A 3D Object

Abstract: The ability to identify promising ideas is an important but under-explored aspect of knowledge building. This study examines the dynamics of promisingness judgments in knowledge-building discourse by young students. To this end, we implemented a design experiment—with both pedagogical and technological interventions—in a Grade 3 class and engaged them in judg-ing promisingness of their ideas in three science units over two consecutive years. Analysis of individual profiles identified five main characteristics of young students ’ judgments. Detailed analysis of student discourse uncovered both successful and improvable group practice of promisingness judgments among students. These results will inform future classroom innovations to support promisingness evaluation by young students