Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools

The Chasm Between Beliefs and Practice: A Case Study of the Epistemological Positions of Pre-Service Agricultural Education Teachers

“…As such, Brownlee et al (2001) recommended that teacher education focus more on teacher beliefs to facilitate changes in teaching. Though research has purported that a focus on epistemological perspectives will ultimately influence performance in the classroom (Buehl & Fives, 2009;Cheng et al, 2009;Fives & Buehl, 2008;Jacobson et al, 2010;Tanase & Wang, 2010), we contend there is one vital step absent in that assertion -purposefully bridging the chasm by explicitly connecting epistemological beliefs to practical methods of teaching. Agricultural educators cannot hide behind the socially valued veil of experiential learning without committing to an in-depth understanding of the epistemological roots, bridged to practical methods intended to facilitate the process.…”

“…Empirical evidence regarding personal epistemologies is rife with assertions that teachers' epistemological beliefs influence the approaches he or she employs in both teaching and learning (Buehl & Fives, 2009;Cheng, Chan, Tang, & Chen, 2009;Fives & Buehl, 2008;Jacobson et al, 2010;Tanase & Wang, 2010). However, there is a lack of appreciation within teacher preparation programs regarding the consideration of students' personal epistemological stances (Brownlee et al, 2001;Buehl & Fives, 2009;Cheng et al, 2009;Fives & Buehl, 2008).…”

Colaboração em Tarefas de investigação: um caminho para o desenvolvimento profissional de professores de Física e Química

“…As concepções dos professores sobre o ensino e a aprendizagem influenciam a forma como estes planificam e interpretam o currículo, bem como executam os seus planos de aula (KÖNINGS et al, 2014;SONG e LOOI, 2011). No caso das concepções dos professores acerca do ensino e da aprendizagem, resultados de vários estudos têm mostrado que a mudança de concepções dos professores e as mudanças das suas práticas, com vista ao desenvolvimento profissional, estão interligadas (JACOBSON et al, 2010;KIM et al, 2013;SONG e LOOI, 2011;TILLEMA e ORLAND-BARAK, 2006) e que o trabalho colabora-tivo pode levar os professores a aprender a respeito do tópico a lecionar e a desenvolver-se como profissionais (BOAVIDA e PONTE, 2002;LOTTER, RUSHTON, SINGER, 2013;RIGELMAN e RUBEN, 2012).…”

Naïve conceptions about multimedia learning: a study on primary school textbooks

“…As multimedia devices are more specifically concerned, it has been shown (Antonietti and Giorgetti, 2004, 2006; Antonietti et al, 2008; Jacobson et al, 2010) that students and teachers are able to identify a large number of non-trivial opportunities from multimedia learning and possess well-defined and internally-articulated beliefs about the cognitive processes which are involved.…”