A new study from the University of Kansas reveals that thinking is a socially constructed process in classrooms. Assistant Professor Min-Young Kim's research highlights the importance of interactions between students and educators.
The study, focusing on an eighth-grade English class analyzing Longfellow's "The Witnesses," observed how students actively interpret and reflect on the material. The teacher's use of phrases like "thinking aloud" encouraged students to externalize their cognitive processes.
Kim's research introduces the concept of "languaging," encompassing verbal and non-verbal cues. This includes gestures and facial expressions. This approach emphasizes how students and teachers co-construct cognitive approaches through coordinated communication.
The teacher's strategic queries encouraged metacognitive reflection, prompting students to explain their reasoning. This fostered a classroom culture where thinking was rigorously examined and refined.
The study underscores the importance of valuing student contributions. The teacher affirmed and expanded upon student ideas, cultivating a collaborative learning environment. This inclusive approach fostered shared ownership of cognitive products.
This research suggests that educators should reconsider their pedagogical strategies. By fostering active participation in constructing thinking, classrooms can become incubators for deeper engagement and critical reflection.
The findings align with theories of embodied cognition and distributed intelligence. The teacher's role shifts from delivering knowledge to orchestrating interactive cognitive environments.