Paradigmatic Approaches To Understanding Students' Beliefs About Knowledge and Knowing: A Special Issue of educational Psychologist
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This special issue brings the discussion of paradigmatic approaches to a wider audience in order to sharpen the conceptual understanding of personal epistemology and increase awareness of this important area of research for educators and educational psychologists. Its goal is to help bring clarity to the field by helping readers examine both the common ground in the various models and points of divergence, gain a better understanding of the educational relevance of personal epistemology, and learn more about the methodological approaches for investigating this construct and the research questions that need attention. As a result, this issue will help direct a new wave of studies that will shape the future of research in this field.
Table of Contents
Volume 39, Number 1, 2004
Contents: B.K. Hofer, Introduction: Paradigmatic Approaches to Personal Epistemology. P.M. King, K.S. Kitchener, Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood. M. Schommer-Aikins, Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach. M.B.B. Magolda, Evolution of a Constructivist Conceptualization of Epistemological Reflection. B.K. Hofer, Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching. L. Louca, A. Elby, D. Hammer, T. Kagey, Epistemological Resources: Applying a New Epistemological Framework to Science Instruction. L.D. Bendixen, D.C. Rule, An Integrative Approach to Personal Epistemology: A Guiding Model.
"Given the scope of the task, the contributing authors of this volume have capably answered the task as a whole....the entire book would greatly add to not only more indepth and critical teaching, but also spur more nuanced thinking regarding this field for those who are especially invested in the study of how people make meaning about knowledge and knowing."
—Journal of College Student Development