Measuring epistemic cognition in adults: a mixed methods approach

Questions central to the concept of knowledge, including what it means to know something and how we justify that we know it, have long been studied and debated by philosophers and educational psychologists. However, the issue of how to define, conceptualise, and measure this construct has long been the subject of research and debate. The purpose of this doctoral research is to understand the meaning ascribed to knowing, by adults, in order to build on
current understandings and ultimately aid the development of a more comprehensive model and measure of epistemic cognition. Six Australian adults over the age of 50 each participated in a semi-structured interview that explored their experiences of knowing in relation to topics such as work, personal interests, and environmental, medical and social concerns. The interview data
were analysed using Interpretative Phenomenological Analysis (IPA), which identified themes related to how participants source and justify knowledge; the influences on their knowing; their personal perspectives and definitions of knowing; and the knowing of others. These themes and quotes from the interview will be used to develop and test a preliminary model of epistemic
cognition. The implications of this work include a need to consider how different types and topics of knowledge are presented, through which sources, and supported with which types of evidence, to promote critical thinking on societal issues.