Sources of Knowledge in Interaction: How Geology and Math Students Laminate Resources in the Process of Knowing

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-4 - Learning Sciences SIG Poster Session

Abstract

This paper explores how an undergraduate student participating in a geology field-learning program and a 4th grade student working on math homework at an after school program laminate multiple resources in the process of constructing knowledge. The students, with their instructors, enact epistemic cognition that draws on testimony, perception, memory, reasoning, and introspection to make claims about geologic structures and math procedures. We consider the implications of this analysis of interacting sources of knowledge on the goals of fostering productive learning environments and studying students’ ideas about knowledge.

Authors

• David DeLiema, University of California - Los Angeles

• Michael Smith, University of California - Los Angeles

• Charles Goodwin, University of California - Los Angeles