A unified field of study- epistemic cognition

Epistemic cognition is not a well-known, or well-understood, psychological construct although it has powerful influences on learning and academic success (Cano, 2005; Greene, Cartliff, & Duke, 2018; Schommer, 1990). Studies on epistemic cognition began nearly 50 years ago and is quite diverse. Unfortunately, the diversity of these studies has led to a research base that is inconsistent and lacks uniformity around the ideas of construct definition, components, and theoretical grounding. The differences in these ideas around epistemic cognition can be seen in the following three various divisions, or frameworks, of research on epistemic cognition: developmental, (multi-) dimensional, and resources. A model of epistemic cognition that unifies the three frameworks and can be used to clarify the definition, components, and grounding of epistemic cognition is needed. Multiple perspectives and models of epistemic cognition exist, however, to date, there are no models that integrate all three frameworks. In order to continue to clarify and expand our understanding of epistemic cognition, and how to apply this understanding to student learning, a coherent framework to guide future research is needed. The purpose of this article is to explore potential models that may link the three frameworks of research.