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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

31 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)81-90
頁數10
期刊Educational Technology and Society
16
發行號2
出版狀態已發佈 - 2013

ASJC Scopus subject areas

  • 教育
  • 社會學與政治學
  • 工程 (全部)

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