Research on the Evolution Process of Pre-service Students' Metacognition in the Process of Collaborative Knowledge Building

The teaching mode of collaborative knowledge building has an important impact on the cultivation of students' higher-order thinking ability. Metacognition has a high status and level in the process of students' collaborative learning. This study hopes to analyze metacognitive behaviors and characteristics of college students in the collaborative knowledge building process under the teaching mode of knowledge building, and explore the evolution process of metacognition of pre-service university students in the collaborative knowledge building teaching mode based on data-driven reflective assessment intervention. This study is based on the educational technology major of a key normal university in the central region of the public funded normal students’ professional course "Learning Science". The participants were composed of two separate classes of different years. A total of 96 students participated, including 42 in Class A and 54 in Class B. This paper studies the keyword network map, cumulative point centrality and representation of students' social network generated by the knowledge Building Discourse Analysis Tool (KBDeX), the model evaluation gauge and the reflective help table of students' inquiry process. Methods such as Lag Sequential analysis and sequential pattern mining were used to analyze students' inquiry data and explore the metacognitive evolution mechanism and influencing factors in the process of collaborative knowledge building. The study pays special attention to the influence of cognitive complexity, cognitive interaction and academic emotion on the evolution process of metacognitive evolution.