Knowledge building for students with low academic achievement

Abstract

This paper describes a Hong Kong teacher's experience using knowledge building and Knowledge Forum® to address the learning needs of students with low academic achievement. Contrar y to wh at mo st teachers wo uld expect, even lo w-ac hieving student s respond well to knowledge building, and their discourse is of high quality compared to that obtained in other knowledge-building classes in Hong Kong. The paper provides an account of how the teacher used the knowledge building approach and his reflection on pedagogical principles as well as the relevance and feasibility of learning-sciences approaches like knowledge building in ordinary schools, where students lack academic skills and motivation.