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ERIC Number: EJ1190350
Record Type: Journal
Publication Date: 2018-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: N/A
Available Date: N/A
Examining the Role of Computer-Supported Knowledge-Building Discourse in Epistemic and Conceptual Understanding
Lin, Feng; Chan, Carol K. K.
Journal of Computer Assisted Learning, v34 n5 p567-579 Oct 2018
This study characterized students' online collaborative discourse from a theory-building perspective and examined its relation to epistemic and conceptual understanding. Fifty-two fifth graders' Knowledge Forum discussions on electricity were analysed. Discourse moves were coded within the inquiry threads, and two key epistemic patterns were identified: problem-centred uptake and theory-building moves. Analysis showed that higher-quality discourse threads included more problem-centred uptake moves in which ideas were built more coherently on each other to address the central problem. There were also more theory-building moves on explanation and sustain inquiry. We also examined the relationship between discourse moves and conceptual-epistemic understanding. Regression analyses showed that problem-centred uptake predicted epistemic cognition beyond prior epistemic cognition and that theory-building moves on explanation predicted students' conceptual understanding beyond their prior science understanding. Implications for fostering more productive discourse and sophisticated epistemic cognitions using online discussion are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A