Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)

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Promoting the Development of Student’s Epistemic Cognition

Authors
Ika Andrini Farida1, *
1Universitas Negeri Malang, Malang, Indonesia
*Corresponding author. Email: ika.andrini.fppsi@um.ac.id
Corresponding Author
Ika Andrini Farida
Available Online 17 January 2023.
DOI
10.2991/978-2-494069-35-0_96How to use a DOI?
Keywords
epistemic cognition; scientific thinking; intervention; training
Abstract

In this disruptive era students need to master skills of acquiring new knowledge. Like scientist new knowledge is acquired by coordinating theories with evidence or usually called as scientific thinking. The capability of scientific thinking is determined by the epistemic development. Students must have metacognitive knowledge that theoretical claims are not always true. A theoretical claim could be wrong if we find evidence that is not consistent with this theory. Epistemic cognition is defined as cognition about knowledge and knowing. Epistemic cognition has been studied as a cognitive developmental processes or a system of beliefs. Developmental model proposed four level of epistemic development. In order to be able to coordinate theories and evidence, students need to achieve evaluativist thinking or need to change the beliefs or theories about knowledge and knowing. The purpose of this paper is to review previous research that focus on how to promote the development or the change of beliefs about knowledge and knowing. Some research will be described and evaluated in terms of the kind of change the intervention is intended to bring about and higher-order thinking involved in epistemic change intervention. The implication related to the suitable intervention for undergraduate students in Indonesia are discussed.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
17 January 2023
ISBN
10.2991/978-2-494069-35-0_96
ISSN
2352-5398
DOI
10.2991/978-2-494069-35-0_96How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Ika Andrini Farida
PY  - 2023
DA  - 2023/01/17
TI  - Promoting the Development of Student’s Epistemic Cognition
BT  - Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)
PB  - Atlantis Press
SP  - 785
EP  - 794
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-35-0_96
DO  - 10.2991/978-2-494069-35-0_96
ID  - Farida2023
ER  -