Agency to Transform: How Did a Grade 5 Community Co-Configure Dynamic Knowledge Building Practices in a Yearlong Science Inquiry?

Autor/inn/en	Tao, Dan; Zhang, Jianwei
Titel	Agency to Transform: How Did a Grade 5 Community Co-Configure Dynamic Knowledge Building Practices in a Yearlong Science Inquiry?
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 16 (2021) 3, S.403-434 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-021-09353-7
Schlagwörter	Elementary School Students; Grade 5; Elementary School Science; Science Process Skills; Inquiry; Science Activities; Class Activities; Human Body; Concept Mapping; Outcomes of Education + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Menschlicher Körper; Concept Map; Lernleistung; Schulerfolg
Abstract	This study explores emergent reflective structuration as a new form of shared regulation. The purpose is to support students in taking on high-level epistemic agency as they co-configure dynamic inquiry pathways that unfold over long periods of time. With the teacher's support, students not only regulate their inquiry and collaboration following pre-scripted structures, but they also co-construct shared inquiry pathways to frame and reframe their community practices in response to progress and needs that emerge over time. Our data analysis investigates the temporal and interactional processes by which members of a Grade 5 classroom co-configured their knowledge building pathways in a yearlong science inquiry focusing on the human body systems. As a co-constructed structure, students co-formulated an evolving chart of "big questions" that signified shared inquiry directions with the teacher's support. The inquiry process was supported by Knowledge Form and Idea Thread Mapper, which visualizes the online knowledge building discourse based on temporal streams of inquiry focusing on the "big questions." Qualitative analysis of classroom observation notes, videos, student artifacts, online discourse, and student interviews documented nine "big questions" co-formulated by the community over time. Further analysis revealed students' agentic moves to expand, deepen, and reframe the knowledge building work of their community. Analyses of online discourse and a pre-and post-test showed productive idea contributions, interactions, and knowledge outcomes. Conceptual and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01