Students' Conceptions of and Approaches to Knowledge Building and Its Relationship to Learning Outcomes

Autor/inn/en	Tsai, Pei-Shan; Chai, Ching Sing; Hong, Huang-Yao; Koh, Joyce Hwee Ling
Titel	Students' Conceptions of and Approaches to Knowledge Building and Its Relationship to Learning Outcomes
Quelle	In: Interactive Learning Environments, 25 (2017) 6, S.749-761 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Huang-Yao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1178653
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Student Attitudes; Knowledge Level; Learning Processes; Educational Attitudes; Outcomes of Education; Interviews; Research Methodology; Qualitative Research; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; Wissensbasis; Learning process; Lernprozess; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Research method; Forschungsmethode; Qualitative Forschung; Ausland; Singapur
Abstract	The purpose of this study is to investigate the relationships among students' conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students' interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01