Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry

References

• Aguiar, O. G., Mortimer, E. F., & Scott, P. (2010). Learning from and responding to students’ questions: The authoritative and dialogic tension. Journal of Research in Science Teaching, 47(2), 174–193. doi:10.1002/tea.20315
   Web of Science ®Google Scholar
• Alexander, R. (2005). Culture, dialogue and learning: Notes on an emerging pedagogy. 10th IACEP Conference, University of Durham, UK, 10-14 July. Retrieved from http://lpuae.pbworks.com/w/file/fetch/47478116/Dialogic%20teaching.pdf(23/03/2017)
   Google Scholar
• Alexander, R. (2017). Towards dialogic teaching: Rethinking classroom talk (5th ed.). York, UK: Dialogos.
   Google Scholar
• Bakhtin, M. M. (1981). The dialogic imagination. Four Essays (Trans. by C. Emerson and M. Holquist). Austin, TX: University of Texas Press.
   Google Scholar
• Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3–12. doi:10.1207/s15326985ep2901_1
   Web of Science ®Google Scholar
• Bruner, J. (1961). The Act of discovery. Harvard Educational Review, 31, 21–32.
   Web of Science ®Google Scholar
• Chin, C., & Brown, D. E. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521–549. doi:10.1080/09500690110095249
   Web of Science ®Google Scholar
• Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. doi:10.1080/03057260701828101
   Web of Science ®Google Scholar
• Clarà, M. (2015). Protocol of semiotic analysis of teachers’ narratives on emotion and resilience. ResearchGate. doi:10.13140/RG.2.1.2798.5367
   Google Scholar
• Coulthard, M., & Brazil, D. (1981). Exchange structure. In M. Coulthard & M. Montgomery (Eds.), Studies in discourse analysis (pp. 82–106). London, UK: Routledge.
   Google Scholar
• Dewey, J. (1986a). How we think: A restatement of the relation of reflective thinking to the educative process. In J. A. Boydston (Ed.), The later works of John Dewey (Vol. 8: 1933, pp. 105–352). Carbondale, IL: Southern Illinois University Press. (Original work published 1933)
   Google Scholar
• Dewey, J. (1986b). Logic: The theory of inquiry. In J. A. Boydston (Ed.), The later works of John Dewey (Vol. 12, pp. 1938). Carbondale, IL: Southern Illinois University Press. (Original work published 1938)
   Google Scholar
• Dewey, J. (1994). Democracy and education: An introduction to the philosophy of education. New York, NY: The Free Press. (Original work published 1916)
   Google Scholar
• Doise, W., Mugny, G., & Perret-Clermont, A. N. (1975). Social interaction and the development of cognitive operations. European Journal of Social Psychology, 5, 367–383. doi:10.1002/ejsp.2420050309
   Web of Science ®Google Scholar
• Edwards, D., & Mercer, N. (1987). Common knowledge. The development of understanding in the classroom. London, UK: Methuen.
   Google Scholar
• Elster, J. (1983). Explaining technical change. A case study in the philosophy of science. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Elster, J. (1989). Nuts and bolts for the social sciences. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Elster, J. (1998). A plea for mechanisms. In P. Hedström & R. Swedberg (Eds.), Social mechanisms. An analytical approach to social theory (pp. 45–73). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Engeström, Y. (1987). Learning by expanding. Helsinki, Finland: Orienta-Konsulfit Oy.
   Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156. doi:10.1080/13639080020028747
   Google Scholar
• Eshach, H. (2010). An analysis of conceptual flow patterns and structures in the physics classroom. International Journal of Science Education, 32(4), 451–477. doi:10.1080/09500690802635247
   Web of Science ®Google Scholar
• Ford, M. J. (2012). A dialogic account of sense-making in scientific argumentation and reasoning. Cognition and Instruction, 30(3), 207–245. doi:10.1080/07370008.2012.689383
   Web of Science ®Google Scholar
• Ford, M. J., & Wargo, B. M. (2012). Dialogic framing of scientific content for conceptual and epistemic understanding. Science Education, 96(3), 369–391. doi:10.1002/sce.20482
   Web of Science ®Google Scholar
• Freinet, C. (1993). Education through work: A model for child-centered learning. Lewiston, NY: The Edwin Mellen Press. (Original work published 1960)
   Google Scholar
• Greeno, G. (2005). Learning in activity. In R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511816833.007
   Google Scholar
• Greimas, A. J. (1989). Del sentido II. Ensayos semióticos. Madrid, Spain: Gredos.
   Google Scholar
• Greimas, A. J., & Fontanille, J. (1992). The semiotics of passions. From states of affairs to states of feelings. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Gross, N. (2009). A pragmatist theory of social mechanisms. American Sociological Review, 74, 358–379. doi:10.1177/000312240907400302
   Web of Science ®Google Scholar
• Hedström, P., & Ylikoski, P. (2010). Causal mechanisms in the social sciences. Annual Review of Sociology, 36, 49–67. doi:10.1146/annurev.soc.012809.102632
   Web of Science ®Google Scholar
• Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
   Google Scholar
• Jaber, L. Z., & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189–220. doi:10.1002/sce.21202
   Web of Science ®Google Scholar
• Kirch, S., & Siry, C. (2010). “Maybe the algae was from the filter”: Maybe and similar modifiers as mediational tools and indicators of uncertainty and possibility in children’s science talk. Research in Science Education, 42, 261–280. doi:10.1007/s11165-010-9197-y
   Web of Science ®Google Scholar
• Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Lehesvuori, S., Viiri, J., Rasku-Puttonen, H., Moate, J., & Helaakoski, J. (2013). Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions. Journal of Research in Science Teaching, 50(8), 912–939. doi:10.1002/tea.21100
   Web of Science ®Google Scholar
• Leontiev, A. N. (1978). Activity, consciousness, and personality. Princeton, NJ: Prentice Hall.
   Google Scholar
• McMahon, K. (2012). Case studies of interactive whole-class teaching in primary science: Communicative approach and pedagogic purposes. International Journal of Science Education, 34(11), 1687–1708. doi:10.1080/09500693.2012.702360
   Web of Science ®Google Scholar
• Mercer, N. (2000). Words & minds. How we use language to think together. London, UK: Routledge.
   Google Scholar
• Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1, 12–21. doi:10.1016/j.lcsi.2012.03.001
   Web of Science ®Google Scholar
• Molinari, L., Mamaeli, C., & Gnisci, A. (2013). A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern. The British Journal of Educational Psychology, 83, 414–430. doi:10.1111/j.2044-8279.2012.02071.x
   PubMed Web of Science ®Google Scholar
• Montessori, M. (1967). The discovery of the child. New York, NY: Ballantine Books. (Original work published 1948)
   Google Scholar
• Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.-M., & Lerkkanen, M.-K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education, 55, 143–154. doi:10.1016/j.tate.2016.01.007
   Web of Science ®Google Scholar
• Nardi, B. A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 69–102). Cambridge, MA: MIT Press.
   Google Scholar
• Nystrand, M. (1997). Opening dialogue. Understanding the dynamics of language and learning in the English classroom. New York, NY: Teachers College Press.
   Google Scholar
• O’Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), (Tran.), Discourse, learning, and schooling (pp. 63–103). New York, NY: Cambridge University Press.
   Google Scholar
• Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions (pp. 47–87). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Pestalozzi, J. H. (2015). How Gertrude teaches her children: An attempt to help mothers to teach their own children and an account of the method. London, UK: Forgotten Books. (Original work published 1801)
   Google Scholar
• Phillips, S. U. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. B. Cazden, V. P. John, & D. Hymes (Eds.), Functions of language in the classroom (pp. 370–394). New York, NY: Teachers College Press.
   Google Scholar
• Piaget, J. (1981). Psicología y pedagogía [Psychology and Pedagogy]. Barcelona, Spain: Ariel. (Original work published 1969)
   Google Scholar
• Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. Chicago, IL: University of Chicago Press. (Original work published 1975)
   Google Scholar
• Psaltis, C., Duveen, G., & Perret-Clermont, A. N. (2009). The social and the psychological: Structure and context in intellectual development. Human Development, 52, 291–312. doi:10.1159/000233261
   Web of Science ®Google Scholar
• Rasku-Puttonen, H., Lerkkanen, M.-K., Pikkeus, A.-M., & Siekkinen, M. (2012). Dialogical patterns of interaction in pre-school classrooms. International Journal of Educational Research, 53, 138–149. doi:10.1016/j.ijer.2012.03.004
   Google Scholar
• Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48(2), 114–133. doi:10.1080/00461520.2013.775898
   Web of Science ®Google Scholar
• Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M., & Guzmán, K. (2013). “Dialogic scaffolding”: Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social Interaction, 2(1), 11–21. doi:10.1016/j.lcsi.2012.12.003
   Web of Science ®Google Scholar
• Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer supported collaborative learning (pp. 69–97). Berlin, Germany: Springer.
   Google Scholar
• Rosseau, J. J. (1979). Emile or on education (trans. by Allan Bloom). New York, NY: Basic Books. (Original work published 1762)
   Google Scholar
• Salomon, G. (1993). No distribution without individuals' cognition: A dynamic interactional view. In G. Salomon (Ed.), Distributed cognitions (pp. 111–137). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Sarmiento, J. W., & Stahl, G. (2008). Group creativity in interaction: Collaborative referencing, remembering, and bridging. International Journal of Human-Computer Interaction, 24(5), 492–504. doi:10.1080/10447310802142300
   Web of Science ®Google Scholar
• Scott, P. J., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. doi:10.1002/sce.20131
   Web of Science ®Google Scholar
• Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 9–40). Cambridge, MA: Harvard University Press.
   Google Scholar
• Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse. The English used by teachers and pupils. Oxford, UK: Oxford University Press.
   Google Scholar
• Stahl, G. (2016). From intersubjectivity to group cognition. Computer Supported Cooperative Work, 25, 355–384. doi:10.1007/s10606-016-9243-z
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.
   Google Scholar
• Twiner, A., Littleton, K., Coffin, C., & Whitelock, D. (2014). Meaning making as an interactional accomplishment: A temporal analysis of intentionality and improvisation in classroom dialogue. International Journal of Educational Research, 63, 94–106. doi:10.1016/j.ijer.2013.02.009
   Web of Science ®Google Scholar
• Vaish, V. (2008). Interactional patterns in Singapore’s English classrooms. Linguistics and Education, 19, 366–377. doi:10.1016/j.linged.2008.05.007
   Google Scholar
• Vygotsky, L. S. (1987). Thinking and speech. (N. Minick, Trans.). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky. Problems of general psychology (Vol 1, pp. 39–285). New York, NY: Plenum Press.
   Google Scholar
• Vygotsky, L. S. (1997). The genesis of higher mental functions. In R. W. Rieber (Ed.), The collected works of L.S. Vygotsky . The history of the development of higher mental functions (Vol 4, pp. 97–120). New York, NY: Springer Science+Buisness Media.
   Google Scholar
• Wegerif, R. (2011). Toward a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6, 179–190. doi:10.1016/j.tsc.2011.08.002
   Web of Science ®Google Scholar
• Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Wells, G., & Mejía Arauz, R. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 15, 379–428. doi:10.1207/s15327809jls1503_3
   Web of Science ®Google Scholar
• Zhang, J., Tao, D., Chen, M.-H., Sun, Y., Judson, D., & Naqvi, S. (2018). Co-organizing the collective journey of inquiry with idea thread mapper. Journal of the Learning Sciences, 27, 390–430. doi:10.1080/10508406.2018.1444992
   Web of Science ®Google Scholar