge-building and critiquing in a CSLE, which bear comparison with the processes used by professional scientists.
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Published date: 2004
Venue - Dates:
World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland, 2004-06-21 - 2004-06-26
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Local EPrints ID: 26179
URI: http://eprints.soton.ac.uk/id/eprint/26179
PURE UUID: 32971ee1-8557-4f27-b50a-af0405ee7741
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Date deposited: 24 Apr 2006
Last modified: 15 Mar 2024 07:08
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Author:
Patrick Fullick
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