Shared Regulation of Knowledge Co-Construction in an Open-Ended Collaborative Inquiry of Light

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iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=0A-53-C8-59-EB-54-96-4F-B8-49-17-B4-E6-A0-00-DB

Abstract

In authentic knowledge creation practices, a focus exists as something in its continual changing into new strands of inquiry. Participants constantly identify knowledge wantings, adapt their goals and trajectories in order to progress. This perspective drives classroom innovations using an open-ended approach to collaborative inquiry. One of the challenges of this knowledge practice is to sustain and deepen a focus around an emergent problem-solving agenda without pre-defined inquiry procedures. Using content and discourse analysis, this study examines a classroom of fourth-graders co-constructing shared foci and structures to frame their three-month inquiry of light using a collaborative online environment. Findings showed that the classroom developed an inquiry space in which initial questions gradually transformed into coherently connected shared inquiry foci.

Authors

• Simona Pesaresi, KU Leuven

• Jianwei Zhang, University at Albany - SUNY