Rapid collaborative knowledge building: lessons learned from two primary science classrooms
نویسندگان
چکیده
Cognizant that a critical 21 century skill is the capacity to do rapid collaborative knowledge building (RCKB) in a dynamic setting, we are interested to introduce practices for RCKB into classrooms. Through RCKB, students also have opportunities to learn and articulate their understanding in a deeper way than traditional classroom lessons. We describe a research project in which together with teachers, we initiated lesson activities that enact RCKB for science lessons. Towards that goal, we envisaged 10 principles for RCKB in the design of lessons, and worked with teachers to co-design lesson plans and apply these principles. Reporting on our initial pilot study, we document some effects of our intervention package in terms of traditional and non-traditional assessments of learning gains. We started with 6 weeks of initiation activities (a.k.a. “Paper Scribbles” or PS sessions) in the classroom using sticky paper notes, which was followed by another 10 weeks of activities in a school computer laboratory with the use of the Group Scribbles (GS) software technology. We share our lessons learned in this study, discuss implications for socio-technical instructional design of successful rapid knowledge building activities in the classroom, and suggest avenues for improvement and further research.
منابع مشابه
Towards Analysis of Group Interaction Processes Mediated by a Rapid Collaborative Learning Environment
We have been involved in a 3-year project to introduce rapid collaborative knowledge building practices in two primary 5 classrooms. Lessons in science, mathematics and the Chinese language have been co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. They incorporate various activities supported by the ...
متن کاملStudent-Directed Assessment of Knowledge Building Using Electronic Portfolios
Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative learning classrooms, and how students can have agency in assessing their own collaborative process. We propose that assessments should capture both individ...
متن کاملTransfer and Scaling of Knowledge Building Practices: a Journey from Diffusion Approach to Situative Knowledge Creation Community Approach
This paper reports a 12-year journey of bringing knowledge building practices into Singaporean classrooms and scaling up related pedagogical practices to more classrooms. It started with a linear diffusion approach, through a researcher (the author) who introduced the pedagogy to selected classrooms. In the mid-term, a collaborative learning approach was adopted which involved both researchers ...
متن کاملSupporting Collaborative Construction of Knowledge: Lessons Learned
Different types of cooperative technologies can be used to support the process of collaborative knowledge acquisition in a course. In this paper we report our experience with the creation of a FAQ for a computer science course in parallel by using a web forum and a 3D Collaborative Virtual Environment. The results allow comparing these two types of systems, but also raise some more general cons...
متن کاملCan the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?
Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5–11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuse...
متن کامل