Examining and developing epistemic cognition in computer-supported collaborative knowledge building

Abstract

This study investigated the role of knowledge building and Knowledge Forum®, a computer-supported collaborative learning environment in fostering epistemic and conceptual change. Participants were eighty 10th grade students studying electro-chemistry in two Hong Kong classrooms. Supported by Knowledge Forum, students engaged in knowledge-building inquiry posting questions, co-constructing explanations and they wrote reflective knowledge-building portfolios tracing their own trajectory of conceptual change and collective growth. Two conditions were included, knowledge building (KB) and knowledge building with epistemic scaffolds (KBS). Data included epistemic-belief questionnaires; conceptual-change tests and knowledge-forum portfolio. Quantitative analysis indicate both knowledge-building classes improved on post-test conceptual and epistemic-belief measures with stronger effects in KBS class. Qualitative analysis of knowledge-building portfolios identified six epistemic cognition processes grouped as (a) epistemic aims and goals; (b) evaluation of knowledge claims; and (c) creation and development of ideas. Analysis of portfolios showed increases of epistemic cognition indicating growth over time. Hierarchical regression analyses show that epistemic cognition scores predict post-test conceptual scores over and above pre-conceptual scores; similarly, epistemic cognition scores predict post-test epistemic-belief scores over and above pre-test epistemic-belief scores. Implications of examining epistemic cognition in situated context and role of knowledge-building environment in epistemic and conceptual change are discussed.