Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2206
Title: A Teacher's Journey in Knowledge Building Pedagogy
Authors: Law, Nancy
Yuen, Johnny
Tse, Hidy
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Law, N., Yuen, J., & Tse, H. (2012). A Teacher's Journey in Knowledge Building Pedagogy. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 212-219). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: A productive and engaging discourse is central to knowledge building (KB). How to guide students in identifying good questions and to engage in deepening discourse using the functions available in Knowledge Forum (KF) in accordance with the 12 KB principles is a major challenge to teachers interested in adopting KB pedagogy in their teaching. This paper reports on a study of a teacher's pedagogical journey over three years, from the time when she was a novice teacher making the first attempt in introducing KB in her classroom to becoming fluent and confident in designing and executing curriculum units that will be successful in advancing students' understanding through their engagement in synchronous discourse on KF. The findings reveal a shift in the teacher's design focus, followed by a refinement in facilitation skills. The paper also reports on the changes in students' discourse behavior and quality as the teacher's pedagogical advancement progresses.
URI: https://doi.dx.org/10.22318/icls2012.1.212
https://repository.isls.org//handle/1/2206
Appears in Collections:ICLS 2012

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