Discussion, Collaborative Knowledge Work and Epistemic Fluency

British Journal of Educational Studies 55 (4):351 - 368 (2007)
Abstract
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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