Students using portfolios with knowledge-building principles showed higher conceptual understanding on a writing task than the other classes¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 ANCOVA controlling for academic achievement favored the Knowledge Forum with portfolios and principles class over the other classes on the conceptual understanding writing task. → Eddy Y.C. Lee 2006

Evidence¶

Eddy Y.C. Lee 2006¶

Eddy Y.C. Lee, Carol K.K. Chan, & Jan van Aalst. (2006). Students assessing their own collaborative knowledge building. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-006-8997-6

q3 · i3 · causal · r2

All four classes, including a non-Knowledge Forum comparison class submitting paper-and-pencil portfolios, wrote a 300-word essay on who should look after the World, scored with school writing rubrics (inter-rater reliability .88). η² = .19, a large effect by the η² threshold; means were 5.5, 5.2, 5.2, and 7.0 respectively.

"An ANCOVA controlling for differences in academic achievement indicated that significant differences were obtained favoring Knowledge Forum with portfolios and principle class over the other classes, F (3, 145) = 10.95, p < .001, )2 = .19."

Discussion¶

Related Claims¶

• Students with portfolios and knowledge-building principles asked more questions and higher-level questions than both comparison classes — related
• The portfolio-principles class scored higher on weighted depth of inquiry than both other Knowledge Forum classes — related
• Ninth graders using Knowledge Forum with portfolios and knowledge-building principles showed higher database inquiry participation than the Knowledge Forum-only class — related
• The portfolio-principles class produced more high-level explanations and deeper explanations than the other two Knowledge Forum classes — related
• Knowledge-building portfolio scores correlated with database participation, explanation quality, and conceptual understanding — a broader claim this one bears on