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Beyond epistemological deficits: incorporating flexible epistemological views into fine-grained cognitive dynamics

Authors:

Ayush Gupta,

Andy ElbyAuthors Info & Claims

ICLS '10: Proceedings of the 9th International Conference of the Learning Sciences - Volume 2

Pages 372 - 373

Published: 29 June 2010 Publication History

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Abstract

Researchers have argued against deficit-based explanations of students' troubles with mathematical sense-making, pointing instead to factors such as epistemology: students' beliefs about knowledge and learning can hinder them from activating and integrating productive knowledge they have. But such explanations run the risk of substituting an epistemological deficit for a concepts/skills deficit. Our analysis of an undergraduate engineering major avoids this "deficit trap" by incorporating multiple, context-dependent epistemological stances into his cognitive dynamics. (Support: NSF 08-335880).

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Information & Contributors

Information

Published In

ICLS '10: Proceedings of the 9th International Conference of the Learning Sciences - Volume 2

June 2010

629 pages

Conference Chairs:
Susan Goldman
University of Illinois at Chicago
,
James Pellegrino
University of Illinois at Chicago
,
Editors:
Kimberly Gomez
University of Pittsburgh
,
Leilah Lyons
University of Illinois at Chicago
,
Joshua Radinsky
University of Illinois at Chicago

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International Society of the Learning Sciences

Publication History

Published: 29 June 2010

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