Abstract
Idea emergence is critical in learning as knowledge creation. Although recent advancements make it possible to detect emergent ideas and evaluate how students engage in knowledge creation in collaborative learning contexts, the relationship between the learning processes and final learning outcomes has not been well studied. One compound factor is how much students engage in their study topic during collaboration. In this study, therefore, we propose a new procedure for evaluating idea emergence in the context of jigsaw instruction by combining a socio-semantic network analysis of discourse and a text-mining algorithm, “the term-frequency.” This procedure was used to evaluate how high-school learners engaged in their social process of knowledge creation as well as how much they discuss their study topics, the human immune system. Results showed that the weight of priority on a study topic did not significantly differ in both high and low learning-outcome groups, but high learning-outcome groups were more engaged in sharing and discussing ideas in the early stage of their collaboration. It is suggested that students’ recognition of the study topic was not different depending on the levels of their learning outcomes in a well-structured collaborative learning context such as jigsaw instruction. However, what matters is how students discuss their ideas through collaborative discourse.
Highlights
Learning as Knowledge CreationIn the perspective of learning as knowledge creation (Paavola and Hakkarainen, 2005), the objective of learners is to create new knowledge through collaborative work (Bereiter, 2002). Paavola et al (2004) identified the following unique aspects of learning as knowledge creation
Socio-Semantic Network Analysis This study aimed to evaluate students’ knowledge creation practice from the perspective of how they discussed their ideas in discourse
Because no students demonstrated proper conceptual understanding of the human immune system in the pre-test, we focused on their conceptual understanding in the post-test for our analysis
Summary
Learning as Knowledge CreationIn the perspective of learning as knowledge creation (Paavola and Hakkarainen, 2005), the objective of learners is to create new knowledge through collaborative work (Bereiter, 2002). Paavola et al (2004) identified the following unique aspects of learning as knowledge creation. They have to collaborate with others to share their ideas and improve them Even in such a social process of knowledge creation, individual competence to contribute to the process should be a goal of instruction. When learners are engaged in knowledge-creation practices, Scardamalia (2002) discusses how students need to have collective cognitive responsibility to contribute ideas to Assessment of Idea Emergence collective knowledge advancement in the community. She defined intentional engagement in the knowledge-creation practice as the epistemic agency and proposed this agency as a new goal for instruction in the knowledge age (Scardamalia et al, 2012). For evaluating students’ learning as knowledge creation, we need to assess how students engage in their social process of knowledge creation, and how each student could contribute to the social process
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