Categorisation in Knowledge building

Abstract : In this paper we explore how students talk and reason when they were exposed to a set of categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on concepts like categories and prompting is our theoretical framework. In the DoCTA NSS project we have used the progressive inquiry model to explore how the students use categories to collaboratively build new understanding of a specific knowledge domain. Based on the theoretical framework and an empirical example, we argue that the progressive inquiry model - in its conceptual form - is too rationalistic for student knowledge building. We found that student knowledge building is task-specific and local oriented, rather than aimed at conceptual artifacts.
Keywords : knowledge building
Type de document :
Communication dans un congrès
Barbara Wasson, Sten Ludvigsen, Ulrich Hoppe. Computer Support for Collaborative Learning (CSCL 2003), 2003, Bergen, Norway. Kluwer Academic Publishers, pp.67-76, 2003, Computer-Supported Collaborative Learning (CSCL) Proceedings
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Sten Ludvigsen, Anders Mørch. Categorisation in Knowledge building. Barbara Wasson, Sten Ludvigsen, Ulrich Hoppe. Computer Support for Collaborative Learning (CSCL 2003), 2003, Bergen, Norway. Kluwer Academic Publishers, pp.67-76, 2003, Computer-Supported Collaborative Learning (CSCL) Proceedings. 〈hal-00190522〉

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