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dc.contributor.authorHong, Huang-Yao
dc.contributor.authorChen, Bodong
dc.contributor.authorTsai, Chin-Chung
dc.contributor.authorLin, Chiu Pin
dc.contributor.authorWu, Ying-Tien
dc.identifier.citationHong, 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.en_US
dc.description.abstractUnderstanding 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.en_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleFostering More Informed Epistemic Views Among Students Through Knowledge Buildingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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