#1026: Scaffolding Knowledge Building through Ordered-Epistemic Network Analysis-Supported Reflective Assessment and Meta-Discourse

This study presents a reflective assessment approach supported by ordered-epistemic network analysis (ONA) tools, designed to enhance students’ knowledge building (KB) and discourse within the Knowledge Forum. While prior research has demonstrated that reflective assessments integrated with learning analytics can improve students’ metacognitive skills and self-regulation in knowledge-building contexts, this study uniquely incorporates ONA-based reflection and meta-discourse to elucidate and promote the dynamics and trajectories of epistemic moves during the knowledge-building process. The participants comprised 40 Year 5 students engaged in a collective inquiry into metabolism using the Knowledge Forum. Quantitative results indicated that, following the intervention, students exhibited increased levels of social and community interaction, alongside more sophisticated epistemological beliefs. Qualitative analysis further illustrated how ONA-facilitated reflective assessment enriched students’ collaborative inquiry process. This work advances pedagogy in knowledge building by demonstrating that ONA-enhanced reflective assessment and meta-discourse can effectively support and deepen collaborative knowledge construction.