Dialogic knowledge building in learning communities
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Sebastian Feller
Abstract
In modern education, there has been an increasing emphasis on creative thinking, collaborative problem-solving and critical discussion. In this chapter, I argue that learning communities foster these skills and thus provide a strong foundation for deep learning; i.e. learning that is based on deep reasoning and active knowledge building as defined by Krathwohl (2002), Chi and Ohlsson (2005) and Sfard (2001). Furthermore, learning communities cater to the learner’s main psychological needs for autonomy, competence and relatedness (ACR) (Deci and Ryan 1985). This is important, since ACR fulfillment facilitates deep learning by providing the ground for active knowledge building in the teaching and learning interaction. An analysis of an authentic teaching and learning interaction, in which a student is taught about an electric circuit, shows how the teacher facilitates deep learning through selected communicative means; e.g. questions that scaffold deep reasoning along higher cognitive processes like ‘evaluating’ and ‘creating’. An in-depth analysis of selected sequences in the interaction leads to a communicative model for deep learning, which I call ‘Dialogic Knowledge Building’ (DKB). DKB revolves around question-answer sequences that promote the learner’s re-representation of knowledge in terms of complex conceptualizations.
Abstract
In modern education, there has been an increasing emphasis on creative thinking, collaborative problem-solving and critical discussion. In this chapter, I argue that learning communities foster these skills and thus provide a strong foundation for deep learning; i.e. learning that is based on deep reasoning and active knowledge building as defined by Krathwohl (2002), Chi and Ohlsson (2005) and Sfard (2001). Furthermore, learning communities cater to the learner’s main psychological needs for autonomy, competence and relatedness (ACR) (Deci and Ryan 1985). This is important, since ACR fulfillment facilitates deep learning by providing the ground for active knowledge building in the teaching and learning interaction. An analysis of an authentic teaching and learning interaction, in which a student is taught about an electric circuit, shows how the teacher facilitates deep learning through selected communicative means; e.g. questions that scaffold deep reasoning along higher cognitive processes like ‘evaluating’ and ‘creating’. An in-depth analysis of selected sequences in the interaction leads to a communicative model for deep learning, which I call ‘Dialogic Knowledge Building’ (DKB). DKB revolves around question-answer sequences that promote the learner’s re-representation of knowledge in terms of complex conceptualizations.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
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Language practice in dialogue
- The complex nature of Language-related Episodes 25
- Navigating the language-learning classroom without previous schooling 49
- Multimodality and coordinated participation in L2 interaction 79
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Learning culture and identities through dialogue
- ‘ Tú no eres española ’ 107
- Exploring the complex nature of language and culture through intercultural dialogue 139
- Multilingual Eurovision meets plurilingual YouTube 167
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Learning practices of communities
- Dialogic knowledge building in learning communities 195
- Artifacts, gestures and dispensable speech 221
- Changing frames in native speaker and learner talk 253
- Transnational, transcultural, translingual communities of practice in flux 287
- About the authors 307
- Index 311
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Language practice in dialogue
- The complex nature of Language-related Episodes 25
- Navigating the language-learning classroom without previous schooling 49
- Multimodality and coordinated participation in L2 interaction 79
-
Learning culture and identities through dialogue
- ‘ Tú no eres española ’ 107
- Exploring the complex nature of language and culture through intercultural dialogue 139
- Multilingual Eurovision meets plurilingual YouTube 167
-
Learning practices of communities
- Dialogic knowledge building in learning communities 195
- Artifacts, gestures and dispensable speech 221
- Changing frames in native speaker and learner talk 253
- Transnational, transcultural, translingual communities of practice in flux 287
- About the authors 307
- Index 311
