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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
Title | Bridging Students’ Practical and Formal Epistemology of Science Through Epistemic Reflection Embedded in a Computer-Supported Knowledge-Building Environment |
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Authors | |
Keywords | Epistemic cognition Practical epistemology Knowledge building |
Issue Date | 2017 |
Publisher | International 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? |
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. |
Description | Poster Session 2 |
Persistent Identifier | http://hdl.handle.net/10722/263682 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Lin, F | - |
dc.contributor.author | Chan, CKK | - |
dc.date.accessioned | 2018-10-22T07:42:54Z | - |
dc.date.available | 2018-10-22T07:42:54Z | - |
dc.date.issued | 2017 | - |
dc.identifier.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 | - |
dc.identifier.isbn | 978-0-9903550-2-1 | - |
dc.identifier.uri | http://hdl.handle.net/10722/263682 | - |
dc.description | Poster Session 2 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | International Society of the Learning Sciences | - |
dc.relation.ispartof | International Conference on Computer Supported Collaborative Learning (CSCL) Conference Proceedings | - |
dc.subject | Epistemic cognition | - |
dc.subject | Practical epistemology | - |
dc.subject | Knowledge building | - |
dc.title | Bridging Students’ Practical and Formal Epistemology of Science Through Epistemic Reflection Embedded in a Computer-Supported Knowledge-Building Environment | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.identifier.hkuros | 295466 | - |
dc.identifier.volume | 2 | - |
dc.identifier.spage | 867 | - |
dc.identifier.epage | 868 | - |
dc.publisher.place | Philadelphia, PA | - |