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|Title:||Teacher Support of Emergent Shared Regulation for Dynamic Collaborative Inquiry|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Pesaresi, S. & Zhang, J. (2021). Teacher Support of Emergent Shared Regulation for Dynamic Collaborative Inquiry. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 59-66). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||A collaborative inquiry approach to science learning has the potential to develop students’ higher-order thinking skills, deep understandings and induce into productive dispositions. To realize this potential, students need to gain control over their knowledge advancement in terms of adapting collaborative goals and reinventing their inquiry practices as problems evolve temporally. To this purpose, we consider the teacher scaffolding moves in turning higher levels of agency to students and enhancing their shared regulation of the inquiry. Going beyond existing research on scaffolding, the study examines such moves to see how teacher support plays out to help the classroom community co-construct, adapt and expand collective inquiry structures and trajectories. We explore this role in the context of a classroom of fourth-graders investigating light using knowledge building pedagogy and technology. Qualitative analysis of classroom discourse and teacher reflection identifies patterns of interaction by which the teacher leverages students’ emergent shared regulation.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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