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|Title:||Conceptual Change and Epistemic Growth Through Reflective Assessment in Computer-Supported Knowledge Building|
|Authors:||Chan, Carol KK|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Chan, C. K. & Lam, I. (2010). Conceptual Change and Epistemic Growth Through Reflective Assessment in Computer-Supported Knowledge Building. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 1071-1078). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||This 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 environment. The design involved augmenting knowledge-building inquiry with reflective assessment Students wrote reflective summaries to track their initial understanding and trajectories of growth toward scientific understanding in the domain of electrochemistry. Two classes of 10th grade students in Hong Kong participated in Reflective Assessment (RA) and Reflective Assessment with Scaffolds (RAS) conditions. Results indicated that both classes improved on conceptual-change and epistemic-beliefs measures; the effects were stronger for the class with scaffolds. Qualitative analyses showed how students' reflective assessment and collaboration helped them to develop metaconceptual and epistemic awareness as they examined their own and others' understanding. A path analysis indicated that students' engagement on Knowledge Forum predicted reflective collaboration that in turn exerted effects on their changes in conceptual understanding and epistemic beliefs.|
|Appears in Collections:||ICLS 2010|
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