Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4450
Title: Developing Productive Discourse through Collective Inquiry of Knowledge-Building Principles
Authors: Chan, Yuyao Tong and Carol
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Chan, Y. T. (2019). Developing Productive Discourse through Collective Inquiry of Knowledge-Building Principles. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 534-541). Lyon, France: International Society of the Learning Sciences.
Abstract: This study investigates how secondary school students inquired into knowledge- building principles and engaged in meta-talk for productive knowledge building. The study involved a class of Grade 10 students in Hong Kong, working on collective inquiry in Art and Design using Knowledge Forum (KF), and reflecting on their discourse, using knowledge- building principles. A key design involved students writing on KF inquiring into knowledge- building principles and meta-talk on the processes. Results indicated that the students engaged in productive online discourse on both domain and discourse understanding progressively. Classroom analyses suggested how students engaged in meta-talk and inquiry into principles with corresponding change in the knowledge about discourse. The implications of scaffolding students' inquiry of principles in a knowledge-building environment are discussed.
URI: https://doi.dx.org/10.22318/cscl2019.534
https://repository.isls.org//handle/1/4450
Appears in Collections:CSCL 2019

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