Scaffolding online peer critiquing to develop students' epistemic criteria of data visualization

This study developed online peer critique activities and computer-based epistemic scaffolds in a data visualization module, and investigated the impact. Two classes with a total of 65 11th-grade students participated. The classes were randomly assigned to either the experimental group learning the module with the epistemic scaffolds, or the control group learning the module without the scaffolds. Students' critiques of data visualizations in the pretests, during the online peer critique activity, and in the posttests were collected and analyzed. A coding scheme was generated for coding of epistemic criteria used in students' critiques. Epistemic network analysis was employed to reveal network models of students' epistemic criteria uses and changes. By comparing the experimental and control groups, and the pretests and posttests, the impact of the scaffolds and online peer critiquing was evidenced. Moreover, the results provide insights into the roles and relations among critiquing, scaffolding, and personal epistemology. Specifically, students' critiques of data visualizations may mainly focus on communicative criteria, which are secondary as opposed to primary criteria. After learning in the online peer critique activity with scaffolds, students' critiques involved more and diverse epistemic criteria including both primary and secondary criteria, indicating the development of epistemic understanding through online peer critiquing with scaffolds.