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Discussion, collaborative knowledge work and epistemic fluency.

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Discussion, collaborative knowledge work and epistemic fluency. / Goodyear, Peter; Zenios, Maria.

In: British Journal of Educational Studies, Vol. 55, No. 4, 12.2007, p. 351-368.

Research output: Contribution to journalJournal article

Harvard

Goodyear, P & Zenios, M 2007, 'Discussion, collaborative knowledge work and epistemic fluency.', British Journal of Educational Studies, vol. 55, no. 4, pp. 351-368. https://doi.org/10.1111/j.1467-8527.2007.00383.x

APA

Vancouver

Author

Goodyear, Peter ; Zenios, Maria. / Discussion, collaborative knowledge work and epistemic fluency. In: British Journal of Educational Studies. 2007 ; Vol. 55, No. 4. pp. 351-368.

Bibtex

@article{80147397068748639b15f42cb2a66f39,
title = "Discussion, collaborative knowledge work and epistemic fluency.",
abstract = "This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (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 = "learning in higher education • learning through discussion • collaborative construction of knowledge • epistemic fluency",
author = "Peter Goodyear and Maria Zenios",
year = "2007",
month = dec
doi = "10.1111/j.1467-8527.2007.00383.x",
language = "English",
volume = "55",
pages = "351--368",
journal = "British Journal of Educational Studies",
issn = "0007-1005",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Discussion, collaborative knowledge work and epistemic fluency.

AU - Goodyear, Peter

AU - Zenios, Maria

PY - 2007/12

Y1 - 2007/12

N2 - This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (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.

AB - This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (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.

KW - learning in higher education • learning through discussion • collaborative construction of knowledge • epistemic fluency

U2 - 10.1111/j.1467-8527.2007.00383.x

DO - 10.1111/j.1467-8527.2007.00383.x

M3 - Journal article

VL - 55

SP - 351

EP - 368

JO - British Journal of Educational Studies

JF - British Journal of Educational Studies

SN - 0007-1005

IS - 4

ER -