Developing Students' Scientific Epistemology Through Knowledge-Building Discourse and Reflection

• In Event: Poster Session 8
  In Poster Session: Research in Science Learning and Teaching Poster Session 1

Abstract

The study examined the roles of knowledge building discourse and reflection in developing students’ scientific epistemology and science learning. Participants were 39 Grade 5 students engaging in theory building discourse, supported by Knowledge Forum®, and they reflected on the epistemic nature of discourse. We also included a regular class for comparison. Quantitative analysis showed that knowledge-building students changed more from seeing science as concrete activities toward explanatory theory-building process than comparison students; regression analysis showed that knowledge-building students’ conceptions about discourse predicted their post-test scientific epistemology. Qualitative analysis suggested how students’ engagement and reflection of their own KF discourse helped them develop more sophisticated views of science. Implications of designing explicit reflection of discourse to promote scientific epistemology are discussed.

Authors

• Feng Lin, University of Wisconsin - Madison

• Carol K. Chan, University of Hong Kong