This study explored the development trajectory of shared epistemic agency in online collaborative learning through epistemic network analysis and lag sequential analysis. It was carried out in a postgraduate course with 14 in-service teachers. Drawing on the online discussion data from six sessions and the participants' academic scores, this study…

Background: In the context of recent research in science education and continued struggles to understand how best to support science teachers, epistemological frames, made up of sets of epistemological resources teachers activate, have emerged as an important focus of research. However, at the time of this writing no research was available to…

Recent educational policies advocate a radical revision of science curricula and pedagogy, to support interdisciplinary practices, a distinguishing feature of contemporary science. Computational modeling (CM) is a core methodology of interdisciplinary science, as such models allow intertwining of data and theoretical perspectives from multiple…

There is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers' (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b)…

In this position paper, we explore the potential of social networks for teacher professional development. Networking is a crucial skill in professional careers, supporting the individual's personal and professional learning. Collective teacher interactions online can facilitate collaborative professional development and support collective…

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees' accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore…

The focus of the article is on how knowledge is created, who creates knowledge, how knowledge is co-constructed, whose knowledge is excluded and how knowledge is being used to challenge inequalities and strengthen social movement capacity. This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019.…

The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem…

This paper outlines how ethics and democracy can be conceived procedurally within the context of education for global citizenship, using the process philosophy of Alfred North Whitehead as a starting point. Education for global citizenship aims to create active individual consciousness within a community and a commitment to build upon values and…

This study explored primary teacher's philosophical orientation towards teaching, here defined as a teacher's set of interrelated beliefs that they develop and utilize when teaching. Teachers are expected to conflate epistemological beliefs, instructional training and societal expectations of effective instruction to construct a single perceptual…

This theoretical piece explores the frame of mind required for a Science, Technology, Education and Mathematics (STEM) education in an uncertain time. Predominantly argued from an epistemic standpoint, this paper analyses the relationship between environment, anthropomorphism, the essence of education, and our presumed mastery of nature. In the…

Despite voluminous studies into teachers' cognition and the role of teachers' beliefs in their practices, not many studies have addressed the impact of teachers' epistemological beliefs (EB, beliefs about the source of knowledge) on their teaching styles. In this study, a mixed design research method was adopted to show English language teachers'…

This paper presents the results of a pilot SoTL study re: a non-traditional leadership course delivered in three sections of a foundational General Education course at Mount Royal University in Calgary, Canada in 2016-17. This non-traditional course focuses explicitly on ontological change (a change in way of being) rather than epistemological…

Transforming difficulties into opportunities for thriving is at the heart of this volume on the science of learning and development. This chapter brings the perspective of European research and the Global North and South and discusses some of the challenges included in the call to create the conditions for promoting sustainable and equitable…

The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what…