Abstract
Teachers using CSILE, a networked hypermedia system with a student-constructed communal database, evolved two distinct models of use, an Independent Research model and a Collaborative Knowledge-Building model. The Collaborative model showed superior gains in knowledge quality, the Independent model, superior gains in vocabulary. Regression analyses showed different patterns of relationship between process variables and outcomes, consistent with the hypothesized models. Although both models appear viable, the Knowledge-Building model makes fuller uses of the potential of new knowledge media.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Cuban, L.: Teachers and machines: Classroom use of technology since 1920. New York: Teachers College Press 1986
Lewis, B.N., & Pask, G.: The theory and practice of adaptive teaching systems. In: Teaching machines and programed learning: Vol. 2: Data and directions (R. Glaser, ed.). pp. 213 – 266. Washington, DC: National Education Association 1965
Mehan, H.: Microcomputers in classrooms: Educational technology or social practice? Anthropology and Education Quarterly. 20, 5 – 22 (1988)
Miyake, N.: Constructive interaction and the iterative process of understanding. Cognitive Science. 10, (2), 151 – 177 (1986)
Rosenshine, B., & Chapman, S.H.: Teaching students to generate questions: A review of the teaching methods (Mimeo). Champaign, IL: University of Illinois 1990
Scardamalia, M., & Bereiter, C.: Higher levels of agency fbr children in knowledge building: A challenge for the design of new knowledge inedia. The Journal of the Learning Sciences. 1, (1), 37 – 68 (1991)
Scardamalia, M., & Bereiter, C.: An architecture for collaborative knowledge-building. In: Computer-based learning environments and problem solving. (NATO-ASI Series F: Computer and Systems Sciences) (E. De Corte, M. Linn, H. Mandl, & L. Verschaffel, eds.). Berlin: Springer Verlag (in press)
Scardamalia, M., & Bereiter, C.: Schools as knowledge-building communities. In: Human development: The Tel Aviv annual workshop: Vol. 7. Development and learning environments. (S. Strauss, ed.). Norwood, NJ: Ablex (in press)
Seardamalia, M., Bereiter, C., McLean, R.S., Swallow, J., & Woodruff, E.: Computer-supported intentional learning environments. Journal of Educational Computing Research. 5, (1), 51 – 68 (1989)
Thagard, P.: Explanatory coherence. Behavioral and Brain Sciences. 12, (3), 435 – 502 (1989)
Wong, B.Y.L.: Self-questioning instructional research: A review. Review of Educational Research. 55, 227 – 268 (1985)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1992 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Bereiter, C., Scardamalia, M. (1992). Two models of classroom learning using a communal database. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_14
Download citation
DOI: https://doi.org/10.1007/978-3-662-02840-7_14
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-08148-4
Online ISBN: 978-3-662-02840-7
eBook Packages: Springer Book Archive