Students with portfolios and knowledge-building principles asked more questions and higher-level questions than both comparison 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 The portfolio-principles class had significantly higher mean scores on total questions and high-level questions than both the Knowledge Forum and Knowledge Forum portfolio classes. → 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 database questions were coded on a 4-point depth-of-inquiry scale (inter-rater reliability .78) and compared across the three Knowledge Forum classes via MANCOVA controlling for achievement. η² = .20 for total questions and η² = .23 for high-level questions; paired comparisons favored the portfolio-principles class over both other classes.

"univariate analyses indicated significant differences on total number of questions, F (2, 107) = 13.18, p<. 0 0 1 ,)2 = .20, and total number of high-level questions, F (2, 107) = 16.18, p < .001,)2 = .23."

Discussion¶

Related Claims¶

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• Students using portfolios with knowledge-building principles showed higher conceptual understanding on a writing task than the other classes — related
• The portfolio-principles class scored higher on weighted depth of inquiry than both other Knowledge Forum classes — related
• The portfolio-principles class produced more high-level explanations and deeper explanations than the other two 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
• Knowledge-building portfolio scores correlated with database participation, explanation quality, and conceptual understanding — related