Abstract
We are living in the knowledge age that privileges knowledge production rather than knowledge consumption. The production, dissemination and reproduction of knowledge are catalyzed by the proliferation of digital media in our lives. To prepare our students for the challenges in this knowledge age, we introduced knowledge building pedagogy that is supported by Knowledge Forum, an online discussion forum. This case study research is on how the incorporation of knowledge building principles for learning of Science will engage students in developing deeper understanding of science concepts. This research involved 66 Primary Three students of mixed ability. Concept cartoon is used as a trigger to promote deep questioning for science lessons.
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
Aubrey-Smith, F. (2007). A virtual learning environment: Led and loved by infants. http://www.naace.co.uk/178.
Blackstone, B., Spiri, J., & Naganuma, N. (2007). Reflections on English Language Teaching, 6(2), 1–20. Retrieved from http://www.nus.edu.sg/celc/publications/RETL62/01to20blackstone.pdf.
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797–817.
Caswell, B., & Lamon, M. (1998). Development of scientific literacy: The evolution of ideas in grade four knowledge-building classroom. Paper presented at the Annual Meeting of the America Educational Research Association, San Diego, CA.
Cho, K. L., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Etr&D-Educational Technology Research and Development, 50(3), 5–22.
DiSessa, A. A. (2006). A history of conceptual change research: threads and fault lines. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 265–281). New York: Cambridge University Press.
Jonassen, D. A., & Carr, C, (2000). Mindtools: Affording multiple knowledge representations in learning.
Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed). Upper Saddle River, NJ: Prentice Hall.
Lamon, M., Reeve, R., & Scardamalia, M. (2001). Mapping learning and the growth of knowledge in a knowledge building community. American Educational Research Association Meeting 2001, Seattle, Washington, Session: 21.45.
Ministry of Education, MOE. (2008). Primary science syllabus. Retrieved from http://www.moe.gov.sg/education/syllabuses/sciences/files/scienceprimary2008.pdf.
Norman, D. A. (1993). Things that make us smart. Reading, MA: Addison-Wesley Publishing Company.
Pinkman, K. (2005). Using blogs in the foreign language classroom: Encouraging learner independence. The JALT CALL Journal, 1(1), 12–24. Retrieved from http://jaltcall.org/journal/articles/1_1_Pinkman.pdf.
Postman, N. (1993). Technopoly: The surrender of culture to technology (Chapters 1 & 7). New York: Vintage Books.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago: Open Court. Retrieved from http://ikit.org/fulltext/2002CollectiveCog.pdf.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265–283. Retrieved from http://ikit.org/fulltext/1996_ComputerSupport.pdf
Scardamalia, M. & Bereiter, C. (1996) Student communities for the advancement of knowledge. Communications of the ACM, 39(4), 36–37.
Scardamalia, M., & Bereiter, C. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 695–713). Mahwah, NJ: Lawrence Erlbaum Associates.
Scardamalia, M., & Bereiter, C. (in press). Knowledge building. In Encyclopaedia of education, second edition. New York: Macmillan Reference, USA. Retrieved from http://www.ikit.org/fulltext/inpressKB.pdf.
Zywica, J., & Gomez, K. (2008) Annotating to support learning in the content areas: Teaching and learning science. Journal of Adolescent and Adult Literacy, 52(2), 155–165.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Yusoff, M., Yu, S., Chang, CY. (2013). The Use of Knowledge Building Tool for Science Learning in an Elementary School. In: TAY, L.Y., LIM, C.P. (eds) Creating Holistic Technology-Enhanced Learning Experiences. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-086-6_5
Download citation
DOI: https://doi.org/10.1007/978-94-6209-086-6_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-086-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
