The AIR and Apt-AIR Frameworks of Epistemic Performance and Growth: Reflections on Educational Theory Development

The nurturing of learners’ ways of knowing is vital for supporting their intellectual growth and their participation in democratic knowledge societies. This paper traces the development of two interrelated theoretical frameworks that describe the nature of learners’ epistemic thinking and performanc...

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Veröffentlicht in:Educational psychology review Jg. 36; H. 3; S. 91
Hauptverfasser: Barzilai, Sarit, Chinn, Clark A.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer US 01.09.2024
Springer
Springer Nature B.V
Schlagworte:
Analysis
Book publishing
Child and School Psychology
Education
Educational Psychology
Educational Theories
Educational theory
Epistemology
Growth
Instructional Design
Learning and Instruction
Resistance (Psychology)
Review Article
United Kingdom
Theory development
Personal epistemology
Epistemic thinking
Design of learning environments
Epistemic education
ISSN:1040-726X, 1573-336X
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Zusammenfassung:The nurturing of learners’ ways of knowing is vital for supporting their intellectual growth and their participation in democratic knowledge societies. This paper traces the development of two interrelated theoretical frameworks that describe the nature of learners’ epistemic thinking and performance and how education can support epistemic growth: the AIR and Apt-AIR frameworks. After briefly reviewing these frameworks, we discuss seven reflections on educational theory development that stem from our experiences working on the frameworks. First, we describe how our frameworks were motivated by the goal of addressing meaningful educational challenges. Subsequently, we explain why and how we infused philosophical insights into our frameworks, and we also discuss the steps we took to increase the coherence of the frameworks with ideas from other educational psychology theories. Next, we reflect on the important role of the design of instruction and learning environments in testing and elaborating the frameworks. Equally important, we describe how our frameworks have been supported by empirical evidence and have provided an organizing structure for understanding epistemic performance exhibited in studies across diverse contexts. Finally, we discuss how the development of the frameworks has been spurred by dialogue within the research community and by the need to address emerging and pressing real-world challenges. To conclude, we highlight several important directions for future research. A common thread running through our work is the commitment to creating robust and dynamic theoretical frameworks that support the growth of learners’ epistemic performance in diverse educational contexts.
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ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-024-09927-5