Promoting the Development of Student^s Epistemic Cognition
Ika Andrini Farida

Universitas Negeri Malang

Abstract

In this disruptive era students need to master skills of acquiring new knowledge. Like scientist new knowledge is acquired by coordinating theories with evidence or usually called as scientific thinking. The capability of scientific thinking is determined by the epistemic development. Students must have metacognitive knowledge that theoretical claims are not always true. A theoretical claim could be wrong if we find evidence that is not consistent with this theory. Epistemic cognition is defined as cognition about knowledge and knowing. Epistemic cognition has been studied as a cognitive developmental processes or a system of beliefs. Developmental model proposed four level of epistemic development. In order to be able to coordinate theories and evidence, students need to achieve evaluativist thinking or need to change the beliefs or theories about knowledge and knowing. The purpose of this paper is to review previous research that focus on how to promote the development or the change of beliefs about knowledge and knowing. Some research will be described and evaluated in terms of the kind of change the intervention is intended to bring about and higher-order thinking involved in epistemic change intervention. The implication related to the suitable intervention for undergraduate students in Indonesia are discussed.

Keywords: epistemic cognition, scientific thinking, intervention, training

Topic: Opportunities and Challenges for Future Teachers