Promoting Elementary Students' Epistemology of Science through Computer-Supported Knowledge-Building Discourse and Epistemic Reflection

Autor/inn/en	Lin, Feng; Chan, Carol K. K.
Titel	Promoting Elementary Students' Epistemology of Science through Computer-Supported Knowledge-Building Discourse and Epistemic Reflection
Quelle	In: International Journal of Science Education, 40 (2018) 6, S.668-687 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1435923
Schlagwörter	Elementary School Students; Elementary School Science; Computer Assisted Instruction; Educational Technology; Grade 5; Inquiry; Energy; Science Instruction; Comparative Analysis; Hypothesis Testing; Scaffolding (Teaching Technique); Knowledge Level; Discussion (Teaching Technique); Theories; Epistemology; Foreign Countries; Qualitative Research; Science Tests; Pretests Posttests; Interviews; Multivariate Analysis; Statistical Analysis; Regression (Statistics); China + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; School year 05; 5. Schuljahr; Schuljahr 05; Energie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hypothesenprüfung; Hypothesentest; Wissensbasis; Theory; Theorie; Erkenntnistheorie; Ausland; Qualitative Forschung; Interviewing; Interviewtechnik; Multivariate Analyse; Statistische Analyse; Regression; Regressionsanalyse
Abstract	This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school's established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students' understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01