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dc.contributor.authorChan, Yuyao Tong and Carol
dc.identifier.citationChan, 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.en_US
dc.description.abstractThis 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.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleDeveloping Productive Discourse through Collective Inquiry of Knowledge-Building Principlesen_US
dc.typeFull Papersen_US
Appears in Collections:CSCL 2019

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