Titlebook: Epistemic Fluency and Professional Education; Innovation, Knowledg Lina Markauskaite,Peter Goodyear Book 2017 Springer Science+Business Med

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Prognosen in kointegrierten Systemen,of others. For example, some research traditions give a central place to human cognition and marginalise the social; other bodies of research focus on the brain, while marginalising human experience. This chapter uses some recent ideas on grounded cognition to show how it is possible, and necessary,

Malleable

Diagnose der aktuellen Entwicklungsrichtung extend human conceptual system – that is, how the human mind gains an ability to create new knowledge, or, in other words, what kind of conceptual system could underpin human epistemic agency. We use a body of existing literature on personal epistemologies, including research on what people believe

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Systemanalyse segmentierter Maschinen, theoretical argument. In this chapter, we use some of the assessment tasks set for students who are going on work placement (internship or practicum). We argue that when students are tackling an assessment task, they are inevitably engaging in an artefact-oriented activity. We unpick the nature of

Costume

https://doi.org/10.1007/978-3-322-91710-2fessional work and learning in the larger systems of professional practice. An important feature of this chapter is that we draw upon the different but interwoven epistemic cultures of learning, research and the professions: cultures which come together in the hybrid spaces of the university. We sho

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Kostenvergleiche der Alternativen,inscriptions bring forth meanings within knowledgeable action in professional learning and work. Using empirical material from our work with nurse educators and teacher educators, we focus on the kinds of knowledge and ways of knowing that get inscribed. We also argue that traditional semiotic accou

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Nachweis und Bestimmung der Karboxylgruppel to professional expertise, yet learning to play them skilfully can cause significant challenges to novice professionals. Through an extended case study, we show how a process of professional inquiry (in pharmacy) involves weaving together multiple epistemic games. It also depends upon a weaving to