Dialogic Activity Structures for Project-Based Learning Environments

By Joseph L. Polman. 2004

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fc3bd9002aeeba92281f6297e81410caa740297c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning (2011, methodology): “milestones used to facilitate open-ended classroom inquiry (Polman, 2004).”
Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study (2009, background): “ Polman (2004) argues for the need for inquiry classrooms to become places where the “dialogical activity structure” of the classroom is changed from a teacher-centered environment to one more characteristic of student-to-student interactions.”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “…with peers in joint dialogues, but also to achieve an agreement when students work cooperatively to identify deficiencies and errors in their arguments (Ardasheva, Norton-Meier, & Hand, 2015; Nussbaum & Edwards, 2011; Polman, 2004; Susskind, McKearnan, & Thomas-Larmer, 1999; Walton & Krabbe, 1995).”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Additionally, Polman (2004) concluded that this type of structure appeared to align most often with the teacher’s authoritative role.”
Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. (2013, unknown): “…problem or driving question (Barron et al., 1998; Jonassen, 2000), conducting " launcher activities, " (Kolodner et al., 2003), clearly stating the learning goals (Barron et al., 1998), and providing handouts that outline the project or problem structure and key milestones (Polman, 2004).”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “, 1998), inquiry stances to teaching and learning (Carlsen, 1991; Hammer, 1995), students’ access to content (Cornelius & Herrenkohl, 2004; Gutierrez, 1994), classroom norms (Cobb, Boufi, McClain & Whitenack, 1997; Yackel, 2002; Yackel & Cobb, 1996), activity structures (Gresalfi, Martin, Greeno & H”
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, background): “…can reflect varying degrees of dialogicality depending, in part, on the ways in which teachers position themselves in relation to the students and their respective authority over the knowledge that is constructed (Cornelius & Herrenkohl, 2004/this issue; Polman, 2004/this issue; Wertsch, 1998).”