Improving 10-12 year olds' epistemic and conceptual understanding in a computer-supported knowledge-building environment

Abstract

This study investigated the design of a computer supported knowledge-building environment in fostering 10-12 year olds' epistemic and conceptual understanding. Two classes of 5th graders in Guangzhou China participated in this study while they were learning a unit about electricity. One class engaged in knowledge building, supported with a computer supported platform-Knowledge Forum®, and the other class was taught with traditional approach for comparison. The results showed significantly stronger effects on epistemic view of science and conceptual understanding for knowledge-building group compared with the traditional group. Regression analysis showed that knowledge-building environment and post epistemology of science contributed to students' post scientific understanding, over and above their prior science knowledge. Qualitative analysis of students' Knowledge Forum discourse and interviews showed how the design had helped improve students' epistemic view on the social and progressive nature of scientific inquiry and conceptual understanding.