Developing Epistemic Fluency: Bridging Theory and Practice in Pre-University Chemistry Education through Design Thinking

Abstract

Epistemic fluency, understood as the capacity to navigate, integrate, and apply multiple forms of knowledge, is increasingly recognised as a critical outcome of science education. Despite this, many students continue to experience difficulty in transferring theoretical knowledge to practical contexts, highlighting a persistent disconnect between conceptual understanding and application. This study investigates how design thinking, conceptualised through a sociocultural lens, supports the development of epistemic fluency among pre-university chemistry students. Adopting a qualitative case study approach, data were collected from six’ students through project proposals, written reports, and classroom observations during a design thinking intervention. The data were analysed thematically to examine shifts in students’ epistemic practices. Findings indicate that students initially demonstrated fragmented understanding and limited ability to apply disciplinary knowledge. However, through collaborative engagement, iterative problem-solving, and interaction with authentic tasks, students progressively developed the capacity to move between theoretical, procedural, and experiential knowledge forms. The study highlights the role of social interaction, guided participation, and artefact construction in mediating learning, supporting the view that epistemic development is socially situated. It contributes to the literature by positioning design thinking as a sociocultural pedagogical approach that fosters epistemic fluency and enhances meaningful learning in chemistry education.