Epistemic insight
This sandbox is in the article namespace. Either move this page into your userspace, or remove the {{User sandbox}} template. Epistemic Insight Epistemic insight means 'knowledge about knowledge' and in particular, knowledge about disciplines and how they interact [1] [2]
The term was introduced into the education context to help teachers, tutors and others to encourage students to reflect on the nature of knowledge across subject boundaries as well as within them. There is a particular focus on understanding the nature of science within a multidisciplinary arena - or in other words - within the range of disciplines that students study [3]
Tools for teaching epistemic insight include the 'Discipline Wheel' [1] - where a question can be put into the middle of the wheel and students can then consider how the question is interpreted and investigated through the lenses of different disciplines [4]
For the most part, articles discussing epistemic insight have focused on surveys, interviews and pedagogies in schools [5][6][7] and teacher education [8][9][10][11][12][13][14] Pedagogies for nurturing epistemic insight have also been developed for use in higher education [15]
- ^ Billingsley, Berry; Nassaji, Mehdi; Fraser, Sharon; Lawson, Finley (1 December 2018). "A Framework for Teaching Epistemic Insight in Schools". Research in Science Education. 48 (6): 1115–1131. doi:https://doi.org/10.1007/s11165-018-9788-6.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ Reiss, M. J.; Mujtaba, T.; Stones, A. (23 December 2017). "Epistemic insight: Teaching about science and RE in secondary schools". School Science Review. 99 (367): 67–75.
- ^ Billingsley, Berry; Fraser, Sharon (1 December 2018). "Towards an Understanding of Epistemic Insight: the Nature of Science in Real World Contexts and a Multidisciplinary Arena. [Editorial]". Research in Science Education. 48 (6): 1107–1113. doi:https://link.springer.com/article/10.1007%2Fs11165-018-9776-x.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ Billingsley, B.; Hazeldine, L. (15 May 2020). "Shattering the subject silos: learning about big questions and epistemic insights". Impact: Journal of the Chartered College of Teaching. Summer (Issue 9). ISSN 2514-6955.
{{cite journal}}:|issue=has extra text (help) - ^ Konnemann, Christiane; Höger, Christian; Asshoff, Roman; Hammann, Marcus; Rieß, Werner (1 December 2018). "A Role for Epistemic Insight in Attitude and Belief Change? Lessons from a Cross-curricular Course on Evolution and Creation". Research in Science Education. 48 (6): 1187–1204. doi:https://doi.org/10.1007/s11165-018-9783-y.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ Reiss, M. J.; Mujtaba, T.; Stones, A. (23 December 2017). "Epistemic insight: Teaching about science and RE in secondary schools". School Science Review. 99 (367): 67–75.
- ^ Billingsley, Berry; Simpson, Sherralyn; Abedin, Manzoorul (2020/03/00). "'Why Did the "Titanic" Sink?' -- Bridging Two Disciplines to Teach Epistemic Insight with Lower Secondary School Students". School Science Review. 101 (376): 25–29. ISSN 0036-6811.
{{cite journal}}: Check date values in:|date=(help) - ^ Erduran, Sibel; Kaya, Ebru (1 December 2018). "Drawing Nature of Science in Pre-service Science Teacher Education: Epistemic Insight Through Visual Representations". Research in Science Education. 48 (6): 1133–1149. doi:https://doi.org/10.1007/s11165-018-9773-0.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ Torres, Ana Cristina; Paiva, João; Mouraz, Ana (30 April 2021). "High School Students' Questions About Science and Religion in School Debates with Scientists". Eurasia Journal of Mathematics, Science and Technology Education. 17 (6): em1967. doi:https://www.ejmste.com/article/high-school-students-questions-about-science-and-religion-in-school-debates-with-scientists-10864.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ Billingsley, Berry; Abedin, Manzoorul; Nassaji, Mehdi (2020). "Primary school students' perspectives on questions that bridge science and religion: Findings from a survey study in England". British Educational Research Journal. 46 (1): 177–204. doi:10.1002/berj.3574. ISSN 1469-3518.
- ^ Hay, David (1 June 2017). "Bella's beetle: approaching bioscience practice form the silent kinaesthetic and affective side". SCHOOL SCIENCE REVIEW. 98 (365): 37–45. ISSN 0036-6811.
- ^ Michie, Michael; Hogue, Michelle; Rioux, Joël (1 December 2018). "The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students" (PDF). Research in Science Education. 48 (6): 1205–1220. doi:10.1007/s11165-018-9775-y. ISSN 1573-1898.
- ^ Bentley, Karl (2020/03/00). "Bristlebots -- Are They Alive? Epistemic Insight Workshops Using Small Things to Ask Big Questions". School Science Review. 101 (376): 33–35. ISSN 0036-6811.
{{cite journal}}: Check date values in:|date=(help) - ^ Billingsley, Berry; Nassaji, Mehdi (1 March 2019). "Exploring Secondary School Students' Stances on the Predictive and Explanatory Power of Science". Science & Education. 28 (1): 87–107. doi:https://doi.org/10.1007/s11191-019-00031-7.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ Kiang, Kai Ming; Colanero, Klaus (2020). "A Classics Reading Approach to Nurture Epistemic Insight in a Multidisciplinary and Higher Education Context". Science Education in the 21st Century: Re-searching Issues that Matter from Different Lenses: 51–65. doi:https://doi.org/10.1007/978-981-15-5155-0_4.
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