Author: van Aalst, Jan
Title: Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses Document date: 2009_6_20
ID: xr067v2n_70
Snippet: Another way in which Group A promoted a sense that students belonged to a community was by instituting a democratic voting scheme for prioritizing research questions (11 of 60 code instances). While taking a vote can be a superficial process, it was accompanied in this group by considerable ideation, information processing, and linking. The voting process was also present in Group C but was absent from Groups B and D. Group B appeared to harbor s.....
Document: Another way in which Group A promoted a sense that students belonged to a community was by instituting a democratic voting scheme for prioritizing research questions (11 of 60 code instances). While taking a vote can be a superficial process, it was accompanied in this group by considerable ideation, information processing, and linking. The voting process was also present in Group C but was absent from Groups B and D. Group B appeared to harbor some tension between the Grade 10 and 11 students arising from miscommunication. One student in the Grade 11 class wrote:
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