Metadiscourse on Collective Knowledge Progress to Inform Sustained Knowledge-Building Discourse

• In Event: 75.020 - Social-Mediated Learning, Intelligent Tutoring, and Knowledge-Building Discourse

Abstract

This study was conducted in two Grade 5/6 classrooms that studied electricity over three months using Knowledge Forum. Classroom A used Idea Thread Mapper (ITM)--a timeline-based collective discourse mapping tool—to engage in metadiscourse to review collective advances and gaps of knowledge as the knowledge building work unfolded. Classroom B did not engage in such reflective practice until near the end of the inquiry. Video analysis of ITM-aided classroom sessions elaborated the processes of metadiscourse. Content analysis of portfolio summaries indicated that students in classroom A had more comprehensive and complex understanding of the various inquiry themes discussed. Informed by the shared understanding of inquiry themes and challenges, classroom A also engaged in more active and connected online discourse.

Authors

• Jianwei Zhang, University at Albany - SUNY

• Dan Tao, University at Albany - SUNY

• Yanqing Sun, University at Albany - SUNY

• Mei-Hwa Chen, University at Albany - SUNY

• Ben Peebles, University of Toronto - OISE

• Sarah Naqvi Naqvi, University of Toronto - OISE