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Title: High School Students' Epistemic Engagement in Producing Documentaries about Public Science Concerns
Authors: DeLiema, David J.
Kawasaki, Jarod N.
Sandoval, William A.
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: DeLiema, D. J., Kawasaki, J. N., & Sandoval, W. A. (2012). High School Students' Epistemic Engagement in Producing Documentaries about Public Science Concerns. 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 2, Short Papers, Symposia, and Abstracts (pp. 311-315). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: ecently, situated theories of cognition and learning have attracted personal epistemology researchers, motivating efforts to revise traditional theories of developmental stages and independent beliefs. n the situated framework, researchers view knowledge practices as tentative and dependent on particular contexts. n the present study, we qualitatively examine the epistemic aims (i.e. defending a personal conviction about a knowledge claim) and the epistemic actions (i.e. questioning empirical data) that high school students bring to bear in multiple contexts within a classroom where each student creates a documentary film about a public science topic. We describe several socially-situated variables that drive the formulation of epistemic aims and the consequent selection of epistemic actions dimensions of interpersonal relationships compatible or conflicting with epistemic goals, constraints that arise from completing classroom tasks, and personal affiliations with target topics.
Appears in Collections:ICLS 2012

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