The Influence of Non-Epistemic Features of Settings on Epistemic Cognition

Jarod N. Kawasaki; David J. DeLiema; William A. Sandoval

doi:10.1080/14926156.2014.903319

The Influence of Non-Epistemic Features of Settings on Epistemic Cognition

Jarod N. Kawasaki, David J. DeLiema, William A. Sandoval

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

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. © 2014

Original language	English (US)
Pages (from-to)	207-221
Number of pages	15
Journal	Canadian Journal of Science, Mathematics and Technology Education
Volume	14
Issue number	2
DOIs	https://doi.org/10.1080/14926156.2014.903319
State	Published - Apr 2014
Externally published	Yes

Bibliographical note

Funding Information:
This research was supported in part by the National Science Foundation Graduate Research Fellowship under Grant No. DGE-0707424.

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The Influence of Non-Epistemic Features of Settings on Epistemic Cognition

Abstract

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