Perceptions of knowledge and beliefs among undergraduate students in Italy and in the United States

Maggioni, Liliana; Riconscente, Michelle; Alexander, Patricia A.

doi:10.1016/j.learninstruc.2006.09.006

Cited by 22 publications

(23 citation statements)

References 37 publications

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“…That said, it should be acknowledged that our study can not determine what precisely it is about the cultures that may create the observed differences in the dimensionality of epistemic beliefs. With respect to assessment, such differences, whatever the reason, raise the question of whether methods and instruments for assessing personal epistemology needs to be adapted to specific cultures (cf., , a question that can only be answered through much further international cooperation in the area of personal epistemology (Maggioni et al 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Taken together, such cultural differences between Norway and Spain made it highly relevant to compare differences between Norwegian and Spanish students with respect to personal epistemology in this investigation. Given the still exploratory nature of cross-cultural studies of personal epistemology (Maggioni et al 2006), however, we did not have any specific hypotheses concerning how particular cultural traits would be related to dimensionality in personal epistemology. Also, because prior research on the dimensionality of topic-specific personal epistemology is essentially lacking, we considered it most appropriate to investigate the dimensionality of personal epistemology concerning a specific topic through exploratory rather than confirmatory factor analysis.…”

Section: Introductionmentioning

confidence: 99%

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Personal epistemology across cultures: exploring Norwegian and Spanish university students’ epistemic beliefs about climate change

et al. 2009

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The primary aim was to explore and compare the dimensionality of personal epistemology with respect to climate change across the contexts of Norwegian and Spanish students. A second aim was to examine relationships between topic-specific epistemic beliefs and the variables of gender, topic knowledge, and topic interest in the two contexts. Participants were 225 Norwegian and 217 Spanish undergraduates enrolled in psychology or education courses, and the dimensionality of topic-specific personal epistemology was explored through factor analyses of the scores on a 49-item questionnaire. Hierarchical multiple regression analyses were used to predict scores on the epistemic belief dimensions emerging from the factor analyses with gender, topic knowledge, and topic interest, respectively. Even though considerable cross-cultural generalizability in dimensionality was demonstrated, this research also draws attention to the cultural embeddedness of topic-specific epistemic beliefs. Moreover, differences in the predictability of topic knowledge and topic interest in Norway and Spain, suggest that factors constraining or enhancing adaptive epistemic beliefs concerning particular topics may vary across cultures.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Personal epistemology across cultures: exploring Norwegian and Spanish university students’ epistemic beliefs about climate change

et al. 2009

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“…Namely, common survey measures have increasingly come under criticism (Clarebout, Elen, Luyten, & Bamps, 2001;Hofer & Pintrich, 1997;Maggioni, Riconscente, & Alexander 2006) and the findings of studies in terms of development can be confounding. For instance, despite modeling similar trajectories, some studies find a fair percentage of middle school participants (e.g., Krettenauer, 2005;Mason & Scirica, 2006) and younger (Kuhn et al, 2000) are at the uppermost levels of development, while in other studies graduate (e.g., Dale, 2005) and doctorial (e.g., Friedman, 2004) students do not perform beyond intermediary levels.…”

Section: Introductionmentioning

confidence: 99%

“…We are aware of only a few studies (e.g., Alexander & Dochy, 1995;Maggioni et al 2006) that employ drawings to elicit knowledge-related beliefs. In these studies, graphicrepresentation options and the option to make one's own drawing were used to sort out sociocultural differences between conceptions of knowledge and conceptions of belief.…”

Section: Introductionmentioning

confidence: 99%

The Exploration of Drawings as a Tool to Gain Entry to Students' Epistemological Beliefs

Briell

Elen

Depaepe

et al. 2017

EJREP

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“…In a very recent study, Maggioni et al (2006) have examined the conceptions of knowledge and belief in Italian and American undergraduates (mostly freshmen). They have analyzed how the students characterized the two constructs and on what sources knowledge and beliefs are based.…”

Section: Introductionmentioning

confidence: 99%

Distinguishing between knowledge and beliefs: students’ epistemic criteria for differentiating

Boldrin

Masón

2007

Instr Sci

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I believe that he/she is telling the truth'', ''I know about the solar system'': what epistemic criteria do students use to distinguish between knowledge and beliefs? If knowing and believing are conceptually distinguishable, do students of different grade levels use the same criteria to differentiate the two constructs? How do students understand the relationship between the two constructs? This study involved 219 students (116 girls and 103 boys); 114 were in 8th grade and 105 in 13th grade. Students had to (a) choose which of 5 graphic representations outlined better the relationship between the two constructs and to justify their choice; (b) rate a list of factual/validated, non-factual/non-validated and ambiguous statements as either knowledge or belief, and indicate for each statement their degree of truthfulness, acceptance and on which sources their views were based. Qualitative and quantitative analysis were performed. The data showed how students distinguish knowledge from belief conceptually and justify their understanding of the relationship between the two constructs. Although most students assigned a higher epistemic status to knowledge, school grade significantly differentiated the epistemic criteria used to distinguish the two constructs. The study indicates the educational importance of considering the notions of knowledge and belief that students bring into the learning situation.

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Perceptions of knowledge and beliefs among undergraduate students in Italy and in the United States

Cited by 22 publications

References 37 publications

Personal epistemology across cultures: exploring Norwegian and Spanish university students’ epistemic beliefs about climate change

Personal epistemology across cultures: exploring Norwegian and Spanish university students’ epistemic beliefs about climate change

The Exploration of Drawings as a Tool to Gain Entry to Students' Epistemological Beliefs

Distinguishing between knowledge and beliefs: students’ epistemic criteria for differentiating

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