NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1186198
Record Type: Journal
Publication Date: 2018-Aug
Pages: 30
Abstractor: As Provided
ISSN: ISSN-0020-4277
Forming Shared Inquiry Structures to Support Knowledge Building in a Grade 5 Community
Tao, Dan; Zhang, Jianwei
Instructional Science: An International Journal of the Learning Sciences, v46 n4 p563-592 Aug 2018
This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of "research cycle." Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the "research cycle" model as well as students' adaptive use of the structures to guide deeper inquiry. Content analyses of students' individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1441479