-
Cole, C.; Beheshti, J.; Abuhimed, D.; Lamoureux, I.: ¬The end game in Kuhlthau's ISP Model : knowledge construction for grade 8 students researching an inquiry-based history project (2015)
0.00
0.0039349417 = product of:
0.015739767 = sum of:
0.015739767 = weight(_text_:information in 2265) [ClassicSimilarity], result of:
0.015739767 = score(doc=2265,freq=14.0), product of:
0.06134496 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.034944877 = queryNorm
0.256578 = fieldWeight in 2265, product of:
3.7416575 = tf(freq=14.0), with freq of:
14.0 = termFreq=14.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=2265)
0.25 = coord(1/4)
- Abstract
- This article reports on a field study of the information behavior of Grade 8 students researching an inquiry-based class history project. Kuhlthau's 7-stage Information Search Process (ISP) model forms the conceptual framework for the study. The aim of the study was to define an end game for the ISP model by answering the following question: How do the student participants' feelings, thoughts, and information behavior lead to the construction of new knowledge? Study findings tentatively indicate that knowledge construction results from an iterative process between the student and information, which can be divided into 3 phases. In the first phase, the students formulate questions from their previous knowledge to start knowledge construction; in the second phase, newly found topic information causes students to ask questions; and in the third phase, the students answer the questions asked by this newly found topic information. Based on these results and Kuhlthau's own ISP stage 7 assessment definition of the ISP model end game, we propose a model of knowledge construction inserted as an extra row in the ISP model framework.
- Source
- Journal of the Association for Information Science and Technology. 66(2015) no.11, S.2249-2266
-
Cole, C.; Behesthi, J.; Large, A.; Lamoureux, I.; Abuhimed, D.; AlGhamdi, M.: Seeking information for a middle school history project : the concept of implicit knowledge in the students' transition from Kuhlthau's Stage 3 to Stage 4 (2013)
0.00
0.0033256328 = product of:
0.013302531 = sum of:
0.013302531 = weight(_text_:information in 667) [ClassicSimilarity], result of:
0.013302531 = score(doc=667,freq=10.0), product of:
0.06134496 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.034944877 = queryNorm
0.21684799 = fieldWeight in 667, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=667)
0.25 = coord(1/4)
- Abstract
- The article reports the findings of a content analysis study of 16 student-group proposals for a grade eight history project. The students listed their topic and thesis in the proposal, and information in support of their thesis. The study's focus is this topic-to-thesis transition. The study's conceptual framework is Kuhlthau's six stage ISP Model's transition from exploring information in Stage 3 to formulating a focus or personal perspective on the assignment topic in Stage 4. Our study coding scheme identifies elements of the students' implicit knowledge in the 16 proposals. To validate implicit knowledge as a predictor of successful student performance, implicit knowledge was coded, scored, and then the correlation coefficient was established between the score and the students' instructors' marks. In Part 2 of the study we found strong and significant association between the McGill coding scores and the instructors' marks for the 16 proposals. This study is a first step in identifying, operationalizing, and testing user-centered implicit knowledge elements for future implementation in interactive information systems designed for middle school students researching a thesis-objective history assignment.
- Source
- Journal of the American Society for Information Science and Technology. 64(2013) no.3, S.558-573
-
Beheshti, J.; Cole, C.; Abuhimed, D.; Lamoureux, I.: Tracking middle school students' information behavior via Kuhlthau's ISP Model : temporality (2015)
0.00
0.0029745363 = product of:
0.011898145 = sum of:
0.011898145 = weight(_text_:information in 1819) [ClassicSimilarity], result of:
0.011898145 = score(doc=1819,freq=8.0), product of:
0.06134496 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.034944877 = queryNorm
0.19395474 = fieldWeight in 1819, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=1819)
0.25 = coord(1/4)
- Abstract
- The article reports a field study investigating the temporality of the information behavior of 44 grade 8 students from initiation to completion of their school inquiry-based history project. The conceptual framework for the study is Kuhlthau's 6-stage information-search process (ISP) model. The objective of the study is to test and extend ISP model concepts. As per other ISP model studies, our study measured the evolution of the feelings, thoughts, and actions of the study participants over the 3-month period of their class project. The unique feature of this study is the unlimited access the researchers had to a real-life history class, resulting in 12 separate measuring periods. We report 2 important findings of the study. First, through factor analysis, we determined 5 factors that define the temporality of completing an inquiry-based project for these grade 8 students. The second main finding is the importance of the students' consultations with their classmates, siblings, parents, and teachers in the construction of the knowledge necessary to complete their project.
- Source
- Journal of the Association for Information Science and Technology. 66(2015) no.5, S.943-960
