Making the Tacit Explicit: Children's Strategies for Classroom Writing

Autor/inn/en	Silby, Alison; Watts, Mike
Titel	Making the Tacit Explicit: Children's Strategies for Classroom Writing
Quelle	In: British Educational Research Journal, 41 (2015) 5, S.801-819 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3176
Schlagwörter	Cognitive Processes; Metacognition; Young Children; Protocol Analysis; Knowledge Level; Prior Learning; Writing Assignments; Elementary School Students; Writing Strategies; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Frühe Kindheit; Wissensbasis; Vorkenntnisse; Schreibtechnik; Ausland; Großbritannien
Abstract	A key highlight of this study is generating evidence of children "making aware the unaware", making tacit knowledge explicit. The research explores the levels of awareness in thinking used by eight 7-8 year-old children when engaged in school-based genre writing tasks. The focus is on analysing children's awareness of their thought processes, using a framework originally devised in 1989 to investigate ways in which children can transform their tacit knowledge to explicit within the writing process. Classroom "think aloud" protocols are used to help children "manage their knowledge transfer", to speak the unspoken. The 1989 framework distinguished between four levels of thought that was viewed as hierarchical and "increasingly metacognitive". However, there is little evidence in this study to show that levels of awareness in thinking are increasingly progressive and observations made during the study suggest that young writers move in and out of the suggested levels of thinking during different elements of a writing task. The reasons for this may depend on a number of factors that are noted in this paper. Evidence does suggest children in this age group are consciously aware of their own and others' thought processes both with and without adult prompting. By using collaborative talk, their awareness of these thought processes is highlighted enabling the co-construction and integration of new ideas into their existing knowledge base. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01