Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/290
Title: Productive Knowledge Building Discourse Through Student-Generated Questions
Authors: Khanlari, Ahmad
Resendes, Monica
Zhu, Gaoxia
Scardamalia, Marlene
Issue Date: Jul-2017
Publisher: Philadelphia, PA: International Society of the Learning Sciences.
Citation: Khanlari, A., Resendes, M., Zhu, G., & Scardamalia, M. (2017). Productive Knowledge Building Discourse Through Student-Generated Questions In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.
Abstract: Working on students’ authentic problems is emphasized in Knowledge Building theory and pedagogy, as it is perceived that a failure to deal with such problems may result in a failure of knowledge building. This study is focused on questions students asked in a knowledge building environment, in order to examine how issues students cared enough about to pose as questions help knowledge building succeed. Comparing question threads (threads started with questions) and non-question threads (threads that did not start with questions), we noticed that problems posted by students engaged the community in a sustainable and progressive discourse, which is central to collaborative knowledge building. Moreover, the quality analysis of the data revealed that the threads starting with questions were more likely to end up with productive threads compared to the non-question threads.
URI: https://repository.isls.org/handle/1/290
https://dx.doi.org/10.22318/cscl2017.84
Appears in Collections:CSCL 2017

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