Knowledge building for students with low academic achievement

Bing Fai Lee, Carol K.K. Chan, Jan van Aalst

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Abstract

This paper describes a Hong Kong teacher's experience using knowledge building and Knowledge Forum® to address the learning needs of students with low academic achievement. Contrar y to wh at mo st teachers wo uld expect, even lo w-ac hieving student s respond well to knowledge building, and their discourse is of high quality compared to that obtained in other knowledge-building classes in Hong Kong. The paper provides an account of how the teacher used the knowledge building approach and his reflection on pedagogical principles as well as the relevance and feasibility of learning-sciences approaches like knowledge building in ordinary schools, where students lack academic skills and motivation.

Original languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners: Conference Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1322-1325
Number of pages4
Volume2
ISBN (Electronic)9780990355083
Publication statusPublished - 1 Jan 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016
Conference number: 12

Conference

Conference12th International Conference of the Learning Sciences, ICLS 2016
Abbreviated titleICLS
CountrySingapore
CitySingapore
Period20/06/1624/06/16

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    Lee, B. F., Chan, C. K. K., & van Aalst, J. (2016). Knowledge building for students with low academic achievement. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings (Vol. 2, pp. 1322-1325). International Society of the Learning Sciences (ISLS).