An Emerging Conceptualization of Epistemological Beliefs and Their Role in Learning

Schommer‐Aikins, Marlene

doi:10.4324/9780203812068-2

Cited by 50 publications

(37 citation statements)

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“…On the other hand, it might be that pre-service teachers were not sure about how to answer the items of that particular factor; they might have thought that the pursuit of truth means there is indeed only one truth and not several ways to interpret research findings. All of this might indicate the need to develop an epistemological approach which would tend to be sophisticated in terms of Schommer's (1994) considerations. Schommer states that students' conceptions evolve from naïve (usually in the first semesters) to sophisticated (advanced semesters).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate Pre-service EFL Teachers’ Conceptions of Research: A Quantitative Analysis

Cruz¹,

León-Barbosa²,

Murrieta-Loyo³

2017

Colomb. Appl. Linguist. J

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This study explores, from a pragmatist perspective, the conceptions of research of undergraduate pre-service teachers from an English Language Major at a public Mexican university. A survey design was used. The informants were 108 pre-service EFL teachers from the second, sixth and tenth semesters. The conceptions of research showed similar percentages among the pre-service teachers from those semesters. Only a slight variation was found in the factor “misconceptions about research”. The factor “research about problem solution” was the only one that showed a significant but weak correlation with the semester in which undergraduate pre-service EFL teachers were. Slight differences were also found between age range and conceptions of research. The lack of differences among the research conceptions of these undergraduate pre-service EFL teachers is opposed to the findings of previous studies. This can be explained by the fact that those studies were done in varied contexts and with post graduate students from disciplines different from the foreign language teaching area. It is suggested to correct students’ misconceptions and promote research activities during the bachelor degree.

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Section: Discussionmentioning

confidence: 99%

Undergraduate Pre-service EFL Teachers’ Conceptions of Research: A Quantitative Analysis

Cruz¹,

León-Barbosa²,

Murrieta-Loyo³

2017

Colomb. Appl. Linguist. J

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“…Epistemic beliefs of students in higher education have been explored using both quantitative and qualitative research approaches. An observable trend has been studies where each of the research approaches gives valuable conclusions showing that epistemic beliefs become increasingly cultured as students progress to higher levels of study (Schommer 1993;Wise et al 2004). Although quantitative studies using the epistemic belief questionnaire have been criticized by DeBacker, Crowson, Beesley, Thoma and Hestevold (2008) on the grounds that it falls short in validity and consistency, we believe that quantitative investigation can nonetheless still yield useful insights provided the results are deduced with full consideration of possible problems.…”

Section: Introductionmentioning

confidence: 87%

Exploring engineering students' epistemic beliefs and motivation: A case of a South African university

Makhathini

Mtsweni

Bakare

2020

SAJHE

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This study seeks to investigate how chemical engineering students from South African low-income communities locate knowledge structures. The study used an existing Engineering Related Beliefs Questionnaire (ERBQ) to evaluate beliefs of 268 chemical engineering students. The questionnaire collects additional information by allowing open-ended responses on each item to increase reliability of the questionnaire. Findings suggest that more than 60 per cent of students believe that engineering knowledge cannot be argued, and that learning takes place only when the lecturer transmits knowledge. Engineering educators may consider a humanizing pedagogy, which create opportunities for students from low-income communities to be liberated and reduce the dependency culture. Application of this pedagogy may assist students to achieve life long learning whilst developing necessary soft skills like independent thinking and innovation.

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“…will we continue accepting the world created by information elites? One of the basic solutions to the above problem is to help individuals improve their epistemic skills and achieve the relativity stage or epistemological belief (Hofer & Pintrich, 1997;Schommer, 1994;Schommer, 1998;Schommer-Aikins, Duell, & Barker, 2003). How can it achieved in a process where epistemic trust is observed in every sub-unit of a culture?…”

Section: State Of Artmentioning

confidence: 99%

An Investigation into the Relationship between Adults’ Levels of Education-Related Epistemic Freedom and Epistemic Violence

Kartal¹,

Yazgan²,

Avci³

2018

IES

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The present study investigates the relationship between epistemic freedom and epistemic violence. The problematization was based on adults. Due to adults’ responsibilities for education, the study focuses on adults’ levels of education-related epistemic freedom and epistemic violence. The research problem was analyzed with the correlational research model. The sample consists of 129 participants between 22 and 67 years. The data were collected with epistemic violence-freedom scale. The study revealed that adults’ level of accepting education-related epistemic violence and resorting to education-related epistemic violence were “moderate” and “low”, respectively, while their enjoyment of epistemic freedom in the past was between “moderate” and “high” and their tendency to education-related epistemic freedom was “high”. The authors found a significant, negative, and weak relationship between adults’ levels of “resorting to epistemic violence” and levels of “enjoyment of education-related epistemic freedom in the past” and “their tendency to education-related epistemic freedom”. The authors also observed a significant, positive, and moderate relationship between adults’ levels of “enjoyment of education-related epistemic freedom in the past” and “their tendency to education-related epistemic freedom”. The authors suggest that individuals should be provided with a freedom-based education and setting.

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An Emerging Conceptualization of Epistemological Beliefs and Their Role in Learning

Cited by 50 publications

References 1 publication

Undergraduate Pre-service EFL Teachers’ Conceptions of Research: A Quantitative Analysis

Undergraduate Pre-service EFL Teachers’ Conceptions of Research: A Quantitative Analysis

Exploring engineering students' epistemic beliefs and motivation: A case of a South African university

An Investigation into the Relationship between Adults’ Levels of Education-Related Epistemic Freedom and Epistemic Violence

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