DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY
British Journal of Educational StudiesPublished 22 September 2007
Peter Goodyear, Maria Zenios
Citations96
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SJR score0.81
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Abstract
This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning \n(coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.
Keywords
PsychologySocial Sciences
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