Knowledge Coconstruction in Collaborative Inquiry: Using Collaborative Technology to Promote Distributed Participation

• In Event: Roundtable Session 20
  In Roundtable Session: Communicating Science Knowledge Across Boundaries

Abstract

We investigate the viability of promoting distributed cognitive responsibility and idea improvement among multiple classrooms where Knowledge Community and Inquiry Model (KCI) (Slotta, 2007) guided curriculum design. KCI situates scaffolded inquiry within a knowledge community context while addressing curricular and assessment expectations. For this study, iteration1 of a design-based research, a grade-10 Climate Change curriculum unit was co-designed and then implemented in two classrooms. The unit incorporated a computer supported collaborative environment to facilitate knowledge co-construction. We examined the manifestation of two characteristics of knowledge communities in these two classes: Distributed cognitive responsibility and using existing knowledge-base as resource. Based on findings from Iteration1, we provide guidelines for the design of pedagogical and technological scaffolds for iteration2 of the study.

Authors

• Hedieh Najafi, University of Michigan

• James D. Slotta, University of Toronto