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

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2010-03-08
  • Publisher: Cambridge University Press
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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 figuresp. x
List of tablesp. xii
Contributorsp. xiv
Introductionp. 1
Personal epistemology in the classroom: a welcome and guide for the readerp. 3
Frameworks and conceptual issuesp. 29
Manifestations of an epistemological belief system in preschool to grade twelve classroomsp. 31
Epistemic climate in elementary classroomsp. 55
The integrative model of personal epistemology development: theoretical underpinnings and implications for educationp. 94
An epistemic framework for scientific reasoning in informal contextsp. 124
Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from othersp. 163
Students' personal epistemology, its development, and its relation to learningp. 195
Stalking young persons' changing beliefs about beliefp. 197
Epistemological development in very young knowersp. 220
Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school studentsp. 258
The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culturep. 292
Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schoolsp. 328
Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognitionp. 368
Teachers' personal epistemology and its impact on classroom teachingp. 407
Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologiesp. 409
The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematicsp. 435
Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief frameworkp. 470
Beyond epistemology: assessing teachers' epistemological and ontological worldviewsp. 516
Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next?p. 555
Indexp. 587
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