Andamiaje docente para la construcción del conocimiento en el aula de investigación educativa

Referencias bibliográficas

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• Chen, J., Wang, M., Kirschner, P., & Tsai, C. C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. Review of Educational Research, 88(6), 799-843. https://doi.org/10.3102/0034654318791584
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• Chen, D., Zhang, Y., Luo, H., Zhu, Z., Ma, J., & Lin, Y. (2024). Effects of group awareness support in CSCL on students’ learning performance: A three-level meta-analysis. International Journal of Computer-Supported Collaborative Learning, 1-33. https://doi.org/10.1007/s11412-024-09418-3
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• García Peñalvo, F. J., Llorens-Largo, F., & Vidal, J. (2024). The new reality of education in the face of advances in generative artificial intelligence. [La nueva realidad de la educación ante los avances de la inteligencia artificial generativa]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), pp. 9-39. https://doi.org/10.5944/ried.27.1.37716
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• Gutiérrez-Braojos, C., Daniela, L., Montejo-Gámez, J., & Aliaga, F. (2022). Developing and comparing indices to evaluate community knowledge building in an educational research course. Sustainability, 14, 10603. https://doi.org/10.3390/su141710603
• Gutiérrez-Braojos, C., Montejo-Gámez, J., Ma, L., Chen, B., de Escalona-Fernández, M. M., Scardamalia, M., & Bereiter, C. (2018). Exploring collective cognitive responsibility through the emergence and flow of forms of engagement in a knowledge building community. In L. Daniela (Ed.), Didactics of smart pedagogy (pp. 213-232). Cham: Springer. https://doi.org/10.1007/978-3-030-01551-0_11
• Gutiérrez-Braojos, C., Montejo Gámez, J., Poza Vílches, F., & Marín-Jiménez, A. (2020). Evaluación de la investigación sobre la pedagogía Construcción de Conocimiento: un enfoque metodológico mixto. RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 26(1). https://doi.org/10.7203/relieve.26.1.16671
• Gutiérrez-Braojos, C., Rodríguez-Domínguez, C., Daniela, L., & Carranza-García, F. (2023). An analytical dashboard of collaborative activities for the knowledge building. Technology, Knowledge and Learning, 1-27. https://doi.org/10.1007/s10758-023-09644-y
• Holmes, K. (2005). Analysis of asynchronous online discussion using the SOLO Taxonomy. Australian Journal of Educational & Developmental Psychology, 5, 117-127.
• Hong, H. Y., & Scardamalia, M. (2014). Community knowledge assessment in a knowledge building environment. Computers & Education, 71. 279-288. https://doi.org/10.1016/j.compedu.2013.09.009
• Järvelä, S., Gašević, D., Seppänen, T., Pechenizkiy, M., & Kirschner, P. A. (2020). Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning. British Journal of Educational Technology, 51(6), 2391– 2406. https://doi.org/10.1111/bjet.12917
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• Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
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• Khanlari, A. (2019). Knowledge Building in robotics for math education. Knowledge Building Summer Institute: Knowledge Building Practices and Technology for Global Hubs of Innovation. March 27-20.
• Khanlari, A., Zhu, G., & Scardamalia, M. (2019). Knowledge building analytics to explore crossing disciplinary and grade-level boundaries. Journal of Learning Analytics, 60(3), 60-75. https://doi.org/10.18608/jla.2019.63.9
• Laferrière, T., & Lamon, M. (2010). Knowledge Building / Knowledge Forum®: The transformation of classroom discourse. In M. S. Khine e I. M. Saleb (Eds.), New Science of Learning: Cognition, Computers and Collaboration in Education (pp. 485-502). Springer. https://doi.org/10.1007/978-1-4419-5716-0_24
• Lister, R., Simon, B., Thompson, E., Whalley, J. L., & Prasad, C. (2006). Not seeing the forest for the trees: novice programmers and the SOLO taxonomy. ACM SIGCSE Bulletin, 38(3), 118-122. https://doi.org/10.1145/1140123.1140157
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• Ma, L., & Scardamalia, M. (2022). Teachers as designers in knowledge building innovation networks. In M.-C. Shanahan, B. Kim, M. A. Takeuchi, K. Koh, A. P. Preciado-Babb & P. Sengupta (Eds.), The Learning Sciences in Conversation (pp. 107-120). Routledge. https://doi.org/10.4324/9781003089728-13
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