Discussion, Collaborative Knowledge Work and Epistemic Fluency

British Journal of Educational Studies 55 (4):351 - 368 (2007)
This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.
Keywords epistemic fluency  learning through discussion  collaborative construction of knowledge  learning in higher education
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DOI 10.2307/4620577
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References found in this work BETA
Ronald Barnett (2000). Realizing the University in an Age of Supercomplexity. Society for Research Into Higher Education & Open University Press.
Effie Maclellan (2005). Conceptual Learning: The Priority for Higher Education. British Journal of Educational Studies 53 (2):129 - 147.

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J. Angelo Corlett (2008). Epistemic Responsibility. International Journal of Philosophical Studies 16 (2):179 – 200.

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