Field Project: Nailing down the question

Right now I'm a little frustrated, because I'm not quite sure what my question should ask. On the one hand, I am interested in getting students to be able to think about how knowledge is constructed (which, to me, is probably one of the most important things teachers should help students learn to do--critical literacy and where they stand: how they learn, why they learn, sources of information they can learn from...).

On the other hand, I also just want to know if implementing a class Wiki in a well-structured (and researched-based) manner will improve students form conceptual connections and approach knowledge in a more collaborative and open-ended manner (the understanding that no fact, no body of knowledge, no nugget is static or isolated from other ones). The sticking point is, can this be measured, and how so?

**pre-assessment and post-assessment can address the same central text, to ascertain what new connections (if any) students can delineate or form?

POSSIBLE COMPLICATING FACTOR: but when students have time to grapple with and research any specific text, doesn't it generally follow that connections between concepts and ideas will improve in quality and depth? (isn't to be expected from any extended exposure to most texts, for most learners?)