Fostering more informed epistemic views among students through knowledge building

Huang Yao Hong, Bodong Chen, Chin Chung Tsai, Chiu Pin Lin, Ying Tien Wu

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Understanding students' epistemic views is critical for educators to understand how they work with ideas and knowledge. The present study explored how college students' online collaborative inquiry activities may info rm their epistemic views. A mixed-method analysis revealed that students' online knowledge-building and inquiry activities were associated with the change of their epistemic views. When engaging in more productive group inquiry activities, a more sophisticated epistemic view conducive to continual idea improvement for knowledge advancement was more likely to develop among students.

Original languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages787-790
Number of pages4
Volume2
ISBN (Electronic)9780990355083
Publication statusPublished - 2016 Jan 1
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: 2016 Jun 202016 Jun 24

Conference

Conference12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period16/6/2016/6/24

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ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Hong, H. Y., Chen, B., Tsai, C. C., Lin, C. P., & Wu, Y. T. (2016). Fostering more informed epistemic views among students through knowledge building. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 787-790). International Society of the Learning Sciences (ISLS).