Bridging students’ practical and formal epistemology of science through epistemic reflection embedded in a computer-supported knowledge-building environment

Abstract

The 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.