Assessing and fostering knowledge building inquiry and discourse

This study examined knowledge building inquiry and discourse among high-school students using Knowledge Forum in a Hong Kong classroom. The goals were to characterize knowledge building inquiry and discourse, examine change over time, and investigate whether knowledge building is related to conceptual understanding. The key features of this learning environment included use of portfolio assessment guided by knowledge building principles. Data from database usage, depth of questions, knowledge building portfolios, and writing tests were examined. Results indicated that different measures for examining knowledge building were related; students made progress from earlier to later phases; and student engagement in knowledge building was related with conceptual understanding. Implications of using knowledge building principles for scaffolding and assessing knowledge building are discussed.

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