Integrating philosophy into learning sciences research on epistemic cognition

Clark A. Chinn; Luke A. Buckland; Ala Samarapungavan; James Blachowicz

Integrating philosophy into learning sciences research on epistemic cognition

Clark A. Chinn, Luke A. Buckland, Ala Samarapungavan, James Blachowicz

Graduate School of Education, Education Psychology

Research output: Contribution to conference › Paper › peer-review

2 Scopus citations

Abstract

The purpose of this symposium is to provide a forum for exploring how contemporary developments in philosophy can enrich learning sciences research on epistemic cognition (EC). In three papers, we discuss ways in which research on epistemic cognition can profit greatly from closer attention to the philosophical literature. The first paper reviews a broad range of philosophical literature to identify philosophical topics and subtopics which are potentially relevant to research on epistemic cognition but which have not yet been much investigated by EC researchers. The second paper discusses implications of philosophical work for the assessment of epistemic cognition. The third paper discusses implications of recent philosophical work on underdetermination for both assessment and instruction in science education.

Original language	English (US)
Pages	37-44
Number of pages	8
State	Published - 2010
Event	9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: Jun 29 2010 → Jul 2 2010

Other

Other	9th International Conference of the Learning Sciences, ICLS 2010
Country/Territory	United States
City	Chicago, IL
Period	6/29/10 → 7/2/10

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

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title = "Integrating philosophy into learning sciences research on epistemic cognition",

abstract = "The purpose of this symposium is to provide a forum for exploring how contemporary developments in philosophy can enrich learning sciences research on epistemic cognition (EC). In three papers, we discuss ways in which research on epistemic cognition can profit greatly from closer attention to the philosophical literature. The first paper reviews a broad range of philosophical literature to identify philosophical topics and subtopics which are potentially relevant to research on epistemic cognition but which have not yet been much investigated by EC researchers. The second paper discusses implications of philosophical work for the assessment of epistemic cognition. The third paper discusses implications of recent philosophical work on underdetermination for both assessment and instruction in science education.",

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note = "9th International Conference of the Learning Sciences, ICLS 2010 ; Conference date: 29-06-2010 Through 02-07-2010",

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T1 - Integrating philosophy into learning sciences research on epistemic cognition

AU - Chinn, Clark A.

AU - Buckland, Luke A.

AU - Samarapungavan, Ala

AU - Blachowicz, James

PY - 2010

Y1 - 2010

N2 - The purpose of this symposium is to provide a forum for exploring how contemporary developments in philosophy can enrich learning sciences research on epistemic cognition (EC). In three papers, we discuss ways in which research on epistemic cognition can profit greatly from closer attention to the philosophical literature. The first paper reviews a broad range of philosophical literature to identify philosophical topics and subtopics which are potentially relevant to research on epistemic cognition but which have not yet been much investigated by EC researchers. The second paper discusses implications of philosophical work for the assessment of epistemic cognition. The third paper discusses implications of recent philosophical work on underdetermination for both assessment and instruction in science education.

AB - The purpose of this symposium is to provide a forum for exploring how contemporary developments in philosophy can enrich learning sciences research on epistemic cognition (EC). In three papers, we discuss ways in which research on epistemic cognition can profit greatly from closer attention to the philosophical literature. The first paper reviews a broad range of philosophical literature to identify philosophical topics and subtopics which are potentially relevant to research on epistemic cognition but which have not yet been much investigated by EC researchers. The second paper discusses implications of philosophical work for the assessment of epistemic cognition. The third paper discusses implications of recent philosophical work on underdetermination for both assessment and instruction in science education.

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M3 - Paper

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T2 - 9th International Conference of the Learning Sciences, ICLS 2010

Y2 - 29 June 2010 through 2 July 2010

ER -

Integrating philosophy into learning sciences research on epistemic cognition

Abstract

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All Science Journal Classification (ASJC) codes

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