Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
Identifieur interne : 000E07 ( Main/Exploration ); précédent : 000E06; suivant : 000E08Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
Auteurs : Jan Van Aalst [République populaire de Chine, Hong Kong]Source :
- International Journal of Computer-Supported Collaborative Learning [ 1556-1607 ] ; 2009-09-01.
English descriptors
Abstract
Abstract: The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed.
Url:
DOI: 10.1007/s11412-009-9069-5
Affiliations:
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Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed.</div></front></TEI><affiliations><list><country><li>Hong Kong</li><li>République populaire de Chine</li></country></list><tree><country name="République populaire de Chine"><noRegion><name sortKey="Van Aalst, Jan" sort="Van Aalst, Jan" uniqKey="Van Aalst J" first="Jan" last="Van Aalst">Jan Van Aalst</name></noRegion></country><country name="Hong Kong"><noRegion><name sortKey="Van Aalst, Jan" sort="Van Aalst, Jan" uniqKey="Van Aalst J" first="Jan" last="Van Aalst">Jan Van Aalst</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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