Examining the role of computer‐supported knowledge‐building discourse in epistemic and conceptual understanding.
Abstract: This study characterized students' online collaborative discourse from a theory‐building perspective and examined its relation to epistemic and conceptual understanding. Fifty‐two fifth graders' Knowledge Forum discussions on electricity were analysed. Discourse moves were coded within the...
| Published in: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 567 - 580 |
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| Main Authors: | , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Oct2018
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| Online Access: | View this record in EBSCOhost |