Understanding Students' Knowledge-Building Discourse Using Epistemic Network Analysis: A Case Study From a Primary School Chinese Course

• In Event: Investigating Achievement in Social and Cultural Contexts

Abstract

As a principle-based pedagogy, Knowledge Building (KB) encourages students to engage in high levels of cognitive agency and collective responsibility. This study aims to analyze students’ KB development in a large Chinese language class through epistemic network analysis (ENA). Results show that students built the community knowledge through the sequential or simultaneous occurrences of generating questions, proposing theory, sustained inquiry. There are more co-occurrence relationships between theory proposing with explanation supporting, extra resources bridging, and further inquiry in KB discourse moves of students in high-outcome group. This study provides insight into the KB processes in non-science domains in large classes.

Authors

• Xiaojie Zhang
  Presenting Author

• Shihui Feng, University of Hong Kong
  Non-Presenting Author

• Carol K. Chan, University of Hong Kong
  Non-Presenting Author

• Jianhua Zhao, Southern University of Science & Technology
  Non-Presenting Author