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Tytuł pozycji:

The Effects of the Synchronous Discussion and Reflection System (SDRS) in Perception of Knowledge Building and Learning Outcomes

Tytuł :
The Effects of the Synchronous Discussion and Reflection System (SDRS) in Perception of Knowledge Building and Learning Outcomes
Autorzy :
Indrastyawati, Cinthya; Wu, Ying-Tien; Sugito
Źródło :
International Journal of Instruction, v13 n3 p699-710 Jul 2020. 12 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1259523">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1259523
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: ; Web site: http://www.e-iji.net
Recenzowane naukowo :
Y
ISSN :
1694-609X
Deskryptory :
Synchronous Communication, Student Attitudes, Elementary School Students, Educational Environment, Foreign Countries, Reflection, Cooperative Learning, Science and Society, Genetics, Food, Group Discussion, Knowledge Level, Outcomes of Education, Computer Assisted Instruction, Computer Mediated Communication, Independent Study
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
12
Education Level :
Elementary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
OCT2020
Data wpisu :
2020
Numer akcesji :
EJ1259523
Czasopismo naukowe
The purposes of this study are to understand the effects of using Synchronous Discussion and Reflection System (SDRS) platform in the elementary students' perception of the learning environment and students' cognitive outcomes regarding the Genetically Modified Food (GMF). A total of 22 students from Elementary School in Taichung Taiwan joined this study, consisted of 10 students in the experimental group and 12 students in the control group. The results of the study showed: (1) The experimental group using SDRS have advantages in self-directed discussion and reflection than the control group by teacher guidance; (2) students' perception in the KB-Based learning environment from the experimental group is as good as the control group; (3) learning outcomes in the experimental group are better than the control group. So this study concludes that the Knowledge Building-Based Learning using SDRS as a platform for self-directed discussion and reflection was equally more effective than with using the discussion guide by the teacher in class. This study also suggests that elementary school students need more time to adapt using the platform in KB-based learning to get better result both in their perception of the learning environment and their learning outcomes.

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