BazEkon - The Main Library of the Cracow University of Economics

BazEkon home page

Main menu

Author
Vokatis Barbara (The State University of New York at Oneonta)
Title
Collaborative Inquiry for Knowledge Building among Children in Clinical Courses at the Master's Level at an American College in New York State: A Descriptive Case Study
Source
Chowanna, 2022, T. 1(58), s. 1-14, bibliogr. 22 poz.
Keyword
Gromadzenie wiedzy, Kształcenie nauczycieli, Uczenie się przez działanie
Knowledge acquisition, Education of teachers, Learning by doing
Note
summ.
Abstract
In this article, I describe how I teach graduate students who are in-service teachers in our master's literacy program on how to facilitate in- quiry-based learning among school children. This type of learning concen- trates on students' curiosity, asking questions, and investigating problems in collaboration. The teacher in such learning is more of a facilitator working to- wards helping children in becoming more independent learners. In my role as a teacher educator and coach I have used several resources to develop my own practice of teaching inquiry learning since 2015. I describe how I structure my graduate students' tutoring for inquiry and how I teach the ways of utilizing literacy teaching strategies and routines, such as shared reading and account- able talk, in order to facilitate children's knowledge building and their in- creasing independence in collaborative work. I also describe how my research interests that concentrate around investigating innovative inquiry-based learning spaces has informed this teaching. (original abstract)
Full text
Show
Bibliography
Show
  1. Britt M.A., Rouet J.-F., Braasch J.L.G.: "Documents as entities." In: Reading - From words to multiple texts. Eds. M.A. Britt, S.R. Goldman, J.-F. Rouet. Routledge/Taylor & Francis Group, New York, NY 2013, pp. 160-179.
  2. Chu S.K.W., Reynolds R.B., Tavares N.J., Notari M., Lee C.W.Y.: 21st century skills development through inquiry-based learning from theory to practice. Springer International Publishing 2021.
  3. Constantinou C.P., Tsivitanidou O.E., Rybska E.: "What is inquiry-based science teaching and learning?" In: Professional development for inquiry-based science teaching and learning. Contributions from science education research, vol 5.: Tsivitanidou. Eds. O. Tsivitanidou, P. Gray, E. Rybska, L. Louca, C. Constantinou. Springer 2018, pp. 1-23 https://doi.org/10.1007/978-3-319-91406-0_1
  4. Fisher D., Frey N., Lapp D.: "Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers." Reading Teacher 2008, no. 61(7), pp. 548-556. https://doi.org/10.1598/RT.61.7.4
  5. Gan Y., Hong H.Y., Chen B., Scardamalia M.: "Knowledge building: Idea-centered drawing and writing to advance community knowledge." Educational Technology Research and Development 2021, no. 69, pp. 2423-2449. https://doi.org/10.1007/s11423-021-10022-7
  6. Harvey S., Goudvis A.: Strategies that work: Teaching comprehension for engagement, understanding, and building knowledge, grades K-8. Stenhouse, Portland, ME 2017.
  7. Harvey S., Daniels, H.: Comprehension and collaboration: Inquiry circles for curiosity, engagement, and understanding. Heinemann, Portsmouth, NH 2015.
  8. Hong H.-Y., Ma L., Lin P.-Y., Yuan-Hsuan Lee K.: "Advancing third graders' reading comprehension through collaborative Knowledge Building: A comparative study in Taiwan." Computer & Education 2020, no. 157, p. 103962. https://doi.org/10.1016/j.compedu.2020.103962
  9. Lemke J.: "Across the scales of time: Artifacts, activities, and meanings in in ecosocial systems." Mind, Culture, and Activity 2000, no. 7, pp. 273-290.
  10. Mills H.: Learning for real: Teaching content and literacy across the curriculum. Heinemann, Portsmouth, NH 2014.
  11. National Council for the Social Studies: Social studies for the next generation: Purposes, practices, and implications of the college, career, and civic life (C3): Framework for social studies state standards. Silver Spring, MD 2013.
  12. Next Generation Science Standards Lead States: Next Generation Science Standards: For states, by states, National Academies Press, Washington, DC 2013.
  13. Nichols M.: Comprehension through conversation: The power of purposeful talk in the reading workshop. Heinemann, Portsmouth, NH 2006.
  14. Nichols M.: Building bigger ideas: A process for teaching purposeful talk.Heinemann, Portsmouth, NH 2019.
  15. Scardamalia M., Bereiter C.: "Knowledge building: Theory, pedagogy and technology." In: The Cambridge handbook of the learning sciences. Ed. R.K. Sawyer. Cambridge University Press, New York 2006, pp. 97-115.
  16. Vokatis B., Zhang J.: "The professional identity of three innovative teachers engaging in sustained knowledge building using technology." Frontline Learning Research 2016, no. 4(1), pp. 58-77. https://doi.org/10.14786/flr.v4i1.223
  17. What is a scientific method? Science Buddies. https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientificmethod [retrieved: 29.11.2022].
  18. What is inquiry? Institute for Inquiry. https://www.exploratorium.edu/education/ifi/inquiry [retrieved: 29.11.2022].
  19. Whitin P., Whitin D.J.: Inquiry at the window: Pursuing the wonders of learners. Heinemann, Portsmouth, NH 1997.
  20. Wright T. S., Gotwals A.W.: "Supporting kindergartners' science talk in the context of an integrated science and disciplinary literacy curriculum." The Elementary School Journal 2017, no. 117, pp. 513-537. https://doi.org/10.1086/690273
  21. Zhang J., Hong H.-Y., Scardamalia M., Teo C., Morley E.: "Sustaining knowledge building as a principle-based innovation at an elementary school." Journal of the Learning Sciences 2011, no. 20(2), pp. 262-307.https://doi.org/10.1080/10508406.2011.528317.
  22. Zhang J., Bogouslavsky M., Yuan, G.: "Cross-community interaction for knowledge building in two grade 5/6 classrooms." In: Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Eds. B. K. Smith, M. Borge, E. Mercier, K. Y. Lim. International Society of the Learning Sciences, Philadelphia, PA 2017.
Cited by
Show
ISSN
0137-706X
Language
pol
URI / DOI
http://dx.doi.org/10.31261/CHOWANNA.2022.58.05
Share on Facebook Share on Twitter Share on Google+ Share on Pinterest Share on LinkedIn Wyślij znajomemu