Data science, as a multidisciplinary field, has gained considerable interest in K-12 education. Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and critical actions. Building on this foundation, this study aims to achieve two complementary goals: integrating Knowledge Building, a well-established pedagogical approach, into K-12 data science education, and enhancing students' epistemic agency through data practices in knowledge building. To achieve these goals, we engaged a class of 6th-grade students in building knowledge about global issues, supporting their exploration of public datasets related to these topics. Following the Knowledge Building framework, students collaborated to construct explanatory theories, analyzing public datasets to inform and refine their theoretical understandings. Findings revealed that, with appropriate pedagogical and technological supports, 6th-grade students were able to engage in a range of data practices when working with public datasets, derive meaningful interpretations of data visualizations, and contribute to theory-building discussions informed by their data investigations. This study highlights the potential of situating data science within students’ interdisciplinary engagement with authentic problems and demonstrates how supporting data practices can enhance their knowledge-building processes.

The Halton District School Board (HDSB

Knowledge Building principles such as real ideas, authentic problems; epistemic agency; and collective responsibility for advancement of community knowledge convey ways in which Knowledge Building mirrors work in knowledge-creating communities. Previous studies suggest Metadiscourse-discourse about discourse-helps sustain and improve community knowledge. Do students' emotions differ during metadiscourse compared to other discourse contexts? Is metadiscourse even possible in early elementary grades? If so, what emotions are associated with discourse moves requiring high-level reflection on prior discourse? Is it possible that such reflection engenders positive emotions required for sustained creative work with ideas? To address these issues, the authors engaged 22 grade 2 students (7 years old) in monthly metadiscourse sessions over four months, during which they discussed how their ideas changed, what they still wondered about, and what ideas they wanted to pursue. Video recordings of face-to-face sessions, online Knowledge Forum notes, students' interviews, teacher's reflections, and field notes were analyzed using discourse analysis, multi-faceted coding, and correlation analysis. The authors examined how students' emotions and discourse moves differ in Knowledge Building discourse and metadiscourse and correlations between emotions and different discourse moves. The results show: (1) greater levels of enjoyment, reflection on previous ideas, and proposals for new directions for inquiry during metadiscourse sessions; (2) confidence positively associated with explanations and proposals for new directions for inquiry; (3) positive emotions associated with increasingly challenging cognitive work. The relationships between early elementary-grade students' emotions and cognition during Knowledge Building is an underdeveloped area of investigation; in an effort to guide future research a model for regulating emotions in Knowledge Building is presented.

In recent years, there has been growing attention in the learning sciences to address fundamental assumptions surrounding the nature of knowing and learning together, with renewed urgency to intentionally design for more equitable classroom practices.This study explores the implementation of a principles-based approach to designing an anti-racist mathematics classroom focused on fostering students' critical data literacy skills.Over the course of one semester, a grade 8 teacher engaged her students in critical conversations about carding in Toronto through sustained engagement with authoritative sources, real-world datasets, student-generated theories in Knowledge Building circles and Knowledge Forum.Qualitative analyses reveal the power of using analytic tools to restructure power dynamics in the classroom, as well as the critical role of idea diversity in helping students arrive at rise above theories of systemic oppression.Educational and moral implications of this work are discussed within the context of growing inequities in today's societies.

Educational transformation is presented as a complex multi-level enterprise, with Knowledge Building theory, pedagogy, and technology helping to position teachers as designers alongside researchers, engineers, policymakers, school administrators, students, parents, learning scientists, and others to align contemporary education with the needs of knowledge societies. A tri-partite partnership model between schools, university, and government is elaborated as one way of fostering research-practice partnerships; an international Knowledge Building Innovation Network and Collaboratory further supports multi-institutional collaboration. Teachers are positioned as designers, making significant change from within the system and contributing to collective intelligence as they work within a coherent Knowledge Building framework supported by flexible new structures to provide global perspective and enable research-based innovation.

This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and Knowledge Forum® technology. Knowledge Building is akin to knowledge creation as practiced in research laboratories and other frontier-advancing organizations, with added focus on value to the individual, community, and society. Knowledge Forum has evolved with theory and pedagogy over the years, and makes knowledge-creation processes available to school-aged students. Despite reform efforts, misalignments for educational innovation continue to prevail in schooling, and changes often create more disruptions. Without a coherent framework and sustained progressive change, innovations may fail to make their way into policy and practice, creating an endless catching-up game and fragmentation at different levels. This paper draws from the Knowledge Building model and research to discuss alignments for knowledge creation in seven areas: (1) views of knowledge; (2) 21st-century educational competencies; (3) education and equity; (4) pedagogy and technology integration; (5) assessment, learning and collaboration; (6) teacher learning; and (7) student learning outcomes. Through decades of sustained design implementation research, using a systemic approach involving school-university-government alliances and globally distributed hubs of innovation, Knowledge Building teams have engaged in the reconstruction of educational practices to establish self-improving systems for continual alignments in knowledge creation. The mobilization of educational stakeholders worldwide, such as the EduSummIT, provides opportunities for bridging research and practice and educational improvements. Implications of Knowledge Building for developing self-improving systems and communities that leverage technology for realigning education in knowledge creation are discussed.

In the digital age, reading literacy, and particularly, higher-level reading comprehension involved in making sense of information from multiple sources online is an important educational challenge. This study explores designs for teaching reading to third graders in Taiwan. Over the course of a semester, the experimental group engaged in an innovative technology-supported approach called Knowledge Building (KB), while the comparison group engaged in the traditional approach of direct instruction. Statistical analyses reveal that students in the KB class outperformed their counterparts on the PIRLS reading assessment at the end of the semester. Additional quantitative and qualitative analyses indicate that the use of Knowledge Forum technology in the KB class supported the development of higher-level reading comprehension skills through sustaining creative, collaborative work with ideas. Implications for teaching new literacies and digital competencies in computer-supported collaborative learning environments are discussed.

Collaborative learning involves intricate interactions in which students participate in cognitive activities within social-emotional environments. Cognitive interactions mediate knowledge sharing, construction, and creation, while social-emotional interactions shape student perception of community climate and influence their emotional expressions, which, in turn, have a significant impact on their cognitive interactions. Although research has consistently found that social presence and student-student interaction has a positive influence on students' learning through emotional engagement, subject-based teaching remained largely more of cognitive activities. Teachers tend to treat lessons that heightened social-emotional aspects separate from subject-based lessons. This symposium brings together an international group of scholars to present recent studies on emotion and cognition in collaborative learning environments. Methods, such as self-report, video observation, affective state detection using FACET, and machine learning models, were adopted to investigate students' emotions. The results collectively suggest that these methods indeed served to uncover students' emotions; emotions such as joy/enjoyment/happiness, confidence, and surprise were associated with students' knowledge building progress; and that students' online interactions had a high impact on the emotional and linguistic tone of learners. The symposium aims to discuss the theoretical, practical and policy implications of these studies on collaborative learning. The overall focus of the symposium Collaborative learning describes a situation where particular cognitive and social-emotional forms of interaction among people trigger learning mechanisms (Dillenbourg, 1999). Cognitive interactions mediate knowledge sharing, construction, and creation. Social-emotional interactions shape student perception of community climate and influence their expressions of emotions (Bakhtiar, Webster, & Hadwin, 2017; Järvelä, Järvenoja, Malmberg, Isohätälä, & Sobocinski, 2016). In previous studies, achievement emotions such as anxiety and enjoyment were the most researched emotions (Loderer, Pekrun, & Lester, 2018). However, epistemic emotions such as confusion, curiosity, and surprise, which tend to arise during cognitive activities and the learning generation process (Pekrun & Linnenbrink-Garcia, 2012, 2014) and social emotions triggered by students' interactions in collaborative learning have been rarely researched (Loderer et al., 2018). The study of how students' social and epistemic emotions interplay with students' knowledge construction or knowledge building process is in its infancy. Presentations in this symposium have responded to this question in different learning contexts, using different methods and from different perspectives. Multimodal data can be collected and analyzed using different techniques—including sentiment analysis, facial expression recognition, self-reports, and biosensors—to measure emotions (e.g., Arguedas, Daradoumis, & Xhafa, 2016; Koolagudi & Rao, 2012; Loia & Senatore, 2014). Researchers have explored ways to study socialemotional interactions between students (e.g., Isohätälä, Näykki, & Järvelä, 2019; Sinha, Rogat, Adams-Wiggins, & Hmelo-Silver, 2015). Despite these developments, real contextual constraints in collaborative learning environments (e.g., multiple students, movements during activities) may limit the use of the technologies to ICLS 2020 Proceedings 382 © ISLS measure emotions. The five studies included in this symposium will present different methods used to uncover students' emotions in collaborative learning contexts. The pedagogical implications of these findings are critical in translating this research to impact classroom practice. The overarching points illustrated by the collective work This symposium aims to achieve the following goals: 1. Enhance our awareness of cutting-edge studies on emotion and cognition in collaborative learning environments. 2. Discuss and reflect on the reliability, applicability, and possible limitations of the methods adopted. 3. Advance the theoretical understanding of relations between emotions and cognition. 4. Discuss the practical and policy implications of these studies, such as how to design supportive emotional and cognitive learning environments to foster productive knowledge building and student well-being. The significance of the contributions The five studies in this symposium represent initiatives of understanding how to uncover students' emotions and how emotions interplay with students' knowledge building processes in classrooms, museums, or fully online platforms. Methods, such as self-report, video observation, affective state detection, and machine learning models, were adopted to investigate students' emotions. The results collectively suggest that these methods helped uncover students' emotions; emotions such as joy/enjoyment/happiness, confidence, surprise were associated with students' knowledge building progress; and students' online interactions had a high impact on the emotional and linguistic tone of learners. Furthermore, these studies open areas for further inquiry and provide practical implications-regulating students' socio-cognitive-emotional dynamics to foster productive knowledge building and emotional well-being. For instance, Teo and Ng suggested that Knowledge Building students seemed to be developing some (meta) emotions that had helped them to cope with otherwise a stressful learning experience. In Badron, Teo, and Tan's study, the students themselves indicated that more opportunities for group work, longer thinking time, and usage of videos as additional resources would enhance their learning experience. How the collective presentations contribute towards the issues or points raised In this symposium, an international group of scholars will present recent studies on emotion and cognition in collaborative learning environments, ranging from classrooms to museums, from physical spaces to online communities, and across Western and Asian societies. Also, diverse methods such as speech emotion analysis, data mining, qualitative ethnography, and grounded methodology have been adopted in different studies. Collectively, these studies found that (1) collective reflection design in knowledge building contributed to students' increased enjoyment, curiosity, and surprise; compared to enjoyment, confidence was more highly associated with students' elaborated explanations and proposals of inquiry directions; (2) knowledge aggregation was followed by a higher joy score; (3) as students entered into the 'more difficult' knowledge building activities, more students reported that they felt happy about their knowledge building experience although fewer students reported they wanted to know more about the topics; (4) cogenerative dialogue helped uncover students' emotion engagement and brings about awareness of the potential emotion climate experienced by most students in the class; and (5) during fully online learning, various types of interactions had a high impact on the emotional and linguistic tone of learners. Structure of the session This symposium includes five studies on the relations between emotion and cognition: (1) Collective Reflections, Knowledge Advancement and Emotional Well-being of Young Students; (2) Associations between Emotion and Moments of Learning Studied through Dialogue and Affective State Tracking; (3) Understanding the Academic Emotion of Students in the Knowledge Building Process; (4) Exploring Student's Emotion Engagement and Mediating Change through Cogenerative (cogen) Dialogue; and (5) Towards Understanding Emotional Presence in An Online Community of Inquiry: A Machine Learning Approach. We will use the following session organization: 1. Welcome and introduction by session chairs (3 min) ICLS 2020 Proceedings 383 © ISLS 2. Five presentation and short questions and answers between presenters and audiences (11 min for each presentation, in total 55 min) 3. Synthesis and discussions of common interests and issues by the discussant (Dr. Earl Woodruff) (15min) 4. Open discussion with the audience (17 min) (1) Collective reflections, knowledge advancement and emotional well-being of young students Gaoxia Zhu, Marlene Scardamalia, Raadiyah Nazeem, Zoe Donoahue, Zhixin Lai, and Leanne Ma, University of Toronto Knowledge Building is a pedagogical approach that emphasizes students as epistemic agents taking high-level collective responsibility to work on real ideas/authentic problems as they understand the world (Scardamalia & Bereiter, 2014a). The control-value theory assumes subjective controls and values are specifically relevant to achievement emotions (Pekrun, 2006). Subjective control refers to an agent's perceived causal influence over actions and outcomes (Skinner, 1996). Subjective value describes how important and attractive certain actions and outcomes are to an agent (Pekrun, 2006). Theoretically, Knowledge Building would contribute to students' positive emotions as it emphasizes student agency and values their authentic inquiry directions. Collective reflections on the status of community knowledge and promising future directions for inquiry have shown effectiveness for advancing community knowledge (e.g., Resendes, Scardamalia, Bereiter, Chen, & Halewood, 2015; Zhang et al., 2018). This study investigated how students' increasing epistemic agency and collective responsibility for their work influenced their knowledge building and epistemic and activity emotions. We turned over more epistemic agency to 22 grade 2 students by involving them in collective reflections. Furthermore, students proposed future inquiry directions shaped the subsequent inquiry. Specifically, we aim to answer three questions: 1. How does students' engagement in collective reflection (meta-discourse) influence their activity emotions and epistemic em

In this study, we adopted Jaccard index and tf-idf without stop words to automatically cluster the ideas students discussed in on an online knowledge building platform called Knowledge Forum. We visualized the clusters, provided keywords that most represent the context of each cluster and compared the generated themes with manual coding themes. The results suggest that most of the generated themes were consistent with human coding results.

Over the last decade, there has been growing interest in Science, Technology, Engineering, Arts, and Math (STEAM) education to promote creativity and design thinking in schools. Knowledge Building, which engages students in sustained, interdisciplinary work with ideas, represents one pedagogical approach to achieve these goals, while Knowledge Forum technology facilitates the implementation of STEAM education in classrooms. This study explores the simultaneous development of 8- and 9-year-old’s scientific literacy, graphical literacy, and mathematical literacy in Knowledge Forum. Between fall and winter term, a grade 3 class studied growth and changes in plants. Qualitative analyses on student work in Knowledge Forum reveal increasingly proficient use of expert vocabulary to explain scientific phenomena, as well as productive use of increasingly complex graphical and mathematical representations to explore socio-scientific issues. Study implications are discussed within the context of STEAM education and assessment of 21st Century competencies.

: This study employs Knowledge Building pedagogy and Knowledge Forum technology to advance reading literacies in a third-grade elementary reading class in Taiwan. We hypothesized that sustained engagement in idea-centered discussions surrounding reading materials would lead to higher levels of reading comprehension (i.e., interpretation, and integration). Using a quasi-experiment design, we collected: (a) students’ online Knowledge Building behaviors, (b) group reading discussions, and (c) students’ reading comprehension assessment. Our findings reveal that the experimental group (Knowledge Building) outperformed the con-trol group (direct instruction) on the comprehension assessment. Additionally, we found that the Knowledge Building intervention supported the development of students’ higher-level reading comprehension.

This study explores Epistemic Network Analysis (ENA) to assess Knowledge Building discourse. Knowledge Forum notes were coded using a “ways of contributing” framework, and students were grouped based on their use of Knowledge Forum scaffolds. Findings indicate that the epistemic networks for theory, question, and source groups were significantly different from one another, yet complementary. The potential for ENA to model contribution dynamics during cycles of knowledge advancement is discussed.

Ontario’s Leading Student Achievement Project aims to foster professional collaboration among principals, vice-principals, and teachers in order to build capacity for improving student achievement and well-being. During the 2017-2018 school year, a multilevel, multi-district KB network was initiated to spread Knowledge Building in elementary schools across the province. This study traces the evolution of KB and KF practices in relation to changes in teacher efficacy and positive student outcomes. Over the span of a school year, teachers co-designed principle-based practices with their students to foster collective discourse, idea improvement, community norms, and meta-cognition/meta-talk in their classrooms. Results indicate that the initiative was a success, with the majority of educators reporting professional growth through collaboration, as well as willingness to lead their own KB network the next year.