A case study approach to science knowledge construction and mis-construction in an asynchronous discussion forum
Chia, K. P. (2009). A case study approach to science knowledge construction and mis-construction in an asynchronous discussion forum. In M. Kim, S. W. Hwang & A. L. Tan (Eds), Science Education: Shared Issues, Common Future: Proceedings of International Science Education Conference 2009 (pp. 370-448). Singapore: National Institute of Education.
Chia, Kok Pin
This paper introduces the methodology for analyzing the knowledge-construction as well as mis-construction processes occurring in an online asynchronous discussion forum. The use of a case-study approach could potentially advance understanding of these processes using Knowledge Construction – Message Map (KCMM) and Knowledge Construction – Message Graph (KCMG). The ubiquitous adoption of online asynchronous discussion forum in formal education institutes has far outpaced the understanding of how this dynamic and collaborative learning tool should best be used to promote independent and higher-order learning. This paper, with the use of a case study, traced the communication patterns and the knowledge construction as well as knowledge mis-construction processes of students, working in groups discussing subject-related content. An innovative approach was used to map the messages of students‟ postings in order to reveal the extent to which knowledge is constructed or mis-constructed. Through the collection of authentic data, this methodology revealed the dynamics of the asynchronous discussion forum and educators could easily map out and quantified the learning process. This will equip educational practitioners and researchers with a useful tool for describing on-line interaction with a more systematic approach and adopt a measurement methodology more effectively than anecdotally. The research findings also uncovered that learners self-directed learning through an asynchronous discussion forum has to be monitored by the facilitator as they possessed mis-conceptions that potentially could mis-led other participants.
This paper was published in the Proceedings of International Science Education Conference 2009 held at National Institute of Education, Singapore from 24 - 26 Nov 2009