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Marlene Schommeraikins - One of the best experts on this subject based on the ideXlab platform.
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applying the theory of an Epistemological Belief system to the investigation of students and professors mathematical Beliefs
2008Co-Authors: Marlene SchommeraikinsAbstract:This is an investigation of university students’ Beliefs about the nature of mathematical knowledge and learning. Twenty undergraduates and four mathematicians were asked to describe their Beliefs using analogies and percentages. Comparisons between groups revealed that students were somewhat similar to mathematicians in Beliefs about the control and speed of learning, and the source of knowledge. Students were dissimilar to mathematicians in Beliefs about the structure, certainty, and justification of knowledge. Students who believed mathematical knowledge is a linear and unchanging, reported using superficial study habits.
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explaining the Epistemological Belief system introducing the embedded systemic model and coordinated research approach
Educational Psychologist, 2004Co-Authors: Marlene SchommeraikinsAbstract:The purpose of this article is to describe the basic paradigm of the Epistemological Belief system and to offer new ideas about the conception and study of personal epistemology, namely an embedded systemic model and coordinated teams approach to research. The Epistemological Belief system approach to personal epistemology is distinguished from previous research by the following: (a) the addition of Beliefs about learning, (b) the identification of distinct Beliefs, (c) the consideration of asynchronous development, (d) the acknowledgment of need for balance, (e) the introduction of Belief nomenclature, and (f) the introduction of quantitative assessment. The rationale of these features is discussed. The extended conceptualization of Epistemological Beliefs as a system within other systems is proposed. Implications for education and future research are also presented.
Patricia A Alexander - One of the best experts on this subject based on the ideXlab platform.
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motivation and performance differences in students domain specific Epistemological Belief profiles
American Educational Research Journal, 2005Co-Authors: Michelle M Buehl, Patricia A AlexanderAbstract:Cluster analysis and analysis of variance procedures were used to identify students’ domain-specific Epistemological Belief profiles and to examine differences in students’ Beliefs, motivation, and task performance. Four hundred eighty-two undergraduates completed measures regarding their Beliefs about knowledge, competency Beliefs, and achievement values relative to history and mathematics and participated in domain learning tasks. Cluster analysis was used to identify Epistemological Belief profile groups within the domains of history and mathematics. Students with more sophisticated Belief profiles had higher levels of motivation and task performance. Although the configuration of profiles differed across domains, cross-domain analyses suggested a tendency for students to be relatively consistent in the sophistication of their Beliefs across domains. These findings provide evidence of the dual nature of Epistemological Beliefs.
Helge I Stromso - One of the best experts on this subject based on the ideXlab platform.
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Epistemological Beliefs interest and gender as predictors of internet based learning activities
Computers in Human Behavior, 2006Co-Authors: Ivar Braten, Helge I StromsoAbstract:Abstract We examined the contribution of Epistemological Beliefs, individual interest, and gender to self-reports of Internet-based learning activities in a sample of 80 Norwegian student teachers in an innovative pedagogical context with special emphasis on the use of information and communication technologies. Epistemological Beliefs and individual interest were measured in the autumn term of the first year of the teacher education program, and learning activities were measured in the autumn term of the second year. The results indicated that Epistemological Beliefs about the speed of knowledge acquisition predicted Internet-search activities, with students who believed that learning occurs quickly or not at all being less likely to realize that managing the wealth of information found on the Internet and critically evaluating Web-based resources is a difficult and often time-consuming task. In addition, students who held the naive Epistemological Belief that knowledge is given and stable were less likely to engage in discussion and communication about subject content on the Internet, with such Internet-based communication also predicted by students’ interest in their field of study. Epistemological Beliefs predicting Internet-communication activities were also found to predict self-reported use of strategies when learning from conventional printed texts. Finally, males reported higher levels of participation in Internet-based communication activities than females, and females reported higher levels of strategy use when learning from conventional printed texts than males.
Marlene Schommer - One of the best experts on this subject based on the ideXlab platform.
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Synthesizing Epistemological Belief research: Tentative understandings and provocative confusions
Educational Psychology Review, 1994Co-Authors: Marlene SchommerAbstract:The definition of Epistemological Beliefs takes on different shades of meaning from study to study; but, in general, researchers of personal epistemology are interested in what individuals believe about the source, certainty, and organization of knowledge, as well as the control and the speed of learning. Epistemological Beliefs have been found to relate to reading comprehension, learning in complex and ill-structured domains, as well as learners' active participation and persistence in learning. Researchers are at odds on the issues of Epistemological development and the roles that education and culture play in Epistemological Beliefs.
Michelle M Buehl - One of the best experts on this subject based on the ideXlab platform.
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motivation and performance differences in students domain specific Epistemological Belief profiles
American Educational Research Journal, 2005Co-Authors: Michelle M Buehl, Patricia A AlexanderAbstract:Cluster analysis and analysis of variance procedures were used to identify students’ domain-specific Epistemological Belief profiles and to examine differences in students’ Beliefs, motivation, and task performance. Four hundred eighty-two undergraduates completed measures regarding their Beliefs about knowledge, competency Beliefs, and achievement values relative to history and mathematics and participated in domain learning tasks. Cluster analysis was used to identify Epistemological Belief profile groups within the domains of history and mathematics. Students with more sophisticated Belief profiles had higher levels of motivation and task performance. Although the configuration of profiles differed across domains, cross-domain analyses suggested a tendency for students to be relatively consistent in the sophistication of their Beliefs across domains. These findings provide evidence of the dual nature of Epistemological Beliefs.