Teachers Support Elementary Students' Knowledge-Building Discourse: Patterns and Correlations (Poster 28)

• In Event: AERA Poster Session One
  In Poster Session: Division C Science Poster Session One

Abstract

Teacher scaffolding was rarely scrutinized in previous Knowledge Building literature, especially in offline settings. This study examined how two teachers scaffolded the offline Knowledge Building discourse of grade 2 to grade 3 students, and how it related to students’ discourse moves. We identified several teaching scaffolding patterns in Knowledge Building classrooms, including asking for elaboration, revoicing, asking for explanations, inviting different ideas, and inviting new directions. We also found positive correlations between teacher asking for explanations and students providing partial or elaborated explanations, and between teacher inviting new directions and students’ questions. This study provides implications for designing teacher scaffolding to foster productive student discourse.

Authors

• Gaoxia Zhu, National Institute of Education - Nanyang Technological University
  Presenting Author

• Feng Lin, Singapore University of Social Sciences
  Presenting Author