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Title: Metadiscourse to Foster Student Collective Responsibility for Deepening Inquiry
Authors: Zhang, Jianwei
Lee, Jiyeon
Wilde, Jane
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Zhang, J., Lee, J., & Wilde, J. (2012). Metadiscourse to Foster Student Collective Responsibility for Deepening Inquiry. 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. 395-402). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: This study examined two complementary designs of metadiscourse to foster collective responsibility for sustained, progressive inquiry in two comparable Grade 5/6 classrooms that investigated astronomy. Class A's metadiscourse focused on reviewing student questions to formulate deepening goals. Class B's focused on co-monitoring disciplinary key concepts in readings that suggested possible areas for deeper discourse. Analyses of classroom videos and online discourse suggest the positive impact of such metadiscourse on sustained knowledge building, along with specific conditions required.
Appears in Collections:ICLS 2012

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