The Importance of Epistemic Cognition in Student-Centred Learning

Maclellan, Effie; Soden, Rebecca

doi:10.1023/b:truc.0000024213.03972.ce

Cited by 39 publications

(21 citation statements)

References 28 publications

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“…This provides greater space for students to take control of their own learning and make sense of the problem for themselves, which has significant potential for facilitating epistemological development (Maclellan and Soden 2004).…”

Section: Resilience Thinking and Pebsmentioning

confidence: 99%

“…Traditionally, theories of teaching and learning assume that knowledge is a sort of commodity which can be passed from person to person in inert form. Learning, however, is increasingly being understood as something where people learn by being active in the process, often through working in collaboration, discussion, and deliberation with others (Maclellan and Soden 2004). Traditional modes of teaching, where knowledge is "delivered" or "transmitted" from the instructor to the student are especially unhelpful because they reinforce perceptions that instructors are the authority on correct knowledge and because they reduce tendencies for students to make sense of ideas, reflect, and analyze issues for themselves.…”

Section: Factors Influencing Change In Pebsmentioning

confidence: 99%

“…In particular, teaching needs to stimulate students to ascertain and resolve for themselves what is epistemologically confusing or problematic Ecology and Society 15(3): 9 http://www.ecologyandsociety.org/vol15/iss3/art9/ (Valanides and Angeli 2005). That is, students need to be encouraged to engage in thinking about their thinking, especially regarding their beliefs about knowledge and knowing (Maclellan and Soden 2004).…”

Section: Factors Influencing Change In Pebsmentioning

confidence: 99%

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Resilience and Higher Order Thinking

Fazey¹

2010

E&S

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ABSTRACT. To appreciate, understand, and tackle chronic global social and environmental problems, greater appreciation of the importance of higher order thinking is required. Such thinking includes personal epistemological beliefs (PEBs), i.e., the beliefs people hold about the nature of knowledge and how something is known. These beliefs have profound implications for the way individuals relate to each other and the world, such as how people understand complex social-ecological systems. Resilience thinking is an approach to environmental stewardship that includes a number of interrelated concepts and has strong foundations in systemic ways of thinking. This paper (1) summarizes a review of educational psychology literature on PEBs, (2) explains why resilience thinking has potential to facilitate development of more sophisticated PEBs, (3) describes an example of a module designed to teach resilience thinking to undergraduate students in ways conducive to influencing PEBs, and (4) discusses a pilot study that evaluates the module's impact. Theoretical and preliminary evidence from the pilot evaluation suggests that resilience thinking which is underpinned by systems thinking has considerable potential to influence the development of more sophisticated PEBs. To be effective, however, careful consideration of how resilience thinking is taught is required. Finding ways to encourage students to take greater responsibility for their own learning and ensuring close alignment between assessment and desired learning outcomes are particularly important.

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Section: Resilience Thinking and Pebsmentioning

confidence: 99%

Section: Factors Influencing Change In Pebsmentioning

confidence: 99%

Section: Factors Influencing Change In Pebsmentioning

confidence: 99%

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Resilience and Higher Order Thinking

Fazey¹

2010

E&S

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“…The goal of instructing students in methods of justification is to help them move away from holding naï ve beliefs that are unevaluated or unjustified (King & Kitchener, 1994) to those where individuals use evidence to show that preconceived notions are correct (MaClellan & Soden, 2004 teachers' practices through this lens allows us to better inform our teaching by helping students to determine their preferred methods of evaluating knowledge (e.g., Bereiter, 2002;MaClellan & Soden, 2004) so they can manage their own learning (Bernold, 2007).…”

Section: Research Purposementioning

confidence: 99%

Student Perceptions of Justification in Two Disparate Domains: Education and Biology

Dawson

Hennessey

Higley

2016

IJHE

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This study investigated the perceptions of epistemic justification of students in two disparate domains of study to determine if any similarities and differences in their methods of justification exist. Two samples of students, or a total of 513 undergraduates from educational psychology (n=193) and biology (n=320) courses, completed a domain-general instrument that measured student views of pedagogical practices designed to enhance epistemic justification. A 3-factor solution best fit the data for both samples, but there were similarities and differences in the factors identified for the two samples. Students in both samples conceptualized the importance of collecting data or observable evidence to aid in making links between concepts as well as recognized the importance of both internal and external justification practices. One important distinction between the two samples is that those in the education sample distinguished between verifying core concepts and verifying connections using observable evidence, but the biology sample did not. Results suggest there are differences between the methods of justification conceptualized by students from the two different domains. Suggestions for future research are forwarded.

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“…Instead, it is an adaptive activity requiring the building of conceptual structures through reflection and abstraction; an active process of knowledge construction influenced by how one interacts with and interprets new ideas and events (Lambert 1995;Maclellan and Soden 2004;Glaserfeld 1995).…”

Section: Learning Within Makerspacesmentioning

confidence: 99%

We are all makers: a case study of one suburban district's implementation of makerspaces

Collins¹

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The purpose of this study was to examine administrator, library media and IT specialist, classroom teacher and student perceptions of the impact of makerspaces, as well as to identify what stakeholders could be doing to better support student learning and engagement in makerspaces. The Diffusion of Innovation Theoretical Framework guided the design and analysis of this study. Further, a literature review of the implementation of makerspace learning environments into content and pedagogy informed this study. The overarching research question for this study asked how stakeholders perceive the implementation of a district-wide makerspace implementation initiative, and its impact on 4C's skills acquisition, deeper learning and student engagement. As such, the study sought to answer the following questions: 1) How has the district organized its structures, practices and use of resources to support purposeful implementation of makerspaces with the specific intent of fostering students deeper learning and 4C's skills development?; 2) What do stakeholders perceive as the outcomes and impact of the makerspaces?; 3) What do stakeholders perceive as the challenges of the makerspaces?; 4) What could stakeholders be doing to better support student learning in makerspaces? An instrumental case study approach was used to explore and describe the perceptions of administrators, students and teachers using rich-description of their experiences. It is evident that the purposeful integration of makerspaces led to student acquisition of 4C's skills and deeper learning at the study site. In addition, the study revealed structures and supports necessary to facilitate makerspace programs to foster deeper learning including administrative support, availability of challenging projects and resources, stakeholder engagement, professional learning and time. The findings of this study, along with the identification and analysis of related themes, have the 3 potential to inform similar districts as they embark on the implementation of makerspace programs to foster 4C's skills development and deeper learning competencies.

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The Importance of Epistemic Cognition in Student-Centred Learning

Cited by 39 publications

References 28 publications

Resilience and Higher Order Thinking

Resilience and Higher Order Thinking

Student Perceptions of Justification in Two Disparate Domains: Education and Biology

We are all makers: a case study of one suburban district's implementation of makerspaces

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