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Title: Fostering More Informed Epistemic Views Among Students Through Knowledge Building
Authors: Hong, Huang-Yao
Chen, Bodong
Tsai, Chin-Chung
Lin, Chiu Pin
Wu, Ying-Tien
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Hong, H., Chen, B., Tsai, C., Lin, C. P., & Wu, Y. (2016). Fostering More Informed Epistemic Views Among Students Through Knowledge Building In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: Understanding students' epistemic views is critical for us educators to understand how they work with ideas and knowledge. The present study explored how college students’ online collaborative inquiry activities may inform their epistemic views. A mixed-method analysis revealed that students’ online knowledge-building and inquiry activities were associated with the change of their epistemic views. When engaging in more productive group inquiry activities, a more sophisticated epistemic view conducive to continual idea improvement for knowledge advancement was more likely to develop among students.
Appears in Collections:ICLS 2016

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