- Submission no.
- Title of the submission
- Secondary school students as editors in Wikipedia: analysing classroom dialogue when negotiating meaning
- Author(s) of the submission
- Ipiña, N., Diaz, K., Santa Cruz, S., Arriaran, I., & Lasa, I.
- E-mail address
- Country/place of origin
- Affiliation, if any (organisation, company etc.)
- Mondragon Unibertsitatea (HUHEZI), GFA
- Main theme
- Skills for life
- Type of session
- teachers, reseachers
- Length of session
- 20 min + 10 min for questions
- Do you want to submit a paper for peer-reviewing?
The use of Wikipedia in educational settings represents a quite new phenomenon. Although Wikipedia is considered as the main source of information for most students all over the world (Jancarik & Jancariková, 2010), the use of Wikipedia as a tool to promote classroom dialogue and negotiation of meaning is not so common. And even less when the language of instruction is a minority language. Therefore, Wikipedia-edition in a minority language constitutes a relatively recent field in educational research and practice. The aim of the study is to analyse classroom dialogue when students, as Wikipedia-editors, negotiate the meaning of concepts in a minority language. The present research was carried out with 300 secondary students from 12 different schools in Gipuzkoa (Basque Country). The analysis was conducted using the Scheme for Educational Dialogue Analysis (Hennessy et al., 2016) and preliminary results show some commonalities among students. In fact, in most schools, participants mainly build on and make explicit contributions to comments of their peers and refer back to prior observations when negotiating conceptual meaning to be published in Wikipedia.
- How does your proposal add knowledge to the international community in Wikimedia and education? The present research will provide a new perspective on how students build up and negotiate conceptual meaning.
- Who is the intended ideal audience for the topic? Teachers
- Slides or further information
- Special requests
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