Positioning design epistemology and its applications in education technology

Chin Chung Tsai, Ching Sing Chai, Benjamin Koon Siak Wong, Huang Yao Hong, Seng Chee Tan

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

This position paper proposes to broaden the conception of personal epistemology to include design epistemology that foregrounds the importance of creativity, collaboration, and design thinking. Knowledge creation process, we argue, can be explicated using Popper's ontology of three worlds of objects. In short, conceptual artifacts (World 3) like theories are products of human minds that result from personal thinking and experience (World 2) and are encrypted through language, signs and symbols on some physical media (World 1). Examined from this perspective, knowledge creation necessitates design thinking, and ICT facilitates this process by providing a historical record of the development of ideas and allows for juxtapositions of ideas to create new ideas. The implication for education is that educators and researchers should develop students' epistemic repertoires, or ways or knowing, so as to create cognitive artifacts to make sense of the problems and challenges that a student encounters.

Original languageEnglish
Pages (from-to)81-90
Number of pages10
JournalEducational Technology and Society
Volume16
Issue number2
Publication statusPublished - 2013 Apr 30
Externally publishedYes

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Keywords

  • Design
  • Educational technology
  • Epistemology

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

Cite this

Tsai, C. C., Chai, C. S., Wong, B. K. S., Hong, H. Y., & Tan, S. C. (2013). Positioning design epistemology and its applications in education technology. Educational Technology and Society, 16(2), 81-90.