NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149253
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1049-4820
Students' Conceptions of and Approaches to Knowledge Building and Its Relationship to Learning Outcomes
Tsai, Pei-Shan; Chai, Ching Sing; Hong, Huang-Yao; Koh, Joyce Hwee Ling
Interactive Learning Environments, v25 n6 p749-761 2017
The purpose of this study is to investigate the relationships among students' conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students' interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A