Abstract
This paper reports an investigation of biology students’ discussion of knowing in work placements, as accounted in blogs. Twenty-two blogs, containing 78 individual entries, written in conjunction ...
Highlights
This study aimed to examine how work placement experiences intersect with biology students’ personal epistemologies
We propose a conceptual model that underlies the relationships between the contexts of work, knowing, and personal epistemologies
This study addresses the following research question: How do biology students describe their development of personal epistemologies in their work placement blogs? Based on an analysis of biology students’ blog accounts we propose a new conceptual model of biology students’ development of personal epistemologies as a sociocultural concept
Summary
This study addresses the following research question: How do biology students describe their development of personal epistemologies in their work placement blogs? Based on an analysis of biology students’ blog accounts we propose a new conceptual model of biology students’ development of personal epistemologies as a sociocultural concept. This study addresses the following research question: How do biology students describe their development of personal epistemologies in their work placement blogs? Work placements (i.e., placing tertiary students in workplaces during their organized education) are increasingly implemented as a legitimate educational provision in higher education (Costley, 2011; Kennedy, 2015). To examine cultural contributions to learning, the emphasis is put on students’ enactment of science as they participate in practices. This enactment can be captured through students’ epistemological accounts. Individuals’ thesis of epistemology are referred to as personal epistemologies, Hofer describes it as the following:
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