How Do Students With Different Epistemic Sophistications Engage in Epistemic Practices in Knowledge-Building? (Poster 55)

• In Event: AERA Poster Session Ten
  In Poster Session: Cognitive and Motivational Processes: Poster Session Three

Abstract

This study examined how students with higher (EC High) and lower (EC Low) prior epistemic cognition engaged in epistemic practices of theory-building in Knowledge Building. Knowledge Building is a pedagogical approach that enables students to work collaboratively on ideas in a computer supported public space (i.e., Knowledge Forum). Through discourse analysis of their online discourse recorded in Knowledge Forum, we found that EC High students engaged in more sophisticated epistemic practices than EC Low students did. We also found that they both improved their epistemic practices; as time unfolded, the gaps between their epistemic practices narrowed down. This study has important implications for how we may support students with different epistemic sophistications to improve their epistemic practices and learning.

Authors

• Feng Lin, Singapore University of Social Sciences
  Presenting Author

• Gaoxia Zhu, National Institute of Education - Nanyang Technological University
  Presenting Author