Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology

Chinn, Clark A.; Buckland, Luke A.; Samarapungavan, Ala

doi:10.1080/00461520.2011.587722

Cited by 364 publications

(410 citation statements)

References 99 publications

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“…By situating PE research within authentic communities of practice, researchers would gain more accurate and nuanced understandings of the complexities and subtleties of PE. Furthermore, it has been argued that expanding the range of variables considered in PE research would increase the predictive value of the construct (Chinn et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…It was only through in-depth, longitudinal interviews that many of the limitations of current PE research were revealed. Others have likewise emphasized the need for qualitative interviews in order to understand PE (Chinn et al, 2011;Elby & Hammer, 2001). Quantitative data and written surveys do not lend themselves to grounded theory or emergent themes.…”

Section: Methodological Considerationsmentioning

confidence: 99%

“…Task and strategy knowledge (Barzilai & Zohar, 2014), epistemic activities Rosenberg, Hammer, & Phelan, 2006); and processes of achieving epistemic aims (Chinn et al, 2011) are all previously suggested lines of research that support the need to focus on practice. The relationships between "epistemic activities" and dimensions of PE, including sources of knowledge, have been recognized Rosenberg, Hammer, & Phelan, 2006), but metacognitive knowledge about activities and tasks is not commonly included in personal epistemology research (Barzilai & Zohar, 2014).…”

Section: Epistemic Practicesmentioning

confidence: 99%

“…We define stances as "rhetorical responses to specific prompts." In addition to "personal epistemology", the literature referenced in this article utilizes various other terminology, including "epistemic cognition" (e.g., Chinn, Buckland, & Samarapungavan, 2011) and "epistemic beliefs" (e.g., Bråten, Britt, Strømso, & Rouet, 2011). In this article, PE is conceptualized as one instantiation of the broader category of "epistemic cognition", and "epistemic beliefs" are understood as one piece of PE.…”

Section: Personal Epistemologymentioning

confidence: 99%

“…It was observed that personal epistemologies could only be understood in context, through epistemic practices, and alongside identity. In proposing this framework for future research, this article answer calls to address the limitations of PE research by expanding conceptualizations of personal epistemology and epistemic cognition in new ways (Barzilai & Zohar, 2014;Chinn, Buckland, & Samarapungavan, 2011).…”

Section: Introduction: Origins Of a Practice-based Frameworkmentioning

confidence: 99%

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Accounting for Context beyond Domain: An Authentic Practice-based Framework for Advancing Personal Epistemology Research

Beddoes

Montfort²,

Brown³

2017

IJLD

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This article presents a practice-based framework for personal epistemology (PE) research that advances recent efforts to broaden personal epistemology research. The framework accounts International Journal of Learning and Development ISSN 2164-4063 2017 http://ijld.macrothink.org 74 for empirical experiences and also contributes to on-going theoretical efforts to expand personal epistemology research. Building on the "practice turn" that other fields have taken and learned from, the purpose of this article is four-fold. First, it offers a conceptual framework that addresses theoretical and empirical limitations of personal epistemology as it is currently studied. Second, it advances PE research by highlighting the importance of heretofore ignored facets of PE, namely communities of practice, context, epistemic practices, and identity. Third, it advances PE research by adding to on-going conversations about the interrelatedness of dimensions of personal epistemologies. Fourth, it lays out a research agenda for personal epistemology research and concomitant methodological considerations, which have not yet received significant attention from PE researchers.

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Section: Discussionmentioning

confidence: 99%

Section: Methodological Considerationsmentioning

confidence: 99%

Section: Epistemic Practicesmentioning

confidence: 99%

Section: Personal Epistemologymentioning

confidence: 99%

Section: Introduction: Origins Of a Practice-based Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Accounting for Context beyond Domain: An Authentic Practice-based Framework for Advancing Personal Epistemology Research

Beddoes

Montfort²,

Brown³

2017

IJLD

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How epistemic reflexivity enables teacher educators’ teachingfordiversity: Exploring a pedagogical framework for critical thinking

Brownlee

Bourke

Rowan

et al. 2022

British Educational Res J

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Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn's Aims, Ideals, Reliable epistemic processes -AIR -framework) and Margaret Archer's reflexivity to explore knowledge claims in teacher educators' pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve

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Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Deane

2020

ETS Research Report Series

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A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a key practice, a bundle of disciplinary skills and strategies that form a key target for instruction. This practice focuses on applying a variety of strategies for building textual interpretations, including strategies for deepening comprehension, inferring the author's purpose, considering multiple perspectives, connecting text to context, generalizing and applying themes, and participating in cultural conversations about texts. It also identifies a sequence of activities that define literary interpretation as a social practice and identifies key goals and subgoals for those activities. If literary analysis is viewed as a key practice, it requires participants to habitually engage in the following practices: (a) read and reread texts to find cues that suggest new possibilities for interpretation, (b) participate in interpretive discussions of literary texts, (c) use writing both as a tool to support interpretive work and as a means to communicate interpretive arguments, and (d) maintain an openness to new interpretations and a willingness to revisit previous interpretive conclusions in the light of new evidence. The evidence indicates that this is a late‐developing practice, typically acquired during high school and never fully mastered by a large proportion of the population, though it can be encouraged and fostered in the upper elementary and middle school years with effective instruction.

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Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology

Cited by 364 publications

References 99 publications

Accounting for Context beyond Domain: An Authentic Practice-based Framework for Advancing Personal Epistemology Research

Accounting for Context beyond Domain: An Authentic Practice-based Framework for Advancing Personal Epistemology Research

How epistemic reflexivity enables teacher educators’ teachingfordiversity: Exploring a pedagogical framework for critical thinking

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

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