Three design components to make Knowledge Building accessible to low-achieving students¶

Strategy · All strategies
Evidence · 3 claims (1 for, 2 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

To make Knowledge Building more accessible to low-achieving students, the authors emphasize three design components: (1) establishing a collaborative and reflective culture for inquiry, collaboration, and idea improvement; (2) staging principle-based activities to help low-achieving students gradually develop skills of inquiry, collaboration, and metacognition; and (3) providing frequent reflection opportunities to help students engage in productive reflection. These designs provided explicit scaffolding so low-achieving students could take collective responsibility for knowledge advances in supportive contexts.

Design Implications¶

Context¶

Requirements¶

• Teacher willingness to deliberately experiment with the designs, as the facilitating teacher did in the four Visual Arts classes

Constraints¶

Target Learners¶

• Academically low-achieving students who need additional support

Target Learning Goals¶

• Productive Knowledge Building inquiry, idea improvement, and reflective assessment

Claims¶

• Low-achieving students' emotions in Knowledge Building threads tended to transition to the same or similar emotions [~W]
• Low-achieving students in Knowledge Building predominantly expressed joy, with low percentages of frustration and boredom [+W]
• In over 60% of inquiry threads of low-achieving students, curiosity was followed by confusion, and joy or confusion by curiosity (sequential patterns, not shown causes) [~W]

Related Strategies¶

• Building a Trusting Community

Examples¶

-

Key Sources¶

• Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09380-y