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dc.contributor.authorHole, Torstein Nielsen
dc.contributor.authorVelle, Gaute
dc.contributor.authorRiese, Hanne
dc.contributor.authorRaaheim, Arild
dc.contributor.authorSimonelli, Anne-Laure
dc.identifier.citationHole TNH, Velle G, Riese HRI, Raaheim A, Simonelli A. Biology students at work: using blogs to investigate personal epistemologies. Cogent Education. 2018;5:1563026eng
dc.description.abstractThis 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 with a work placement course for students in a tertiary level biology program, have been analysed in the study (The blogs are publicly available here: The aim of the paper is to increase understanding of how work placements shape biology students’ personal epistemological trajectories. The analysis is performed by employing a theoretical lens that emphasizes the situated nature of knowing, as enacted in working practices. The blog accounts consist of the students’ appraisal of their own learning and knowing in work placements, situated in biology undergraduate education. The investigation suggests that the students’ personal epistemologies develop in an interplay with context and personal epistemologies to shape their trajectories toward biology knowing. These trajectories have been analysed in terms of their procedural, conceptual, and dispositional dimensions. The use of blogs as a data source is argued to be appropriate to analyse personal epistemologies. Other strengths and weaknesses of this design are discussed.en_US
dc.relation.ispartof<a href="" target="blank"> Learning through practice in biology education</a>en_US
dc.rightsAttribution CC BYeng
dc.subjectscience educationeng
dc.subjectpersonal epistemologieseng
dc.subjectworkplace learningeng
dc.subjectdigital methodeng
dc.subjecthigher educationeng
dc.titleBiology students at work: using blogs to investigate personal epistemologiesen_US
dc.typePeer reviewed
dc.typeJournal article
dc.rights.holderCopyright 2019 The Author(s)en_US
dc.source.journalCogent Education
dc.relation.projectNorges forskningsråd: 238043

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