Exposing and assessing learners' epistemic thinking

Maggie Renken, Clark Chinn, Penelope Vargas, William Sandoval

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations


The conceptualization of students' personal epistemologies has been criticized for being inconsistently defined, overly simplistic, and inappropriately decontextualized. Broadly, epistemic cognition encompasses explicit thoughts about the nature of knowledge as well as reasoning processes related to knowledge claims and justifications. Learning scientists are invested in understanding epistemic cognition in a variety of authentic settings, but it is challenging to analyze data in meaningful epistemic categories. Participants in this workshop will briefly discuss varied conceptualizations of epistemic cognition and will focus on how to apply these conceptualizations to empirical research. We will explore empirical methods that extend beyond traditional interview and questionnaire methods to better expose authentic, ongoing epistemic thinking. Presentations and discussions will explore means of revealing epistemic thinking in classrooms and other settings and methods of analyzing data from learners' interactions and discourse. A primary goal of the workshop is to foster collaborative, interdisciplinary future work.

Original languageEnglish (US)
Pages (from-to)1686-1690
Number of pages5
JournalProceedings of International Conference of the Learning Sciences, ICLS
Issue numberJanuary
StatePublished - 2014
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014Jun 27 2014

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education


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