Abstract
This paper reports on an ongoing study that examined the design of a knowledge-building environment that integrates knowledge building and epistemic change theories in fostering conceptual and epistemic growth. The study uses a quasi-experimental design in which four classes of 5th graders in Hong Kong participated in a unit focusing on electricity. The intervention involved students' collective inquiry and, epistemic reflection on what science is about; students used Knowledge Forum® to collaboratively work on pursuing ideas; and students reflected on scientific progress with their own knowledge building inquiry. A scheme was developed in assessing students' views of science; and results showed significantly stronger effects for the knowledge-building group compared with the regular inquiry group on epistemic and conceptual learning. Regression analysis showed that students' forum engagement and epistemic views contributed to their posttest conceptual understanding over and above prior science knowledge. Qualitative analysis suggested how students' experience in knowledge building might shape students' understanding about the nature of science and improve their conceptual understanding.
Original language | English |
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Title of host publication | Proceedings of International Conference of the Learning Sciences, ICLS. Volume 1 |
Pages | 126-133 |
Number of pages | 8 |
Publication status | Published - 1 Jan 2014 |
Externally published | Yes |
Event | 11th International Conference of the Learning Sciences, ICLS 2014: Learning and Becoming in Practice - Boulder, United States Duration: 23 Jun 2014 → 27 Jun 2014 Conference number: 11 |
Conference
Conference | 11th International Conference of the Learning Sciences, ICLS 2014 |
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Abbreviated title | ICLS |
Country/Territory | United States |
City | Boulder |
Period | 23/06/14 → 27/06/14 |