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Title: Integrating Philosophy into Learning Sciences Research on Epistemic Cognition
Authors: Chinn, Clark
Buckland, Luke
Samarapungavan, Ala
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Chinn, C., Buckland, L., & Samarapungavan, A. (2010). Integrating Philosophy into Learning Sciences Research on Epistemic Cognition. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 37-44). Chicago IL: International Society of the Learning Sciences.
Abstract: The purpose of this symposium is to provide a forum for exploring how contemporary developments in philosophy can enrich learning sciences research on epistemic cognition (EC). In three papers, we discuss ways in which research on epistemic cognition can profit greatly from closer attention to the philosophical literature. The first paper reviews a broad range of philosophical literature to identify philosophical topics and subtopics which are potentially relevant to research on epistemic cognition but which have not yet been much investigated by EC researchers. The second paper discusses implications of philosophical work for the assessment of epistemic cognition. The third paper discusses implications of recent philosophical work on underdetermination for both assessment and instruction in science education.
Appears in Collections:ICLS 2010

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