Shared Epistemic Agency: An Empirical Study of an Emergent Construct
Shared Epistemic Agency: An Empirical Study of an Emergent Construct
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DOI：
10.1080/10508401003708381
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发表时间：
2010-01-01
影响因子：
3.8
通讯作者：
Sins, Patrick H. M.
中科院分区：
文献类型：
--
作者：
Damsa, Crina I.;Kirschner, Paul A.;Sins, Patrick H. M.
本文报告了一项关于大学生合作教学设计活动中共享认知能动性建构的质性研究。本研究的目的是阐明共享认知机构的概念，并为其理论描述创造经验基础。目前的研究提供了一个帐户的结构，几个理论概念化的审查和实证材料的分析，从2个案例研究，从大学教育的基础上。我们调查共享的认知机构的知识创造的角度来看学习的特定框架内，将其视为能力，使故意的协作努力的群体创造共享的知识对象。我们的研究确定并描述了两个核心维度的共享认知机构：认知和调节的维度。我们确定每个维度内的行动，表明在实践中的共享知识对象的协作创建共享的认识机构的表现。本研究还区分了行动模式，提供了共享的认知机构是如何不同的表达在2组的合作面向对象的活动的迹象。
This article reports on a qualitative study of the construct of shared epistemic agency, investigated in the context of collaborative instructional design activities of university students. The aim of the study is to shed light on the notion of shared epistemic agency and to create empirical grounding for its theoretical description. The current study provides an account of the construct, based on a review of several theoretical conceptualizations and on the analysis of empirical material from 2 case studies from university education. We investigate shared epistemic agency within the specific framework of the knowledge creation perspective on learning, viewing it as the capacity that enables deliberate collaborative efforts of groups to create shared knowledge objects. Our study identifies and describes 2 core dimensions of shared epistemic agency: the epistemic and the regulative dimensions. We identify actions within each dimension that indicate the manifestation of shared epistemic agency in the practice of collaborative creation of shared knowledge objects. This study also distinguishes patterns of action that provide indications of how shared epistemic agency is differently articulated in the 2 groups' collaborative object-oriented activities.