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- W2000729332 abstract "The realization of the pedagogic affordances of many CSCL tools require a social infrastructure quite different from that found in traditional classrooms using instructionist teaching and learning practices. We are interested in ways to support teachers and students in making the necessary shift in cultural beliefs and classroom practices in order to integrate such CSCL tools --- a change trajectory that we term the implementation path (Bielaczyc & Collins, 2006). In the present paper we discuss a research project focused on integrating Knowledge Forum (Scardamalia, 2004) into the science curriculum of nine Primary 3 and 4 classrooms in a Singaporean school. We investigate the use of material artifacts and offline practices in providing a transition mechanism from traditional classrooms toward creating a knowledge building culture. We are particularly interested in how such artifacts and practices lead to epistemological perturbations in teacher's conceptions of teaching and learning." @default.
- W2000729332 created "2016-06-24" @default.
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- W2000729332 date "2007-01-01" @default.
- W2000729332 modified "2023-09-25" @default.
- W2000729332 title "Epistemological perturbations" @default.
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- W2000729332 doi "https://doi.org/10.3115/1599600.1599709" @default.
- W2000729332 hasPublicationYear "2007" @default.
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