Reading for Deep Understanding: Knowledge Building and Conceptual Artifacts in Secondary English

• In Event: Poster Session 6
  In Poster Session: Bilingualism/English as a Second Language

Abstract

Bereiter and Scardamalia's theory of Knowledge Building was tested in a design-based experiment with two classes of middle school students. Progressive discourse, facilitated by Knowledge Forum, a computer-supported on-line learning environment, provided a means for students to create and revise literary understandings. Analyses indicated positive impacts on improving students' deep, literary understandings, especially when texts were grouped thematically and used to solve problems of real life understandings.

Author

• Marc Nachowitz, Miami University - Oxford