SpringerLink
Log in

Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

The aim of this study was to investigate whether and how engaging with a computer-supported collaborative knowledge-building environment helps students to develop a more sophisticated approach to scientific inquiry. A total of 52 undergraduate students took a course entitled “Introduction to Natural Sciences” that was based on knowledge-building pedagogy. They were engaged in using the Knowledge Forum (KF) to conduct scientific inquiries and construct scientific concepts through online collaboration. We analyzed (1) the contents of students’ online discussions and (2) students’ online activity logs. Data were subjected to both qualitative and quantitative analysis. The results indicated that (1) after engaging in scientific inquiry using KF, the students were able to develop more sophisticated scientific concepts; and (2) while the quality of the students’ scientific inquiries was overall correlated with the quantity of their online activities, it was found that not all types of knowledge-building activities contribute to effective scientific inquiry. Only when the focus of students’ online activities is placed on sustained idea improvement can the quality of their inquiries actually be enhanced. We discuss possible ways of improving how students conduct online inquiries.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (France)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. L. (2004). Inquiry in science education: international perspectives. Science Education, 88(3), 397–419.

    Google Scholar 

  • Akarsu, B. (2012). Saturday science academy: enhancing scientific knowledge of elementary school students via inquiry. Energy Education Science and Technology Part B-social and Educational Studies, 4(4), 2539–2548.

    Google Scholar 

  • Allchin, D. (2013). Problem-and case-based learning in science: an introduction to distinctions, values, and outcomes. CBE-Life Sciences Education, 12(3), 364–372.

    Google Scholar 

  • American Association for the Advancement of Science (1993). Benchmarks for science literacy. Retrieved from http://www.project2061.org/publications/bsl/online/index.php

  • Banerjee, A. (2010). Teaching science using guided inquiry as the central theme: a professional development model for high school science teachers. Science Educator, 19(2), 1–9.

    Google Scholar 

  • Bartos, S. A., & Lederman, N. G. (2014). Teachers’ knowledge structures for nature of science and scientific inquiry: conceptions and classroom practice. Journal of Research in Science Teaching, 51(9), 1150–1184.

    Google Scholar 

  • Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–33.

    Google Scholar 

  • Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377.

  • Bereiter, C. (2005). Education and mind in the knowledge age. Retrieved from http://ikit.org/abstract/edmind/Preface.pdf

  • Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: how a teacher provides students with structure and space. Nordic Studies in Science Education, 11(3), 223–237.

    Google Scholar 

  • Burgh, G., & Nichols, K. (2012). The parallels between philosophical inquiry and scientific inquiry: implications for science education. Educational Philosophy and Theory, 44(10), 1045–1059.

    Google Scholar 

  • Bybee, R. (2015). Scientific literacy. Encyclopedia of science education. Retrieved from: http://download.springer.com/static/pdf/155/prt%253A978-94-007-2150-0%252F19.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Freferenceworkentry%2F10.1007%2F978-94-007-2150-0_178&token2=exp=1497415520~acl=%2Fstatic%2Fpdf%2F155%2Fprt%25253A978-94-007-2150-0%25252F19.pdf%3ForiginUrl%3Dhttp%253A%252F%252Fspringer.longhoe.net%252Freferenceworkentry%252F10.1007%252F978-94-007-2150-0_178*~hmac=cd196362de9e88fe497d67e252cb64ab1f5aa465d02d31c442a4c9e23949a4cc

  • Çalik, M., Özsevgeç, T., Ebenezer, J., Artun, H., & Küçük, Z. (2014). Effects of ‘environmental chemistry’ elective course via technology-embedded scientific inquiry model on some variables. Journal of Science Education and Technology, 23(3), 412–430.

    Google Scholar 

  • Chen, B., & Hong, H.-Y. (2016). Schools as knowledge-building organizations: thirty years of design research. Educational Psychologist, 51(2), 266–288.

    Google Scholar 

  • Chen, B., Resendes, M., Chai, C. S., & Hong, H. Y. (2017). Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse. Interactive Learning Environments, 25(2), 162–175.

    Google Scholar 

  • Chitkara, M. B., Satnick, D., Lu, W. H., Fleit, H., Go, R. A., & Chandran, L. (2016). Can individualized learning plans in an advanced clinical experience course for fourth year medical students foster self-directed learning? BMC Medical Education, 16(1), 232.

    Google Scholar 

  • Collins, A. (1996). Design issues for learning environments. In S. Vosniadou, E. E. Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 347–361). Hisdale, NJ: Lawrence Erlbaum Associates, Inc..

    Google Scholar 

  • Corlu, M. A., & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Sciences: Theory and Practice, 12(1), 514–521.

    Google Scholar 

  • Dewey, J. (1910). How we think. Boston, MA: Heath.

    Google Scholar 

  • Duncan, S., & Fiske, D. W. (2015). Face-to-face interaction: research, methods, and theory (Vol. 3). Oxon, England: Routledge.

    Google Scholar 

  • Goh, A., Chai, C. S., & Tsai, C. C. (2013). Facilitating students’ development of their views on nature of science: a knowledge building approach. The Asia-Pacific Education Researcher, 22(4), 521–530.

    Google Scholar 

  • Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235–266.

    Google Scholar 

  • Hong, H. Y. (2011). Beyond group collaboration: facilitating an idea-centered view of collaboration through knowledge building in a science class of fifth-graders. The Asia-Pacific Education Researcher, 20(2), 248–262.

    Google Scholar 

  • Hong, H.-Y., & Scardamalia, M. (2014). Community knowledge assessment in a knowledge building environment. Computers & Education, 71, 279–288.

    Google Scholar 

  • Hong, H.-Y., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research & Development, 57(5), 613–627.

  • Hong, H.-Y., Chai, C. S., & Tsai, C.-C. (2015a). College students constructing collective knowledge of natural science history in a collaborative knowledge building community. Journal of Science Education and Technology, 24(5), 549–561.

    Google Scholar 

  • Hong, H.-Y., Scardamalia, M., Messina, R., & Teo, C. L. (2015b). Fostering sustained idea improvement with principle-based knowledge building analytic tools. Computers & Education, 89, 91–102.

    Google Scholar 

  • Hwang, G. J., Tsai, C. C., Chu, H. C., Kinshuk, K., & Chen, C. Y. (2012). A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park. Australasian Journal of Educational Technology, 28(5), 931–947.

    Google Scholar 

  • Kang, J., & Keinonen, T. (2017). The effect of student-centered approaches on students’ interest and achievement in science: relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Research in Science Education. Retrieved from https://doi.org/10.1007/s11165-016-9590-2

  • Kluge, A. (2014). Combining laboratory experiments with digital tools to do scientific inquiry. International Journal of Science Education, 36(13), 2157–2179.

    Google Scholar 

  • Kremer, K., Specht, C., Urhahne, D., & Mayer, J. (2014). The relationship in biology between the nature of science and scientific inquiry. Journal of Biological Education, 48(1), 1–8.

    Google Scholar 

  • Kussmaul, C., Hu, H. H., & Lang, M. (2014). Guiding students to discover CS concepts and develop process skills using POGIL. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 745–745). ACM.

  • Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191–220.

    Google Scholar 

  • Lee, S. W. Y., Tsai, C. C., Wu, Y. T., Tsai, M. J., Liu, T. C., Hwang, F. K., Lai, C. H., Liang, J. C., Wu, H. C., & Chang, C. Y. (2011). Internet-based science learning: a review of journal publications. International Journal of Science Education, 33(14), 1893–1925.

    Google Scholar 

  • Li, S. T. T., Tancredi, D. J., Co, J. P. T., & West, D. C. (2010). Factors associated with successful self-directed learning using individualized learning plans during pediatric residency. Academic Pediatrics, 10(2), 124–130.

    Google Scholar 

  • Martin-Hansen, L. (2002). Defining inquiry: exploring the many types of inquiry in the science classroom. Science Teacher, 69(2), 34–37.

    Google Scholar 

  • Mehalik, M. M., Doppelt, Y., & Schuun, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71–85.

    Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National research Council (2000). Inquiry and the national science education standards: a guide for teaching and learning. Retrieved from http://35.8.7.173/images/stories/docs/K12/KBSinsiders/12-37.pdf

  • O'Neill, D. K., & Polman, J. L. (2004). Why educate “little scientists?” examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234–266.

    Google Scholar 

  • Oshima, J., Oshima, R., & Matsuzawa, Y. (2012). Knowledge building discourse explorer: a social network analysis application for knowledge building discourse. Educational Technology Research and Development, 60(5), 903–921.

    Google Scholar 

  • Paechter, M., & Maier, B. (2010). Online or face-to-face? students’ experiences and preferences in e-learning. The Internet and Higher Education, 13(4), 292–297.

    Google Scholar 

  • Piaget, J. (1976). The grasp of consciousness: action and concept in the young child. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Popper, K. R. (1972). Objective knowledge: an evolutionary approach. Retrieved from http://www.math.chalmers.se/~ulfp/Review/objective.pdf

  • PRIMAS (2011). Promoting inquiry-based learning in mathematics and science education across Europe. Retrieved from http://www.primas-project.eu/

  • Riga, F., Winterbottom, M., Harris, E., & Newby, L. (2017). Inquiry-based science education. In Science education (pp. 247–261). SensePublishers.

  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In Liberal education in a knowledge society (pp. 67–98). Chicago: Open Court.

    Google Scholar 

  • Scardamalia, M. (2004). CSILE/Knowledge forum®. Education and technology: An encyclopedia, pp. 183–192.

  • Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (pp. 1370–1373). New York: Macmillan Reference.

    Google Scholar 

  • Scardamalia, M., & Bereiter. (2006). Knowledge building: theory, pedagogy, and technology. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).

  • Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., Jones, A., Kerawalla, L., Littleton, K., Mulholland, P., & O’Malley, C. (2015). Personal inquiry: orchestrating science investigations within and beyond the classroom. Journal of the Learning Sciences, 24(2), 308–341.

    Google Scholar 

  • Trilling, B., & Hood, P. (1999). Learning technology and education reform in the knowledge age or “We're wired, webbed and windowed, now what?”. Educational Technology, 39(3), 5–18.

    Google Scholar 

  • Vygotsky, L. (1978). Mind in society: the development of higher psychological processes (trans: Cole, M., John-Steiner, V., Scribner, S., & Souberman, E., Eds.). Cambridge: Cambridge University Press.

  • White, B. Y., Shimoda, T. A., & Frederiksen, J. R. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: computer support for metacognitive development. International Journal of Artificial Intelligence in Education (IJAIED), 10, 151–182.

    Google Scholar 

  • Wilen, W. W., & McKenrick, P. (1989). Individualized inquiry: encouraging able students to investigate. The Social Studies, 80(1), 36–39.

    Google Scholar 

  • Yee, E. F. (2017). A systematic review of pedagogical design and implementation based on knowledge building principles. (Master’s thesis, National ChengChi University, Taiwan).

  • Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds. Education Tech Research Dev., 55, 117–145.

    Google Scholar 

Download references

Acknowledgements

This work was, in part, financially supported by the National Chengchi University (NCCU) International Academic Exchanges and Collaboration Grant (NCCU DZ15-B4), Taiwan’s Ministry of Science and Technology (MOST 104-2511-S-004-001- MY3 & 106-2511-S-004-008-MY2), and the Institute for Research Excellence in Learning Sciences of National Taiwan Normal University from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by Taiwan’s Ministry of Education.

Author information

Authors and Affiliations

  1. Learning and Developmental Sciences, Indiana University Bloomington, Bloomington, IN, USA

    Pei-Jung Li

  2. Department of Education, National Chengchi Univeristy, Taipei, Taiwan

    Huang-Yao Hong

  3. Department of Curriculum and Instruction, Chinese University of Hong Kong, Hong Kong, Hongkong

    Ching Sing Chai

  4. Program of Learning Sciences and Institute for Research Excellence of Learning Sciences, National Taiwan Normal University, Taipei, Taiwan

    Chin-Chung Tsai

  5. Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

    Pei-Yi Lin

Authors
  1. Pei-Jung Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Huang-Yao Hong
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ching Sing Chai
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Chin-Chung Tsai
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Pei-Yi Lin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Huang-Yao Hong.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Li, PJ., Hong, HY., Chai, C.S. et al. Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building. Res Sci Educ 50, 2035–2053 (2020). https://doi.org/10.1007/s11165-018-9762-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-018-9762-3

Keywords

Search

Navigation