Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6630
Title: Collaborative and Emergent Regulation of Open-Ended Inquiry through Semiotically Mediated Structures
Authors: Pesaresi, Simona
Zhang, Jianwei
Keywords: Scale
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Pesaresi, S. & Zhang, J. (2020). Collaborative and Emergent Regulation of Open-Ended Inquiry through Semiotically Mediated Structures. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2607-2608). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Regulation of open-ended collaborative inquiry is an emergent, collective process. The study explores emergent regulation of knowledge building in a class of fourth graders inquiring light. The analysis traces knowledge building discourse and semiotic artifacts that enable a heterochronic link between actions occurred on different timescales.
URI: https://doi.dx.org/10.22318/icls2020.2607
https://repository.isls.org//handle/1/6630
Appears in Collections:ICLS 2020

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