Poster #25 - Developing Students' Understanding of Discourse and Knowledge Advance Through Metadiscourse in Knowledge-Building

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-3 - Learning and Instruction

Abstract

This study investigates the role of meta-discourse, discourse about discourse, in promoting students’ understanding and engagement in productive discourse in a knowledge-building environment. Participants were 21 Grade 10 students studying in a visual art class. They engaged in knowledge-building idea-driven inquiry using Knowledge Forum®(KF), enriched with classroom meta-discourse - reflecting on their ideas development, comparing different clusters of discussion, and generating criteria for good discussion using knowledge-building principles. Results indicate that their individual and collective discourse understanding and knowledge advancement changed over time. Analysis of classroom meta-discourse showed how students’ reflection and inquiry about their discourse helped them generate epistemic norms and criteria that in turn support them to engage in productive discourse for knowledge building.

Authors

• Yuyao Tong, The University of Hong Kong

• Carol K. Chan, University of Hong Kong

• Yawen Yu, The University of Hong Kong