Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap

Autor/inn/en	Sun, Yanqing; Zhang, Jianwei; Scardamalia, Marlene
Titel	Developing Deep Understanding and Literacy while Addressing a Gender-Based Literacy Gap
Quelle	In: Canadian Journal of Learning and Technology, 36 (2010) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; Females; Grade 3; Gender Differences; Literacy; Grade 4; Vocabulary Development; Achievement Gap; Discourse Analysis; Computer Mediated Communication; Web Sites; Computer Assisted Instruction; Educational Technology; Internet; Laboratory Schools; Canada + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; School year 03; 3. Schuljahr; Schuljahr 03; Geschlechterkonflikt; Alphabetisierung; Schreib- und Lesefähigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Wortschatzarbeit; Diskursanalyse; Computerkonferenz; Web-Design; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Laborschule; Kanada
Abstract	Online discourse from a class of 22 students (11 boys and 11 girls) was analysed to assess advances in conceptual understanding and literacy. The students worked over a two-year period (Grades 3-4), during which they contributed notes to an online Knowledge Building environment--Knowledge Forum[R]. Contributions revealed that both boys and girls produced a substantial amount of text and graphics, and that their written texts incorporated an increasing proportion of less-frequent, advanced words, including academic vocabulary and domain-specific words from grade levels higher than their own. Brief accounts of classroom discourse indicate how deep understanding and vocabulary growth mutually support each other in online and offline exchanges. The gender differences that were observed show boys doing slightly better than girls, suggesting that Knowledge Building has the potential to help boys overcome weaknesses in literacy. (Contains 6 figures, 2 tables and 2 footnotes.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10