Analysis of Students' Ideas and Conceptual Artifacts in Knowledge-Building Discourse

Autor/inn/en	Oshima, Jun; Oshima, Ritsuko; Saruwatari, Shunsuke
Titel	Analysis of Students' Ideas and Conceptual Artifacts in Knowledge-Building Discourse
Quelle	In: British Journal of Educational Technology, 51 (2020) 4, S.1308-1321 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oshima, Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12961
Schlagwörter	Student Evaluation; Evaluation Methods; Knowledge Level; Cooperative Learning; Discussion (Teaching Technique); Discourse Analysis; Network Analysis; Epistemology + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Wissensbasis; Kooperatives Lernen; Diskursanalyse; Netzplantechnik; Erkenntnistheorie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01