Knowledge building practices influence teacher-education students' epistemological beliefs
Huang-Yao Hong & Shu-Ping Lin, National Chengchi University, Taiwan
Previous research indicates that epistemological beliefs are in relation to learning in various ways and have implications for teaching. This study further investigates whether it is possible to change teacher-education students’ epistemological beliefs by engaging them in a constructivist way of collaborative knowledge building and learning in an online environment called Knowledge Forum. Findings indicate that Knowledge Forum as a knowledge-building environment is helpful in (1) engaging students in their online knowledge work; (2) making them more collaborative and reflective in the community; and (3) transforming their epistemological and pedagogical beliefs to become more constructivist-oriented.