Understanding Knowledge Building Processes using Epistemic Network Analysis and Sequential Analysis

Abstract

This study investigated the knowledge building processes of 50 Grade-Five students in a collaborative inquiry about the history and evolution of Chinese characters. Epistemic network analysis and sequential analysis were employed to investigate how students contribute to the community knowledge advances within the Initial Phase and Theory-Building Phase. The temporal co-occurrence patterns and sequential patterns between questioning, explanation, and regulation processes were examined. This study sheds light on understanding KB processes from a temporal dynamic perspective.