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|Title:||Knowledge Analysis Outside the STEM Classroom|
Philip, Thomas M.
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Anderson, E., Gupta, A., Philip, T. M., Markauskaite, L., Kali, Y., Goodyear, P., Hjorth, A., & Levrini, O. (2018). Knowledge Analysis Outside the STEM Classroom. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||Knowledge Analysis has proven an important and useful set of methods for characterizing the constituent parts and processes of human reasoning and learning. However, its application has largely been limited to knowledge in a narrow selection of STEM domains, limiting the generalizability of its findings. This symposium draws together scholarship operating within the Knowledge Analysis tradition to investigate reasoning and learning in domains outside of STEM classroom subjects. In doing so, each paper explores the affordances and limitations of Knowledge Analysis to shed light on significant questions in their respective domains of knowledge, including: restorative justice practices, the ethics of drone warfare, undergraduate course design, and urban planning. By further expanding the use of Knowledge Analysis to include non-STEM subjects, we hope to raise important questions and offer richer and more generalizable views of knowledge and learning relevant to both STEM and non-STEM domains.|
|Appears in Collections:||ICLS 2018|
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