We have implemented an instructional design for teaching mechanics that combines a Computer Supported Collaborative Learning (CSCL) environment with traditional instruction. We detected superior performance compared with traditional teaching alone and found evidence in favor of the position that certain kinds of epistemological beliefs held by students can inhibit the full realization of CSCL e...

Researchers have argued against deficit-based explanations of students’ troubles with mathematical sense-making, pointing instead to factors such as epistemology: students’ beliefs about the nature of knowledge and learning can hinder them from activating and integrating productive knowledge they have. But such explanations run the risk of substituting an epistemological deficit for a concepts/...

every kind of theorization and progress modeling, wether contiousely or uncontiousely, is based on and benefited from the epistemological, cosmological, anthropological, axiological foundations. for the iranian islamic model of progress, however, it is compulsary to recognize and refer to its own speculative understructures and use them intentionaly and exactly to produce the  best possible mod...

This contribution essentially is about the role of signs and sign systems in the construction of knowledge and understanding by social scientists (e.g., educational researchers, psychologists) interpreting educational data and the constraints of relationship between the knowledge these scientists bring to the interpretation and the knowledge displayed in the data on the interpretative results. ...

The central ethical claim of Casadevall et al. in “An Epistemological Perspective on the Value of Gain-of-Function Experiments Involving Pathogens with Pandemic Potential” (1) is that, when conducting risk-benefit analyses on studies that use gain-offunction (GOF) methods to create potential pandemic pathogens (PPP), we ought to explicitly account for the value of the “epistemic gains” of the e...

The paper contrasts two domains of school education, natural science and citizenship education (as a paradigm of “hard” and “soft” subjects), with respect to their epistemological and ethical foundations. A sharp contrast between their associated world-views within the school community is accentuated at the outset. The epistemological shortcomings inherent in both are subsequently explored, and...

We will understand this question as employing an epistemic ‘ought’ – insofar as we aim at developing a correct epistemological theory, ought we to trust our epistemic intuitions as evidence for or against our epistemological theories? As it stands, (Q) needs further clarification. Whether something is trustworthy is relative to what (a) what it is and (b) what we’re asking it to do. Sam might t...

If an epistemological distinction fails to carve at the epistemological joints, then it is not worthy of serious and protracted discussion. The residual issue of whether the putative distinction is incoherent or merely gerrymandered ought not to strike anyone as especially important. My own externalist commitments – epistemological and semantic -lead me to think that the a priori-a posteriori d...

A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding...

Now that complex Agent-Based Models and computer simulations spread over economics and social sciences as in most sciences of complex systems -, epistemological puzzles (re)emerge. We introduce new epistemological concepts so as to show to what extent authors are right when they focus on some empirical, instrumental or conceptual significance of their model or simulation. By distinguishing betw...