Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology

By Clark A. Chinn, Luke A. Buckland, Ala Samarapungavan. 2011

479 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cbfd22c3761bf5267bc937d5a0877450fb26cdbf

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding and Promoting Thinking About Knowledge (2016, background): “(Interested readers can consult Chinn et al., 2011; Depaepe et al., 2016; Kelly, 2016; VanSledright & Maggioni, 2016.)”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Thus, researchers need to use more refined and situated measures in order to gain a more nuanced understanding of multiple dimensions of students’ epistemological development (Chinn et al., 2011).”
Handbook of Research on Learning and Instruction (2011, background): “There were no differences in posttest performances of high skilled learners assigned to the BLO or ALT condition.”
How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition (2014, background): “We have argued that the epistemic actions that mathematicians take (and that students should take) are dependent upon their epistemic aims, which as Chinn et al. (2011) stated was not present in many models of epistemic cognition.”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “Recent research and theorizing suggests that teachers’ epistemological beliefs are domain-specific, situated, and multi-dimensional (Buehl, Alexander, and Murphy 2002; Chinn, Buckland, and Samarapungavan 2011; Cobb 2002).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “In a similar vein, Chinn et al. (2011) argued that epistemic cognition is likely to vary between different contexts and that it is important to know the specific cognitive components that are operative in a given situation.”
The Public's Bounded Understanding of Science (2014, background): “contrast, Chinn et al. (2011) argued that deference to others and thereby”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “Specifically, by engaging in critical evaluation and plausibility reappraisal, individuals could move toward a belief that such processes help to reliably achieve an epistemic aim (e.g., greater understanding about a scientific topic; Chinn et al., 2011).”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “…in science often involve either implicit or explicit processes of epistemic cognition such as understanding uncertainty, weighing alternative points of view, evaluating sources and quality of evidence, and identifying reliable processes for knowing (Chinn et al., 2011; Sinatra & Chinn, 2011).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, methodology): “As researchers conduct further research on some of the newer models (e.g., Chinn et al., 2011), it may be possible to conduct such metaregressions.”
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity (2017, methodology): “It draws specifically on Chinn and colleagues’ AIR model (Chinn et al., 2011; Chinn et al., 2014) to relate such epistemic cognition to reflexivity in specific teaching and learning contexts.”