Designing knowledge building for developing students’ scientific epistemology in a science classroom

Abstract

This study investigated how students’ scientific epistemology can be fostered in an epistemic-enriched knowledge building environment mediated by Knowledge Forum (an online platform designed to facilitate knowledge building). The research goals are: 1) to examine the effect of designed intervention on students’ domain understanding, scientific epistemology, and conception of collaboration; 2) to investigate the nature of knowledge building discourse and how it supports students’ epistemic and conceptual growth; 3) to explore the role of knowledge building dynamics combined with epistemic discourse and reflection in fostering students’ scientific epistemology; and 4) to examine students’ understanding of their own knowledge building inquiry and epistemic change. Twenty-Two Grade-4 students in a Hong Kong elementary school participated in the study and used knowledge building approach to study the curricular unit on earth sciences (earthquake, tsunami, and volcano) for about ten weeks. The key design themes include: 1) cultivating epistemic climate and initiating students’ collective inquiry with authentic problems; 2) engaging students in explanatory inquiry in Knowledge Forum; and 3) teacher-guided knowledge building talk, epistemic discourse, and reflection. Various data were collected consisting of: pre- and post- written tests on conceptual understanding and scientific epistemology, post questionnaire on students’ views of collaboration, Knowledge Forum database, students’ group interview, classroom observation and students’ written artefacts. Results showed: 1) students significantly improved in domain understanding and scientific epistemology. They also developed a deeper understanding of collaboration through knowledge building; 2) students’ epistemic understanding of science was correlated with conceptual understanding and Knowledge Forum® participation; 3) students’ collective epistemic discourse, reflection, and knowledge building talk contributed to the development of students’ understanding of the nature of science and scientific inquiry. Findings from different data analysis consistently showed the positive effects of computer supported knowledge building approach on fostering students’ scientific epistemology.