Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7507
Title: Promoting Epistemic Understanding and Collective Knowledge Advancement through a Design Trajectory of Knowledge Building
Authors: Feng, Xueqi
Chan, Carol K.K.
van Aalst, Jan
Yang, Yuqin
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Feng, X., Chan, C. K., van Aalst, J., & Yang, Y. (2021). Promoting Epistemic Understanding and Collective Knowledge Advancement through a Design Trajectory of Knowledge Building. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 490-497). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This study presents a two-year design trajectory of knowledge building and examines the process of how students’ epistemic understanding of knowledge building promoted knowledge advancement under the mediation of their engagement on Knowledge Forum, a computer-supported environment. Four iterative studies on the same cohort (n =211) from four large Grade-Four classes in China were conducted based on increasing complex knowledge-building designs over two years. Quantitative results obtained from the semantic network analysis of word networks show collective knowledge advancement over time. Qualitative analyses of interviews and questionnaires reveal the developmental trajectory of students’ epistemic understanding started from idea-sharing to theory building, collective cognitive responsibility, and finally to progressive knowledge building. As indicated by further path analysis, students’ epistemic understanding of knowledge building predicted their Knowledge Forum interaction and depth of Knowledge Forum discourse, which in turn exerted influences on collective knowledge advancement and individual scientific understanding. This study sheds light on the design trajectory of knowledge building to promote epistemic changes and collective knowledge advancement.
URI: https://doi.dx.org/10.22318/icls2021.490
https://repository.isls.org//handle/1/7507
Appears in Collections:ISLS Annual Meeting 2021

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