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ERIC Number: ED390930
Record Type: RIE
Publication Date: 1995-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Differences in Knowledge-Building between Two Versions of CSILE: An Information-Flow Analysis.
Oshima, Jun
The Computer-Supported Intentional Learning Environments (CSILE) database has been developed to support students' progressive discourse. Students can externalize their thoughts in the database in the form of texts or graphics, and then they can manipulate their represented knowledge in building further knowledge. They can asynchronously collaborate and add reflective thoughts to their friends' work. The present study examined two fifth- and sixth-grade combined classrooms using different types of systems in two consecutive years. In the first year, 29 students used a CSILE version in which they reported their thoughts on the study topic, electricity, in individual text or graphic notes. In the second year, 27 students used another version in which they reported notes on the topic of force in discussion notes with proposed problems. Basic skills were not different in the two samples, but students in the second year were more engaged in knowledge-transforming information flow and more able to manipulate different types of externalized knowledge in their written discourse. Two appendixes contain examples of knowledge discourse and knowledge changes. (Contains 1 table, 6 figures, and 24 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Computer Supported Intentional Learning Environ; Knowledge Acquisition
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).