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Title: Exposing and Assessing Learners' Epistemic Thinking
Authors: Renken, Maggie
Chinn, Clark A.
Vargas, Penelope
Sandoval, William A.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Renken, M., Chinn, C. A., Vargas, P., & Sandoval, W. A. (2014). Exposing and Assessing Learners' Epistemic Thinking. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1686-1690.
Abstract: The conceptualization of students' personal epistemologies has been criticized for being inconsistently defined, overly simplistic, and inappropriately decontextualized. Broadly, epistemic cognition encompasses explicit thoughts about the nature of knowledge as well as reasoning processes related to knowledge claims and justifications. Learning scientists are invested in understanding epistemic cognition in a variety of authentic settings, but it is challenging to analyze data in meaningful epistemic categories. Participants in this workshop will briefly discuss varied conceptualizations of epistemic cognition and will focus on how to apply these conceptualizations to empirical research. We will explore empirical methods that extend beyond traditional interview and questionnaire methods to better expose authentic, ongoing epistemic thinking. Presentations and discussions will explore means of revealing epistemic thinking in classrooms and other settings and methods of analyzing data from learners' interactions and discourse. A primary goal of the workshop is to foster collaborative, interdisciplinary future work.
Appears in Collections:ICLS2014

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