Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8607
Title: Teacher Discourse in Scaffolding a Knowledge Building Group:A Case Study
Authors: LEI, Chunlin
Zhang, Junjie
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: LEI, C. & Zhang, J. (2022). Teacher discourse in scaffolding a knowledge building group:a case study. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1854-1855). International Society of the Learning Sciences.
Abstract: In a group of one teacher and 30 students engaged in collaborative knowledge building, the teacher’s 165 posts in Knowledge Forum were parsed out for analysis. A coding scheme was developed to categorize the posts into three patterns, namely, managerial, low order, and high order. While managerial and low order discourse seemed inevitable, high order discourse was more pervasive. The posts also suggested a shifting role of the teacher in scaffolding knowledge building over time.
Description: Poster
URI: https://dx.doi.org/10.22318/icls2022.1854
https://repository.isls.org//handle/1/8607
Appears in Collections:ISLS Annual Meeting 2022

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