#1120: Fostering Elementary School Students' Productive Disciplinary Engagement through Knowledge-Building Inquiry and Reflective Assessment

This study examines how reflective assessment–supported knowledge-building inquiry fosters productive disciplinary engagement (PDE) among elementary students. A design-based study was conducted with 50 sixth-grade students over two semesters in a primary science classroom. Results showed significant gains in conceptual understanding, alongside increases in cognitive, social, and emotional engagement. Epistemic network analysis further revealed strengthened connections between metacognitive processes and higher-order engagement. Findings suggest that integrating reflective assessment into knowledge-building environments supports PDE by enhancing metacognitive awareness and learner agency. This study provides empirical evidence and design implications for fostering productive engagement in elementary education.