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

by Edited by Lisa D. Bendixen , Florian C. Feucht

• ISBN13: 9780521883559
• ISBN10: 0521883555
• Edition: 1st
• Format: Hardcover
• Copyright: 2010-03-08
• Publisher: Cambridge University Press

Summary

Personal 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 pre-school through to high school students' personal epistemology, it re-examines existing conceptual frameworks, introduces new models, provides an 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.

Table of Contents

List of figures	p. x
List of tables	p. xii
Contributors	p. xiv
Introduction	p. 1
Personal epistemology in the classroom: a welcome and guide for the reader	p. 3
Frameworks and conceptual issues	p. 29
Manifestations of an epistemological belief system in preschool to grade twelve classrooms	p. 31
Epistemic climate in elementary classrooms	p. 55
The integrative model of personal epistemology development: theoretical underpinnings and implications for education	p. 94
An epistemic framework for scientific reasoning in informal contexts	p. 124
Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others	p. 163
Students' personal epistemology, its development, and its relation to learning	p. 195
Stalking young persons' changing beliefs about belief	p. 197
Epistemological development in very young knowers	p. 220
Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students	p. 258
The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture	p. 292
Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools	p. 328
Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition	p. 368
Teachers' personal epistemology and its impact on classroom teaching	p. 407
Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies	p. 409
The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics	p. 435
Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework	p. 470
Beyond epistemology: assessing teachers' epistemological and ontological worldviews	p. 516
Conclusion
Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next?	p. 555
Index	p. 587
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