Curriculum design for social, cognitive and emotional engagement in Knowledge Building.
Saved in:
| Title: | Curriculum design for social, cognitive and emotional engagement in Knowledge Building. |
|---|---|
| Authors: | Zhu, Gaoxia1 (AUTHOR) gaoxia.zhu@cornell.edu, Raman, Preeti2 (AUTHOR), Xing, Wanli3 (AUTHOR), Slotta, Jim2 (AUTHOR) |
| Source: | International Journal of Educational Technology in Higher Education. 7/29/2021, Vol. 18 Issue 1, p1-19. 19p. |
| Subject Terms: | *Curriculum planning, *Education students, *Student activities, *Knowledge base, *Communities, Social impact |
| Company/Entity: | Cambridge University Press |
| Abstract: | Knowledge Building has been advanced as a pedagogy of engaged learning where students identify as a community whose purpose is to advance their shared ideas. This approach, which has been studied for three decades (Scardamalia & Bereiter, in: K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014), includes cognitive, social constructivist, and emotional elements (Zhu et al. in User Modeling and User-Adapted Interaction, 29: 789–820, 2019b). This paper investigates how refining Knowledge Building activities based on students' feedback impacts their social, cognitive, and emotional engagement. Using a design-based research method, we refined successive course activities based on feedback from 23 Masters of Education students. With successive iterations, we found that the density of students' reading networks increased; they theorized more deeply, introduced more authoritative resources, and made greater efforts to integrate ideas within the community knowledge base. As well, their level of negative affect decreased. These findings suggest that soliciting students' input into course design can benefit their engagement and disposition toward learning, with implications for curriculum design. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 151665786 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Curriculum design for social, cognitive and emotional engagement in Knowledge Building. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhu%2C+Gaoxia%22">Zhu, Gaoxia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gaoxia.zhu@cornell.edu</i><br /><searchLink fieldCode="AR" term="%22Raman%2C+Preeti%22">Raman, Preeti</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xing%2C+Wanli%22">Xing, Wanli</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Slotta%2C+Jim%22">Slotta, Jim</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Technology+in+Higher+Education%22">International Journal of Educational Technology in Higher Education</searchLink>. 7/29/2021, Vol. 18 Issue 1, p1-19. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+students%22">Education students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+activities%22">Student activities</searchLink><br />*<searchLink fieldCode="DE" term="%22Knowledge+base%22">Knowledge base</searchLink><br />*<searchLink fieldCode="DE" term="%22Communities%22">Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+impact%22">Social impact</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Cambridge+University+Press%22">Cambridge University Press</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Knowledge Building has been advanced as a pedagogy of engaged learning where students identify as a community whose purpose is to advance their shared ideas. This approach, which has been studied for three decades (Scardamalia & Bereiter, in: K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014), includes cognitive, social constructivist, and emotional elements (Zhu et al. in User Modeling and User-Adapted Interaction, 29: 789–820, 2019b). This paper investigates how refining Knowledge Building activities based on students' feedback impacts their social, cognitive, and emotional engagement. Using a design-based research method, we refined successive course activities based on feedback from 23 Masters of Education students. With successive iterations, we found that the density of students' reading networks increased; they theorized more deeply, introduced more authoritative resources, and made greater efforts to integrate ideas within the community knowledge base. As well, their level of negative affect decreased. These findings suggest that soliciting students' input into course design can benefit their engagement and disposition toward learning, with implications for curriculum design. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151665786 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s41239-021-00276-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Curriculum planning Type: general – SubjectFull: Education students Type: general – SubjectFull: Student activities Type: general – SubjectFull: Knowledge base Type: general – SubjectFull: Communities Type: general – SubjectFull: Social impact Type: general – SubjectFull: Cambridge University Press Type: general Titles: – TitleFull: Curriculum design for social, cognitive and emotional engagement in Knowledge Building. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhu, Gaoxia – PersonEntity: Name: NameFull: Raman, Preeti – PersonEntity: Name: NameFull: Xing, Wanli – PersonEntity: Name: NameFull: Slotta, Jim IsPartOfRelationships: – BibEntity: Dates: – D: 29 M: 07 Text: 7/29/2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 23659440 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Educational Technology in Higher Education Type: main |
| ResultId | 1 |
