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Conference Paper: Developing Epistemic Cognition Through Reflective Inquiry in Computer-Supported Collaborative Knowledge Building
| Title | Developing Epistemic Cognition Through Reflective Inquiry in Computer-Supported Collaborative Knowledge Building |
|---|---|
| Authors | |
| Issue Date | 2017 |
| Publisher | American Educational Research Association. |
| Citation | 2017 American Educational Research Association Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, TX, 27 April-1 May 2017 How to Cite? |
| Abstract | This study investigated how students’ epistemic cognition was manifested and fostered in knowledge-building inquiry mediated by Knowledge Forum® (KF), a computer-supported environment. Participants were two classes of grade 10 students studying electro-chemistry. Both classes employed knowledge building supported by KF, and students engaged in reflective inquiry writing portfolios tracking their own and collective knowledge growth; one class augmented with epistemic scaffolds. Data include conceptual-change and epistemic-belief tests, portfolios, and forum discourse. Analysis of portfolios identified different patterns of epistemic reflection including goal, structure, source, justification and development; and students engaged in epistemic inquiry in discourse. Students showed higher engagement in epistemic cognition supported by knowledge-building inquiry over time; epistemic processes were related to conceptual-change and productive discourse. |
| Persistent Identifier | http://hdl.handle.net/10722/263683 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Chan, CKK | - |
| dc.contributor.author | Lam, ICK | - |
| dc.date.accessioned | 2018-10-22T07:42:55Z | - |
| dc.date.available | 2018-10-22T07:42:55Z | - |
| dc.date.issued | 2017 | - |
| dc.identifier.citation | 2017 American Educational Research Association Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, TX, 27 April-1 May 2017 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/263683 | - |
| dc.description.abstract | This study investigated how students’ epistemic cognition was manifested and fostered in knowledge-building inquiry mediated by Knowledge Forum® (KF), a computer-supported environment. Participants were two classes of grade 10 students studying electro-chemistry. Both classes employed knowledge building supported by KF, and students engaged in reflective inquiry writing portfolios tracking their own and collective knowledge growth; one class augmented with epistemic scaffolds. Data include conceptual-change and epistemic-belief tests, portfolios, and forum discourse. Analysis of portfolios identified different patterns of epistemic reflection including goal, structure, source, justification and development; and students engaged in epistemic inquiry in discourse. Students showed higher engagement in epistemic cognition supported by knowledge-building inquiry over time; epistemic processes were related to conceptual-change and productive discourse. | - |
| 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 | Developing Epistemic Cognition Through Reflective Inquiry in Computer-Supported Collaborative Knowledge Building | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
| dc.identifier.authority | Chan, CKK=rp00891 | - |
| dc.identifier.hkuros | 295468 | - |
| dc.publisher.place | San Antonio, TX | - |