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Looking at Conceptual Change Dynamic...

Shaban, Yara Wasfi.

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Looking at Conceptual Change Dynamics in a Knowledge-Building Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Looking at Conceptual Change Dynamics in a Knowledge-Building Classroom./
Author:	Shaban, Yara Wasfi.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-11(E), Section: A.
Contained By:	Dissertation Abstracts International80-11A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13877466
ISBN:	9781392241974

Looking at Conceptual Change Dynamics in a Knowledge-Building Classroom.
Shaban, Yara Wasfi.

Looking at Conceptual Change Dynamics in a Knowledge-Building Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 171 p.

Source: Dissertation Abstracts International, Volume: 80-11(E), Section: A.

Thesis (Ph.D.)--Tufts University, 2019.

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 part of a dynamic system.

ISBN: 9781392241974Subjects--Topical Terms:

516579
Education.

Looking at Conceptual Change Dynamics in a Knowledge-Building Classroom.
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100 1 $a Shaban, Yara Wasfi. $3 3431679
245 1 0 $a Looking at Conceptual Change Dynamics in a Knowledge-Building Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-11(E), Section: A.
500 $a Advisers: Brian Gravel; David Hammer.
502 $a Thesis (Ph.D.)--Tufts University, 2019.
520 $a 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 part of a dynamic system.
520 $a 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.
520 $a 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.
520 $a 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.
590 $a School code: 0234.
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650 4 $a Educational philosophy. $3 3173367
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773 0 $t Dissertation Abstracts International $g 80-11A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13877466