Resumen de Curriculum design for social, cognitive and emotional engagement in Knowledge Building
Gaoxia Zhu, Preeti Raman, Wanli Xing, Jim Slotta
Knowledge Building has been advanced as a pedagogy of engaged learning where students identify as a community whose purpose is to advance their shared ideas.
This approach, which has been studied for three decades (Scardamalia & Bereiter, in:
K. Sawyer (ed) Cambridge handbook of the learning sciences, Cambridge University Press, 2014), includes cognitive, social constructivist, and emotional elements (Zhu et al. in User Modeling and User-Adapted Interaction, 29: 789–820, 2019b). This paper investigates how refning Knowledge Building activities based on students’ feedback impacts their social, cognitive, and emotional engagement. Using a design-based research method, we refned successive course activities based on feedback from 23 Masters of Education students. With successive iterations, we found that the density of students’ reading networks increased; they theorized more deeply, introduced more authoritative resources, and made greater eforts to integrate ideas within the community knowledge base. As well, their level of negative afect decreased. These fndings suggest that soliciting students’ input into course design can beneft their engagement and disposition toward learning, with implications for curriculum design.
