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|Title:||Activity Systems Analysis of the Social Practices by Low-achieving Students in a Knowledge-Building Environment Augmented by Reflective Assessment|
van Aalst, Jan
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Yang, Y., van Aalst, J., & Chan, C. (2018). Activity Systems Analysis of the Social Practices by Low-achieving Students in a Knowledge-Building Environment Augmented by Reflective Assessment. 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:||This study aimed to understand the dynamics that characterized the social practices developed by low-achieving students in a knowledge-building (KB) environment augmented by reflective assessment (RA), using activity systems analysis (ASA). The participants were a class of 20 Grade 11 low-achieving students working with an experienced teacher. Various classroom data was collected and analyzed. Findings indicated that, the students’ activities were mediated by: opportunities for collective reflection, the framing of data-driven collective discourse improvement and the development of new skills and interests. Pedagogical implications for future implications were also discussed.|
|Appears in Collections:||ICLS 2018|
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