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<p>The relationship between language and cognition is a long-standing debate that responds to a range of ideas on whether language translates into thought and to what extent. Cognitive science advances these debates along language and higher-level thinking, behavior, and development. These bring implications to bear on the practice of scaffolding as integrative concepts in language, cognition, and learning. Scaffolding in Learning Sciences refers to a structure designed and implemented to help learners advance knowledge and understanding. Using Knowledge Building (KB) scaffolds, the problematization of its conflation with epistemic agency entails taking a step back to understand the long-standing conundrum of this relationship. From the KB perspective, scaffolds are indicators of epistemic agency which students work towards knowledge creation and knowledge building. This study investigates the use of epistemic markers, a set of 6&#xa0;KB scaffold support in an online discourse platform Knowledge Forum (KF). The analysis of 245&#xa0;KF notes across two topics in a social studies class of 24 10-year-olds was conducted to investigate if epistemic markers facilitate the development of competencies in which students take on a fuller meaning of learning and how they understand the world. We analyzed students’ (i) proficiency of use and (ii) accuracy of use of the scaffold support in their KF notes. The results explain correlations between length of threads, accuracy and proficiency of use. We also found strong correlations between accuracy and proficiency at a higher level of complexity. We discuss the potential of this study to facilitate knowledge-telling to knowledge transformation pedagogy.</p>

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Knowledge building scaffolds: sentence starters or epistemic markers

  • 期刊论文

  • 发表日期：

    2026年5月25日

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  • Chew Lee Teo

摘要

The relationship between language and cognition is a long-standing debate that responds to a range of ideas on whether language translates into thought and to what extent. Cognitive science advances these debates along language and higher-level thinking, behavior, and development. These bring implications to bear on the practice of scaffolding as integrative concepts in language, cognition, and learning. Scaffolding in Learning Sciences refers to a structure designed and implemented to help learners advance knowledge and understanding. Using Knowledge Building (KB) scaffolds, the problematization of its conflation with epistemic agency entails taking a step back to understand the long-standing conundrum of this relationship. From the KB perspective, scaffolds are indicators of epistemic agency which students work towards knowledge creation and knowledge building. This study investigates the use of epistemic markers, a set of 6 KB scaffold support in an online discourse platform Knowledge Forum (KF). The analysis of 245 KF notes across two topics in a social studies class of 24 10-year-olds was conducted to investigate if epistemic markers facilitate the development of competencies in which students take on a fuller meaning of learning and how they understand the world. We analyzed students’ (i) proficiency of use and (ii) accuracy of use of the scaffold support in their KF notes. The results explain correlations between length of threads, accuracy and proficiency of use. We also found strong correlations between accuracy and proficiency at a higher level of complexity. We discuss the potential of this study to facilitate knowledge-telling to knowledge transformation pedagogy.