Promoting Knowledge Building through Meta-Discourse and Epistemic Discourse Understanding

Autor/inn/en	Tong, Yuyao; Chan, Carol K. K.
Titel	Promoting Knowledge Building through Meta-Discourse and Epistemic Discourse Understanding
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 18 (2023) 3, S.353-391 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tong, Yuyao) ORCID (Chan, Carol K. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-023-09403-2
Schlagwörter	Meta Analysis; Discourse Analysis; Epistemology; Inquiry; Reflection; Secondary School Students; Grade 9; Visual Arts; Design; Classroom Communication; Computer Mediated Communication; Comprehension; Metacognition; Concept Formation; Cooperative Learning + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Diskursanalyse; Erkenntnistheorie; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Optische Gestaltung; Klassengespräch; Computerkonferenz; Verstehen; Verständnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept learning; Begriffsbildung; Kooperatives Lernen
Abstract	This study examined students' understanding of, and reflective inquiry into discourse, specifically their epistemic discourse understanding and meta-discourse, and investigated their roles and relationships in fostering productive inquiry in knowledge building. The participants comprised two classes of ninth grade visual arts students inquiring into art and design. The experimental class (n = 31) engaged in knowledge building using Knowledge Forum® (KF) enriched by meta-discourse involving reflective inquiry and classroom discussion about their discourse. The comparison class (n = 32) similarly worked on KF but using regular classroom discussion. Quantitative analysis indicated that the experimental group students, who engaged in meta-discourse, showed a deeper epistemic discourse understanding and domain knowledge than the comparison students, and that epistemic discourse understanding was associated with productive KF inquiry. Qualitative analysis of the classroom meta-discourse showed that metacognitive reflection, principle-based inquiry, and idea development (i.e., meta-epistemic reflection, meta-epistemic principles, and meta-epistemic theory) support epistemic understanding and productive inquiry. We also discuss the implications of using meta-discourse to enhance epistemic discourse understanding and productive inquiry for knowledge building and computer-supported collaborative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01