Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/626
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dc.contributor.authorDavis, Pryce
dc.date.accessioned2018-11-04T23:35:54Z
dc.date.accessioned2018-11-04T22:40:10Z-
dc.date.available2018-11-04T23:35:54Z
dc.date.available2018-11-04T22:40:10Z-
dc.date.issued2018-07
dc.identifier.citationDavis, P. (2018). Competing Epistemologies in the Construction of Popular Science. 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 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1367
dc.identifier.urihttps://repository.isls.org//handle/1/626-
dc.description.abstractThis paper focuses on how the personal epistemologies of scientists and science communicators shape their practices and interact with one another in the construction of popular science news. I present data from observations and interviews with scientists and reporters as they work together to produce science news to show how competing epistemologies result in compromises that-when presented to the public-might lead readers to form understandings that are at odds with disciplinary knowledge.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleCompeting Epistemologies in the Construction of Popular Scienceen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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