Abstract
Inquiry-based curricula may leverage distributed knowledge by interleaving individual, small-group, and whole class activities. We tracked topics across multiple activities to study how topics are distributed and consolidated in a science unit. Embedded prompts guided students’ discussion toward key topics, while the teacher helped students take greater responsibility for managing whole class discussions over time. These findings demonstrate how embedded prompts and teacher facilitation can scaffold knowledge sharing across individual, small-group, and whole class levels.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1595-1596 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | 2018-June |
| State | Published - 2018 |
| Externally published | Yes |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education