Epistemic climate for epistemic change

Published on Jan 22, 2016
· DOI :10.4324/9781315795225.CH21
Krista R. Muis25
Estimated H-index: 25
Gregory Trevors14
Estimated H-index: 14
Marianne Chevrier5
Estimated H-index: 5
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We designed an educational activity for undergraduate students and assessed how this newly-constructed activity promoted students’ argumentation skills, thereby fostering their epistemic beliefs. This argumentation-based learning activity involved digital concept mapping. A quasi-experimental design involved pretests and posttests that were administered to 52 research participants in a group and 61 participants in a control group. Students’ argumentation skills were qualitatively examined by ana...
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Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both professed and enacted beliefs in the context of e...
#1Jessica Shuk Ching Leung (HKU: University of Hong Kong)H-Index: 4
The epistemic understanding of science has always been an important part of science education, and critical engagement with socioscientific issues (SSI) is a desirable outcome of scientific literacy. However, investigations into the link between these two concepts have been inconclusive. Many students have very limited interest in epistemic understanding as they engage with SSI. This intervention study aims to address this gap between knowledge and practice, to promote students’ use of epistemic...
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University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, includi...
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#1Martin Kerwer (Leibniz Institute for Psychology Information)H-Index: 3
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Abstract Changing epistemic beliefs (beliefs about knowledge and knowing) requires individuals to experience epistemic doubt (a specific type of cognitive dissonance). To evoke epistemic doubt, many studies rely on presenting diverging information (conflicting evidence). However, not much is known about how different types of diverging information and individual differences affect epistemic change. In a preregistered study (N = 509), we investigated how interventions based on resolvable/unresolv...
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Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the pre ...
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Scientific thinking is about understanding the ways knowledge is produced, used and justified in our society. It is also about what knowledge itself is. Thus, students’ epistemic understanding and their understanding of research play central roles in the development of scientific thinking. This chapter sheds light on the phenomena of epistemic understanding and research-based thinking from the viewpoints of students. We present data on how students conceptualise scientific thinking and the roles...
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Abstract Two studies were conducted to extend the Theory of Integrated Domains in Epistemology framework (TIDE; Muis, Bendixen, & Haerle, 2006) with regard to the level of topic-specificity and to empirically test crucial aspects of this extension. In Study 1, 212 student teachers were surveyed on their general and topic-specific absolute beliefs regarding eleven topics. Topic familiarity and students’ teaching subjects were investigated as person-specific context factors. In Study 2, domain-spe...
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