This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include:
*Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers.
*Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education.
*Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.
"The book provides a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective….It includes state-of-the-art theory and research likely to define the field for the next twenty years."
"The spectrum of chapters in this book is impressive. It is about as complete a coverage of the field as can be had and the authors are top quality."
Simon Fraser University
"Epistemological beliefs are coming into their own after 40 years or so of research. The content is comprehensive, covering some long-standing programs of research, as well as new methodological and research approaches. I know of no other book that covers this topic so comprehensively. I believe that it meets a real need."
University of Michigan
Contents: Preface. Introduction. B.K. Hofer, Personal Epistemology as a Psychological and Educational Construct: An Introduction. Part I: Conceptual Models of Personal Epistemology. W.S. Moore, Understanding Learning in a Postmodern World: Reconsidering the Perry Scheme of Ethical and Intellectual Development. P.M. King, K.S. Kitchener, The Reflective Judgment Model: Twenty Years of Research on Epistemic Cognition. B.M. Clinchy, Revisiting Women's Ways of Knowing. M.B.B. Magolda, Epistemological Reflection: The Evolution of Epistemological Assumptions From Age 18 to 30. M. Schommer-Aikins, An Evolving Theoretical Framework for an Epistemological Belief System. Part II: Theoretical and Conceptual Issues. D. Kuhn, M. Weinstock, What Is Epistemological Thinking and Why Does It Matter? M.J. Chandler, D. Hallett, B.W. Sokol, Competing Claims About Competing Knowledge Claims. D. Hammer, A. Elby, On the Form of a Personal Epistemology. L.D. Bendixen, A Process Model of Epistemic Belief Change. J. Fitzgerald, J.W. Cunningham, Mapping Basic Issues for Identifying Epistemological Outlooks. Part III: Methodological Issues in the Study of Personal Epistemology. P. Wood, C. Kardash, Critical Elements in the Design and Analysis of Studies of Epistemology. G. Schraw, L.D. Bendixen, M.E. Dunkle, Development and Validation of the Epistemic Belief Inventory (EBI). P. Wood, K. Kitchener, L. Jensen, Considerations in the Design and Evaluation of a Paper-and-Pencil Measure of Epistemic Cognition. Part IV: Perspectives on Discipline-Specific Epistemology. E. De Corte, P.O. Eynde, L. Verschaffel, "Knowing What to Believe": The Relevance of Students' Mathematical Beliefs for Mathematics Education. P. Bell, M.C. Linn, Beliefs About Science: How Does Science Instruction Contribute? A.D. Elder, Characterizing Fifth-Grade Students' Epistemological Beliefs in Science. G. Qian, J. Pan, A Comparison of Epistemological Beliefs and Learning From Science Text Between American and Chinese High School Students. P.R. Pintrich, Conclusion: Future Challenges and Directions for Theory and Research on Personal Epistemology.