Fostering More Informed Epistemic Views Among Students Through Knowledge Building

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.