The general objective of the present study was to investigate how elementary school students engage in their knowledge construction processes in computer-supported collaborative learning. We will report a longitudinal case study of a teacher’s and researchers’ effort to create classroom activities and social practices that support genuine participation in knowledge-creating inquiry. In this curriculum unit, The Artifact Project — the Past, the Present, and the Future, the students were asked to analyze artifacts within their cultural historical context, study physical phenomena related to artifacts, examine designs of prevailing artifacts, and finally to design artifacts for the future. We were interested in the nature of questions and explanations generated by the students in the course of their inquiry mediated by Knowledge Forum. While the present investigation was inspired by Marlene Scardamalia’s and Carl Bereiter’s knowledge building approach, it was focused on examining how pursuit of conceptual artifacts (ideas, concepts, designs, drawings) can productively be integrated with various, materially embodied “hands on” activities, such as taking photos of, drawing, exploring, analyzing, and designing material artifacts. We were, further, interested in the constructive use of students ’ reference
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.