Abstract
This study was aimed at developing and applying a method for quantifying the development of "knowledge building community" based on the epistemology of learning as a process of participating in a certain community. To do so, we applied our methods for comparing the differences of their participating process between the two set of classrooms, one of an expertise teacher of collaborative learning and the other of a first-time teacher. The findings supported the view that (1) only in the expertise teacher's class their pupils became members of "knowledge building community" progressively and their frequency of their actions promoting their collaborative talk increased, (2) the indices used in this study shifted differently between the two set of classrooms and increased only in the expertise teacher's class, and (3) the validity of our method was verified. And in the expertise teacher's class, their pupils were offered they offered their pupils more opportunities for learning to learn collaboratively by creating the contingency between their pupils' utterances promoting their collaborative talk. Finally, the limitations and future directions were discussed.
