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It examines both face-to-face interactions and interactions within the Knowledge Forum® environment, treating sociogram data as a way to reveal group processes. The findings support the idea that network connections shape community formation and provide measurable insight into Knowledge Building dynamics. The work emphasizes new assessment approaches and suggests practitioner-teacher teams can use the results to improve Knowledge Building pedagogy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-network-analysis-to-examine-interaction-patterns-in-knowledge-building-communities/598518/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-network-analysis-to-examine-interaction-patterns-in-knowledge-building-communities/598518.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper analyze in the Knowledge Building classroom?","Question",{"text":112,"@type":113},"It analyzes student interaction patterns, including face-to-face interactions and interactions occurring in the Knowledge Forum® knowledge building environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper use sociogram data?",{"text":117,"@type":113},"It argues that sociogram data helps reveal group processes, since the community is understood as the connections among group members.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the paper’s assessment approach considered valuable?",{"text":121,"@type":113},"It emphasizes new forms of assessment that are consistent and measurable, and it suggests the results can help teachers and students better evaluate and understand Knowledge Building processes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598518,1792171920,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities  \nL’analyse des réseaux sociaux pour examiner les modes d’interaction dans les communautés de coélaboration de connaissances  \nDonald N. Philip  \nAuthor  \nDonald N. Philip, sessional instructor, Department of Chemical and Physical Sciences, University of Toronto. Correspondence regarding this article can be sent to [don.philip@utoronto.ca](don.philip@utoronto.ca)  \nAbstract  \nThis paper describes use of social network analysis to examine student interaction patterns in a Grade 5/6 Knowledge Building class. The analysis included face-­‐to-­‐face interactions and interactions in the Knowledge Forum® Knowledge Building environment. It is argued that sociogram data are useful to reveal group processes; in sociological terms, the community lies in the connections among the group. A classroom of unconnected individuals is unlikely to form as a Knowledge Building community; data analyses reported in this study show promise in understanding the dynamics of Knowledge Building in a consistent and measurable way. The strength of the work is not in particular patterns demonstrated but in new forms of assessment and their potential to inform work as it proceeds. The research reported shows that teachers and students are finding social network analysis useful and that through their engagement researchpractitioner-­‐engineer teams are better positioned to develop tools to advance Knowledge Building pedagogy.  \nRésumé  \nCet article décrit l’utilisation d’une forme d’analyse des réseaux sociaux pour examiner les modes d’interaction des élèves dans une classe de coélaboration de connaissances de cinquième/sixième année. L’analyse incluait des interactions face à face, ainsi que des interactions dans l’environnement de coélaboration de connaissances Knowledge Forum. L’analyse des données concernant les interactions face à face a démontré que les élèves formaient des groupes de manière flexible pour résoudre les problèmes decoélaboration de connaissances, mais qu’il y avait des disparités entre les groupes en ce qui a trait à la proposition d’idées. L’analyse des données provenant de Knowledge Forum indiquait aussi que la lecture de notes était forte à l’intérieur du groupe (un seulindividu participait de façon périphérique) . Répondre aux contributions des autres étaitune activité moins fréquente que la lecture de notes. Par ailleurs, il y avait un élève quine participait pas. L’article avance que de telles analyses pourraient procurer à l’enseignant et aux élèves de nouveaux outils pour évaluer et comprendre le processus  \nde coélaboration de connaissances. Certains de ces outils sont disponibles dans le  \nKnowledge Forum, et les données préliminaires suggèrent que les enseignants et les  élèves trouvent ces outils utiles.  \nIntroduction  \nKnowledge Building is a social process in which new knowledge is created (Scardamalia, 2003) and understanding emerges through grappling with problems of understanding (Bereiter, 2002) . In Knowledge Building classes, students take collective responsibility to advance the knowledge of the community. \"Collective responsibility ... refers to the condition in which responsibility for the success of a group effort is distributed across all the members rather than being concentrated in the leader\" (Scardamalia, 2004, p. 2) .“Knowledge Building is a social intentional activity of a community which by definition cannot be achieved by individuals in isolation”(Law, 2005, p.3) .  \nCollective responsibility for knowledge advancement within a community includes identifying gaps in present knowledge and informing other members of problems so that they can work together to resolve difficulties. Making public within the community what is known and what isnot known requires “a social dynamic conducive to sharing and open exploration of ideas”  \n(Law, 2005, p.5) . Sharing in Knowledge Building classes requires that there be affordances ","cbCaiqPfyYxeC4PN","https://ap.wps.com/l/cbCaiqPfyYxeC4PN","pdf",410448,"English","# Abstract\n# Résumé\n# Introduction\n## Collective responsibility and Knowledge Building principles\n## Social network theory and communication ties\n## Role of Knowledge Forum® in online interaction\n## Public note exchange versus ephemeral oral ideas","[{\"question\":\"What does the paper analyze in the Knowledge Building classroom?\",\"answer\":\"It analyzes student interaction patterns, including face-to-face interactions and interactions occurring in the Knowledge Forum® knowledge building environment.\"},{\"question\":\"How does the paper use sociogram data?\",\"answer\":\"It argues that sociogram data helps reveal group processes, since the community is understood as the connections among group members.\"},{\"question\":\"Why is the paper’s assessment approach considered valuable?\",\"answer\":\"It emphasizes new forms of assessment that are consistent and measurable, and it suggests the results can help teachers and students better evaluate and understand Knowledge Building processes.\"}]","Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities | PDF",1792087078]