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

doi:10.1017/CBO9780511691904

Personal Epistemology in the Classroom

Theory, Research, and Implications for Practice

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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 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.

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Contents

Frontmatter
pp i-vi
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Contents
pp vii-ix
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List of figures
pp x-xi
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List of tables
pp xii-xiii
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Contributors
pp xiv-xvi
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Part I - Introduction
pp 1-2
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1 - Personal epistemology in the classroom: a welcome and guide for the reader
pp 3-28
- By Florian C. Feucht, University of Toledo, Lisa D. Bendixen, University of Nevada, Las Vegas
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Part II - Frameworks and conceptual issues
pp 29-30
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2 - Manifestations of an epistemological belief system in preschool to grade twelve classrooms
pp 31-54
- By Marlene Schommer-Aikins, Mary Bird, Linda Bakken, Wichita State University
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3 - Epistemic climate in elementary classrooms
pp 55-93
- By Florian C. Feucht, University of Toledo
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4 - The integrative model of personal epistemology development: theoretical underpinnings and implications for education
pp 94-123
- By Deanna C. Rule, Lisa D. Bendixen, University of Nevada, Las Vegas
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5 - An epistemic framework for scientific reasoning in informal contexts
pp 124-162
- By Fang-Ying Yang, National Taiwan Normal University, Taipei, Taiwan, Chin-Chung Tsai, National Taiwan University of Science and Technology, Taipei, Taiwan
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6 - Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others
pp 163-194
- By Rainer Bromme, Dorothe Kienhues, Torsten Porsch, University of Muenster
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Part III - Students' personal epistemology, its development, and its relation to learning
pp 195-196
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7 - Stalking young persons' changing beliefs about belief
pp 197-219
- By Michael J. Chandler, Travis Proulx, The University of British Columbia
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8 - Epistemological development in very young knowers
pp 220-257
- By Leah K. Wildenger, Syracuse University, Barbara K. Hofer, Middlebury College, Jean E. Burr, Hamilton College
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9 - Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students
pp 258-291
- By Lucia Mason, University of Padua, Italy
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10 - The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture
pp 292-327
- By Erik De Corte, Peter Op'T Eynde, Fien Depaepe, Lieven Verschaffel, University of Leuven, Belgium
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11 - Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools
pp 328-367
- By P. Karen Murphy, The Pennsylvania State University, Michelle M. Buehl, George Mason University, Jill A. Zeruth, The Pennsylvania State University, Maeghan N. Edwards, University of Oklahoma, Joyce F. Long, The University of Notre Dame, Shinichi Monoi, The Ohio State University
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12 - Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition
pp 368-406
- By Jeffrey A. Greene, University of North Carolina at Chapel Hill, Judith Torney-Purta, University of Maryland at College Park, Roger Azevedo, University of Memphis, Jane Robertson, University of North Carolina at Chapel Hill
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Part IV - Teachers' personal epistemology and its impact on classroom teaching
pp 407-408
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13 - Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies
pp 409-434
- By Andrew Elby, David Hammer, University of Maryland at College Park
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14 - The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics
pp 435-469
- By Krista R. Muis, Michael J. Foy, McGill University
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15 - Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework
pp 470-515
- By Helenrose Fives, Montclair State University, Michelle M. Buehl, George Mason University
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16 - Beyond epistemology: assessing teachers' epistemological and ontological worldviews
pp 516-552
- By Lori Olafson, Gregory Schraw, University of Nevada, Las Vegas
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Part V - Conclusion
pp 553-554
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17 - Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next?
pp 555-586
- By Lisa D. Bendixen, University of Nevada, Las Vegas, Florian C. Feucht, University of Toledo
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Index
pp 587-599
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Personal Epistemology in the Classroom

Theory, Research, and Implications for Practice

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Contents

Frontmatter
pp i-vi

Contents
pp vii-ix

List of figures
pp x-xi

List of tables
pp xii-xiii

Contributors
pp xiv-xvi

Part I - Introduction
pp 1-2

1 - Personal epistemology in the classroom: a welcome and guide for the reader
pp 3-28

Part II - Frameworks and conceptual issues
pp 29-30

2 - Manifestations of an epistemological belief system in preschool to grade twelve classrooms
pp 31-54

3 - Epistemic climate in elementary classrooms
pp 55-93

4 - The integrative model of personal epistemology development: theoretical underpinnings and implications for education
pp 94-123

5 - An epistemic framework for scientific reasoning in informal contexts
pp 124-162

6 - Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others
pp 163-194

Part III - Students' personal epistemology, its development, and its relation to learning
pp 195-196

7 - Stalking young persons' changing beliefs about belief
pp 197-219

8 - Epistemological development in very young knowers
pp 220-257

9 - Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students
pp 258-291

10 - The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture
pp 292-327

11 - Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools
pp 328-367

12 - Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition
pp 368-406

Part IV - Teachers' personal epistemology and its impact on classroom teaching
pp 407-408

13 - Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies
pp 409-434

14 - The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics
pp 435-469

15 - Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework
pp 470-515

16 - Beyond epistemology: assessing teachers' epistemological and ontological worldviews
pp 516-552

Part V - Conclusion
pp 553-554

17 - Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next?
pp 555-586

Index
pp 587-599

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Personal Epistemology in the Classroom

Theory, Research, and Implications for Practice

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