This study examines a five‐month process in which students from an International Baccalaureate (IB) school were introduced to Knowledge Building. The study occurred throughout three of the six Units of Inquiry that students cover over one year in the IB program. The transition from independent inquiry in the IB system to collective inquiry using knowledge building was aided by the Knowledge Forum software. The participants were 26 students from an international school in Hong Kong. Findings indicate that students responded positively to the knowledge building process, and showed significant of gains in knowledge in two units. Contributions to the knowledge building wall and Knowledge Forum showed evidence of some of the principles of knowledge building. Results also indicate more could have been done on the part of the teacher to promote the program. A number of recommendations for future implementations have been made. / published_or_final_version / Education / Master / Master of Education
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/183341 |
| Date | January 2010 |
| Creators | McWhinnie, Susan B. |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | English |
| Detected Language | English |
| Type | PG_Thesis |
| Source | http://hub.hku.hk/bib/B5017695X |
| Rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works., Creative Commons: Attribution 3.0 Hong Kong License |
| Relation | HKU Theses Online (HKUTO) |
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