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|Title:||Collaborative and Emergent Regulation of Open-Ended Inquiry through Semiotically Mediated Structures|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Pesaresi, S. & Zhang, J. (2020). Collaborative and Emergent Regulation of Open-Ended Inquiry through Semiotically Mediated Structures. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2607-2608). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Regulation of open-ended collaborative inquiry is an emergent, collective process. The study explores emergent regulation of knowledge building in a class of fourth graders inquiring light. The analysis traces knowledge building discourse and semiotic artifacts that enable a heterochronic link between actions occurred on different timescales.|
|Appears in Collections:||ICLS 2020|
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