دانلود رایگان مقاله بررسی توسعه از دیدگاه معرفت شناختی دانشجویان در طول فعالیت ساخت دانش

Abstract

Exploring students' epistemic views is important as it should help to better understand how they acquire and work with knowledge. This case study investigated how college students' epistemic views relate to their collaborative inquiry activities in an online knowledge-building environment. Findings based on a mixed-method analysis on students' online discourse and open-ended survey questions suggested that students' knowledge-building activities were positively related to the development of their epistemic views. In particular, when students were able to engage in more productive and effective group inquiry activities, they were more likely to develop a more sophisticated epistemic view that was conducive to sustained idea improvement for advancing knowledge. The study has implications for understanding how students’ views on the nature of knowledge creation and the manner in which collaborative inquiry is conducted in an online environment affect each other.

6. Discussion

In summary, the findings based on the pre-post survey of epistemic views suggested that there was a significant positive relationship between students' engagement in online knowledge-building practice and the development of their more innovation-oriented, World-3 epistemic view. Specifically, it was found that: (1) students had a relatively less well-informed epistemic view at the beginning of the semester than at the end of the semester; (2) after engaging in collaborative knowledge-building activities for a semester, students' World 2 epistemic view remained similar; this implies that knowledge building did not reinforce the view that ideas and knowledge are possessed only within individual minds-as-a-container; (3) however, students' World 3 epistemic view became better informed, as they were more likely to treat ideas as real objects that can be tinkered with for improvement in order to advance group knowledge in a community. In addition, the findings based on an analysis of group performance showed that (4) groups with a better informed World 3 epistemic view tended to spend more time on online interaction and inquiry (in terms of inquiry days); and that (5) it was the quality of idea improvement, rather than the quantity of ideas, that played an essential role in influencing students’ World 3 epistemic views.