Design and Development of Knowledge Construction Model

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European Journal of Social Sciences

ISSN 1450-2267 Vol.25 No.3 (2011), pp. 395-404 EuroJournals Publishing, Inc. 2011

http://www.europeanjournalofsocialsciences.com

395

Design and Development of Knowledge Construction Model

Enhancing Scientific Thinking

Thitima Gamlanglert

Faculty of Education, Khon Kaen University

Khon Kaen Province, Thailand

E-mail: [email protected]

Sumalee ChaijaroenFaculty of Education, Khon Kaen University

Khon Kaen Province, Thailand

E-mail: [email protected]

Abstract

In this study was aimed to design and develop the knowledge construction model

enhancing scientific thinking. The target group was consisted of 1) 10 experts asfollowings: content experts, media experts, measurement and evaluation experts and model

experts 2) 25 sixth grade students of Khon Kaen University Demonstration School

(Mordindeang). Developmental Research Type II (Richey and Klien, 2007) was employedin this study. The research procedure consisted of 1) document analysis 2) examination of

principles and theories 3) synthesis theoretical framework and designing framework 4)

design and development of model. The result revealed that the model consisted of 11elements as following: 1) Problem base 2) Resources 3) Collaborative Learning 4)

Coaching 5) Scaffolding 6) Science Clinic 7) Cognitive Tools 8) Thai Local WisdomRoom 9) Scientific Thinking Room 10) Science Laboratory and 11) Scientific Thinking

practice Room. This model efficiency was assessed by experts reviewed in 3 dimensionsuch as, learning content, model design, web-base. Moreover, the scientific thinking;

inquiry, analysis, inference and argument of the learners were found.

Keywords: Design and development model, Constructivist theory, Scientific thinking,

web- base learning, Knowledge construction model

1. IntroductionNational Education Act 1999, was determined for reforming the education for keeping pace with thechanges of global society including guidelines for educational management by focusing on that every

student had ability to learn and develop oneself as well as student-centered. For educational process,

the students had to be enhanced for being able to naturally develop with full potentiality. It needed tobe relevant to students interest and aptitude by considering individual differences, including the

thinking process skill, management, situation facing, and knowledge application for preventing as well

as problem solving, activity providing for students to learn from real life experience by practicing tothink, like to read, and focus on knowing continuously. The students had their right to develop their

competency level in using technology for education in order to gain sufficient knowledge and skill to

use technology for education in searching for knowledge by themselves continuously as life long


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education. In addition, technology for education would be used to help in learning more extensively

and quickly, have freedom in searching for knowledge as well as self-responsibility, and opportunity in

learning according to their own ability serving each ones need very well. It was to bring the outsideworld into classroom to make the gap between school and society be lessened. As a result, equality of

education occurred. Every one had opportunity in being educated more. Another important thing was

that the technology for education could lead to educational management be based on Scientific

Technique including experiment by new methods systematically as well as reasonably according to

situation in changing of society. So, the educational management as foundation of social system couldbe progressed. (Office of National Education Commission, 1999)

In National Education Plan (2002-2006), established policy for human development in Scienceand Technology for self-reliant as well as increase of competitive competency by the schools had to

organize the appropriate Science Learning Process in each educational level from early childhood for

enhancing students to have analytical thinking, use Scientific Reasons for life long learning bythemselves, apply knowledge and comprehension as well as utilize potential of Science and

Technology in daily life and future occupation (Office of National Education Commission, 2002). It

was to construct foundation and change Thai Society as consumption society to producer society byinculcating people in country to be educated focusing on setting basis for Science Learning Process,

enhancing persons with gifted in Science and Technology for being practiced and developed as

specialists with full potential from young people continuously further (Institute of Science andTechnology Instructional Promotion, Department of Curriculum and Instruction Development,Ministry of Education, 2002). Besides, in core curriculum, it determined Science Learning Substance

to be one Learning Substance out of 8 major Learning Substances, focusing on the students as the

learners and searcher by themselves most. (Khon Kaen University Demonstration School(Mordindeang), Primary School Level, 2005) and (Khon Kaen University Demonstration School

(Mordindeang), Primary School Level, 2007).Both of process as well as body of knowledge had to be

gained from preschool age as well as working age after leaving the school. (Office of NationalEducation Commission, 2002)

According to above statements, could be viewed that the educational management in reform

period, the students needed to be enhanced their higher order thinking, thinking as a process,

systematic thinking as Scientific Thinking. It was a higher order thinking should be encouraged forstudents to gain skill in searching for knowledge to change former theories or knowledge by inquiry

process with purpose by searching or Inquiry to Analysis for Inference as well as Argument to assure

knowledge (Kuhn, 2004) through experiencing learning activities which should be designed by relatedLearning Theory Principles in addition with appropriate technology progress.

The adequate Learning Theory with instructional management in recent age, should be the

theory focusing on the instructional activity management as student-centered, enhancing the students todo real practice as well as construct knowledge through their own thinking process (Henriques, 1997),

(Kowtrakul, 2001) and (Kammanee, 2005).The Constructivist Theory was a congruent theory withbasis on belief from Cognitive Group that the knowledge caused by experience and doing constructed

by learners including 2 major approaches as: 1. Cognitive Constructivist based on approach of Jean

Piaget believing that the persons knowledge developed from ones experience in alleviating theproblem situation, and could be used as foundation in problem solving or explaining other situations

based on experience, former cognitive structure, interest, intrinsic motivation as staring point. Theteachers had responsibility in managing the students to adjust their own Schema and 2. Vygotskys

Social Constructivist Theory including belief that human beings knowledge construction was occurred

in socio-cultural context based on society development through Collaborative Activity when thestudents didnt have sufficient knowledge or couldnt learn by themselves which might have limitation

in Zone of Proximal Development needed to be support by Scaffolding in learning. (Chaijaroen, 2002).

If the appropriate technology was considered, the Web-based Learning would be the usage ofhypermedia characteristic and internet network for developing the environment and learning activity in


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dimension without limitation in distance and duration of students and teachers (Na Songkla, 1999) as

an integration of Web Technology with instructional technique based on learning philosophy in

Cognitive Constructivist as well as Collaborative Learning. The students could select in receiving newcontent presented through the statement, picture, sound, animation as Hypermedia in order to extend

ones prior knowledge as well as communicate through computer network for extending knowledge

with other teachers and students including the search for knowledge from other web-sites without

limitation in different times and places as Hyperlink which was to support Mental Process facilitating

students thinking process. (Chaijaroen, 2006)According to the above approaches, the researcher was interested in designing and developing

the knowledge construction model enhancing sixth grade Students Scientific Thinking throughScience Content in Substance in Daily Life, since it was the things experienced by students

throughout the time in both of its usefulness or danger to ones body. If the students werent aware of it

as well as had critical thinking, it might be bad effect on ones physical and society. The Learningenvironment management based on Constructivist Theory through Web-base as Media Symbol

System, and Media Attribution in associating into other knowledge sources conveniently and quickly

to enhance the students in searching for knowledge based on Science Process, enhancing andsupporting the real practice in laboratory as well as practicing in Virtual laboratory in case of

experiment in dangerous chemical substance, encouraging the students to share knowledge and

viewpoints among students, teachers, academics, and experts especially scientists in universitycommunity as the model for good scientists in both of while the students were practicing their learningactivity as Face to face, and through network of Synchronous and Asynchronous for filling the

students potentiality without limited boundary depending on time and opportunity the students could

be able to perform it. Furthermore, the students were able to transfer their knowledge to the otherswhich would lead to learning society.

2. Research ObjectiveTo design and develop knowledge construction model enhancing the learners Scientific Thinking

3. Research MethodologyThe design of this study was the Developmental Research Type II (Richey & Klein, 2007) focusing ondesigning process, and model development. There were 3 phases as followings: Phase I: Model

development, Phase II: Model validation and Phase III: Model use. In this article, the study in Phase I,

Model development was presented.

4. Target GroupThe target group using in Phase I included: 1) The experts consisted of 10 specialists from different

fields of study investigating the quality of model including: 3 content experts for examining content

validity, 4 media and model experts for examining media attribution, media symbol system andconstructivist web-based learning environment design and model, and 3 specialists in measurement and

evaluation for investigating quality of data collecting instruments 2) 25 sixth grade students, Khon

Kaen University Demonstration School (Mordindeang), the first semester of 2008, who were learningwith the model.

5. Research Instruments: Construction and DevelopmentThe instruments in this study consisted of: the knowledge construction model enhancing scientific

thinking


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1. The instruments for experiment:The design and development of the knowledge construction model enhancing scientific

thinking was designed and developed as following details: 1) synthesis of Theoretical frameworkbyexamination and analysis principles, theories and research related to enhancing scientific thinking.

Based on the above mentioned study concerning (1) psychological base was learning psychology

foundation consisted of cognitive and constructivist theories, such as information processing, cognitive

constructivism and social constructivism, (2) pedagogical base was the constructivist learning model,

(3) media base was media attribution and media symbol system, (4) technological base was the web-base learning, (5) scientific thinking principles, based on Khun, 2004, consisted of inquiry, analyze,

inference and argument and (6) contextual base consisted of vision, mission, school, curriculum,community people including scientists, academics, and learners parents, being used as foundation in

designing the knowledge construction model. 2) synthesis of Designing framework: Designing

framework was synthesized based on above 6 mentioned base, 11 essential components was shown asfollowings: 1) Problem base 2) Resources 3) Collaborative Learning 4) Coaching 5) Scaffolding 6)

Science Clinic 7) Cognitive Tools 8) Thai Local Wisdom Room 9) Scientific Thinking Room 10)

Science Laboratory and 11) Scientific Thinking practice Room. 3) design and development: theknowledge construction model was design and develop based on above Designing framework.Assessment of efficiency: The knowledge construction model showed efficiency on 4 dimensions as

followings: 1) product quality examination 2) contextual utilization examination 3) learners opinionstowards the knowledge construction, and 4) scientific thinking ability

2. The instrument for collecting data: these instruments consisted of 1) The learners opinionnairetoward the knowledge construction and 2) The scientific thinking interview form.

6. Data Collection and AnalysisThe qualitative data was collected. The details were as following:

1. Synthesis of designing framework and Components of the knowledge construction modelenhancing scientific thinking.

These data were collected by analyzing principles, theories and review literature. Designing

framework and Components of the knowledge construction model were synthesized by documentanalysis.

2. Design and develop the knowledge construction model.The researchers designed and developed the knowledge construction learning environment

model based on above mentioned designing framework and components of model. This knowledge

construction learning environment model was tried out. The data were collected and analyzed as

following details:3. Product quality examination by expert review including content expert, multimedia expert,

instructional designer, especially in scientific thinking and measurement and evaluation experts.

The contextual utilization examination was used in the actual classroom in order to study howto utilize this learning environment model effectively. The data were analyzed by analytic

description, interpretation and summarization.4. The learners opinions toward the knowledge construction model enhancing Scientific thinking.

The data were analyzed by analytic description, interpretation and summarization.

5. The learners scientific thinking. The data were analyzed by analytic description, interpretationand summarization.


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7. Research FindingsThe findings of design and development of the knowledge construction model enhancing scientific

thinking, found that the Theoretical framework using as foundation in designing, consisted of 6 crucialbase, the Designing framework and 11 model elements as following details:

1. Theoretical framework: theoretical foundation applying for developing the knowledgeconstruction model enhancing scientific thinking consisted of 6 crucial base as: 1) learningtheory base, 2) pedagogical base, 3) media theory base, 4) technology base, 5) contextual base

and 6) social contextual base.

Figure 1:Theoretical framework of the knowledge construction model enhancing scientific thinking

2. Designing framework consisted of 6 key concepts including2.1 The activation of cognitive structure for cognitive disequilibrium and enhancing The

scientific thinking consisted of major factors as: Problem base and learning tasks based on cognitiveconstructivism and scientific thinking.

2.2 The support for adjusting the cognitive equilibrium and enhancing the Scientific thinking,

consisted of major factors as: Resources was designed for support the learners searching for

information from different sources in order to construct their new knowledge such as various kinds ofinformation technology for solving the problem situation, Collaborative Learning was designed for

students to share cognition through Communication tools by both of face to face, and communication

through web board and e-mail in both of synchronous, and asynchronous. This way can be supportedthe learners in sharing multiple perspective and experiences with their friends, teachers, experts, and

scientists. Moreover, it can be help the learners for changing misconception during their process of

learning especially in Science concepts, Science Clinic was designed for enhancing social supportsfrom experts as scientists in community in this model were the experts and learners parents in Khon

Kaen University in order to stimulate the learners inspiration in Science eg., scientific perspectives,

problem solving process. This communication tool were 2 aspects: face to face in real situation whilethe learning activities were provided, and communication on web-board both of synchronous and

asynchronous, Scientific Thinking Practice Room designed based on Kuhn (2004) including 4phases: the inquiry phase, the analysis phase, the inference phase, and the argument phase forenhancing the students to practice scientific thinking through problem situations.

2.3 The support for enlarging cognitive structure enhancing scientific thinking, consisted of

crucial elements as followings: Coaching, the teachers changed their roles from teaching into coach

for providing support and suggestions for the learners especially in thinking process and intellectualdevelopment, Scaffolding consisted of 4 kinds of scaffoldings as: conceptual scaffolding help the

learners to build their science concepts, meta-cognitive scaffolding help the learners thinking about

their own thinking in the process of learning, procedural scaffolding help the learners learn how toutilize this learning environment model, and strategic scaffolding help the learners learning how to

solve the problem, Science laboratory was designed to enhanced scientific experimental skills both of


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real laboratory, and virtual laboratory in case of dangerous chemical substance, Thai Local Wisdom

Room was designed to show scientific Thai local wisdom such as masking face by soft-prepared

chalk, oily face skin formula and dry face skin, and making face with water in which rice. This will bemade the learners appreciate Thai local wisdom, Scientific Thinking Apprenticeship Room was

designed for helping the learners to be able to successfully perform scientific thinking tasks,CognitiveTools was designed for providing tools to support learners in order to develop performances in

problem solving, collecting data and data manipulation.

3. The knowledge construction model enhancing scientific thinking consisted of 11 elements asfollowings: 1) Problem base 2) Resources 3) Collaborative Learning 4) Coaching 5)

Scaffolding 6) Science Clinic 7) Cognitive Tools 8) Thai Local Wisdom Room 9) ScientificThinking Room 10) Science Laboratory and 11) Scientific Thinking practice Room.

Figure 2:Illustration of the knowledge construction learning environments model

4. The knowledge construction model enhancing scientific thinking was revealed efficiency basedon Chaijaroen (2008) as followings: 1) Product quality examination by the experts reviewed in

3 dimension. The result showed (1) the validity of learning content, (2)model design wasappropriate and congruent with the theories and principles as above mentioned designing

framework and can be enhancing scientific thinking (3) web-base design was appropriate in allaspects eg. screen design, web base attribution and media symbol system. 2) The learners

opinions showed that the model was appropriate and help them in the learning process. And

they prefer to learn with this model. 3) The learners scientific thinking were found based onKuhns (2004), including 4 phases: inquiry, analysis, inference, and argument.


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8. DiscussionsThe findings of design and development in the knowledge construction model enhancing scientific

thinking, found that1. Theoretical framework: theoretical foundation applying for developing the knowledge

construction model enhancing scientific thinking consisted of 6 crucial base as: 1) learning

theory base, 2) pedagogical base, 3) media theory base, 4) technology base, 5) contextual baseand 6) social contextual base.It was congruent with Imrans (2004) study in framework of

analysis and development in learning environment based on constructivist in real situation. Sixfactors of model were obtained as: 1. Problem/Project Space 2. Related cases 3. Informationsources 4. Cognitive (Knowled) construction 5. Conversation (Knowledge-negotiation) 6.

Social/Contextual support.The theoretical framework as foundation of design, found that there

were 6 bases in Theoretical framework, 6 key concepts in Designing framework consisted, and

11 elements of model design and development. The model efficiency was assessed by expertsreviewed in 3 dimension such as, learning content, model design, web-base. Moreover, the

scientific thinking; inquiry, analysis, inference and argument of the learners were found.

Furthermore, according to the findings in evaluation of model efficiency, found that the contentwas correct and up to date. For technology base, consisted of the design helping students to be able to

easily search for information technology as relevant to the needs.For the design, every factor could

enhance the learners knowledge construction as well as scientific thinking. It was supported byImrans (2004) study in framework of analysis and development in learning environment based on

constructivist in real situation. Six factors of model were obtained as: 1. Problem/Project Space 2.

Related cases 3.Information sources 4.Cognitive (Knowled) construction 5.Conversation (Knowledge-negotiation) 6. Social/Contextual support.For Hackworth (2010) studied the development of learning

environment based on constructivist theory in science subject by using online media, found that it

could help learners to achieve higher level of learning performance. Hawkins and Pea (2011) found

that the application of new technology in instructional management, would enhance the learnerscharacteristic very much in comprehending, approaching the knowledge as well as associating the

culture and scientific knowledge. Sokoloff and Thornton (2011) designed instruments for scientific

thinking by designing science lab on microcomputer in Force and Motion, Heat and Temperature for

enhancing the scientific thinking, and competency in using laboratory. The practice throughmicrocomputer could help students in adjusting and changing their approaches, obtaining various

approaches by themselves. Chaijaroen (2006) studied the design and development of knowledge byusing information technology which was called the Web-based Learning Environment developing

the learners knowledge construction and opinion of those who studied from information technology

designed to include factors of learning environment including the problem situation, cognitive room,

and other supportive sources etc.According to efficiency of model in the content, technology, and design aspects, every factor of

model enhanced students knowledge construction, and scientific thinking. It might be sue to

characteristics of designers with educational degree and teaching experience in educational technologyas well as experience in designing the instruction on basis of ID theory which could associate different

rationales and theories as foundation for designing the model staring from analysis of theoreticalframework, design approaches, and programmers characteristics with educational degree ineducational technology as well as experience in computer production, multi-media, and web designing.

So, the media could be produced relevant to programmers need.

For evaluation of learners competency in scientific thinking, they had scientific thinking basedon Kuhns (2004) principle as follows: Inquiry consisted of: 1. Information access, when the learners

faced with problem situations, they would search for knowledge associating between information or

theory or former knowledge and new searching one by classifying what they already knew or didnt

know. In general, the students would be clear between new obtained information, and theoreticalapproach or prior knowledge. In the Inquiry Phase, found that the students accessed information


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through various techniques including the resources, textbooks, Google and related links, 2. The

association of information into practice, the learners studied congruence of information with theoretical

approach by investigating misconceptions or congruence of obtained information with examples, foundthat the students combined various existed things obtaining from inquiry for information in the access

phase, and 3. Construction of questions to be used in asking for information or hypothesis testing to

search for things leading to differences in the obtained information or products.As empirical evidence

from interviewing the students that when we studied problem situation, we had to find answers in

which there were many techniques in finding the solution, the technique used by students as youlooking at the resources and searching from web-site in google, selecting to read in what we

wanted.. seeing whether it was relevant to what we were searching or if the obtained informationcouldnt provide answer, you should continue finding it, seeing problem situations what they asked, we

selected one, which ones werent relevant would be thrown out, comparing it and we continued finding

further. Analysis was the phase for considering the inquired information by comparing orexperimentation in order to obtain empirical evidence for associating the new information with existing

prior one including: 1. Presentation of evidence relevant to theories, according to the study found that

the students presented evidence being congruent with theory by explaining from examples forclarifying the theories, 2. Comparison of selected examples for supporting the theories, found that the

students presented evidence relevant to theories by explaining and providing examples to show

congruence, and they compared the selected examples for supporting those theories as well, and 3.Searching and Investigating the pattern, found that the learners selected many examples both of beingrelevant and not relevant to problem situation in order to test or experiment. As empirical evidence

from interviewing the learners that As the fire burning at the side of road, the grass became ash, it was

a chemical changing which couldnt be the grass again or when we separate the sand, it we wantsmall grain, we should select small sieve. Then, the findings obtaining from testing or experiment

were associated with related theories. Inference was the phaseshowing relationshipbetween theories

and empirical evidence. The conclusions consisted of: 1. Explanation or providing reasonableinformation, found that the students explained or provided evidence adding their reasons, 2. Rejection

inn inappropriate conclusions, found that the students refused inappropriate conclusions by explaining

the same as theories. While they were explaining, the would show reasons including evidence, and 3.

Acceptance with unclear conclusions, found that the students accepted the unclear conclusions bypresenting relationship in both of congruent and incongruent. As shown by empirical evidence from

the learners interview that the obtained information, we had to compare it whether it was related to

what we were searching for or If it was not, we had to search for, such as if we know that cokewould cause stomach pain, why? Because if we drink it too much. But, in fact, because it was acid,

Argument, was their own explanation in order to be accepted by the others or negotiated with the

others when found that their own information was more credible or corrected. As shown by empiricalevidence from interview that When we have information obtaining from experiment which is more

believable, we have to explain our friends so that they would be confident in what we explained, or

we have to show credible information to the others.. information is obtained from both of searching

from believable source, and experimentation. According to the findings in studies of learners

scientific thinking by studying the model, found that it was supported by Shymansky et.al., (1998),Dierking & Falk (2000) and Crowley & Okada (2001) findings that the learners scientific thinking

sharing with their parents leading them to obtain more opportunity to learn than their classmates.Moreover, they had better explanation in causal relationship with prior knowledge. Whereas the study

of Dunbars (1999), found that new scientific thinking and concepts caused from conference by

consulting among the members in laboratory. In addition, the senior scientists played a veryimportance role in concluding and interpreting different bodies of knowledge occurring from

laboratory. For Schauble & Glaser (1990) findings, found that when the students practiced in thinking,

they would be able to perform as good as adults who never be trained before. Likewise, Hogan &Maglienti (2001) found that the persons without scientific basis would provide scientific reasoning


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different from experts in science technique and scientists as well as different environmental cultures

would affect conclusions in body of knowledge as well. The findings of learners scientific thinking

would be viewed that being depended on Kuhns scientific thinking which were foundation indesigning applied by the researcher.

9. Conclusions and ImplicationsThis innovation consisted of 11components based on document analysis. Designing framework wassynthesized based on principle and theories including contextual study results. This framework showthe relationship between how to implement principles and theories into practice. Based on this reason it

resulted in the implementation of this innovation effective. It can be utilized in the real world

practically. The results of the study further showed all dimensions of the knowledge construction

model effecfectiveness such as expert reviewer, contexualual utilization appropriate, enhancingscientific thinking.

This study provides a possible research issue by proposing how to design and develop the

knowledge construction model underlying with Cognitivism which emphasize on scientific thinking. Inaddition to offering how to utilization it effectively, the results of this study may also contribute to the

conceptualization of instructional design and implementation of the knowledge construction model

enhancing scientific thinking. What happens in the learning process, it was illustrated by the learnersopinions showed that the knowledge construction model was appropriate and help them in the learning

process. And they prefer to learn with this model. This learning process show the effectiveness of

implementation of the innovation in this study.

10. AcknowledgementThank you The Office of Higher Education Commission, and Graduate School of Khon Kaen

university for providing research grant in conducting this study. Thank you Associate Professor

Dr.Chaijaroen, Doctoral thesis advisor, for kindly provided advice and suggestion in conductingresearch as well as writing this article completely.

References[1] Chaijaroen, S., 2002. Constructivism theory. Khon Kaen: Faculty of Education, Khon Kaen

University.[2] Chaijaroen, S., 2005.Educational Technology and Teaching System Development. Khon Kaen:

Faculty of Education, Khon Kaen University.

[3] Chaijaroen, S., 2006. The Development of knowledge construction of student base onconstructivist theory under coorperation of teacher and academic staff.Khon Kaen: Faculty ofEducation, Khon Kaen University.

[4] Chaijaroen, S., 2008. Efficiency based on conceptual framework in evaluation of Efficiency inlearning environmental on web-base of Chaijaroen. Khon Kaen: Faculty of Education, KhonKaen University.

[5] Crowley, C. D., & Okada, T., (2001).Designing for Science: Implications from Everyday,Classroom, and Professional settings. March 21, 2006.

[6] Dierking, L. D., and Falk, J. H., 2000. Shared Scientific Thinking In Everyday Parent ChildActivity. May12, 2006.

[7] Dunbar K. 1999. Scientific thinking and its development.In R. Wilson.,&F.Keil(Eds) The MITEncyclopedia of Cognitive science, pp.730-733. MA:MIT press.


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[8] Hackworth, S.N., 2010. Developing a constructivist learning environment in onlinepostsecondary science courses. March 21, 2006.

[11] Hogan, K., Maglienti, M., 2001. Comparing the Epistemological Underpinnings of Students'and Scientists' Reasoning about Conclusions .Journal of research in science teaching 38(6): PP.663 687.

[12] Imran, A. Z., 2004.Towards a Framework for Developing Authentic Constructivist LearningEnvironments in Semantically Rich Domains.

Design and Development of Knowledge Construction Model

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