Scaffolding scientific epistemologies through knowledge-building discourse and epistemic reflection

Abstract

This study investigated how elementary-school children’s science epistemologies can be fostered in a CSCL knowledge-building environment focusing on epistemic inquiry and reflection. Two classes of fifth graders in Hong Kong participated in a unit of electricity study. The design involves students engaging in scientific inquiry, pursuing ideas on Knowledge Forum®, and making epistemic reflection about the inquiry process. A key design theme involves children reflecting on their inquiry in relation to scientific practice and collective theory building. Analyses indicate that online discourse moves reflecting epistemic inquiry (problem-centred uptake and theory building) were correlated with post-test epistemic and conceptual understanding. Classroom and interview analyses showed how students’ epistemic practice (e.g., theory revision) and epistemic reflection (connecting their own inquiry and scientists’ inquiry) might have influenced their epistemic development. Implications of how children develop scientific epistemologies supported by epistemic inquiry, discourse and reflection in a knowledge-building environment are discussed.