Fostering more informed epistemic views among students through knowledge building

Abstract

Understanding students` epistemic views is critical for educators to understand how they work with ideas and knowledge. The present study explored how college students` online collaborative inquiry activities may info rm their epistemic views. A mixed-method analysis revealed that students` online knowledge-building and inquiry activities were associated with the change of their epistemic views. When engaging in more productive group inquiry activities, a more sophisticated epistemic view conducive to continual idea improvement for knowledge advancement was more likely to develop among students.