Research On The Model Of Students’ Collaborative Knowledge Construction Based On Social Epistemic Network Signature

Collaborative knowledge construction enables learners to continuously think critically about other people’s opinions in the process of activities,improves individual cognitive level in the process of questioning,negotiation and dialectics,and r promotes the construction of group knowledge.In the research of collaborative learning,we should not only analyze the participation,interaction and knowledge construction of learners in the learning process,but also conduct dynamic modeling and prediction for the structure of learners’ cognition.Based on this,this study is based on an online collaborative course,in which students collaborate to complete group learning tasks,and collect the discussion data generated by students in the process.We use content analysis method to encode the interactive data generated in the process of collaboration,and use visual analysis method to construct related charts to explore the characteristics of students’ social interaction,cognitive development and their relationship in this process.The main research conclusions are three: Firstly,there are significant differences in social network characteristics between high achievement group and low achievement group.The point visibility and point clustering coefficient of the high achievement group are significantly higher than that of the low achievement group,which shows that the students in high achievement group constantly contribute their own ideas and opinions to the group,form the individual community influence,and improve the cohesion of the network.Secondly,in the later stage of group collaboration,the group’s overall knowledge construction model tends to be sharing-verification revision,that is,after the group members share their views,they immediately revise it to adapt to the existing research situation.Thirdly,in the process of collaborative knowledge construction,the high interaction group tended to form an interaction mode of critical question-group negotiation of meaning-verification revision,while the low interaction group focused on sharing-negotiation of meaning.The main value of the research is to provide a strategic basis for the implementation of collaborative learning activities.What’s more,it has important guiding significance to analyze and explore the process of students’ collaborative knowledge construction.