Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities

Elementary students enhancing their understanding of energy-saving through idea-centered... Education Tech Research Dev https://doi.org/10.1007/s11423-018-9606-x RESEARCH ARTICLE Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities 1 2 Huang-Yao Hong Pei-Yi Lin Association for Educational Communications and Technology 2018 Abstract Effective energy education depends on continuing research designed to identify instructional strategies that will proof effective in particular learning contexts. The aim of this study was to help Taiwanese students learn about energy-saving related concepts through idea-centered, collaborative knowledge-building activities carried out in an online environment. The participants were 34 fifth-grade Taiwanese students. The data were taken mainly from students’ online interaction logs and discourse content. We found that knowledge-building activities helped to transform students into more collaborative, autonomous and creative learners, capable of working innovatively with ideas to address the energy-related issues under discussion. The students also demonstrated deeper understanding of the energy-related topics they explored. This study suggests that knowledge-building, an innovative pedagogical approach, was conducive to collaborative learning even in young students. Keywords Energy education  Collaborative learning  Knowledge-building scaffolds Energy-saving is a very complex environmental issue that is relevant to the future survival of all human beings and our planet (Boyes and Stanisstreet 1993; Hansen 2010). Collab- orative problem-solving http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Technology Research and Development Springer Journals

Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities

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Publisher
Springer US
Copyright
Copyright © 2018 by Association for Educational Communications and Technology
Subject
Education; Educational Technology; Learning and Instruction
ISSN
1042-1629
eISSN
1556-6501
D.O.I.
10.1007/s11423-018-9606-x
Publisher site
See Article on Publisher Site

Abstract

Education Tech Research Dev https://doi.org/10.1007/s11423-018-9606-x RESEARCH ARTICLE Elementary students enhancing their understanding of energy-saving through idea-centered collaborative knowledge-building scaffolds and activities 1 2 Huang-Yao Hong Pei-Yi Lin Association for Educational Communications and Technology 2018 Abstract Effective energy education depends on continuing research designed to identify instructional strategies that will proof effective in particular learning contexts. The aim of this study was to help Taiwanese students learn about energy-saving related concepts through idea-centered, collaborative knowledge-building activities carried out in an online environment. The participants were 34 fifth-grade Taiwanese students. The data were taken mainly from students’ online interaction logs and discourse content. We found that knowledge-building activities helped to transform students into more collaborative, autonomous and creative learners, capable of working innovatively with ideas to address the energy-related issues under discussion. The students also demonstrated deeper understanding of the energy-related topics they explored. This study suggests that knowledge-building, an innovative pedagogical approach, was conducive to collaborative learning even in young students. Keywords Energy education  Collaborative learning  Knowledge-building scaffolds Energy-saving is a very complex environmental issue that is relevant to the future survival of all human beings and our planet (Boyes and Stanisstreet 1993; Hansen 2010). Collab- orative problem-solving

Journal

Educational Technology Research and DevelopmentSpringer Journals

Published: Jun 4, 2018

References

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