Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice

Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice

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Cambridge University Press

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Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice

Perosnal epistemology is the study of beliefs associated with knowledge and knowing. A large body of theory and research in personal epistemology has been dedicated to college students, but rarely have the epistemic beliefs of children, adolescents, and their teachers been thoroughly examined. This book incorporates both theoretical and empirical work pertaining to personal epistemology as it specifically relates to learning and instruction. Bringing together leading research on preschool through high school students' personal epistemology, it re-examines existing conceptual frameworks, introduces new models, provides as empirical foundation for learning and instruction, and considers broader educational implications. In addition, the contributors stress how personal epistemology issues in the classroom need to be more carefully investigated and understood.

Product Details

ISBN-13: 9780521883559
Publisher: Cambridge University Press
Publication date: 03/31/2010
Pages: 616
Product dimensions: 6.30(w) x 9.00(h) x 1.40(d)

Table of Contents

List of figures x

List of tables xii

Contributors xiv

Part I Introduction 1

1 Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht Lisa D. Bendixen 3

Part II Frameworks and conceptual issues 29

2 Manifestations of an epistemological belief system in preschool to grade twelve classrooms Marlene Schommer-Aikins Mary Bird Linda Bakken 31

3 Epistemic climate in elementary classrooms Florian C. Feucht 55

4 The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule Lisa D. Bendixen 94

5 An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang Chin-Chung Tsai 124

6 Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme Dorothe Kienhues Torsten Porsch 163

Part III Students' personal epistemology, its development, and its relation to learning 195

7 Stalking young persons' changing beliefs about belief Michael J. Chandler Travis Proulx 197

8 Epistemological development in very young knowers Leah K. Wildenger Barbara K. Hofer Jean E. Burr 220

9 Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason 258

10 The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte Peter Op 't Eynde Fien Depaepe Lieven Verschaffel 292

11 Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy Michelle M. Buehl Jill A. Zeruth Maeghan N. Edwards Joyce F. Long Shinichi Monoi 328

12 Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene Judith Torney-Purta Roger Azevedo Jane Robertson 368

Part IV Teachers' personal epistemology and its impact on classroom teaching 407

13 Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby David Hammer 409

14 The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis Michael J. Foy 435

15 Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives Michelle M. Buehl 470

16 Beyond epistemology: assessing teachers' epistemological and ontological worldviews Lori Olafson Gregory Schraw 516

Part V Conclusion

17 Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen Florian C. Feucht 555

Index 587

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