Knowledge building inquiry and reflection in developing children’s epistemology of science

Abstract

This study examined how elementary-school students developed their epistemology of science in a knowledge-building environment that involves idea-driven discourse and reflective inquiry. Twenty-two grade-4 students participated inquiring into a topic in earth science; they worked collectively on knowledge-building inquiry supported by Knowledge Forum®, a computer-supported collaborative learning environment. The key designs included students engaging in idea-driven discourse on Knowledge Forum augmented with epistemic talk and reflection, and linking the understanding of their own inquiry process with scientists’ inquiry. Results indicated that students changed towards more sophisticated views of science from concrete-absolutist to evolving views of science. Analysis of classroom events illustrated how students reflected on their inquiry and KF discourse in relation to epistemic features of scientific practice, and developing the notions that they can be little scientists emulating the practice of scientists. Implications of designing knowledge building enriched with explicit and collective reflection to promote epistemic change are discussed.