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Handbook of Epistemic Cognition

Handbook of Epistemic Cognition
Author: Jeffrey A. Greene
Publisher: Routledge
Total Pages: 765
Release: 2016-01-22
Genre: Education
ISBN: 1317746864
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The Handbook of Epistemic Cognition brings together leading work from across disciplines, to provide a comprehensive overview of an increasingly important topic: how people acquire, understand, justify, change, and use knowledge in formal and informal contexts. Research into inquiry, understanding, and discovery within academic disciplines has progressed from general models of conceptual change to a focus upon the learning trajectories that lead to expert-like conceptualizations, skills, and performance. Outside of academic domains, issues of who and what to believe, and how to integrate multiple sources of information into coherent and useful knowledge, have arisen as primary challenges of the 21st century. In six sections, scholars write within and across fields to focus and advance the role of epistemic cognition in education. With special attention to how researchers across disciplines can communicate and collaborate more effectively, this book will be an invaluable resource for anyone interested in the future of knowledge and knowing. Dr. Jeffrey A. Greene is an associate professor of Learning Sciences and Psychological Studies in the School of Education at the University of North Carolina at Chapel Hill. Dr. William A. Sandoval is a professor in the division of Urban Schooling at the UCLA Graduate School of Education & Information Studies. Dr. Ivar Bråten is a professor of Educational Psychology at the Faculty of Educational Sciences at the University of Oslo, Norway.

Epistemic Cognition and Development

Epistemic Cognition and Development
Author: David Moshman
Publisher: Psychology Press
Total Pages: 186
Release: 2014-12-05
Genre: Psychology
ISBN: 1134650396
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Epistemic cognition, the philosophical core of metacognition, concerns people’s knowledge about the justification and truth of beliefs. Multiple literatures in psychology and education address aspects of epistemic cognition. In the absence of a coherent conceptual framework, however, these literatures mostly fail to communicate with each other and often connect only loosely to genuine epistemology. This complicates any effort to achieve a systematic theoretical understanding of epistemic cognition and its development. Deanna Kuhn writes in her foreword, "Moshman is not the first to take on this challenge, but he fulfills it elegantly and, I think, the most comprehensively and astutely." After reviewing the basics of philosophical epistemology and cognitive psychology, Epistemic Cognition and Development provides a compelling account of developmental change across childhood and beyond in knowledge about knowledge, especially with regard to fundamental conceptions of objectivity, subjectivity, rationality, justification, and truth. This is followed by detailed consideration of domain-specific epistemologies of science, logic, morality, social convention, history, and identity, including associated forms of reasoning. The final section provides theoretical conclusions, educational and social applications, and suggestions for further research.

Handbook of Epistemology

Handbook of Epistemology
Author: I. Niiniluoto
Publisher: Springer Science & Business Media
Total Pages: 1043
Release: 2004-03-31
Genre: Philosophy
ISBN: 1402019866
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Epistemology or theory of knowledge has always been one of the most important -if not the most important -field of philosophy. New arguments are constantly brought to bear on old views, new variants are marshalled to revive ancient stands, new concepts and distinctions increase the sophistication of epistemogical theories. There are a great many excellent textbooks, monographs as well as anthologies consisting of articles in epistemology. Similarly, there are useful philosophical dictionaries which contain a great number of relatively short entries, and general philosophical handbooks which also touch epistemological issues. This volume of 27 essays grew out from the interest to see a handbook which is devoted entirely to the historical roots and systematic development of theory of knowledge. It is not intended to compete but to supplement the already existing literature. It aims at giving both beginners and more advanced students as well as professionals in epistemology and other areas of philosophy an overview of the central problems and solutions of epistemology. The essays are self-contained and stil often rather extensive discussions of the chosen aspects of knowledge. The contributions presuppose very little familiarity with previous literature and only a few of them require the mastery of even elementary logical notation. This, we hope, makes the volume also accessible to the philosophically interested wider audience. The contributors were asked to provide substantial, up-to-date, self-contained and balanced surveys of the various subareas and more specific topics of epistemology, with reference to literature.

International Handbook of the Learning Sciences

International Handbook of the Learning Sciences
Author: Frank Fischer
Publisher: Routledge
Total Pages: 552
Release: 2018-04-19
Genre: Education
ISBN: 1317208358
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The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

Handbook of Learning from Multiple Representations and Perspectives

Handbook of Learning from Multiple Representations and Perspectives
Author: Peggy Van Meter
Publisher: Routledge
Total Pages: 696
Release: 2020-03-10
Genre: Education
ISBN: 0429813651
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In and out of formal schooling, online and off, today’s learners must consume and integrate a level of information that is exponentially larger and delivered through a wider range of formats and viewpoints than ever before. The Handbook of Learning from Multiple Representations and Perspectives provides a path for understanding the cognitive, motivational, and socioemotional processes and skills necessary for learners across educational contexts to make sense of and use information sourced from varying inputs. Uniting research and theory from education, psychology, literacy, library sciences, media and technology, and more, this forward-thinking volume explores the common concerns, shared challenges, and thematic patterns in our capacity to make meaning in an information-rich society. Chapter 16 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com/books/e/9780429443961.

Handbook of Self-Regulation of Learning and Performance

Handbook of Self-Regulation of Learning and Performance
Author: Dale H. Schunk
Publisher: Taylor & Francis
Total Pages: 505
Release: 2011-05-15
Genre: Education
ISBN: 1136881662
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Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.

Processing Inaccurate Information

Processing Inaccurate Information
Author: David N. Rapp
Publisher: MIT Press
Total Pages: 479
Release: 2023-04-04
Genre: Psychology
ISBN: 0262547686
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Interdisciplinary approaches to identifying, understanding, and remediating people's reliance on inaccurate information that they should know to be wrong. Our lives revolve around the acquisition of information. Sometimes the information we acquire—from other people, from books, or from the media—is wrong. Studies show that people rely on such misinformation, sometimes even when they are aware that the information is inaccurate or invalid. And yet investigations of learning and knowledge acquisition largely ignore encounters with this sort of problematic material. This volume fills the gap, offering theoretical and empirical perspectives on the processing of misinformation and its consequences. The contributors, from cognitive science and education science, provide analyses that represent a variety of methodologies, theoretical orientations, and fields of expertise. The chapters describe the behavioral consequences of relying on misinformation and outline possible remediations; discuss the cognitive activities that underlie encounters with inaccuracies, investigating why reliance occurs so readily; present theoretical and philosophical considerations of the nature of inaccuracies; and offer formal, empirically driven frameworks that detail when and how inaccuracies will lead to comprehension difficulties. Contributors Peter Afflerbach, Patricia A. Alexander, Jessica J. Andrews, Peter Baggetta, Jason L. G. Braasch, Ivar Bråten, M. Anne Britt, Rainer Bromme, Luke A. Buckland, Clark A. Chinn, Byeong-Young Cho, Sidney K. D'Mello, Andrea A. diSessa, Ullrich K. H. Ecker, Arthur C. Graesser, Douglas J. Hacker, Brenda Hannon, Xiangen Hu, Maj-Britt Isberner, Koto Ishiwa, Matthew E. Jacovina, Panayiota Kendeou, Jong-Yun Kim, Stephan Lewandowsky, Elizabeth J. Marsh, Ruth Mayo, Keith K. Millis, Edward J. O'Brien, Herre van Oostendorp, José Otero, David N. Rapp, Tobias Richter, Ronald W. Rinehart, Yaacov Schul, Colleen M. Seifert, Marc Stadtler, Brent Steffens, Helge I. Strømsø, Briony Swire, Sharda Umanath

International Handbook of Metacognition and Learning Technologies

International Handbook of Metacognition and Learning Technologies
Author: Roger Azevedo
Publisher: Springer Science & Business Media
Total Pages: 746
Release: 2013-04-23
Genre: Education
ISBN: 1441955461
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Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.

Transforming Teacher Education Through the Epistemic Core of Chemistry

Transforming Teacher Education Through the Epistemic Core of Chemistry
Author: Sibel Erduran
Publisher: Springer
Total Pages: 189
Release: 2019-06-10
Genre: Science
ISBN: 3030153266
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This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless “cookbook” activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.

Converging Perspectives on Conceptual Change

Converging Perspectives on Conceptual Change
Author: Tamer G. Amin
Publisher: Routledge
Total Pages: 374
Release: 2017-11-13
Genre: Education
ISBN: 1315467127
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Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.