Common Knowledge Construction Research Articles

ORTAK BİLGİ YAPILANDIRMA MODELİNİN ALTINCI SINIF ÖĞRENCİLERİNİN AKADEMİK BAŞARISINA ETKİSİ: IŞIK VE SES ÜNİTESİ

The purpose of this study is to examine the effects of Common Knowledge Construction Model based science teaching (CKCM) on the academic achievement of sixth graders. In total 76 students participated in this study in 2013-2014 academic year. Both experiment and control group consist of 38 students. Semi-experimental design was utilized for this study and Light and Sound Achievement Test was used to collect data. The data obtained from the study was analyzed by using t-test and f-test. Findings of this study revealed that both 5E teaching model in control group and the CKCM in experimental group are effective. Yet, it is appeared that the CKCM applied in experimental group is more effective on academic achievement and has long term effect. The effects of CKCM on science achievement could be measured better if it is implemented in different science units.

The role of common knowledge in achieving collaboration across practices

Abstract Working across practice boundaries on complex societal problems is now commonplace. Yet we know relatively little about what enables it to happen successfully. One analytic challenge for studies of inter-professional work is to understand what mediates collaboration across the boundaries of practices so that what matters for each practice is still in play in the judgements that are made. The argument in this article is that attention should be paid to how what matters for each potentially collaborating practitioner is brought to bear on both interpreting and responding to work problems. Using the analytic resources of cultural–historical theory, three conceptual tools are presented. These tools, relational expertise, relational agency and common knowledge, are the outcome of analyses of inter-professional work in studies in England over the last ten years. They are offered as resources for both the analysis and development of cross-practice collaborations. The article presents evidence from three recent studies of creating the conditions for inter-professional collaborations in children's services to examine the construction and use of common knowledge as a resource for those tasked with service integration. Common knowledge is seen as comprising the motives that take forward each contributing practice. It is woven into continuously contestable organisational narratives. These mediate interactions across practice boundaries and give strategic direction to activities in and across services which are in the process of integration.

The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change

AbstractThe purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N = 33) in the experimental group achieved significantly higher scores (p < 0.001) than students in the control group (N = 35) taught by traditional teaching methods. Qualitative analysis of students' pre‐ and post‐teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre‐ to post‐teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre‐ to post‐teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25–46, 2010

Estratégias de mediação em situação de interação entre crianças em sala de aula

O presente artigo apresenta os resultados de uma pesquisa cujo objetivo era investigar as estratégias de mediação simbólica em situações de interação entre crianças em sala de aula, que possibilitam a construção de conhecimento compartilhado e de subjetividades. O estudo foi realizado em duas turmas de quarta série do ensino fundamental de uma escola particular da cidade de Fortaleza. Foram tomadas como unidade de análise as atividades discursivas de dois grupos de quatros crianças, quando realizavam conjuntamente tarefas escolares. A partir de um enfoque teórico-metodológico fundamentado na perspectiva histórico-cultural de Lev Vygotsky e na teoria da linguagem de Mikhail Bakhtin, os diálogos das crianças foram analisados, identificando-se estratégias de natureza semiótica que potencializam o aprendizado e a emergência de zona de desenvolvimento proximal nas situações de interação das crianças, ao mesmo tempo em que formas de comunicação e conduta eram forjadas no jogo de papéis que se constituíam nessas interações.

Too Much “Official” Truth? Mainstream Media, the Alternative Press and the Construction of Common Knowledge

The concept of “common knowledge” is sometimes used in Library Guides designed to explain to students what types of information do and do not require a citation. This paper addresses the implications of this practice. One of the central questions underlying the discussion is whether librarians' use of “common knowledge” risks giving students the impression that certain sources of information do not merit or require skeptical and critical analysis. The paper explores this question by examining the role played by the mainstream media in constructing a common body of knowledge and by discussing what role alternative media and librarians may play in contextualizing and offering alternatives to this common body of knowledge.

First year chemical engineering students' conceptions of energy in solution processes: Phenomenographic categories for common knowledge construction

AbstractIn this article, we examine first‐year chemical engineering students' conceptions of the energy changes taking place in dissolution. Students were individually interviewed with three tasks in which three different salts were dissolved in water, and 17 transcripts were analyzed using a phenomenographic methodology. Four descriptive categories of energy in dissolution were discerned: (a) you give energy (n = 1); (b) water gives energy (n = 17); (c) salt gives off energy (n = 13); and (d) reaction gives off energy (n = 7). Four students gave the same explanation for all three tasks, but more students used the same explanation for two of the tasks: four for Tasks A and B, four for Tasks B and C, and eight for Tasks A and C. Moreover, “salt gives off energy” was the most common explanation for Tasks A and B (n = 3), “reaction gives off energy” for Tasks B and C (n = 3), and “water gives energy” for Tasks A and C (n = 8). Four of the students showed variations of conception within tasks. Students described the solution process of all three tasks using a range of concepts, including previously learned chemical concepts. Even where students used the same chemical concepts in each of the tasks, they did not always give the same meaning to the concepts they used. The phenomenographic categories explanations given by students were used as a basis for developing an approach to teaching energy in solution processes. It is argued that this approach of using phenomenographic categories described at a collective level as a basis for discourse for constructing common knowledge should be used in teaching. It is proposed that a future study must be conducted to develop new trajectories students take to arrive at common knowledge and to understand how to move learners from their personal conceptions to plausible models in solution chemistry within the classroom learning community. Implications for policy are also discussed. © 2001 John Wiley & Sons, Inc. Sci Ed 85:509–535, 2001.

Collaborative learning and the construction of common knowledge

In collaborative learning, students not only have to acquire knowledge, they also have to learn to regulate the process of acquiring knowledge. In the traditional classroom, the function of regulation rests with the teacher. In the collaborative classroom, however, the responsibility for learning has in part been handed over to the students. We examine how students, who work as members of a community of learners, construct shared understanding. in particular, we want to explore what interactive and discursive tools students use in their collaboration. We present observations made during a series of innovative mathematics lessons in an 8th grade classroom at a Dutch primary school in which children (between 11 and 13 years of age) worked as “researchers” who were encouraged to formulate questions for exploration and to collaborate in answering them. Both in small group discussions and in discussions involving the whole class, students worked on the construction of arguments and the creation of shared knowledge. The construction and diffusion of knowledge occurred in “cycles of argumentation” to which many children contributed and in which ideas were repeated and elaborated upon. Because, in students’ collaboration, learning is made dependent on proposing and critically discussing arguments, the character of knowledge, acquired under these circumstances, is different from knowledge acquired in a more traditional classroom setting.