Increasing sophistication of ways of understanding science. (nb this covers only 1-5 out of 9 stages.) From an article on university-level chemistry education: https://pubs.acs.org/doi/pdfplus/10.1021/ed068p752 …pic.twitter.com/p3A5LrypPW
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Increasing sophistication of ways of understanding science. (nb this covers only 1-5 out of 9 stages.) From an article on university-level chemistry education: https://pubs.acs.org/doi/pdfplus/10.1021/ed068p752 …pic.twitter.com/p3A5LrypPW
William Perry’s nine-stage model of epistemological sophistication (1968). Seems pretty state-of-the-art… Has anything happened in this field in the past 50 years? (Genuine question, I’m starting a literature review, suggestions much appreciated!)pic.twitter.com/aNUBxpLoNu
Preliminary investigation suggests there’s been little follow-on to Perry’s research because… it was a lot of work. He did in-depth interviews with hundreds of students over 15 years. We can’t go to the moon anymore, and we can’t do a decent study of university education either
Hi David, I work for Minerva Project, where we believe we do a much better job than normal at fostering this kind of development, and are also very interested in being able to better measure it. I did some lit review for my PhD (on another topic), but would be interested
in exchanging any resources or chatting if this is a topic that interests you. I read some interesting papers during my PhD - here are a few notes - I'm in the process of importing and organizing more of them into @RoamResearchhttps://roamresearch.com/#/app/stian-research/page/5mqsOpvQw …
Thank you! I’m continuing a half-baked literature search… so far, it seems that basically everything that has been done was at the Harvard Ed Dept, continuing Perry’s program. My specific interest is in “meta-rationality” or reflection-in-action on technical practice…
This sort of thinking generally only shows up at the PhD level, or after several years of professional practice after a Master’s. What I want is detailed descriptions of how it is done and how to help people learn to do it.
In the Perry lineage, so far it seems the most relevant work is King & Kitchener’s (their stages 6 and especially 7). I haven’t got a copy of their 1994 book yet, but so far it appears that they haven’t gone beyond demonstrating that 6-7 exist and including them in assessment
Summary of their work: Patricia M. King & Karen Strohm Kitchener (2004) Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood, Educational Psychologist, 39:1, 5-18, DOI: 10.1207/ s15326985ep3901_2
Generally, it seems that the answer to “how do you learn to do this” is “through apprenticeship and practical experience,” which is true but not actionable. What are the mentors modeling and communicating? How do you reflect on practice to learn to reflect on practice?
I’m writing a book about this, and would love to build on any existing work, but there seems to be shockingly little.
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