Looking at Conceptual Change Dynamics in a Knowledge-Building Classroom
Shaban, Yara.
2019
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This dissertation sheds light on conceptual change dynamics in a
knowledge-building classroom to better understand the complex ways students'
reasoning and ideas shift in conversation with other members in the classroom.
Specifically, this dissertation attempts to characterize the contextual
considerations that result in students converging to generative and useful models
for their inquiry as ... read morepart of a dynamic system. Drawing from a design-based
research study intended to explore middle school students' modeling of molecular
diffusion, this work explores 1) the selection and propagation mechanisms of
ideas, 2) the role of the teacher in structuring classroom conversations to
support students' inquiry and 3) how students' ideas and projected selves shifted
in a one-on-one conversation with the facilitators in clinical interviews setting.
I propose three theoretical perspectives to look at classroom dynamics and
participants interactions. I turn to the field of memetics to characterize
selection forces that influence the propagation, or depression of ideas. I then
look at the teacher's facilitative moves as events in a dynamic system to
understand the teacher's role in maintaining the conditions conducive for
knowledge-building practices. Finally, I borrow the linguistics constructs of
footing and positioning theory to analyze how students view themselves in clinical
interviews and how it affects the knowledge they reveal. The idea's perspective
help explain why ideas that might appear idiosyncratic at first persist in
students' discourse, and how teacher's moves help sustain the conditions for the
advancement of ideas along with the practices that emerge. This dissertation
offers new analytical perspectives and methods to investigate conceptual change
dynamics in similar settings.
Thesis (Ph.D.)--Tufts University, 2019.
Submitted to the Dept. of Education.
Advisors: Brian Gravel, and David Hammer.
Committee: Brian Gravel, David Hammer, Andrew Izsák, and Michelle Wilkerson.
Keywords: Education, Educational technology, and Educational philosophy.read less - ID:
- 9g54xw95x
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- TARC Citation Guide EndNote
