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dc.contributor.authorTang, Kok-Sing
dc.date.accessioned2021-07-20T02:45:32Z
dc.date.available2021-07-20T02:45:32Z
dc.date.issued2020
dc.identifier.citationTang, K.S. 2020. The Use of Epistemic Tools to Facilitate Epistemic Cognition & Metacognition in Developing Scientific Explanation. Cognition and Instruction. 38 (4): pp. 474-502.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/84689
dc.identifier.doi10.1080/07370008.2020.1745803
dc.description.abstract

Current research in science education and the cognitive sciences has highlighted the importance of epistemic tools in scaffolding learners to think in ways consistent with scientific practices. However, recent studies on epistemic tool have mainly focused on epistemic cognition, but not epistemic metacognition. Epistemic metacognition, which operates at a meta-level targeted at our own thought processes concerning the source, nature, and justification of knowledge, is a crucial component that promotes and regulates epistemic development. The aim of this paper is to illuminate how an epistemic tool mediates and supports epistemic cognition and epistemic metacognition, and the difference between them. Drawing data from a design research study that introduced a specific epistemic tool called PRO (premise-reasoning-outcome) to describe the structure of a scientific explanation, this paper illustrates how PRO was used to facilitate the development of both epistemic cognition and epistemic metacognition. Specifically, epistemic metacognition was developed by using PRO with multiple metacognitive instructional approaches to: (a) highlight the epistemic connections between the various components of an explanation, (b) prompt questions that regulate one’s own thought processes, and (c) organize navigational markers that regulate key ideas linking the causality of an explanation. The findings from this study provide insights and evidence for a crucial theoretical link that is currently missing in our understanding of epistemic tools, epistemic cognition, and epistemic metacognition.

dc.languageEnglish
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.subjectSocial Sciences
dc.subjectPsychology, Educational
dc.subjectPsychology, Experimental
dc.subjectPsychology
dc.subjectSCIENCE CLASSROOM
dc.subjectSELF-REGULATION
dc.subjectDRIVEN INQUIRY
dc.subjectSTUDENTS
dc.subjectARGUMENT
dc.subjectKNOWLEDGE
dc.subjectMODEL
dc.titleThe Use of Epistemic Tools to Facilitate Epistemic Cognition & Metacognition in Developing Scientific Explanation
dc.typeJournal Article
dcterms.source.volume38
dcterms.source.number4
dcterms.source.startPage474
dcterms.source.endPage502
dcterms.source.issn0737-0008
dcterms.source.titleCognition and Instruction
dc.date.updated2021-07-20T02:45:31Z
curtin.note

This is an accepted manuscript of an article published by Taylor & Francis in Cognition and Instruction on 28/03/2020 available online at http://www.tandfonline.com/10.1080/07370008.2020.1745803.

curtin.departmentSchool of Education
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.contributor.orcidTang, Kok-Sing [0000-0002-2764-539X]
curtin.contributor.researcheridTang, Kok-Sing [I-3245-2019]
dcterms.source.eissn1532-690X
curtin.contributor.scopusauthoridTang, Kok-Sing [35300971500]


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