The Influence of Non-Epistemic Features of Settings on Epistemic Cognition
Tóm tắt
Situated theories of learning recognize the rules, tools, goals, and communities within which activities develop. Similarly, situated theories of epistemic cognition recognize that individuals’ ideas about knowledge are tentative and dependent on particular contexts. In this study, we bring these frameworks together and qualitatively examine how one high school student thinks about knowledge at the intersection between multiple settings while creating a documentary film about a socioscientific issue. We describe several non-epistemic features of settings that impact epistemic cognition, including time constraints, tool characteristics, and participation norms.
Từ khóa
Tài liệu tham khảo
Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577–660.
Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141–167.
Cole, M., & Engestrom, Y. (1993). Acultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). New York, NY: Cambridge University Press.
Creswell, J. (1994). Research design: Qualitative and quantitative approaches. London, England: Sage.
Engeström, Y. (1987). Learning by expanding: an activity–theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
Erickson, F., & Schultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 147–160). Norwood, NJ: Ablex.
Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436–445.
Hall, R. (1996). Representation as shared activity: Situated cognition and Dewey’s cartography of experience. Journal of the Learning Sciences, 5(3), 209–238.
Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169–190). Mahwah, NJ: Lawrence Erlbaum Associates.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 26(4), 222–232.
Kitchener, R. (2002). Folk epistemology: An introduction. New Ideas in Psychology, 20, 89–105.
Kolstø, S. D., & Ratcliffe, M. (2008). Social aspects of argumentation. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives on classroom-based research (pp. 117–136). New York, NY: Springer.
Latour, B. (1986). Visualization and cognition: Thinking with eyes and hands. Knowledge and Society Studies in the Sociology of Culture Past and Present, 6(6), 1–40.
Lave, J. (1988). Cognition in practice. Boston, MA: Cambridge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39(1), 57–68.
O’Connor, M. C. (1996). Managing the intermental: Classroom group discussion and the social context of learning. In D. I. Slobin, J. Gerhardt, A. Kyrtzis, & J. Guo (Eds.), Social interaction, social context, and language. Mahwah, NJ: Lawrence Erlbaum Associates.
Rosenberg, S., Hammer, D., & Phelan, J. (2006). Multiple epistemological coherences in an eighth-grade discussion of the rock cycle. Journal of the Learning Sciences, 15(2), 261–292.
Roth, W.M., & Lee, Y. J. (2007). “Vygotsky’s neglected legacy”: Cultural–historical activity theory. Review of Educational Research, 77(2), 186–232.
Sandoval, W. A. (2012). Situating epistemological development. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 1, pp. 347–354). Sydney, Australia: International Society of the Learning Sciences.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.