Analysis of students’ ideas and conceptual artifacts in knowledge‐building discourse
Bibliographic Data
| ID | 21297470 |
|---|---|
| Authors | Jun Oshima (0000-0002-9885-448X, Shizuoka University, corresponding author), Ritsuko Oshima (0000-0002-2499-6573), Shunsuke Saruwatari (0000-0002-1625-5521) |
| Year | 2020 |
| Volume | 51 |
| Issue | 4 |
| Pages | 1308-1321 |
| Publication date | 2020-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.12961 |
| OpenAlex | W3029295005 |
| Language | EN |
| Citations received | 14 |
| References cited | 25 |
This study proposes a new methodological approach to evaluate students’ knowledge‐building discourse. First, we discuss the knowledge–creation metaphor of learning. In the metaphor, theories mention that learners should consider their collective knowledge objects or artifacts that materialize as a result of their collaborative discourse. Second, we argue the necessity of developing new analytics to evaluate student learning. We describe how students’ ideas and their conceptual artifacts can be examined in discourse analysis. Third, we demonstrate the application of our analytics to real discourse data. We conducted a new type of social network analysis of discourse to examine how students continuously improve their ideas. Further, we conducted another network analysis of discourse, called the Epistemic Network Analysis, by coding students’ epistemic actions as conceptual artifacts to create and examine their ideas
Analytics · Coding (social sciences) · Conceptual metaphor · Data science · Discourse analysis · Epistemology · Knowledge Building · Learning analytics · Linguistics · Metaphor · Pedagogy · Social science · Sociology · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Online Learning and Analytics
Computational thinking in collaborative programming discourse
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes
Importance of epistemic emotions and collaborative interactions in collective knowledge building
Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building
Knowledge building
From facial expressions to academic performance
Relationships between interactive network patterns and students’ cognitive and emotional processes
Fostering preservice teachers’ design thinking by integrating generative AI and analytics-supported reflective assessment in a collaborative inquiry environment
Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building
Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry
Sustained Idea Improvement
Multi‐Layered Temporal Network Analysis
Improving elementary students' numerical operation abilities through knowledge building in China
Exploration of the characteristics of teachers' multimodal behaviours in problem‐oriented teaching activities with different response levels
Knowledge Building and Knowledge Creation
Epistemic Thinking in Action
The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning
A Tutorial on Epistemic Network Analysis
Team Assembly Mechanisms Determine Collaboration Network Structure and Team Performance
Exploring complex networks
Computational Social Science
Objective Knowledge
Activity theory and individual and social transformation
Constructivism, Socioculturalism, and Popper's World 3
On Two Metaphors for Learning and the Dangers of Choosing Just One
Shared Epistemic Agency
| Unique citing works | 14 |
|---|---|
| Citations per year | 2,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |