21世纪学生知识建构行为对协同知识建构认知的初步研究

2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-11-28 DOI:10.1109/ICALT.2016.7

Pei-Shan Tsai, C. Chai, Yen-Yuan Chen, Ming-Hsien Lee, Jyh‐Chong Liang, Chin-Chung Tsai

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引用次数: 1

摘要

本研究旨在探讨学生在参与社会学习知识建构活动后的认知与上网行为之间的关系。177名新加坡小三和小四学生参与了本研究，结果表明，在解释学生的合作知识构建时，他们对知识的认知起着重要作用。对课本或专家的知识持质疑态度的学生可能会寻找更多可用的视听资源。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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A Pilot Study of Students' Perceptions of Collaborative Knowledge Building in 21st Century Learning with Their Knowledge Building Behaviors

This study investigates the relationships between students' perceptions and their online behaviors after they were engaged in collaborative knowledge building activities for social studies. One hundred and seventy seven Singapore primary three and primary four students participated in this study and the results show that when interpreting students' collaborative knowledge building, their perceptions about knowledge play an important role. Students who possess a questioning attitude about the knowledge from text books or experts are likely to search for more available audio-visual resources.

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来源期刊

2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)

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