Knowledge building and epistemic reflection: linking practical and formal epistemologies for epistemic growth

Abstract

<p>This study examined the role of epistemic reflection embedded in Knowledge Building, mediated by Knowledge Forum (KF), in fostering students’ scientific epistemology. A case study involving two classes of fifth graders (N = 51) was conducted as they pursued inquiry on electricity and engaged in epistemic reflections to deepen their understanding of the inquiry process. Students’ epistemic reflections were facilitated through classroom and online discussions, enriched by an epistemic model focusing on theory-building. Results showed students gained in scientific epistemology and scientific understanding, which were maintained in delayed post-tests. Hierarchical regression analyses further showed that students’ epistemic practices on KF predicted their scientific epistemology and scientific understanding. Qualitative analysis of classroom processes and student interviews revealed how students experienced epistemic reflections and knowledge building and how this process has linked their practical and formal epistemologies for epistemic growth. This study offers both theoretical and practical insights for designing epistemic reflection in science classrooms, highlighting the importance of integrating epistemic reflection with epistemic practice, scaffolding the reflective process through an epistemic model, and enhancing it through computer-supported collaborative discourse.<br></p>