Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6349
Title: Characterizing Metacognitive and Progressive Dialogue in Knowledge-Building Classroom
Authors: Tong, Yuyao
Chan, Carol
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Tong, Y. & Chan, C. (2020). Characterizing Metacognitive and Progressive Dialogue in Knowledge-Building Classroom. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1453-1460). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This study investigates how secondary school students engaged in metacognitive and progressive classroom dialogue in a computer-supported knowledge building environment. Thirty-one Grade 9 students studying in Art and Design participated in the study using Knowledge Forum® (KF), a multi-media collaborative inquiry workspace. A key design involved the integration of online KF discourse and classroom discourse in the form of meta-reflection talk - knowledge building principles were embedded in classroom dialogue to support idea development and rise-above dialogue. Knowledge Building Discourse Explorer (KBDeX), a social network analysis tool, was used to track students’ changing collective responsibility over time. Classroom dialogue analyses identified dialogic moves into three areas including articulation and elaboration, build-on and connect, and collective reflection and idea development. Analyses illuminated how students engaged in collective meta-reflection and progressive dialogue. Implications of enriching classroom dialogue using knowledge-building perspectives involving meta-reflection and progressive dialogue are discussed.
URI: https://doi.dx.org/10.22318/icls2020.1453
https://repository.isls.org//handle/1/6349
Appears in Collections:ICLS 2020

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