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

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

Research output: Contribution to journalArticlepeer-review

6 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 languageEnglish (US)
Pages (from-to)207-221
Number of pages15
JournalCanadian Journal of Science, Mathematics and Technology Education
Volume14
Issue number2
DOIs
StatePublished - Apr 2014
Externally publishedYes

Bibliographical note

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

Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.

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