Teaching and learning the purpose of evidence for knowledge and knowing

Susan Kirch

Research output: Contribution to journalArticle

Abstract

Evidence is a cultural tool for engaging in a variety of knowledge production practices including observation, inference making, argumentation, persuasion, and explanation. Identifying and using evidence, as called for in many learning standards, is necessary but not sufficient for understanding the concepts and purposes of evidence. Before identifying and using evidence, learners need to be engaged as researchers of knowledge production. It is only through studying evidence in the context of knowledge production that learning the processes and tools of this human activity becomes relevant to learners. By learning to identify and use evidence in the context of knowledge production students can build a deep understanding of the origins and purpose of evidence, which is necessary for generating intrinsic motives for critical use.

Original languageEnglish (US)
Pages (from-to)163-167
Number of pages5
JournalReading Teacher
Volume69
Issue number2
DOIs
StatePublished - Sep 1 2015

Fingerprint

Teaching
Learning
knowledge production
learning
Persuasive Communication
evidence
Human Activities
Research Personnel
Observation
Students
persuasion
argumentation
Knowledge Production
student

Keywords

  • 2-Childhood
  • 3-Early adolescence
  • 4-Adolescence
  • 5-College/university students
  • 6-Adult
  • Critical pedagogy
  • Formative experiments, design experiments
  • Instructional models
  • Sociocultural
  • Vygotskian

ASJC Scopus subject areas

  • Pharmacology (medical)
  • Pharmacology
  • Language and Linguistics
  • Linguistics and Language

Cite this

Teaching and learning the purpose of evidence for knowledge and knowing. / Kirch, Susan.

In: Reading Teacher, Vol. 69, No. 2, 01.09.2015, p. 163-167.

Research output: Contribution to journalArticle

Kirch, Susan. / Teaching and learning the purpose of evidence for knowledge and knowing. In: Reading Teacher. 2015 ; Vol. 69, No. 2. pp. 163-167.
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