Journal ArticleDOI
What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)
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In this article, the authors draw on the writings of Dewey to explore three critical questions: what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice, and whether students' beliefs about knowledge or knowing differ by domains or why they may differ.Abstract:
In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be if students’ beliefs about knowledge or knowing differ by domains or why they may differ? Finally, what are the implications of the generality or specificity of students’ epistemic beliefs for educational practice?read more
Citations
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Journal ArticleDOI
Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions
TL;DR: In this paper, the authors propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology, including realism, dogmatism, skepticism, and rationalism, in a model of epistemic and ontological cognition.
Journal ArticleDOI
Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level.
TL;DR: In this paper, a new model of epistemic and ontological cognitive development was proposed to address numerous concerns in the literature, and a model-based quantitative instrument was created and administered to 740 students ranging from middle-school through graduate school.
Journal ArticleDOI
Epistemological Beliefs and Cultural Diversity Matters in Management Education and Learning: A Critical Review and Future Directions
TL;DR: The cultural mixing effects of globalization are complex and complex as discussed by the authors, and the cultural mixing effect of globalization is complex, as discussed in detail in Section 2.3.1.2.
Journal ArticleDOI
Online Self-Regulated Learning Questionnaire in a Russian MOOC
Ruth Martinez-Lopez,Ruth Martinez-Lopez,Carmen Yot,Iuliia Tuovila,Víctor-Hugo Perera-Rodríguez +4 more
TL;DR: Self-regulated learning skills of Russian engineering students in MOOCs are moderate, with high levels in terms of “Environment Structuring” and “Goal Setting”, but low in “Help Seeking”.
Dissertation
Developing learning analytics for epistemic commitments in a collaborative information seeking environment
TL;DR: The thesis argues for a recasting of epistemic cognition as ‘epistemic commitments’ in collaborative information tasks drawing a novel alignment between information seeking and multiple document processing (MDP) models, with empirical and theoretical grounding given for a focus on collaboration and dialogue in such activities.
References
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Book
Democracy and Education
TL;DR: Dewey's "Common Sense" as mentioned in this paper explores the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society, and it continues to influence contemporary educational thought.
Book
How We Think
TL;DR: In this article, the importance of critical thinking and the vital role education should play in the development of the critical thinking skills of children has been highlighted, and an appreciation of this correlation and a recognition of its value in educational practice can promote individual happiness and reduce social waste.
Journal ArticleDOI
The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning
TL;DR: There have been a number of research programs that have investigated students' thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge evaluation is evaluated.
Journal ArticleDOI
The characteristics of subject matter in different academic areas.
TL;DR: The authors performed multidimensional scaling on scholars' judgments about the similarities of the subject matter of different academic areas and found that three dimensions were common to the solutions of both samples: existence of a paradigm, concern with application, and concern with life systems.
Book
Science teaching : the role of history and philosophy of science
TL;DR: The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge as mentioned in this paper.