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Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds

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Jianwei Zhang at University at Albany, State University of New York
Jianwei Zhang
Marlene Scardamalia at University of Toronto
Marlene Scardamalia
Mary Lamon at University of Toronto
Mary Lamon
Richard Messina at University of Toronto
Richard Messina
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Abstract

This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective responsibility for idea improvement. This goal is supported by software—Knowledge Forum—designed to provide a public and collaborative space for continual improvement of ideas. A new analytic tool—inquiry threads—was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement are discussed.
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Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-old
Jianwei Zhang; Marlene Scardamalia; Mary Lamon; Richard Messina; Richard Reeve
Educational Technology, Research and Development; Apr 2007; 55, 2; Academic Research Library
pg. 117
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... Extensive analytical frameworks can be found in the literature to understand shared epistemic agency in KB discourse. Some prominent frameworks include theory building moves (Chuy et al., 2010), epistemic complexity (Zhang et al., 2007(Zhang et al., , 2009(Zhang et al., , 2022 and threads analysis (Lin & Chan, 2018). These analytical frameworks inform shared epistemic agency based on students' agentic moves such as how they contribute to improving ideas or expand inquiry. ...
... Hence, while more studies are needed to enhance this understanding, the measurement of shared epistemic agency in KB discourse is also in question. A key focus is the characterisation of students' ideas or discourse moves (e.g., Chuy et al., 2010;Zhang et al., 2007Zhang et al., , 2022. Chuy et al. (2010) proposed theory-building moves to code student discourse, developing an empirically grounded list of six major ways to contribute to productive KB discourse: asking thought-provoking questions, theorising, experimenting, working with evidence, creating syntheses and analogies, and supporting discussion. ...
... Chuy et al. (2010) proposed theory-building moves to code student discourse, developing an empirically grounded list of six major ways to contribute to productive KB discourse: asking thought-provoking questions, theorising, experimenting, working with evidence, creating syntheses and analogies, and supporting discussion. In a different study, Zhang et al. (2007) examined Grade 4 students' contributions based on the quality of their ideas. They developed the epistemic complexity scheme to categorise students' ideas into explanation-seeking versus fact-seeking questions and single-area versus cross-area questions. ...
Investigating shared agency in student Knowledge Building discourse using epistemic network analysis
Article
Full-text available
  • Apr 2025
In computer-supported collaborative learning, students engage in both synchronous online and face-to-face discussions to enhance engagement and learning from peers. Recent research highlights the potential of quantitative modelling techniques, such as those used in Epistemic Network Analysis, to deepen our understanding of student collaboration through discourse, including the concept of shared epistemic agency in Knowledge Building. However, these efforts are still in the early stages. This study aims to advance this research by analysing student contributions in synchronous discussions (online and verbal) within a Knowledge Building framework. Data was collected from a Grade 5 class during a 2.5-hour Social Studies lesson designed to foster real-world problem-solving and collaborative discussions. Students participated in discussions on Knowledge Forum (online) and in face-to-face small groups. Transcripts of group discussions and Knowledge Forum notes were coded for semantic types and analysed for weighted connections between coded contributions using Epistemic Network Analysis. The analysis of overall student contributions revealed distinct patterns of weighted connections between codes and varying degrees of idea development in online versus oral discussions. Additionally, the study identified different engagement patterns within groups based on their epistemic networks. The findings offer insights into student engagement during collaborative talk and have implications for future research and practice.
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... Collaborative interactions within the KB context encompass a multifaceted process involving the exchange of ideas and explanations, negotiation of meaning and interpretations, and the collective construction of understanding among peers (Dillenbourg, 1999;Roschelle & Teasley, 1995;Yang et al., 2022;Yang, Chen, et al., 2024;Yang, Yuan, et al., 2024;Zhang, Yan, et al., 2022). Collaborative interactions lie at the heart of this process, facilitating the exchange of resources and ideas, the formulation of questions, the co-creation of concepts, and the development of theories (Scardamalia & Bereiter, 2014;Yang, Chen, et al., 2024;Yang, Yuan, et al., 2024;Zhang et al., 2007;Zhang, Yan, et al., 2022). These collaborative interactions are crucial for the advancement of KB, requiring students to collaborate in their pursuit of inquiries and the creation of new knowledge. ...
... This approach helped us obtain insights into the main problems discussed in the notes and also set the context for the subsequent content analysis of notes within each inquiry thread. An inquiry thread is a group of notes that address the same primary problem (Zhang et al., 2007). Inquiry thread analysis has been widely validated as a useful method for qualitatively analyzing and grouping Knowledge Forum notes (e.g. ...
... Inquiry thread analysis has been widely validated as a useful method for qualitatively analyzing and grouping Knowledge Forum notes (e.g. Yang, Chen, et al., 2024;Yang, Feng, et al., 2023;Yang, Yuan, et al., 2024;Zhang et al., 2007;Zhang, Yan, et al., 2022). ...
Importance of epistemic emotions and collaborative interactions in collective knowledge building: evidence from high- and low-performance groups
Article
This study examined variations in the discourse characteristics, dynamics and developmental patterns of epistemic emotions and collaborative interactions displayed by high- and low-performance groups. We analyzed 1,469 Knowledge Forum notes from three high-performance and four low-performance groups, we found that different performance groups exhibited significantly different discourse characteristics. The high-performance group demonstrated significantly more conducive and less unconducive epistemic emotions and contributed more higher-level discourse moves than did the low-performance group. A lag sequential analysis revealed that high-performance groups transitioned more often from unproductive to conducive emotions and from one conducive emotion to another. They also engaged more in developing joint ideas, whereas the low-performance group focused on asking questions and progressing in KB inquiries. Epistemic network analysis showed that both groups' emotions and interactions evolved, with both groups engaging more in conducive emotions and productive interactions in the later phases. However, the high-performance group showed more connections between higher-level interaction types in the later phase. These results provide insights into connections among epistemic emotions, collaborative interactions, and knowledge creation. These results have implications for promoting productive epistemic emotions and interactions through adaptive scaffolding.
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... The understanding of what and how students contribute to improve ideas and their engagement in KB discourse have been of interest among researchers. In fact, to understand student engagement in KB discourse, various frameworks have been proposed to characterise student discourse moves such as theory building moves (Chuy et al., 2010) and idea complexity (Zhang et al., 2007). Recent works suggest quantitative modelling techniques such as Epistemic Network Analysis (ENA) to assess connections between student moves (Ma et al., 2019). ...
... Several ways of understanding student contributions in KB discourse have been proposed in the field. One notable area of focus is on the characterisation of students' ideas or discourse moves (e.g., Chuy et al., 2010;Zhang et al., 2007;. Notably, Chuy and colleagues proposed the theory building moves to code student discourse moves. ...
... Questions may be categorised into explanation-seeking versus fact-seeking questions and single-area versus cross-area questions. According to Zhang et al. (2007), students' contributions can also be assessed based on the level of scientific sophistication (pre-scientific; hybrid; basically scientific; and scientific) and the level of epistemic complexity (unelaborated facts; elaborated facts; unelaborated explanations; elaborated explanations). ...
Epistemic Network Analysis to assess collaborative engagement in Knowledge Building discourse
Article
  • Dec 2023
Knowledge Building (KB) is an established learning sciences theory that seeks to promote innovative ideas and idea improvement among students via collaborative engagement in productive discourse. KB discourse supports students to make constructive discourse moves such as questioning, explaining with evidence, adding new information and so on, to advance the collective inquiry. However, current understanding on KB discourse remains limited to students’ online participation. Although small group discussion is a common practice, there is little understanding on the role of verbal discussions to support KB discourse. This paper attempts to address this line of inquiry by assessing student engagement in KB discourse supported by both online and verbal discussions. Data is retrieved from a group of six students in a Grade 6 Social Studies class. The group participated in a 2.5hr lesson designed with opportunities for discussions on the Knowledge Forum (online) and in small groups (verbal). Group talk was transcribed, and Knowledge Forum notes were coded for its semantic level of contribution, with the codes being analysed for weighted connections using Epistemic Network Analysis (ENA). The ENA analysis revealed clear differences in both group and individual engagement between the online and verbal discourse. Notably, students’ contributions on Knowledge Forum showed an apparent pattern of stronger connections among codes of higher semantic levels, suggesting that students were more cognitively engaged in the online discussion than their group verbal talk. Implications for research and practice are discussed.
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... Analogous to the social practice of critique in science, peer critique encompasses the process of evaluating peers' products and revising one's own in responding to critique, ultimately aiming for knowledge advancement. Peer critique intrinsically involves disagreement, as it stimulates students to challenge and question alternative positions and ideas, thus fostering an environment conducive to collective knowledge building (González-Howard & McNeill, 2020;Tan et al., 2023;Tasker & Herrenkohl, 2016;Zhang et al., 2007). Knowledge building refers here to the general practice where students collectively create and improve shared and new-to-the-learners' ideas (knowledge) around a new concept. ...
... Additionally, research drawing on the knowledge building framework (Scardamalia & Bereiter, 2006), which underscores creating and improving ideas collectively within a communal knowledge space, has also explored the significance of critique in supporting students' knowledge building. For example, Zhang et al. (2007) found that using the Knowledge Forum CSCL environment supported students in articulating alternative ideas (e.g., using "I disagree, because") and challenging their peers' ideas, contributing to conceptual advancement. Collectively, these studies and others offer compelling evidence that peer critique promotes generating diverse ideas and refining ideas and work that drive collective knowledge advancement. ...
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Article
Full-text available
  • Dec 2024
  • INT J COMP-SUPP COLL
Disagreement is often perceived negatively, yet it can be beneficial for learning and scientific inquiry. However, students tend to avoid engaging in disagreement. Peer critique activities offer a promising way to encourage students to embrace disagreement, which supports learning as students articulate their ideas, making them available for discussion, revision, and refinement. This study aims to better understand how students express disagreement during peer critique within small groups and how that affects moving their inquiry forward. It explores 5th-grade students’ management of disagreement within a computer-supported collaborative modeling environment. Using conversation analysis, we identified various forms of disagreements employed by students when engaging with different audiences. We observed a tendency for students to disagree softly; that is, disagreement was implied and/or mitigated. Students’ resolution of both direct and soft disagreements effectively promoted their collective knowledge advancement, including building shared scientific understanding and improving their models, while maintaining a positive socio-emotional climate. These findings have implications for designing CSCL environments with respect to supporting students in providing and responding to peer critiques at the group level.
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... KB discourse and meta-discourse develop and arise over time. Some studies analyzed students' discourses' changes crossed different inquiry phases or different groups using coding and counting approach (van Aalst, 2009;Zhang et al., 2007). However, the temporal patterns of KB processes within each phase were ignored. ...
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... This is particularly important because the types of questions students pose can yield different learning outcomes. Explanation-seeking questions foster deeper understanding, which is more effective for knowledge construction than fact-based questions (Hakkarainen, 2003;Zhang et al., 2007). Research shows that students generating factual questions primarily build basic knowledge, while those posing explanation-seeking questions tend to develop more comprehensive explanations of the content (van Aalst, 2009). ...
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Full-text available
  • Feb 2025
During group activities, instructors expect that students will ask each other questions. Therefore, in this study, we looked at the nature and role of peer-to-peer questions during an in-class activity. During the activity, students worked collaboratively to respond to five prompts about an acid–base neutralization reaction. We examined the questioning behavior in groups and the nature and types of questions asked. We then looked specifically at the content questions, analyzing how they varied by prompt, as well as the level of those content questions using Bloom’s taxonomy. Finally, we looked at the role that the peer-to-peer questions played as the students completed the activity. The results revealed that the students broadly asked each other social questions, process questions, and content questions, with content questions being the most frequently posed. The prompts that required students to make a prediction, sketch a graph, and explain their reasoning elicited most of the content questions asked. Furthermore, most of the peer-to-peer content questions asked across the five prompts ranked at the two lowest levels of Bloom’s taxonomy. Finally, the posed peer-to-peer questions were found to play many roles in the discussion, including initiating and sustaining conversations, seeking consensus, challenging each other, and promoting social metacognition. The implications for instruction and research are discussed.
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... Further, participants' activities in the forum was analyzed by a tool called Analytic Toolkit (ATK) that was built-in in the forum for a purpose of obtaining quantitative data regarding online activities (e.g., their interaction). The content of online inquiry and discussion was content-analyzed using a coding scheme modified based on Zhang's (2007) coding categorization of scientific concepts. There are six levels ranging from less-developed to well-developed scientific concepts. ...
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This study investigated whether engaging students in knowledge-building help them develop more informed views regarding the nature of scientific theories. Findings indicated that students’ views of the nature of scientific theories became more constructivist-oriented toward the end of the semester. A relationship was also observed between students’ online activities and their changed views about the nature of scientific theories.
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... Regarding analyzing these notes, our initial step involved conducting an inquiry thread analysis. Inquiry thread analysis is an analytical technique used to reconstruct original physical strings of notes into different inquiry threads, where an inquiry thread is defined as a sequence of notes addressing a common core issue (Zhang et al., 2007). The 1390 KB notes were assigned to 24 inquiry threads. ...
Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students
Article
  • May 2024
  • INT J COMP-SUPP COLL
Knowledge building (KB) competencies are crucial for undergraduates’ creative knowledge work and academic success. While there is substantial research on KB discourse, there are limited efforts in examining how KB competencies in the conceptual, metacognitive, socio-emotional, and epistemic dimensions are demonstrated in KB discourse and how the competencies can be scaffolded. Previous studies suggest the effectiveness of reflective assessment on sustainable and productive KB discourse. This study developed a framework for analyzing KB competencies using KB discourse moves. It also examined whether a KB design augmented by reflective assessment enriched by analytic tools and artifacts could foster undergraduates’ KB competencies, and if so, how. This KB design involves principle-based pedagogy with the participants engaging in collaborative inquiry and discussion on Knowledge Forum, and reflective assessment using (a) super synthesis notes, (b) KB interaction rubrics, and (c) learning analytics visualization tools. Qualitative tracking and lag sequential pattern analysis of Knowledge Forum’s discourse revealed that implementing reflective assessment supported by analytics and artifacts could help the undergraduate students develop KB competencies manifested in discourse with evidence of conceptual advance, epistemic engagement, metacognition, and productive socio-emotional interactions with a collective focus. The thematic analysis illustrated the dynamics through which the design enriched by standards and visualizations helped the undergraduates develop KB competencies: leveraging synthesis super notes to promote conceptual and metacognitive advancement and epistemic engagement; employing KB interaction rubrics to cultivate metacognitive, socio-emotional, and epistemic competencies; and harnessing KBDeX visualizations to promote metacognitive and conceptual advancement and to facilitate epistemic engagement. The implications of scaffolding students’ epistemic agency, metacognition, productive collaborative inquiry, and developing KB competencies in a technology-supported metacognitive learning environment are discussed.
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... Creating interaction achieved cognitive objective of analysis, evaluation, especially at the level of creation. From the perspective of content presentation, operational interaction included searching resource, pushing resource, demonstrating resource, and building scaffolding (Zhang et al., 2007). The dimension of behavioral interaction included publishing task, sharing result, practicing and testing, and touring guidance. ...
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Theory and Evidence: The Development of Scientific Reasoning
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  • Jan 2008
In Theory and Evidence Barbara Koslowski brings into sharp focus the ways in which the standard literature both distorts and underestimates the reasoning abilities of ordinary people. She provides the basis for a new research program on a more complete characterization of scientific reasoning, problem solving, and causality. Long acknowledged for her empirical work in the field of cognitive development, Koslowski boldy criticizes many of the currently classic studies and musters a compelling set of arguments, backed by an exhaustive set of experiments carried out during the last decade. Theory and Evidence describes research that looks at the beliefs that people hold about the type of evidence that counts in scientific reasoning and also examines how those beliefs change with age. The primary focus is on the strategies that underlie actual scientific practice: two general sorts of research are reported, one on hypothesis testing and the other on how people deal with evidence that disconfirms a given explanation—the process of hypothesis revision. Koslowski argues that when scientific reasoning is operationally defined so that correct performance consists of focusing on covariation and ignoring considerations of theory or mechanisms, then subjects are often treated as engaging in flawed reasoning when in fact their reasoning is scientifically legitimate. Neither relying on covariation alone nor relying on theory alone constitutes a formula for success. Bradford Books imprint
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In 1856, Michael Faraday (1791-1867) carried out an extensive program of research to explore the properties of thin films of metallic gold. Such films had long been of interest to him because they possess the peculiar property of appearing gold in color by reflected light, but green by transmitted light. Faraday hoped this behavior would model the general interaction of light and matter, perhaps extending his earlier finding that magnetic fields could affect a beam of polarized light passing through a highly refractive substance. In the course of this work, Faraday prepared over 600 microscope slides with thin metallic films adhering to them. Most of these epistemic artifacts have survived, as have his extensive diary records. Examination of this material permits reconstruction of his successive attempts to create a kind of dialogue with nature and provides evidence for his sophisticated ability to interactively create a microverse that could expand his mental microverse of field lines of force. While he failed to achieve his larger goals, the surviving specimens constitute a series of increasingly articulated representations of the structure of metallic matter. The case is thus one in which the “model” converges with the very thing intended to be modelled.
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