Significance of Epistemological Beliefs for Teaching and Learning Psychology: A Review

Green, Heather; Hood, Michelle

doi:10.2304/plat.2013.12.2.168

Cited by 21 publications

(21 citation statements)

References 56 publications

(104 reference statements)

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“…To sum up, students generally seem to view harder disciplines as more absolute and less multiplistic than softer disciplines. While some authors claim that such findings reflect that students generally hold more "sophisticated" or "advanced" epistemic beliefs regarding softer disciplines (e.g., Green and Hood, 2013), we think that these differences reflect, to a large extent, differences 2 in knowledge structures between the respective disciplines. As outlined above, due to the discipline's more ill-defined knowledge structure (Muis et al, 2006), claims in psychology simply are less certain and more tentative in contrast to biology.…”

Section: Intraindividual Perspective: Psychologyvs Biology-specific mentioning

confidence: 53%

“…This is not surprising bearing in mind that knowledge structures strongly differ between disciplines (intraindividual perspective), whereas study choices are subject to a multitude of different influences, which likely diminishes selfselection effects (interindividual perspective). Notwithstanding the denoted methodological problems and the small effect sizes, some have argued that students from soft disciplines espouse somehow more "advanced" epistemic beliefs (Paulsen and Wells, 1998;Trautwein and Lüdtke, 2007;Green and Hood, 2013). Based on our deliberations about the self-selection hypothesis, we further investigate this claim regarding the discipline of biology 4 :…”

Section: Interindividual Perspective: Differences In Epistemic Beliefmentioning

confidence: 95%

“…While a few articles from the field of personal epistemology refer to Trautwein and Lüdtke's (2007) self-selection hypothesis (e.g., Eren, 2007;Green and Hood, 2013), it should be noted that much work on its conceptual foundation has yet to be done. Moreover, the empirical evidence regarding the interindividual perspective in general is somewhat mixed.…”

Section: Interindividual Perspective: Differences In Epistemic Beliefmentioning

confidence: 99%

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Combining Intra- and Interindividual Approaches in Epistemic Beliefs Research

2020

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We combined inter-and intraindividual approaches to investigate university students' biology-and psychology-specific specific epistemic beliefs (beliefs about the nature and structure of knowledge). We expected that university students would perceive the discipline of biology as more absolute and less multiplistic than the discipline of psychology (intraindividual perspective). Furthermore, we expected students from socalled "hard" disciplines to perceive biology as more absolute and less multiplistic than students from soft disciplines (interindividual perspective). Finally, we expected that students from hard disciplines, compared to their peers from soft disciplines, would perceive stronger differences between biology and psychology (combined perspective). Hypotheses were tested, using Bayes factors, in N = 938 university students from a multitude of disciplines. Results revealed that university students perceive biology as considerably more absolute and less multiplistic compared to psychology. However, the findings also suggest that there are no strong interindividual differences between students from hard and soft disciplines regarding the perception of biology. Finally, results revealed that students enrolled in harder disciplines perceive a slightly stronger difference between biology and psychology. In sum, intraindividual effects were considerably stronger, which elicits doubt that students from hard disciplines espouse a fundamentally different set of epistemic beliefs than their peers from soft disciplines.

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Section: Intraindividual Perspective: Psychologyvs Biology-specific mentioning

confidence: 53%

Section: Interindividual Perspective: Differences In Epistemic Beliefmentioning

confidence: 95%

Section: Interindividual Perspective: Differences In Epistemic Beliefmentioning

confidence: 99%

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Combining Intra- and Interindividual Approaches in Epistemic Beliefs Research

2020

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“…The teachers concerns about what will happen when they are asked to actually implement an action may contribute to the disconnection between their beliefs and their actions in the classrooms. According to Green and Michelle (2013) epistemological beliefs may be domain or discipline specific. Either way these beliefs are relevant to understanding the educational strategies of both learners and teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers attitude towards implementation of learner-centered methodology in science education in Kenya

Ndirangu¹

2017

Educ. Res. Rev.

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This study aims to evaluate teachers' attitude towards implementation of learner-centered methodology in science education in Kenya. The study used a survey design methodology, adopting the purposive, stratified random and simple random sampling procedures and hypothesised that there was no significant relationship between the head teachers' attitudes, the teachers' attitudes and the level of implementation of Activity-focused methods, Student-centred activities, Experimenting and Improvisation through the Plan, Do, See and Improve (ASEI/PDSI) classroom practices. A sample of 68 head teachers, 147 science teachers and 16 trainers was used for the survey. The study established that majority of the teachers (75%) were partial implementers, and a few (5%) were full implementers. .4286>58 meaning that they were significant. The conclusion was to reject the null hypothesis, and accept the alternative hypothesis that there is a significant relationship between the teachers' and head teachers' attitude, and the level of implementation of the ASEI/PDSI classroom practices. The study recommended that since the level of implementation was found to be related to the teachers' and head teachers' attitudes towards the innovation, the national Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) inset should then have strategies to bring on board those who still have a negative attitude in order for the implementation to be successful.

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“…The other perspective is a more implicit concept of knowledge of the individual professional arising directly from the complexity of daily practice, which is much more personal, emotional and context-dependent [9]. This way of determining beliefs includes not only the explicit rationalities, often conditioned by education, but also the more implicit and personal preference for knowledge in the complexity of real practice [10,11].…”

Section: Research Epistemic Beliefsmentioning

confidence: 99%

Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

Beenen

Filiputti

Meyer

et al. 2017

European Journal of Physiotherapy

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This article assumes that, in order to improve evidence-based practice in physiotherapy, practitioners need sophisticated epistemic beliefs. Epistemic beliefs, or how physiotherapists view knowledge and how they come to this knowledge, are an important factor. A high sophistication of epistemic beliefs is linked to better handling of the complexity and uncertainty of daily practice and the variety of evidence resources associated with this practice. Materials and methods: This study explored the epistemic beliefs of physiotherapists in 10 different countries in Europe using an online survey: the Connotative Aspects of Epistemic Beliefs (CAEB). Results and conclusions: The study resulted in 1419 surveys. The epistemic beliefs proved to be of little difference between countries, showing a low to moderate sophistication in epistemic beliefs. Given the similar results between countries, this study also suggested the possibility of collaborating internationally in developing an epistemology in physiotherapy that is more suited to the complexity of current demands on health systems. The development of sophistication in epistemic beliefs should be firmly on the agenda for the education of physiotherapists.

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Significance of Epistemological Beliefs for Teaching and Learning Psychology: A Review

Cited by 21 publications

References 56 publications

Combining Intra- and Interindividual Approaches in Epistemic Beliefs Research

Combining Intra- and Interindividual Approaches in Epistemic Beliefs Research

Teachers attitude towards implementation of learner-centered methodology in science education in Kenya

Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

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