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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel Tsuji, Wakana. - : University of Toronto, 2022 BASE Show details 2 “I like sharing ideas because that means people learn”: Cultivating a Kindergarten Science Knowledge Building Community Salgado, Michelle. - 2021 BASE Show details 3 Knowledge Building, Innovation Networks, and Robotics in Math Education Khanlari, Ahmad. - 2020 BASE Show details 4 Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis KIRK, STEVEN,EWEN. - 2018 BASE Show details 5 Problematising the present: the historical contribution of consultancy to early childhood education in Australia: 1960-1985 BROWNE, KIM. - 2017 BASE Show details 6 Construing biology: An Ideational Perspective Hao, Jing. - : The University of Sydney, 2015. : Department of Linguistics, 2015. : Faculty of Arts and Social Sciences, School of Letters, Art and Media, 2015 BASE Show details 7 Promisingness Judgments as Facilitators of Knowledge Building in Elementary Science Chen, Bodong. - 2015 BASE Show details 8 Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study Torres Ospina, Sara. - 2013 BASE Show details 9 Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study Torres Ospina, Sara. - : Université d'Ottawa / University of Ottawa, 2013 BASE Show details 10 Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses Fujita, Nobuko. - 2012 BASE Show details 11 Extraction of ontology schema components from financial news ; Extraktion von Ontologiekomponenten aus Finanznachrichten Vela, Mihaela. - 2012 BASE Show details 12 Knowledge building using wikis in a computer-supported collaborative writing task Woo, Jeong Won. - 2011 BASE Show details 13 The Politics of Language and Nation Building in Zimbabwe Ndhlovu, Finex. - : Peter Lang International Publishers, 2009 BASE Show details 14 Critical Pathways Towards Antiracism in an Elementary Knowledge Building Classroom Donsky, Debra Susan. - 2006 BASE Show details 15 Semantic anthropology Gudeman, Stephen (Mitarb.); Parkin, David (Hrsg.); Chapman, Malcolm (Mitarb.). - London [u.a.] : Academic Press, 1982 BLLDB UB Frankfurt Linguistik Show details 16 Group Processes Supporting the Development of Progressive Discourse in Online Graduate Courses Fujita, Nobuko. - NO_RESTRICTION BASE Show details 17 Enhancing Knowledge Building Discourse in Early Primary Education: Effects of Formative Feedback Resendes, Monica. - NO_RESTRICTION Abstract: This research focuses on a Knowledge Building pedagogical approach and investigates ways to boost students’ competencies in knowledge creation processes, specifically their ability to contribute productively to high-level explanation-seeking discourse. This study uses a design-based methodology to explore how pedagogical and technological innovations can enhance students’ ways of contributing to knowledge building discourse, and examines whether expanding students’ contribution repertoire helps them to advance community knowledge in general. Gains associated with a Knowledge Building approach for secondary and post-secondary students are widely documented. This research adds to this body of literature by showing how a Knowledge Building approach can be productively engaged at the early primary level. This work also contributes to studies exploring automated feedback and assessment tools that can help boost student capacities for building new knowledge. The research was conducted in three main phases. The first phase mapped the ways that students from Grades 1-6 (n = 102) contribute to their naturally occurring Knowledge Building discourse in order to provide baseline data for subsequent design experiments. The following two phases corresponded to two design iterations that involved work in Grade 2 science and that tested different types of formative feedback. Design Cycle 1 (n = 42) focused on testing supports to boost low-frequency contribution types. Design Cycle II (n = 43) aimed to reproduce and improve results from the first iteration. In both design cycles, pedagogical supports included whole-class metadiscourse sessions, while technological supports consisted of contribution and content-oriented feedback tools that offered students a meta-perspective on their own discourse, including Word Clouds (Cycle 1), Concept Clouds (Cycle 1-2), visualizations produced by the Metadiscourse Tool (Cycle 1-2), and verbal scaffolds (Cycle 1-2). Analyses of data revealed that these supports helped students to significantly increase their engagement with targeted contribution types, diversify their general contribution repertoire, and advance collective knowledge beyond that attained by their peers in prior years. This research provides empirical evidence that Knowledge Building inquiry can be effectively engaged at the primary level, and offers usable artifacts tested and shown to be conducive for helping young students raise the level of their Knowledge Building discourse. ; PhD Keyword: 0524; 0710; 0727; early primary; formative feedback; Knowledge building; knowledge building discourse; knowledge building environments URL: http://hdl.handle.net/1807/65731 BASE Hide details

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