Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment

Yuqin Yang, Jan van Aalst, Carol K.K. Chan

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Abstract

This study aimed to understand the dynamics that characterized the social practices developed by low-achieving students in a knowledge-building (KB) environment augmented by reflective assessment (RA), using activity systems analysis (ASA). The participants were a class of 20 Grade 11 low-achieving students working with an experienced teacher. Various classroom data was collected and analyzed. Findings indicated that, the students’ activities were mediated by: opportunities for collective reflection, the framing of data-driven collective discourse improvement and the development of new skills and interests. Pedagogical implications for future implications were also discussed.

Original languageEnglish
Title of host publicationRethinking Learning in the Digital Age: Making the Learning Sciences Count
Subtitle of host publication13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3
EditorsJ. Kay, R. Luckin
Pages1717-1718
Number of pages2
Publication statusPublished - 1 Jan 2018
Externally publishedYes
Event13th International Conference of the Learning Sciences 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - UCL Institute of Education, London, United Kingdom
Duration: 23 Jun 201827 Jun 2018
Conference number: 13
https://www.isls.org/icls/2018/icls2018.com/index.html

Conference

Conference13th International Conference of the Learning Sciences 2018
Abbreviated titleICLS 2018
CountryUnited Kingdom
CityLondon
Period23/06/1827/06/18
Internet address

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    Yang, Y., van Aalst, J., & Chan, C. K. K. (2018). Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment. In J. Kay, & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count: 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3 (pp. 1717-1718)