Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media

TLDR

Adults and children differ in executive control during question‑answer dialogue, with adults asking questions based on their perceived needs while teachers typically pose questions for children, yet children can produce and adapt educationally productive questions to their needs. The study aims to design learning environments that enable students to use questions to guide knowledge building and increase their learning agency. The authors describe CSILE, a computer‑supported knowledge medium that supports intentional learning and illustrate its use by children in cooperative knowledge building.

Abstract

Abstract Although adults and children both have zones of proximal development in which more knowledgeable others play essential roles, there is a difference in executive control that is most salient in question-answer dialogue. Adult learners typically ask questions based on their perceived knowledge needs, whereas with school children, questions are typically asked by the teacher, based on the teacher's perception of the child's needs. Evidence shows that children can produce and recognize educationally productive questions and can adapt them to their knowledge needs. The challenge is to design environments in which students can use such questions to guide their building of knowledge, thus assuming a higher level of agency in learning. Computer Supported Intentional Learning Environments (CSILE), a computer-supported knowledge medium designed to support intentional learning, is described, with illustrations of children's use of it in cooperative knowledge building.