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Examining the role of computer‐supported knowledge‐building discourse in epistemic and conceptual understanding.

Abstract: This study characterized students' online collaborative discourse from a theory‐building perspective and examined its relation to epistemic and conceptual understanding. Fifty‐two fifth graders' Knowledge Forum discussions on electricity were analysed. Discourse moves were coded within the...

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Published in:Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 567 - 580
Main Authors: Lin, Feng, Chan, Carol K. K.
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Oct2018
Online Access:View this record in EBSCOhost
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      issn: 02664909
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      dt: Oct2018
      vid: 34
      iid: 5
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        131662432
        131662432
        131662432
        10.1111/jcal.12261
        131662432
      ppf: 567
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        atl: Examining the role of computer‐supported knowledge‐building discourse in epistemic and conceptual understanding.
      aug:
        au:
          Lin, Feng
          Chan, Carol K. K.
        affil: Wisconsin Center for Educational Research, University of Wisconsin‐Madison, Wisconsin, USA
      sug:
        subj:
          Students, Elementary Hong Kong
          Cognition
          Epistemology
          Science
          Human
          Hong Kong
          Collaboration
          Coding
          kappa Statistic
          Female
          Male
          Paired T-Tests
          Chi Square Test
          P-Value
          Child
          Regression
          Child: 6-12 years
          Female
          Male
      ab: Abstract: This study characterized students' online collaborative discourse from a theory‐building perspective and examined its relation to epistemic and conceptual understanding. Fifty‐two fifth graders' Knowledge Forum discussions on electricity were analysed. Discourse moves were coded within the inquiry threads, and two key epistemic patterns were identified: problem‐centred uptake and theory‐building moves. Analysis showed that higher‐quality discourse threads included more problem‐centred uptake moves in which ideas were built more coherently on each other to address the central problem. There were also more theory‐building moves on explanation and sustain inquiry. We also examined the relationship between discourse moves and conceptual‐epistemic understanding. Regression analyses showed that problem‐centred uptake predicted epistemic cognition beyond prior epistemic cognition and that theory‐building moves on explanation predicted students' conceptual understanding beyond their prior science understanding. Implications for fostering more productive discourse and sophisticated epistemic cognitions using online discussion are discussed.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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