Multi-Player Epistemic Games: Guiding the Enactment of Classroom Knowledge-Building Communities

Autor/inn/en	Bielaczyc, Katerine; Ow, John
Titel	Multi-Player Epistemic Games: Guiding the Enactment of Classroom Knowledge-Building Communities
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 9 (2014) 1, S.33-62 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-013-9186-z
Schlagwörter	Cooperative Learning; Computer Assisted Instruction; Educational Games; Epistemology; Intellectual Disciplines; Scaffolding (Teaching Technique); Elementary School Science; Elementary School Students; Science Instruction; Communities of Practice; Knowledge Management + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computer based training; Computerunterstützter Unterricht; Educational game; Lernspiel; Erkenntnistheorie; Geisteswissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Wissensmanagement
Abstract	Teachers and students face many challenges in shifting from traditional classroom cultures to enacting the "Knowledge-Building Communities" model (KBC model) supported by the CSCL environment, "Knowledge Forum" (Bereiter, 2002; Bereiter & Scardamalia, 1993; Scardamalia, 2002; Scardamalia & Bereiter, 2006). Enacting the model involves socializing students into knowledge work, similar to disciplinary communities. A useful construct in the field of the Learning Sciences for understanding knowledge work is "epistemic games" (Collins & Ferguson, 1993; Morrison & Collins 1995; Perkins, 1997). We propose that a powerful means for supporting classroom enactments of the KBC model entails conceptualizing Knowledge Forum as a collective space for playing "multi-player epistemic games". Participation in knowledge-building communities is then scaffolded through learning the moves of such games. We have designed scaffolding tools that highlight particular knowledge-building moves for practice and reflection as a means of supporting students and teachers in coming to understand how to collectively work together toward the progressive improvement of ideas. In order to examine our design theories in practice, we present research on "Ideas First", a design-based research program involving enactments of the KBC model in Singaporean primary science classrooms (Bielaczyc & Ow, 2007, 2010; Ow & Bielaczyc, 2007; 2008). (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10