Curriculum Design for Social, Cognitive and Emotional Engagement in Knowledge Building

Autor/inn/en	Zhu, Gaoxia; Raman, Preeti; Xing, Wanli; Slotta, Jim
Titel	Curriculum Design for Social, Cognitive and Emotional Engagement in Knowledge Building
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gaoxia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00276-9
Schlagwörter	Curriculum Design; Learner Engagement; Learning Activities; Social Development; Emotional Development; Graduate Students; Masters Programs; Student Attitudes; Teacher Education Programs + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Lernaktivität; Soziale Entwicklung; Gefühlsbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Schülerverhalten
Abstract	Knowledge Building has been advanced as a pedagogy of engaged learning where students identify as a community whose purpose is to advance their shared ideas. This approach, which has been studied for three decades (Scardamalia & Bereiter, in: K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014), includes cognitive, social constructivist, and emotional elements (Zhu et al. in User Modeling and User-Adapted Interaction, 29: 789-820, 2019b). This paper investigates how refining Knowledge Building activities based on students' feedback impacts their social, cognitive, and emotional engagement. Using a design-based research method, we refined successive course activities based on feedback from 23 Masters of Education students. With successive iterations, we found that the density of students' reading networks increased; they theorized more deeply, introduced more authoritative resources, and made greater efforts to integrate ideas within the community knowledge base. As well, their level of negative affect decreased. These findings suggest that soliciting students' input into course design can benefit their engagement and disposition toward learning, with implications for curriculum design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01