How a sample of university educators described STEM, expected outcomes of STEM, expertise of STEM educators, and STEM learning environments were investigated through drawing- and text- based responses. Data were examined by applying the "Legitimation Code Theory (LCT) Specialisation" plane (Maton, 2014). Participants generally held…

The present study aims to identify and investigate the parameters of taking academic epistemic risks concerning undergraduate young adults who are considered to use social media more frequently than any other users. The study was carried out following a mixed methodology. The study observes the principles of exploratory sequential design of the…

Introduction: This study looked at the effect of community peripheral cues (specifically voting score and answerer's reputation) on the user's credibility rating of answers. Method: Students in technology and philosophy were asked to assess the credibility of answers to questions posted on a social question-answering platform. Through the use of a…

Majority of NOS studies comprise of determination or assessment studies conducted with ordinary students. In order to gain further understanding on variation in NOS understandings among the students, there should be different research attempts focusing on unconventional students such as academically advanced students. The purpose of this study is…

This paper debates the usefulness and plausibility of the notion of cognitive structures. The cornerstone of the theory of cognitive philosophy is the claim that the epistemic process is mediated by mental representations that constitute both the knowledge base and interpretations of sensory experience of individuals. Cognitive theorists typically…

Technology contributes to the growth of human knowledge in five distinct, though overlapping, ways: (1) all technologies are material embodiments and thus more or less durable records of ideas that have survived some test with external reality; (2) telescopes, microscopes, and similar technologies extend external experience and knowledge to areas…

The conception of knowledge was studied for 213 14- and 15-year-old students in Singapore and their 37 teachers and 96 students in the United States, with their 10 teachers. Cultural differences, including those in epistemological frameworks, are discussed, and their implications for education considered. (SLD)

Papers in this collection, derived from several sessions of the Commission for Indigenous Education, contain insightful accounts of the role of indigenous knowledge in higher education institutions across a variety of societies. The contributors examine the move to reaffirm the significance of local knowledge and wisdom and the resulting…

This paper proposes a comprehensive approach to program evaluation and suggests employing a number of methods in evaluating a program. Exclusive allegiance to one school of thought and adoption of one particular technique leads to limited comprehension about programs, and hence their evaluations. If evaluation is viewed as a process by which…

This study was conducted to describe in detail Korean students' conceptual change learning processes in the study of kinetic theory of gases. The study was interpretive, using multiple data sources to achieve a triangulation of data. Three students from a public high school for boys served as representative cases. How epistemological aspect and…

Cognition, knowing, and understanding are analysed in terms of levels, forms, and range. It is found that cognition is knowing and that understanding is a range of knowing. Three levels of knowing (pre-conventional, conventional, post-conventional), three levels of understanding (prehension, apprehension, comprehension), and six forms of knowing…

Some specific aspects of the process of discovery are explored as they are experienced in the visual arts and the physical sciences. Both fields use the same visual/brain processing system, and both disciplines share an imaginative and productive interest in the disciplined use of imagistic thinking. Many productive interactions between visual…

Working from a knowledge gap hypothesis stating that as amounts of information in a community or society increase, segments of the population with more education and higher socioeconomic status acquire this information at a greater rate than do lower status groups, a study examined the contributions to neighborhood residents' knowledge of local…

A metacognitive model was proposed as an explanatory framework for spontaneous strategy use. A study in which hyperactive children transferred newly acquired strategies following self-control training and attributional retraining served as an illustration of how components in the model can be used to better understand "spontaneity." (Author/LMO)

Focuses on four major theories and models of undergraduates' epistemological development. Proposes a theoretical framework for undergraduates' information seeking behavior based on insights into their knowledge construction offered through these models and theories. (Contains 60 references.)(AEF)