chapter  18
Teaching for Epistemic Change in Elementary Classrooms
Pages 19

Teaching for epistemic change in elementary classrooms is a relatively new area of study. In general, children’s epistemic cognition was not considered in any serious way by researchers, and certainly not how their views of knowledge and knowing could or should be shifted in the classroom, until very recently (Metz, 2004). Current work, however, has convincingly challenged this more narrow view and provided a window into the abilities, complexities, and opportunities associated with children’s epistemic cognition (Hofer & Bendixen, 2012).