The Teacher's Role in Orchestrating a Knowledge Community and Inquiry Classroom
出版項
Ann Arbor : ProQuest Dissertations & Theses, 2019
說明
225 p
附註
Source: Dissertations Abstracts International, Volume: 81-06, Section: A
Advisor: Slotta, James D
Thesis (Ph.D.)--University of Toronto (Canada), 2019
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This design-based study examined the teacher’s role in orchestrating a secondary science curriculum designed according to the pedagogical model known as Knowledge Community and Inquiry (KCI -- Slotta, 2013). In KCI, students collaboratively construct a community knowledge base that is both the product of, and a resource for scaffold inquiry activities. These inquiry activities are designed to address content expectations and other learning goals, and also accommodate the community’s “voice”. Central to KCI is the emphasis on procedural scripting (Fischer et al., 2013; Raes et al., 2012) that guides students through a productive sequence of activities and helps ensure that the curriculum addresses mandated content expectations. This study introduces a new 12th grade health science curriculum known as “Mission to Mars” together with a design analysis that evaluates the fit to KCI. The curriculum was then implemented in a pilot study for which an orchestration analysis revealed four fundamental roles of the teacher. In response to the pilot study, the curriculum was revised, then implemented again, with a second orchestration analysis producing a more refined description of the role of the teacher at various points throughout the curriculum. A formalism of orchestration graphs (Dillenbourg, 2015) was introduced as one element of the orchestration analysis to represent the locus of activities on individual, group or community levels, and the role of the teacher during any given period. The fundamental roles revealed during the first iteration of the curriculum provided a basis for the more nuanced analysis of the second iteration. The teacher in this study was also the researcher, which allowed a valuable lens for pinpointing teaching decisions, priorities and forms of interaction with students. Because of this dual role, the teacher-researcher was able to provide an introspective source of insight and information, allowing greater depth and nuance to the analysis. This role of researcher-practitioner is discussed, including a critical comparison with the related category of action research
