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|Title:||Making Knowledge Building Moves: Toward Cultivating Knowledge Building Communities in Classrooms|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bielaczyc, K. & Ow, J. (2010). Making Knowledge Building Moves: Toward Cultivating Knowledge Building Communities in Classrooms. 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. 865-872). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||A major emphasis within the Learning Sciences has been to explore ways to create classroom cultures that mirror disciplinary cultures. The central focus of our own research has been on how teachers and students navigate the epistemological shift from traditional didactic classrooms to classrooms that function as knowledge building communities (Scardamalia, 2002; Scardamalia & Bereiter, 2006). We ground our inquiry in Ideas First, a design-based research program focused on creating a knowledge building community in science within a Singapore primary school (Bielaczyc & Ow, 2007; Ow & Bielaczyc, 2007, 2008). In Ideas First we view engagement in the disciplinary practices of science through the theoretical lens of epistemic games (Collins & Ferguson, 1993; Morrison & Collins, 1995). In order to support reflective discourse among teachers and students around epistemic game play, we have created a set of dialogic tools centered on specific types of knowledge building moves. We illustrate the design features of the tools and their role in fostering participation in knowledge building communities in science.|
|Appears in Collections:||ICLS 2010|
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