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|Title:||Reflective Structuration of Knowledge Building Practices in Grade 5 Science: A Two-Year Design-Based Research|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Tao, D., Zhang, J., & Gao, D. (2017). Reflective Structuration of Knowledge Building Practices in Grade 5 Science: A Two-Year Design-Based Research In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||This study was conducted in two Grade 5 classes (A and B) taught by the same teacher in two successive school years. Each year students studied human body systems over a whole school year using Knowledge Forum (KF). Both classes worked with an idea-centered, principle-based framework of knowledge building; students in class B (year 2) particularly engaged in reflective structuration to co-construct structures of inquiry as their work unfolded. Qualitative analyses of rich classroom data elaborated the reflective structuration process in class B. The analyses of student online discourse showed that compared to class A in year 1, class B made more purposeful and sustained contributions to understanding various human body systems and developed more sophisticated explanations.|
|Appears in Collections:||CSCL 2017|
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