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|Title:||Collaborative Productivity as Self-Sustaining Processes in a Grade 4 Knowledge Building Community|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Zhang, J. & Messina, R. (2010). Collaborative Productivity as Self-Sustaining Processes in a Grade 4 Knowledge Building Community. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 49-56). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||This study elaborates collaborative productivity as self-sustaining processes along with the role of the teacher in a knowledge building community. The participants were 22 fourth-graders, who investigated light over a three-month period facilitated by a veteran teacher with the support of Knowledge Forum!. Content analysis of the students' portfolios indicates significant advancement of understanding. Qualitative analysis of classroom videos, online discourse, and the teacher's reflection journal identifies community interactions and teacher scaffolding related to four interrelated processes. These include: (a) accumulating a highly variable stock of information and ideas and mobilizing information connection; (b) sustained, incremental idea development; (c) critical examination and selection of ideas; and (d) distributed emergent control. These processes elaborate self-organization mechanisms underpinning collaborative productivity, informing new ways to scaffold knowledge building.|
|Appears in Collections:||ICLS 2010|
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