Improvisational Structuring of Knowledge-Building Discourse in a Grade 5 Science Classroom

• In Event: 45.028 - Technologies to Construct Knowledge

Abstract

Taking the angle of improvisational structuring, this work analyzes video records of knowledge building discourse in a set of Grade 5 classrooms. Qualitative and quantitative analyses provide a detailed account of how the knowledge building discourse continually improvised and deepened in the context of the shared inquiry directions (wondering areas) co-organized by the community. The results how students and teachers direct and redirect their meeting topics, extend and deepen their ideas, contradict and discuss, and rise-above their thinking to gain a deep understanding of key concepts and principles in science. Using co-constructed wondering areas as a reference, the teachers engaged in attentive observation and ongoing noticing of student thinking progress and responded accordingly to encourage collaborative build-on and deeper inquiry.

Authors

• Jianwei Zhang, University at Albany - SUNY

• Marzieh Dehghan Chaleshtori, University at Albany - SUNY

• Hyejin Park, University at Albany - SUNY

• Guangji Yuan, SUNY - ALBANY

• Cornelia Harris, University at Albany - SUNY

• He Zhou, University at Albany - SUNY

• Ruijun Zhao