TY - GEN
T1 - Students' conceptions of and approaches to knowledge building
T2 - 22nd International Conference on Computers in Education, ICCE 2014
AU - Tsai, Pei Shan
AU - Chai, Ching Sing
AU - Koh, Joyce Hwee Ling
AU - Muhamad Jailani, Nurul Huda
AU - Koh, Angela Lay Hong
PY - 2014
Y1 - 2014
N2 - This study explored primary school students' conceptions of and approaches to knowledge building using a phenomenographic method. A total of 48 students participated in present study. Five qualitative conceptions of knowledge building, namely "building up knowledge," "sharing ideas," "obtaining ideas," "discussing ideas" and "improving ideas," and five approaches to knowledge building, namely "seeking for the related information," "contributing what I know, " "receiving more ideas," "discussing ideas for better understanding" "getting feedback for making ideas refined" were revealed. These different and hierarchically related categories show the perspectives as experienced by the students. The results indicated that the students with fragmented conceptions tended to use surface approaches while those with cohesive conceptions tended to adopt deep approaches.
AB - This study explored primary school students' conceptions of and approaches to knowledge building using a phenomenographic method. A total of 48 students participated in present study. Five qualitative conceptions of knowledge building, namely "building up knowledge," "sharing ideas," "obtaining ideas," "discussing ideas" and "improving ideas," and five approaches to knowledge building, namely "seeking for the related information," "contributing what I know, " "receiving more ideas," "discussing ideas for better understanding" "getting feedback for making ideas refined" were revealed. These different and hierarchically related categories show the perspectives as experienced by the students. The results indicated that the students with fragmented conceptions tended to use surface approaches while those with cohesive conceptions tended to adopt deep approaches.
KW - Approaches to learning
KW - Conceptions of learning
KW - Knowledge building
UR - https://www.scopus.com/pages/publications/84923887044
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AN - SCOPUS:84923887044
T3 - Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014
SP - 987
EP - 992
BT - Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014
A2 - Ogata, Hiroaki
A2 - Lomicka-Anderson, Lara
A2 - Chai, Ching-Sing
A2 - Hampel, Regine
A2 - Hayashi, Yusuke
A2 - Vassileva, Julita
A2 - Liu, Chen-Chung
A2 - Chen, Wenli
A2 - Hsu, Jack
A2 - Lan, Yu-Ju
A2 - Mason, Jon
A2 - Yamada, Masanori
A2 - Shyu, Hsin-Yih
A2 - Weerasinghe, Amali
A2 - Wu, Ying-Tien
A2 - Zhang, Li
A2 - Kinshuk, null
A2 - Matsubara, Yukihiro
A2 - Miao, Yongwu
A2 - Ogata, Hiroaki
A2 - Kong, Siu Cheung
A2 - Chang, Maiga
A2 - Jong, Morris S. Y.
A2 - Kuo, Rita
A2 - Robson, Robby
A2 - Wasson, Barbara
A2 - Kashihara, Akihiro
A2 - Cress, Ulrike
A2 - Jansen, Marc
A2 - Oshima, Jun
A2 - Yin, Chengjiu
A2 - Zhang, Jianwei
A2 - Chinn, Clark
PB - Asia-Pacific Society for Computers in Education
Y2 - 30 November 2014 through 4 December 2014
ER -