Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2225
Title: Situating epistemological development
Authors: Sandoval, William
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Sandoval, W. (2012). Situating epistemological development. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 347-354). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Personal epistemology as a field has been around for forty years and generated a wide assortment of models to explain epistemological development. Dominant frameworks are inspired either by Piagetian or information processing perspectives on cognition, and all have failed to explain a range of empirical results that question the stability and coherence predicted by these frameworks. Recent models from a more situated perspective seem much more capable of explaining the variability seen empirically. This paper adds to this situated perspective by outlining a research approach for "locating" epistemic beliefs within analyses that triangulate between people's participation in knowledge construction and evaluation, the artifacts such participation may produce, and individual's reflection upon both participation and artifacts. Examples of such work are used to demonstrate the fruitfulness of this approach.
URI: https://doi.dx.org/10.22318/icls2012.1.347
https://repository.isls.org//handle/1/2225
Appears in Collections:ICLS 2012

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