Scaffolding
Reflective Assessment for Conceptual and Epistemic Changes Among Chemistry Students in Hong Kong Ivan C.K. Lam & Carol K.K. Chan |
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ABSTRACT |
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study examined the design and process of how students’ reflective
assessment promoted collaborative metacognition for conceptual and epistemic
changes, mediated by Knowledge Forum. The design involved knowledge-building
inquiry with reflective assessment – Students wrote reflective summaries
to track their initial understanding and trajectories of growth toward
scientific understanding in the domain of electrochemistry. Two classes
of 10th grade students in Hong Kong participated and results indicated
stronger effects for the instructional class emphasizing knowledge-creation
and reflective assessment compared to the Knowledge Forum class. Qualitative
analyses showed how students’ reflective assessment and collaboration
helped them to develop metaconceptual and epistemic awareness as they
examined their own and others’ understanding. A path analysis indicated
that students’ engagement on Forum predicted reflective collaboration
that in turn exerted effects on their changes in conceptual understanding
and epistemic beliefs. Ongoing analysis of inquiry threads highlighted
collaborative knowledge-building processes that may bring about conceptual
and epistemic changes. Link to draft paper |
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