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|Title:||Tracking the Flow of Discussion Topics in an Inquiry Science Unit|
|Authors:||Tissenbaum, Catherine Louise Dornfeld|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Tissenbaum, C. L. & Puntambekar, S. (2018). Tracking the Flow of Discussion Topics in an Inquiry Science Unit. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Inquiry-based curricula may leverage distributed knowledge by interleaving individual, small-group, and whole class activities. We tracked topics across multiple activities to study how topics are distributed and consolidated in a science unit. Embedded prompts guided students’ discussion toward key topics, while the teacher helped students take greater responsibility for managing whole class discussions over time. These findings demonstrate how embedded prompts and teacher facilitation can scaffold knowledge sharing across individual, small-group, and whole class levels.|
|Appears in Collections:||ICLS 2018|
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