Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry

Hyejin Park; Jianwei Zhang

Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry

Hyejin Park
, Jianwei Zhang

Educational Theory & Practice

University at Albany

Korea Institute of Science and Technology Information

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

1 Scopus citations

Abstract

This study investigates a teacher's noticing and scaffolding in two Grade 5 science classrooms based on knowledge building pedagogy. The teacher observed students' inquiry and collaboration in the classrooms and online and kept weekly reflective journals to write about her noticing, reflection, and planning to scaffold deeper knowledge work. Qualitative analysis of the teacher's journal entries in connection with classroom data generated a detailed temporal view of the teacher's ongoing noticing, envisioning, and classroom actions, which responded to and further reshaped student-driven inquiry efforts. Through engaging in reflective noticing and envisioning of students' knowledge building progress, the teacher can devise responsive support to scaffold ever-deepening inquiry processes in which students enact epistemic agency.

Original language	English
Title of host publication	ISLS Annual Meeting 2023
Subtitle of host publication	Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings
Editors	Paulo Blikstein, Jan Van Aalst, Rita Kizito, Karen Brennan
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1054-1057
Number of pages	4
ISBN (Electronic)	9781737330677
State	Published - 2023
Event	17th International Conference of the Learning Sciences, ICLS 2023 - Montreal, Canada Duration: Jun 10 2023 → Jun 15 2023

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS

Conference

Conference	17th International Conference of the Learning Sciences, ICLS 2023
Country/Territory	Canada
City	Montreal
Period	06/10/23 → 06/15/23

Cite this

Park, H., & Zhang, J. (2023). Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings (pp. 1054-1057). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Park, Hyejin ; Zhang, Jianwei. / Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry. ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. editor / Paulo Blikstein ; Jan Van Aalst ; Rita Kizito ; Karen Brennan. International Society of the Learning Sciences (ISLS), 2023. pp. 1054-1057 (Proceedings of International Conference of the Learning Sciences, ICLS).

@inproceedings{f4d03a4f59da481bb0306945081f167d,

title = "Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry",

abstract = "This study investigates a teacher's noticing and scaffolding in two Grade 5 science classrooms based on knowledge building pedagogy. The teacher observed students' inquiry and collaboration in the classrooms and online and kept weekly reflective journals to write about her noticing, reflection, and planning to scaffold deeper knowledge work. Qualitative analysis of the teacher's journal entries in connection with classroom data generated a detailed temporal view of the teacher's ongoing noticing, envisioning, and classroom actions, which responded to and further reshaped student-driven inquiry efforts. Through engaging in reflective noticing and envisioning of students' knowledge building progress, the teacher can devise responsive support to scaffold ever-deepening inquiry processes in which students enact epistemic agency.",

author = "Hyejin Park and Jianwei Zhang",

note = "Publisher Copyright: {\textcopyright} ISLS.; 17th International Conference of the Learning Sciences, ICLS 2023 ; Conference date: 10-06-2023 Through 15-06-2023",

year = "2023",

language = "English",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

publisher = "International Society of the Learning Sciences (ISLS)",

pages = "1054--1057",

editor = "Paulo Blikstein and \{Van Aalst\}, Jan and Rita Kizito and Karen Brennan",

booktitle = "ISLS Annual Meeting 2023",

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Park, H & Zhang, J 2023, Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry. in P Blikstein, J Van Aalst, R Kizito & K Brennan (eds), ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 1054-1057, 17th International Conference of the Learning Sciences, ICLS 2023, Montreal, Canada, 06/10/23.

Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry. / Park, Hyejin; Zhang, Jianwei.
ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. ed. / Paulo Blikstein; Jan Van Aalst; Rita Kizito; Karen Brennan. International Society of the Learning Sciences (ISLS), 2023. p. 1054-1057 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry

AU - Park, Hyejin

AU - Zhang, Jianwei

N1 - Publisher Copyright: © ISLS.

PY - 2023

Y1 - 2023

N2 - This study investigates a teacher's noticing and scaffolding in two Grade 5 science classrooms based on knowledge building pedagogy. The teacher observed students' inquiry and collaboration in the classrooms and online and kept weekly reflective journals to write about her noticing, reflection, and planning to scaffold deeper knowledge work. Qualitative analysis of the teacher's journal entries in connection with classroom data generated a detailed temporal view of the teacher's ongoing noticing, envisioning, and classroom actions, which responded to and further reshaped student-driven inquiry efforts. Through engaging in reflective noticing and envisioning of students' knowledge building progress, the teacher can devise responsive support to scaffold ever-deepening inquiry processes in which students enact epistemic agency.

AB - This study investigates a teacher's noticing and scaffolding in two Grade 5 science classrooms based on knowledge building pedagogy. The teacher observed students' inquiry and collaboration in the classrooms and online and kept weekly reflective journals to write about her noticing, reflection, and planning to scaffold deeper knowledge work. Qualitative analysis of the teacher's journal entries in connection with classroom data generated a detailed temporal view of the teacher's ongoing noticing, envisioning, and classroom actions, which responded to and further reshaped student-driven inquiry efforts. Through engaging in reflective noticing and envisioning of students' knowledge building progress, the teacher can devise responsive support to scaffold ever-deepening inquiry processes in which students enact epistemic agency.

UR - https://www.scopus.com/pages/publications/105005946231

M3 - Conference contribution

T3 - Proceedings of International Conference of the Learning Sciences, ICLS

SP - 1054

EP - 1057

BT - ISLS Annual Meeting 2023

A2 - Blikstein, Paulo

A2 - Van Aalst, Jan

A2 - Kizito, Rita

A2 - Brennan, Karen

PB - International Society of the Learning Sciences (ISLS)

T2 - 17th International Conference of the Learning Sciences, ICLS 2023

Y2 - 10 June 2023 through 15 June 2023

ER -

Park H, Zhang J. Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry. In Blikstein P, Van Aalst J, Kizito R, Brennan K, editors, ISLS Annual Meeting 2023: Building Knowledge and Sustaining our Community - 17th International Conference of the Learning Sciences, ICLS 2023, Proceedings. International Society of the Learning Sciences (ISLS). 2023. p. 1054-1057. (Proceedings of International Conference of the Learning Sciences, ICLS).

Teacher Reflective Noticing and Scaffolding for Student-Driven Knowledge-Building Inquiry

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