Exploring Criticality, Social Justice, and Epistemic Cognition Shifts in a Mixed-Methods Course

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Mixed-Methods Research Approaches to Understanding Emergent Expertise Among Adult Learners and Educators (Table 3)

Abstract

The purpose of the current study is to examine graduate students' beliefs related to: 1) knowledge and knowing (i.e., epistemic cognition), 2) social justice (i.e., the distribution of wealth opportunities and privileges within a society), and 3) criticality (i..e., the awareness of the assumptions and processes of research) enrolled in a semester-long mixed methods research course and how these beliefs may change over time. Data points include: pre/post surveys, pre/post focus groups, and weekly learning logs. By closely examining students’ shifts a deeper understanding of student change/learning is possible along with potential improvements for mixed methods instruction.

Authors

• Lisa D. Bendixen, University of Nevada - Las Vegas

• Monica Hernandez-Johnson, University of Nevada - Las Vegas