Please use this identifier to cite or link to this item:
|Title:||Promoting 5th Graders’ Views of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge- Building Environment|
Chan, Carol K. K.
van Aalst, Jan
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Lin, F., Chan, C. K., & van Aalst, J. (2014). Promoting 5th Graders’ Views of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge- Building Environment. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 126-133.|
|Abstract:||This paper reports on an ongoing study that examined the design of a knowledge-building environment that integrates knowledge building and epistemic change theories in fostering conceptual and epistemic growth. The study uses a quasi-experimental design in which four classes of 5th graders in Hong Kong participated in a unit focusing on electricity. The intervention involved students' collective inquiry and, epistemic reflection on what science is about; students used Knowledge Forum to collaboratively work on pursuing ideas; and students reflected on scientific progress with their own knowledge building inquiry. A scheme was developed in assessing students' views of science; and results showed significantly stronger effects for the knowledge-building group compared with the regular inquiry group on epistemic and conceptual learning. Regression analysis showed that students' forum engagement and epistemic views contributed to their posttest conceptual understanding over and above prior science knowledge. Qualitative analysis suggested how students' experience in knowledge building might shape students' understanding about the nature of science and improve their conceptual understanding.|
|Appears in Collections:||ICLS2014|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.