Agency to transform: how did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry?

Tao, Dan; Zhang, Jianwei

doi:10.1007/s11412-021-09353-7

Cited by 21 publications

(36 citation statements)

References 36 publications

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“…The visual organizer of the evolving "big questions" was posted on the classroom wall and in the online space, used by students to plan and monitor their inquiry work, form flexible groups, and reflect on emergent progress and needs. In response to the emergent questions and idea connections, students engaged in further reflective discussions to expand and reorganize the chart of "big questions" that guided deeper knowledge building (Tao & Zhang, 2021).…”

Section: Conceptual Framework: Agency For Expansive Knowledge Buildin...mentioning

confidence: 99%

“…Dominant practices of science teaching often position the teacher as the only epistemic agent in a classroom, who promotes students to complete predefined tasks and curricular activities in preset timeframes (Chinn & Malhotra, 2002; Seitamaa‐Hakkarainen, 2022; Stroupe, 2014; Varelas et al, 2015). To create opportunities for students to work as epistemic agents, researchers call for efforts to develop more dynamic and expansive classroom configurations that open up opportunities for student‐driven inquiry and creative imagination (Duncan & Chinn, 2021; González‐Howard & McNeill, 2020; Gutiérrez & Calabrese Barton, 2015; Ko & Krist, 2019; Tao & Zhang, 2021). As a core challenge, the field needs to better understand how student‐driven, open‐ended inquiry processes can be organized and guided in the classroom in a manner that engages student epistemic agency.…”

Section: Introductionmentioning

confidence: 99%

“…To cultivate such science practices, researchers call for efforts to design more open and expansive classroom configurations that foster student agency in shaping and reshaping their learning processes and pathways (González‐Howard & McNeill, 2020; Gutiérrez & Calabrese Barton, 2015; Ko & Krist, 2019; Miller et al, 2018; Tao & Zhang, 2021). Instead of merely completing predefined inquiry tasks and procedures, students have the opportunities to chart the course of inquiry and navigate the uncertainty in science practices (Blanchard et al, 2010; Chen et al, 2019; Engle, 2006; Duschl, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…As research shows, by opening up the curriculum and allowing students to grapple with scientific uncertainty in the classroom, educators can enable more meaningful science practices among students (Manz & Suárez, 2018; Manz, 2015). Students work on ambiguous problems, make decisions about what to investigate and how to design their investigations, generate and work with diverse explanations, participate in authentic knowledge‐building dialogues, and engage in personal and shared reflection on knowledge advances and gaps that inform future inquiry (Berland & Hammer, 2012; Berland & Reiser, 2011; Ford & Forman, 2006; Lehrer & Schauble, 2006; Tao & Zhang, 2021; Varelas et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Epistemic agency for costructuring expansive knowledge‐building practices

et al. 2022

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As a hallmark of authentic science practices, students need to enact epistemic agency to shape/reshape the key aspects of their inquiry work as a collaborative community. This study elaborates an emergent temporal mechanism for engaging students' epistemic agency: “reflective structuration” by which members of a classroom community coconstruct ever‐evolving inquiry directions and group structures as their collective inquiry work proceeds. Using an interactional ethnography method, we examined how students (n = 22) in a Grade 5 classroom coconstructed shared inquiry directions and flexible group structures to guide their sustained inquiry about human body systems over 7 months supported by a collaborative online environment. Rich data were collected to trace the work of the eye inquiry group as a telling case. With their teacher's support, students took agentic moves to construct an evolving set of wondering areas as a way to frame what their whole class needed to investigate. Flexible groups, such as the eye inquiry group, emerged and evolved in the various areas, leading to progressively deepening inquiry and extensive idea exchanges among students. Implications for research and practice are discussed.

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Section: Conceptual Framework: Agency For Expansive Knowledge Buildin...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Epistemic agency for costructuring expansive knowledge‐building practices

et al. 2022

Self Cite

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show abstract

“…For example, Zhang, Skryabin, and Song [ 52 ] examined the patterns and evolution of relationships formed in the context of an MOOC discussion forum. Tao and Zhang [ 53 ] revealed students’ dynamic knowledge-building structure based on SNA, content analysis, and narrative approaches. In addition, Wise and Chiu [ 54 ] illustrated temporal patterns of knowledge construction in a role-based (e.g., starter, wrapper, questioner, synthesizer, etc.)…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying Learners’ Interaction Patterns in an Online Learning Community

et al. 2022

IJERPH

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The interactions among all members of an online learning community significantly impact collaborative reflection (co-reflection). Although the relationship between learners’ roles and co-reflection levels has been explored by previous researchers, it remains unclear when and with whom learners at different co-reflection levels tend to interact. This study adopted multiple methods to examine the interaction patterns of diverse roles among learners with different co-reflection levels based on 11,912 posts. First, the deep learning technique was applied to assess learners’ co-reflection levels. Then, a social network analysis (SNA) was conducted to identify the emergent roles of learners. Furthermore, a lag sequence analysis (LSA) was employed to reveal the interaction patterns of the emergent roles among learners with different co-reflection levels. The results showed that most learners in an online learning community reached an upper-middle co-reflection level while playing an inactive role in the co-reflection process. Moreover, higher-level learners were superior in dialog with various roles and were more involved in self-rethinking during the co-reflection process. In particular, they habitually began communication with peers and then with the teacher. Based on these findings, some implications for facilitating online co-reflection from the perspective of roles is also discussed.

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How Can Teachers Facilitate Computer-Supported Collaborative Learning? A Literature Review of Teacher Intervention in CSCL

Zhang

Shang

2023

Lecture Notes in Computer Science

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Agency to transform: how did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry?

Cited by 21 publications

References 36 publications

Epistemic agency for costructuring expansive knowledge‐building practices

Epistemic agency for costructuring expansive knowledge‐building practices

Identifying Learners’ Interaction Patterns in an Online Learning Community

How Can Teachers Facilitate Computer-Supported Collaborative Learning? A Literature Review of Teacher Intervention in CSCL

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