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Conference Paper: Developing student understanding of discourse using a knowledge-building approach through meta-dialogue
| Title | Developing student understanding of discourse using a knowledge-building approach through meta-dialogue |
|---|---|
| Authors | |
| Issue Date | 2019 |
| Publisher | American Educational Research Association. |
| Citation | American Educational Research Association (AERA) Annual Conference: Leveraging Education Research in a 'Post-Truth' Era: Multimodal Narratives to Democratize Evidence, Toronto, Canada, 5-9 April 2019 How to Cite? |
| 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. |
| Description | Poster Session: 77.059-3 - Learning and Instruction |
| Persistent Identifier | http://hdl.handle.net/10722/277855 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Tong, Y | - |
| dc.contributor.author | Chan, CKK | - |
| dc.contributor.author | Yu, Y | - |
| dc.date.accessioned | 2019-10-04T08:02:42Z | - |
| dc.date.available | 2019-10-04T08:02:42Z | - |
| dc.date.issued | 2019 | - |
| dc.identifier.citation | American Educational Research Association (AERA) Annual Conference: Leveraging Education Research in a 'Post-Truth' Era: Multimodal Narratives to Democratize Evidence, Toronto, Canada, 5-9 April 2019 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/277855 | - |
| dc.description | Poster Session: 77.059-3 - Learning and Instruction | - |
| dc.description.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. | - |
| dc.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | AERA (American Educational Research Association) Annual Meeting, 2019 | - |
| dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
| dc.title | Developing student understanding of discourse using a knowledge-building approach through meta-dialogue | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
| dc.identifier.authority | Chan, CKK=rp00891 | - |
| dc.identifier.hkuros | 306302 | - |