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ERIC Number: ED419788
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Factors to be Considered: Overlapping Communities of Inquiry and a Knowledge-Building Classroom.
Reeve, Richard; Lamon, Mary
This paper describes a 4-month discourse in Computer Supported Intentional Learning Environment (CSILE) databases and the resulting classroom curriculum to identify potential factors for consideration when implementing a knowledge-building environment utilizing overlapping communities of inquiry. The study was part of a larger study of fifth and sixth graders' classroom experiences in implementing CSILE at their school. The current research involved development, teaching, and learning related to students' study of the principles of flight over 4 months. While CSILE was used in the classroom, the Web version of CSILE was used to form a discourse community in the Knowledge Society Network, which included teachers, preservice teachers, researchers, and university physics students. Researchers collected several types of data. Document analysis included reading notes in collaborative CSILE databases and reviewing students' research projects. Documents were analyzed according to science content and level of student inquiry. Researchers conducted interviews with intern and classroom teachers. Results are presented according to how parents, teachers, students, and student teachers were involved and affected. Conclusions point to future research paths in the areas of: curriculum development and teacher contact with the deep domain principles; theories of lift and the junior science curriculum for flight; connecting experts to the classroom; modes of discourse and connections to learning; better understanding of learner motivation; and clarity around the goals of classroom learning and assessment. (Contains 16 figures and 25 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada