Cargando…

Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge...

Descripción completa

Detalles Bibliográficos
Autor principal: van Aalst, Jan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2009
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7088907/
https://www.ncbi.nlm.nih.gov/pubmed/32214914
http://dx.doi.org/10.1007/s11412-009-9069-5
_version_ 1783509631343001600
author van Aalst, Jan
author_facet van Aalst, Jan
author_sort van Aalst, Jan
collection PubMed
description The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed.
format Online
Article
Text
id pubmed-7088907
institution National Center for Biotechnology Information
language English
publishDate 2009
publisher Springer US
record_format MEDLINE/PubMed
spelling pubmed-70889072020-03-23 Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses van Aalst, Jan Int J Comput Support Collab Learn Article The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed. Springer US 2009-06-20 2009 /pmc/articles/PMC7088907/ /pubmed/32214914 http://dx.doi.org/10.1007/s11412-009-9069-5 Text en © The Author(s) 2009 Open AccessThis is an open access article distributed under the terms of the Creative Commons Attribution Noncommercial License (https://creativecommons.org/licenses/by-nc/2.0), which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.
spellingShingle Article
van Aalst, Jan
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
title Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
title_full Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
title_fullStr Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
title_full_unstemmed Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
title_short Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
title_sort distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7088907/
https://www.ncbi.nlm.nih.gov/pubmed/32214914
http://dx.doi.org/10.1007/s11412-009-9069-5
work_keys_str_mv AT vanaalstjan distinguishingknowledgesharingknowledgeconstructionandknowledgecreationdiscourses