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postgraduate thesis: Fostering conceptual change and epistemic changes in chemistry throughcollaborative knowledge-building inquiry

TitleFostering conceptual change and epistemic changes in chemistry throughcollaborative knowledge-building inquiry
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lam, C. [林正乾]. (2012). Fostering conceptual change and epistemic changes in chemistry through collaborative knowledge-building inquiry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4852172
AbstractThis study examined the design and process of how students’ reflective assessment promoted collaborative metacognition for conceptual and epistemic changes, mediated by Knowledge Forum, a computer-supported knowledge building environment. Premised on the theories of knowledge building, conceptual change and epistemic beliefs, the study aimed to (1) design and evaluate the effects of collaborative knowledge building environment augmented with reflective, transformative assessment on conceptual change and epistemic beliefs change; (2) characterize the socio-cognitive dynamics of knowledge building on conceptual and epistemic changes; and (3) explore the interplay among knowledge building, conceptual change and epistemic beliefs about science. Two empirical studies were conducted with different cohorts of Grade 10 Chinese students from a regular high school in Hong Kong. Both studies employed quasi-experimental pre-posttest design. The participants of Study One consisted of 79 girls from two chemistry classes, one was instructed with knowledge building inquiry and the other with teacher-centred instruction. Study Two included 80 girls from two chemistry classes, one was instructed with knowledge building inquiry and the other with ‘scaffolded’ knowledge building inquiry emphasizing more on knowledge creation and scaffolds uses in the reflection assessment. The knowledge building environment was designed in ways that aligned with the principles of knowledge building and conceptual change. It included four phases − developing collaborative classroom culture, problem-centred knowledge building inquiry, deepening knowledge building discourse and assessment for knowledge building. The design of reflective assignments allowed students to reflect and assess their own prior beliefs, conceptions, and trajectories of growth toward scientific understanding. Quantitative and qualitative data were drawn from conceptual written tests, Science Learning Questionnaire as a measure of epistemic beliefs, and Analytic Toolkit indices, reflections and written discourse in the Knowledge Forum database. Study One demonstrated the positive instructional effects of knowledge building inquiry in promoting conceptual and epistemic beliefs changes over the teacher-centred instruction. Results showed that knowledge building reflection and inquiry contributed to conceptual understanding over and above prior knowledge. Path model suggested that prior epistemic beliefs exerted a significant indirect effect on conceptual understanding mediated by knowledge building reflection, inquiry and forum participation. Study Two further examined the role of knowledge building reflection on conceptual and epistemic changes. Results indicated stronger effects for the ‘scaffolded’ knowledge building class compared to the control class. Qualitative analyses showed how students’ reflective assessment and collaboration helped them to develop metaconceptual and epistemic awareness for conceptual change. Path analysis revealed that students’ engagement on Knowledge Forum predicted collaborative reflection that in turn exerted effects on their conceptual and epistemic beliefs changes. Inquiry thread analysis on theme-based discursive discourse and students’ epistemic reflections in interviews further provided evidence on the development of metaconceptual and epistemic awareness in the collaborative knowledge building inquiry. The study contributes to the literature on how knowledge building dynamics interact with the intentional conceptual change, demonstrating the role of socio-cognitive, metacognitive and epistemic dynamics of knowledge building on conceptual and epistemic beliefs changes. Pedagogical implications of knowledge building for developing epistemic beliefs and metaconceptual awareness for conceptual change are discussed.
DegreeDoctor of Philosophy
SubjectChemistry - Study and teaching (Secondary) - China - Hong Kong.
Group work in education - Computer-assisted instruction - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorLam, Ching-kin.-
dc.contributor.author林正乾.-
dc.date.issued2012-
dc.identifier.citationLam, C. [林正乾]. (2012). Fostering conceptual change and epistemic changes in chemistry through collaborative knowledge-building inquiry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4852172-
dc.description.abstractThis study examined the design and process of how students’ reflective assessment promoted collaborative metacognition for conceptual and epistemic changes, mediated by Knowledge Forum, a computer-supported knowledge building environment. Premised on the theories of knowledge building, conceptual change and epistemic beliefs, the study aimed to (1) design and evaluate the effects of collaborative knowledge building environment augmented with reflective, transformative assessment on conceptual change and epistemic beliefs change; (2) characterize the socio-cognitive dynamics of knowledge building on conceptual and epistemic changes; and (3) explore the interplay among knowledge building, conceptual change and epistemic beliefs about science. Two empirical studies were conducted with different cohorts of Grade 10 Chinese students from a regular high school in Hong Kong. Both studies employed quasi-experimental pre-posttest design. The participants of Study One consisted of 79 girls from two chemistry classes, one was instructed with knowledge building inquiry and the other with teacher-centred instruction. Study Two included 80 girls from two chemistry classes, one was instructed with knowledge building inquiry and the other with ‘scaffolded’ knowledge building inquiry emphasizing more on knowledge creation and scaffolds uses in the reflection assessment. The knowledge building environment was designed in ways that aligned with the principles of knowledge building and conceptual change. It included four phases − developing collaborative classroom culture, problem-centred knowledge building inquiry, deepening knowledge building discourse and assessment for knowledge building. The design of reflective assignments allowed students to reflect and assess their own prior beliefs, conceptions, and trajectories of growth toward scientific understanding. Quantitative and qualitative data were drawn from conceptual written tests, Science Learning Questionnaire as a measure of epistemic beliefs, and Analytic Toolkit indices, reflections and written discourse in the Knowledge Forum database. Study One demonstrated the positive instructional effects of knowledge building inquiry in promoting conceptual and epistemic beliefs changes over the teacher-centred instruction. Results showed that knowledge building reflection and inquiry contributed to conceptual understanding over and above prior knowledge. Path model suggested that prior epistemic beliefs exerted a significant indirect effect on conceptual understanding mediated by knowledge building reflection, inquiry and forum participation. Study Two further examined the role of knowledge building reflection on conceptual and epistemic changes. Results indicated stronger effects for the ‘scaffolded’ knowledge building class compared to the control class. Qualitative analyses showed how students’ reflective assessment and collaboration helped them to develop metaconceptual and epistemic awareness for conceptual change. Path analysis revealed that students’ engagement on Knowledge Forum predicted collaborative reflection that in turn exerted effects on their conceptual and epistemic beliefs changes. Inquiry thread analysis on theme-based discursive discourse and students’ epistemic reflections in interviews further provided evidence on the development of metaconceptual and epistemic awareness in the collaborative knowledge building inquiry. The study contributes to the literature on how knowledge building dynamics interact with the intentional conceptual change, demonstrating the role of socio-cognitive, metacognitive and epistemic dynamics of knowledge building on conceptual and epistemic beliefs changes. Pedagogical implications of knowledge building for developing epistemic beliefs and metaconceptual awareness for conceptual change are discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48521723-
dc.subject.lcshChemistry - Study and teaching (Secondary) - China - Hong Kong.-
dc.subject.lcshGroup work in education - Computer-assisted instruction - China - Hong Kong.-
dc.titleFostering conceptual change and epistemic changes in chemistry throughcollaborative knowledge-building inquiry-
dc.typePG_Thesis-
dc.identifier.hkulb4852172-
dc.description.thesisnameDoctor of Philosophy-
dc.description.thesislevelDoctoral-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4852172-
dc.date.hkucongregation2012-

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