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Session Type: Symposium
The four papers in this international symposium make explicit discourse conditions of K-12 classrooms that cultivate robust student inquiry. These studies from USA, UK and New Zealand employ varied methodology (quasi-experimental, experimental, mixed methods and sociocultural discourse analysis) to explicate discourse patterns of learning conditions within and across classrooms, across time, across curricular content, and across age of students. All studies acknowledge the complexity of talk features working together even as they individually home in on the functions of student questioning, learning talk, and teacher talk moves. Findings contribute to our understandings of relationships among student engagement in inquiry activity, questioning, connecting learning talk, and ways teachers can encourage greater student participation and higher levels of cognitive engagement.
The Relationship Between Student Inquiry and Dialogic Questioning: What Role Does Subject Culture Play? - Sara Hennessy, University of Cambridge; Annabel Amodia-Bidakowska; Christine Howe, University of Cambridge; Neil McKay Mercer, University of Cambridge; Paul T. Warwick, University of Cambridge; Maria Vrikki, University of Cambridge; Lisa Wheatley, University of Cambridge
Connecting Learning Talk and Relations to Student Reasoning and Questioning - Maureen P. Boyd, University at Buffalo - SUNY; Ming Ming Chiu, The Education University of Hong Kong; Kelly Schucker, University at Buffalo - SUNY
Systematically Capturing Teacher-Student Co-Construction of Knowledge in Whole-Class Teaching - Jan Hardman, University of York
Critical Thinking and Dialogue: Effects of Student Questions to Foster Critical Thinking in Group Discussions of Secondary-Aged Students - Maree Davies, University of Auckland; Katharina Elisabeth Kiemer, TU München