Are there empirical evidence suggesting that the role of the teacher as facilitator impact students' knowledge construction?
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Empirical evidence from various studies supports the notion that the role of the teacher as a facilitator significantly impacts students' knowledge construction. Research has shown that teacher scaffolding in Knowledge Building discourse influences students' subsequent discourse moves and emotions, highlighting the importance of teacher support in fostering desired student behaviors. Additionally, effective two-way feedback interactions, characterized by Respectful Inquiry (RI), lead to diverse and higher-order learning outcomes, emphasizing the facilitative role of teachers in student learning. Moreover, the implementation of teacher facilitation strategies in flipped learning and social inquiry learning has demonstrated positive effects on knowledge construction in different academic classrooms, showcasing the impact of teacher facilitation on student learning outcomes.
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| Papers (5) | Insight |
|---|---|
| Yes, the design-based research project provides evidence-based teacher facilitation strategies impacting students' knowledge construction in a pedagogic integration of flipped learning and social enquiry learning. | |
| Yes, the study evaluates the impact of a teacher professional learning intervention on student success, indicating that teacher knowledge plays a critical role in student outcomes. | |
| Not addressed in the paper. | |
30 Citations | Yes, the paper suggests that teachers' two-way feedback interactions, particularly through Respectful Inquiry, positively impact students' metacognition and higher-order learning outcomes, facilitating knowledge construction. |
| Yes, the study indicates that teachers scaffold student discourse in Knowledge Building classrooms, influencing students' discourse moves and emotions, thus impacting knowledge construction through various supportive strategies. |
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