Research trends in technology-enhanced knowledge building pedagogies: a review of selected empirical research from 2006 to 2015

Wu, Ying‐Tien; Wang, Li-Jen

doi:10.1007/s40692-016-0065-2

Cited by 7 publications

(5 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These demands involve the need to develop and manage effective online curriculum (Christensen et al, 2013;Garrison & Vaughan, 2008), and in particular, the need for the teacher to orchestrate cohesive learning experiences across the digital and nondigital domains (Wise & Shwartz, 2017). These challenges are consistent with research indicating the importance of collaborative design and implementation teams, and the ongoing role of revising and refining digital innovations to support quality learning outcomes (Kyei-Blankson & Ntuli, 2014;Wu & Wang, 2016).…”

Section: Additional Possibilities and Challenges For Online Learning supporting

confidence: 78%

“…These include dynamic designs based on more open and active-learning pedagogies, including inquiry, problem-and projectbased learning (Freeman et al, 2017;Quintana, Reiser, Davis, Krajcik, Fretz, & Duncan 2004;Veletsianos, 2016), as well as adaptive learning customised to students learning progressions (She & Liao, 2010;). In the past decade, such collaborative digital pedagogies have been increasingly implemented in many educational settings (Wu &Wang, 2016) and…”

Section: Digital Learning Environmentsmentioning

confidence: 99%

See 1 more Smart Citation

Students learning science: representation construction in a digital environment

Cirkony

2019

Environmental Education Research

View full text Add to dashboard Cite

Contemporary approaches to teaching and learning science involve students' experience of authentic meaning-making processes based on scientific practices. These include the guided-inquiry Representation Construction Approach (RCA) where students generate, use, negotiate, and evaluate multimodal representations to explain their ideas, make claims, and solve problems. The RCA in non-digital classrooms has been shown to lead to deeper conceptual learning as a result of students engaging in these epistemic processes. This research is part of an Australian Research Council (ARC) Discovery project and focuses on how the application of RCA in a Digital Learning Environment (DLE) engages students in learning science. Specifically, it examines the features of the DLE and how they supported the generative design and sequencing of activities and processes for student conceptual and representational development. Research for this investigation took place at an all-girls school in Melbourne, Australia. The research involved 27 Year 9 science students learning about energy transfer (i.e. physics) in the socio-scientific context of sustainable housing and climate change, based on the Australian national curriculum. The research design was informed by a distributed cognition theoretical framework and followed an ethnographic methodology with a case study approach. Both quantitative and qualitative data were generated through participant observation with video capture, video-based stimulated recall interviews, student-constructed representations, pre-and post-tests, and a questionnaire. Multiple theoretical frameworks were used to analyse the students' responses. The findings indicated the generative capability of the digital delivery for RCA. The DLE extended flexibility and access to multimodal semiotic resources

show abstract

Section: Additional Possibilities and Challenges For Online Learning supporting

confidence: 78%

Section: Digital Learning Environmentsmentioning

confidence: 99%

Students learning science: representation construction in a digital environment

Cirkony

2019

Environmental Education Research

View full text Add to dashboard Cite

show abstract

“…Lee & Yoo, 2020;Costello, 2020;Comes, Cavalcante & Toda, 2020) or the Knowledge-Building environment scale (e.g. Avcı, 2020;Ghazal, Al-Samarraie & Wright, 2019;MacLeod & Yang, 2018;Wu & Wang, 2016), but there were also adapted instruments and even original ones. Apart from these, the reviewed research on Knowledge Building made use of three other procedures.…”

Section: Methodology Employed In the Research On Knowledge Buildingmentioning

confidence: 99%

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Braojos

Montejo-Gámez

Vilches

et al. 2020

RELIEVE

View full text Add to dashboard Cite

La Construcción de Conocimiento (CC) es un marco teórico que promueve la indagación colectiva para resolver problemas del conocimiento relevantes en una comunidad educativa. Hay un número cada vez mayor de autores que buscan los beneficios de este enfoque, por lo que se necesita una visión general de las tendencias de la investigación. El objetivo de este estudio es proporcionar el estado del arte relacionado con la producción de investigación sobre la pedagogía de la Construcción de Conocimiento, incluidas las tendencias y temas relevantes. En este estudio se aplicó un diseño explicativo secuencial que combina los enfoques cuantitativos (análisis cienciométrico) y cualitativos (revisión sistemática). La muestra se seleccionó de las producciones más recientes publicadas en revistas indexadas en la base de datos Web of Science. El análisis cienciométrico muestra una dinámica de publicación típica de un campo de investigación emergente. En la fase cualitativa, el análisis revela las tendencias de investigación sobre la creación de conocimiento, así como los beneficios de ponerlo en práctica en una amplia gama de contextos, exponiendo que la tecnología es un componente relevante del aprendizaje basado en la pedagogía. Estos beneficios se refieren principalmente a la profundidad de pensamiento de los individuos y las habilidades de colaboración dentro de entornos de aprendizaje sostenidos por computadora.

show abstract

“…While initially used to organise and deliver static content and closed tasks, with often mixed learning improvements (Barbour, 2014), in recent times online platforms have supported more varied and collaborative pedagogies, activities, and assessment (Richards & Dede, 2012). Increasingly, online designs incorporate open and active-learning pedagogies such as inquiry, problem-and project-based learning (Freeman et al, 2017), and adaptive learning technologies (Martin et al, 2020;Wu & Wang, 2016), with the potential to scale up these interactive approaches.…”

Section: Introductionmentioning

confidence: 99%

Designing and delivering representation-focused science lessons in a digital learning environment

Cirkony

Tytler

Hubber

2022

Education Tech Research Dev

View full text Add to dashboard Cite

Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via an active process of constructing, coordinating, and evaluating representations. To date, much of the existing research around these approaches has taken place in pre-digital classrooms, but the increasing importance of digital technologies in contemporary science classrooms that has heightened during the on-going Covid pandemic could have ramifications for such approaches. To explore the potential for productive integration of a digital technology with active learning processes, this study investigated the role an interactive online learning platform played in supporting the construction and refinement of representations by students. This paper draws on research generated in the context of an Australian Grade 9 science class studying a physics unit focused on energy transfer considerations for sustainable housing. The research design featured an exploratory case study approach using multiple methods for data collection including video capture, interviews, and student artefacts. Data analysis involved the application of socio-semiotic perspectives to understand the nature of students’ meaning-making processes through their generation and coordination of both digital and non-digital multimodal representations. This study found that the online platform allowed for extended access and the flexible use of multimodal resources facilitated students’ representation construction activities. However, activities involving teacher-guided discussions and ongoing feedback were limited. The socio-semiotic analysis provided insights into the effective design of online learning sequences to guide conceptual development. This paper concludes by suggesting how specific affordances of interactive online platforms can effectively facilitate the design and delivery of active learning approaches involving representation construction.

show abstract

Research trends in technology-enhanced knowledge building pedagogies: a review of selected empirical research from 2006 to 2015

Cited by 7 publications

References 68 publications

Students learning science: representation construction in a digital environment

Students learning science: representation construction in a digital environment

Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto

Designing and delivering representation-focused science lessons in a digital learning environment

Contact Info

Product

Resources

About