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Conference Paper: Bridging Students’ Practical and Formal Epistemology of Science Through Epistemic Reflection Embedded in a Computer-Supported Knowledge-Building Environment

TitleBridging Students’ Practical and Formal Epistemology of Science Through Epistemic Reflection Embedded in a Computer-Supported Knowledge-Building Environment
Authors
Lin, FChan, CKK
KeywordsEpistemic cognition
Practical epistemology
Knowledge building
Issue Date2017
PublisherInternational Society of the Learning Sciences
Citation
12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017: Making a Difference: Prioritizing Equity and Access in CSCL, Philadelphia, Pennsylvania, USA, 18-22 June 2017. In Smith, BK ... et al (eds.), CSCL 2017 Conference Proceedings, v. 2, p. 867-868 How to Cite?
AbstractThe goal of this study is to understand the nature of two kinds of epistemic cognition—practical and formal epistemology in situated context, and to examine how epistemic reflection embedded in a computer supported knowledge-building design can bridge them for epistemic change. Data were drawn from a larger study focusing on promoting epistemic growth among elementary students. Preliminary results showed how these two kinds of epistemic cognition were mapped in knowledge building context, with the possibility that one might have promoted the other.
DescriptionPoster Session 2
Persistent Identifierhttp://hdl.handle.net/10722/263682
ISBN
978-0-9903550-2-1

 

DC FieldValueLanguage
dc.contributor.authorLin, F-
dc.contributor.authorChan, CKK-
dc.date.accessioned2018-10-22T07:42:54Z-
dc.date.available2018-10-22T07:42:54Z-
dc.date.issued2017-
dc.identifier.citation12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017: Making a Difference: Prioritizing Equity and Access in CSCL, Philadelphia, Pennsylvania, USA, 18-22 June 2017. In Smith, BK ... et al (eds.), CSCL 2017 Conference Proceedings, v. 2, p. 867-868-
dc.identifier.isbn978-0-9903550-2-1-
dc.identifier.urihttp://hdl.handle.net/10722/263682-
dc.descriptionPoster Session 2-
dc.description.abstractThe goal of this study is to understand the nature of two kinds of epistemic cognition—practical and formal epistemology in situated context, and to examine how epistemic reflection embedded in a computer supported knowledge-building design can bridge them for epistemic change. Data were drawn from a larger study focusing on promoting epistemic growth among elementary students. Preliminary results showed how these two kinds of epistemic cognition were mapped in knowledge building context, with the possibility that one might have promoted the other.-
dc.languageeng-
dc.publisherInternational Society of the Learning Sciences-
dc.relation.ispartofInternational Conference on Computer Supported Collaborative Learning (CSCL) Conference Proceedings-
dc.subjectEpistemic cognition-
dc.subjectPractical epistemology-
dc.subjectKnowledge building-
dc.titleBridging Students’ Practical and Formal Epistemology of Science Through Epistemic Reflection Embedded in a Computer-Supported Knowledge-Building Environment-
dc.typeConference_Paper-
dc.identifier.emailChan, CKK: ckkchan@hku.hk-
dc.identifier.authorityChan, CKK=rp00891-
dc.identifier.hkuros295466-
dc.identifier.volume2-
dc.identifier.spage867-
dc.identifier.epage868-
dc.publisher.placePhiladelphia, PA-

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