Investigating Students' Epistemologies in CSCL Discourse Through Reflective Judgment Model and Practical Epistemologies
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Short paper presentation at the 9th International Conference on Computer Supported Collaborative Learning, CSCL 2011 Hong Kong
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Investigating Students' Epistemologies in CSCL Discourse Through Reflective Judgment Model and Practical Epistemologies
- 1. Investigating Students' Epistemologies In CSCL Discourse Through Reflective Judgment Model And Practical Epistemologies Johnny Yuen Centre for Information Technology in Education University of Hong Kong
- 3. Enhancement of learner’s potential in ZPD
- 4. Socio-cognitive conflict – Piaget
- 5. Creating disequilibrium in learner’s model, towards accommodation or assimilation
- 6. Communities of Practice (CoP) – Lave & Wanger
- 7. Specific form of socialization process for learning of tacit knowledge and social norms specific to community
- 8. Knowledge Building – Bereiter & Scardamalia
- 13. Beliefs about learning and cognition
- 14. Pedagogical beliefs about the best way to support learning
- 17. Students’ reasoning styles in response to ill-structured problems
- 19. Epistemological Authenticity Framework– Chinn & Brewer, 2001; Chinn & Malhotra, 2002
- 20. Epistemic connections students make to connect ideas
- 21. Linear, cause and effect?
- 22. Complex network of factors?
- 24. Integrated Humanities, inquiry-based curriculum design
- 25. Module “Idealism & Materialism: theories that explains development of civilizations”
- 26. 31 one-hour lessons over 12 weeks
- 27. Group project “Proposing a new tourist attraction to boost tourism in HK”
- 28. Stage 1: Background Research
- 29. Stage 2: Proposal Preparation
- 30. Stage 3: Peer Review of Proposal
- 31. Stage 4: Individual Reflection
- 34. Sample question
- 35. Sample question
- 38. Lower density of argumentative and question markers in the online discourse
- 39. Quasi-reflective students hold that knowledge claims contain elements of uncertainty and idiosyncrasy
- 42. Epistemic Authenticity Framework helps understand how students sees and organize their learning outcome, and to an extend informs their way of engagements in the discourse.
- 45. Thank you johnny@cite.hku.hk Acknowledgement: Prof. Nancy Law