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Conference Paper: Examining the knowledge-building process and its relation to epistemic and conceptual understanding
Title | Examining the knowledge-building process and its relation to epistemic and conceptual understanding |
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Other Titles | Exploring the Knowledge-Building Process and Its Relation to Epistemic and Conceptual Understanding |
Authors | |
Issue Date | 2015 |
Publisher | American Educational Research Association. |
Citation | American Educational Research Association Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis, Chicago, Illinois, 16-20 April 2015 How to Cite? |
Abstract | This study examines the role of a computer-supported knowledge-building environment in fostering students’ scientific and epistemic inquiry. Specifically, we characterized students’ epistemic inquiry on Knowledge Forum and their relationships with epistemic and conceptual understanding, and examined how knowledge-building experience supported their scientific epistemologies. The design involved asking students to work as a community of scientists and mirroring their knowledge-building process with their views of science. Participants were 102 fifth-grade students in four Hong Kong classrooms. Quantitative analysis showed that knowledge-building group outperformed comparison groups on epistemic and conceptual understanding; analysis of discourse showed that students’ epistemic cognition, forum engagement and reflection contributed to conceptual understanding. Qualitative analyses showed how progressive inquiry and theory building scaffolded their epistemologies of science |
Description | Poster Session: 16.059-4 - Student and Teacher Views on Learning Environments |
Persistent Identifier | http://hdl.handle.net/10722/263680 |
DC Field | Value | Language |
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dc.contributor.author | Lin, F | - |
dc.contributor.author | Chan, CKK | - |
dc.contributor.author | van Aalst, J | - |
dc.date.accessioned | 2018-10-22T07:42:52Z | - |
dc.date.available | 2018-10-22T07:42:52Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | American Educational Research Association Annual Meeting: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis, Chicago, Illinois, 16-20 April 2015 | - |
dc.identifier.uri | http://hdl.handle.net/10722/263680 | - |
dc.description | Poster Session: 16.059-4 - Student and Teacher Views on Learning Environments | - |
dc.description.abstract | This study examines the role of a computer-supported knowledge-building environment in fostering students’ scientific and epistemic inquiry. Specifically, we characterized students’ epistemic inquiry on Knowledge Forum and their relationships with epistemic and conceptual understanding, and examined how knowledge-building experience supported their scientific epistemologies. The design involved asking students to work as a community of scientists and mirroring their knowledge-building process with their views of science. Participants were 102 fifth-grade students in four Hong Kong classrooms. Quantitative analysis showed that knowledge-building group outperformed comparison groups on epistemic and conceptual understanding; analysis of discourse showed that students’ epistemic cognition, forum engagement and reflection contributed to conceptual understanding. Qualitative analyses showed how progressive inquiry and theory building scaffolded their epistemologies of science | - |
dc.language | eng | - |
dc.publisher | American Educational Research Association. | - |
dc.relation.ispartof | American Educational Research Association Annual Meeting | - |
dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
dc.title | Examining the knowledge-building process and its relation to epistemic and conceptual understanding | - |
dc.title.alternative | Exploring the Knowledge-Building Process and Its Relation to Epistemic and Conceptual Understanding | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.email | van Aalst, J: vanaalst@hku.hk | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.identifier.authority | van Aalst, J=rp00965 | - |
dc.identifier.hkuros | 295461 | - |
dc.publisher.place | United States | - |