Empowering students as knowledge builders

Jan van Aalst*, Carol K.K. Chan

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

7 Citations (Scopus)
25 Downloads (Pure)

Abstract

We discuss knowledge building in the context of government examinations in Hong Kong, and the need to develop twenty-first-century skills. Following this, we describe two pedagogical designs intended to develop knowledge building in this context: A gradual approach to develop it in four phases - developing a collaborative classroom culture, engaging in inquiry and curriculum adaptation, deepening knowledge-building discourse, and making use of knowledge-building principles and electronic portfolios - and an approach that extends from this to improve integration of the use of a web-based knowledge-building environment and classroom activities.

Original languageEnglish
Title of host publicationTransformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms
Subtitle of host publicationFuture Proofing Education
EditorsLeonie Rowan, Chris Bigum
Place of PublicationDordrecht
PublisherSpringer
Chapter6
Pages85-103
Number of pages19
ISBN (Electronic)978-94-007-2642-0
ISBN (Print)978-94-007-2641-3
DOIs
Publication statusPublished - 1 Dec 2012
Externally publishedYes

Keywords

  • Knowledge building
  • Shared goal
  • Pedagogical design
  • Epistemic agency
  • Knowledge forum

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  • Cite this

    van Aalst, J., & Chan, C. K. K. (2012). Empowering students as knowledge builders. In L. Rowan, & C. Bigum (Eds.), Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms: Future Proofing Education (pp. 85-103). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-2642-0_6