College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

Autor/inn/en	Hong, Huang-Yao; Chai, Ching Sing; Tsai, Chin-Chung
Titel	College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community
Quelle	In: Journal of Science Education and Technology, 24 (2015) 5, S.549-561 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-015-9546-8
Schlagwörter	College Students; Natural Sciences; Science Instruction; Communities of Practice; Science Process Skills; Mixed Methods Research; Discourse Analysis; Learning Processes; Cooperative Learning; Computer Mediated Communication; Constructivism (Learning); Epistemology; Scientific Methodology; Scientific Attitudes; Science Activities; Student Surveys; Science History + Suchen Sie Ihr Suchwort? Collegestudent; Naturwissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Diskursanalyse; Learning process; Lernprozess; Kooperatives Lernen; Computerkonferenz; Erkenntnistheorie; Schülerbefragung; History of science; Wissenschaftsgeschichte
Abstract	This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed scientific view. The study adopted mixed-method analyses and data mainly came from surveys and student online discourse recorded in a database. Findings indicate that students' knowledge building activities were conducive to the development of their online collaboration as a learning process and the effective collective knowledge work concerning natural science history as a learning outcome. Moreover, students were able to attain a more constructivist-oriented epistemic view that sees scientific theories as invented, tentative, and improvable objects. Finally, based on course reflection, students also regarded their collective learning experiences in this course as meaningful and productive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01