Mahindra & Mahindra – Mainstreaming Sustainability Through Knowledge Building

The book editor offers some final comments about the state of the field and promise for the future. Leavy suggests researchers consider using the language of “shapes” to talk about the forms their research takes and to highlight the ongoing role of the research community in shaping knowledge-building practices. She reviews the challenges and rewards of taking your work public. Leavy concludes by noting that institutional structures need to evolve their rewards criteria in order to meet the demands of practicing contemporary research and suggests that professors update their teaching practices to bring the audiences of research into the forefront of discussions of methodology.

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Book review: Jing Hao, Analysing Scientific Discourse from a Systemic Functional Linguistic Perspective: A Framework for Exploring Knowledge-building in Biology

Discourse Studies ◽

10.1177/1461445620970388a ◽

2020 ◽

Vol 23 (1) ◽

pp. 104-107

Author(s):

Min Qiu

Keyword(s):

Knowledge Building ◽

Scientific Discourse ◽

Systemic Functional Linguistic

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Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

Journal of Educational Computing Research ◽

10.1177/07356331211030847 ◽

2021 ◽

pp. 073563312110308

Author(s):

Fan Ouyang ◽

Si Chen ◽

Yuqin Yang ◽

Yunqing Chen

Keyword(s):

Small Groups ◽

Mixed Method ◽

Peer Interactions ◽

Knowledge Building ◽

Group Level ◽

Question Asking ◽

Individual Level ◽

The Individual ◽

Task Oriented ◽

Metacognitive Scaffolding

Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers’ knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups’ knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers’ idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.

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