Fostering Elementary Students' Collaborative Knowledge Building in Smart Classroom with Formative Evaluation

Abstract

With smart education and deep learning becoming the main trend, deep knowledge building plays more and more important role in the development of students' higher-order ability. This study explored students' knowledge development and collaborative knowledge building during their inquiry process by way of evaluation rubric in the smart classroom. The participants were 116 elementary students from two fifth grade classes in central China. Results indicated that evaluation rubric can promote students' inquiry. Students with the help of the rubric achieved the deep level of knowledge building. What's more, the students' collaborative knowledge building were influenced by their meta-cognition and learning motivation. Implications of the exploratory study and future research are discussed.