Can Collaborative Knowledge Building Promote Both Scientific Processes and Science Achievement?

Carol K.K. Chan, Ivan C.K. Lam, Raymond W.H. Leung

Abstract


This study investigated the role of collective knowledge building in promoting scientific inquiry and achievements among Hong Kong high-school chemistry students. The participants included 34 Grade 10 (15-16 years old) students who engaged in collective inquiry and progressive discourse, using Knowledge Forum@, a computer-supported learning environment. A comparison class of 35 students also participated in the study. The instructional design, premised on knowledge-building principles including epistemic agency, improvable ideas and community knowledge, consisted of several components: developing a collaborative classroom culture, engaging in problem-centered inquiry, deepening the knowledge-building discourse, and aligning assessment with collective learning. Quantitative findings show that the students in the knowledge-building classroom outperformed the comparison students in scientific understanding with sustained effects in public examination. Analyses of knowledge-building dynamics indicate that the students showed deeper engagement and inquiry over time. Students’ collaboration and inquiry on Knowledge Forum significantly predicted their scientific understanding, over and above the effects of their prior science achievement. Qualitative analyses suggest how student’s knowledge-creation discourse, involving explanatory inquiry, constructive use of information and theory revision,can scaffold scientific understanding.

Keywords


knowledge building, scientific inquiry, collaboration, technology-mediated learning

Full Text:

PDF

References


Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.

Bereiter, C. & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36 [1].

Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. G. (1997). Postmodernism, knowledge-building and elementary science. Elementary School Journal, 97, 329-340.

Burtis, J. (1998). The Analytic Toolkit. Ontario Institute for Studies in Education, University of Toronto: Knowledge Building Research Team.

Caswell, B. & Bielaczyc, K. (2001). Knowledge Forum: Altering the relationship between students and scientific knowledge. Education, Communication and Information, 1, 281-305.

Chan, C.K.K. (in press, 2012). Collaborative knowledge building: Towards a knowledge-creation perspective. In C. Hmelo-Silver, C.A. Chinn, C.K.K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning. Routledge.

Chan, C.K.K., & Chan, Y.Y. (2011). Students’ views of collaboration and their online participation in Knowledge Forum. Computers & Education, 57, 1445-1457.

Chan, C.K.K. (2008) Pedagogical transformation and knowledge building for the Chinese Learner. Evaluation and Research in Education, 21, 235-251.

Chan, C.K.K., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40.

Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic reasoning in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.

De Jong, O., & Taber, K. S. (2007). Teaching and learning the many faces of chemistry. In S.K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp.631-651). Mahwah, NJ: Lawrence Erlbaum Associates.

Hakkarainen, K. (2004). Pursuit of explanation within a computer-supported classroom. International Journal of Science Education, 26, 979-996.

Hakkarainen, K., Lipponen, L. & Jarvela, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation (pp. 11-41). Mahwah NJ: Lawrence Erlbaum Associates.

Hofer, B.K. & Pintrich, P.R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Laurence Erlbaum Associates.

Lee, E. Y. C., Chan, C.K.K., & van Aalst, J. (2006). Students assessing their own collaborative

knowledge building. International Journal of Computer-supported collaborative learning. 1, 277-307.

Lipponen, L., Rahikainen, M., Lallimo, J. & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13, 487-509.

Oshima, J., Scardamalia, M. & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24, 125-155.

Okada, T., & Simon, H. (1997). Collaborative discovery in a scientific domain. Cognitive Science, 21, 109-146

Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74, 557-576.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.

Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of Learning Sciences, 3, 265-283.

Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory, pedagogy and technology. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp.97-115). New York: NY: Cambridge University Press.

Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201-228). Cambridge, MA: MIT Press.

Scott, P., Asoko, H. & Leach, J. (2007). Student conceptions and conceptual learning in science. In S.K. Abell and N.G. Lederman (Eds.) Handbook of research on science education, pp.31-56. Mahwah, NJ: Lawrence Erlbaum Associates.

Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.

Sinatra, G.M. & Pintrich, P.R. (Eds.), (2003). Intentional conceptual change. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp.409-425). New York: Cambridge University Press.

Treagust, D.F., Chittleborough, G. & Mamiala, T.L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25, 1353-1368.

van Aalst, J., & Chan, C.K.K. (2007). Student-directed assessment of knowledge building through electronic portfolios. Journal of the Learning Sciences, 16, 175-220.

van Aalst, J. (2009). Distinguishing knowledge sharing, construction and creation discourses. International Journal of Computer-Supported Collaborative Learning, 4, 259-288.

van Aalst, J. & Truong, M.S. (2011). Promoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cycles. International Journal of Science Education, 33, 487-515.

Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18, 7-44.




DOI: http://dx.doi.org/10.4471/ijep.2012.12

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.



International Journal of Educational Psychology - IJEP | ISSN: 2014-3591

Legal Deposit: B.34286-2012 | https://ijep.hipatiapress.com | ijep@hipatiapress.com