Developing productive discourse among low achievers in a knowledge building environment

Abstract

This study investigates how an understanding of and engagement with productive discourse can be developed among low-achieving students in a knowledge building (KB) environment supported by Knowledge Forum®(KF). Participants were two classes of 9^th Grade students in a Hong Kong secondary school. The design involves students engaging in productive discourse, talking about what constitute good discussion, and explicit reflection on their discourse using KB principles. Quantitative analysis shows that students improved more on their understanding of discourse than comparison student and engaged in discourse that become more productive over time. Qualitative analyses reveal how the low-achieving students engage in the classroom meta-talk to deepen their understanding of progressive views of discourse and knowledge building.