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Duell, Orpha K.; Schommer‐Aikins, Marlene

doi:10.1023/a:1011969931594

Cited by 138 publications

(23 citation statements)

References 30 publications

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“…Schommer (1990) argued that epistemic beliefs were multidimensional and independent (Duell and Schommer-Aikins 2001). This means that rather than being developmental in nature, epistemic beliefs are considered to vary across a range of different types of beliefs.…”

Section: Multidimensional Epistemic Beliefs: Using Questionnairesmentioning

confidence: 99%

Understanding children's epistemic beliefs in elementary education

et al. 2015

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Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children's epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to 'draw, write and tell' about their epistemic beliefs using drawings, written responses and interviews, respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of 'draw, write and tell' allowed for a deeper understanding of the children's epistemic beliefs which holds implications for future research.Keywords: children's epistemic beliefs; children's personal epistemology; measurement of epistemic beliefs; draw and write methods The purpose of this pilot project was to investigate the nature of children's epistemic beliefs and new ways of measuring children's epistemic beliefs. There is a large body of research spanning the last four decades that investigates the beliefs individuals hold about knowledge and knowing (epistemic beliefs), and the influence of these beliefs on learning approaches and outcomes. However, research and research methodologies in this field have focused predominantly on adulthood and adolescence. Very little is known about children's epistemic beliefs. In this study, Grade 4 and Grade 6 Australian children in two elementary classrooms were asked to draw, write and talk about their epistemic beliefs in the context of classroom learning. We found that the combined use of drawings, written statements and interviews provided a more nuanced understanding of epistemic beliefs than drawings and written statements alone. The methodology used in this study has implications for further research related to children's epistemic beliefs.

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Section: Multidimensional Epistemic Beliefs: Using Questionnairesmentioning

confidence: 99%

Understanding children's epistemic beliefs in elementary education

et al. 2015

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“…Although various paper-pencil tests and written measures have been developed, the interview procedure is deemed as a very significant methodological strategy to study personal epistemology because it allows for deep probing of individual's beliefs (Duell and Schommer-Aikins 2001). Considering children's limited language proficiency at such a young age, this study employed the interview method for data collection.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Reasoning about science-related uncertain issues and epistemological perspectives among children

Yang

Tsai

2009

Instr Sci

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In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability to make scientific arguments in everyday situations. Later studies found that the inadequate ability was associated with the development of personal epistemology. However, the conclusion is drawn mostly from research with adults or adolescents. This study attempted to examine the relation between scientific reasoning in informal contexts and the epistemological perspectives demonstrated by elementary school pupils. Participants of the study were 62 sixth graders who were interviewed to criticize two science-related uncertain issues. Content analysis showed that most children had developed the absolutist form of personal epistemology. Chi-square analyses suggested that the more multiplist view toward the certainty of knowledge and the process of knowing, the better coordination of theory and evidence as well as reflective reasoning. In addition, children's beliefs about the certainty of knowledge, source of knowledge and concept of justification were seemingly consistent across different issues. Nevertheless, content analysis showed that the criteria used to make judgments varied with problem contexts.

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“…Four types of studies could be identified, all of which were focused on domain-specific beliefs about the nature and processes of scientific knowledge. First, quantitative studies used questionnaires that were originally developed for adults (Duell & Schommer-Aikins, 2001;Schommer-Aikins, Duell, & Hutter, 2005) or created new questionnaires for children in particular (Conley, Pintrich, Vekiri & Harrison, 2004;Elder, 2002). These instruments assessed beliefs about the verification of knowledge as a single dimension.…”

Section: Personal Epistemology Research On Elementary School Childrenmentioning

confidence: 99%

The Epistemic Beliefs of Fourth Graders about the Verification of Second-Hand Knowledge and Its Knowledge Sources

Feucht¹

2017

JEHD

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Only little is known about the epistemic beliefs of elementary school children. In this exploratory study, semistructured interviews were used to solicit epistemic beliefs of fourth grade students (n = 98; mean age = 10 years, 4 months) about the verification of second-hand knowledge. The data analysis was based on the Qualitative Content Analysis (Mayring, 2001), supported with Atlas.ti software, and yielded a high in interrater reliability (Cohen, 1960; κ = 0.94). In fourth grade students, a complex system of beliefs was identified about strategies of second-hand knowledge verification (independent strategies n = 8; dependent strategies n = 3), knowledge sources (human sources n = 4; non-human n = 4), and different source selection criteria (n = 8). Moreover, some students (n = 10) mentioned a cognitive process that they would employ to identify the best possible sources for the processes of knowledge verification, similar to following a decision tree. The discussion explores meaning of the identified multi-faceted and partially meta-cognitive nature of belief systems for the conceptualization of the developmental, dimensional, and situational frameworks as they exist currently.Keywords: Epistemic belief, personal epistemology, knowledge justification, Knowledge sources, higher-order thinking, children. Highlights: An exploratory study with Fourth Grade Students (n = 98) using semi-structured interviews.  Identified complex epistemic belief systems based on their diversity and interconnectedness.  Students had epistemic beliefs about strategies of second-hand knowledge verification (n = 11), knowledge sources (n = 8), and different source selection criteria (n = 8).  Some students expressed thinking process about source selection that can be conceptually located at a higherorder of thinking.  The complexity of epistemic belief systems challenges the explanatory power of existing frameworks.

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Cited by 138 publications

References 30 publications

Understanding children's epistemic beliefs in elementary education

Understanding children's epistemic beliefs in elementary education

Reasoning about science-related uncertain issues and epistemological perspectives among children

The Epistemic Beliefs of Fourth Graders about the Verification of Second-Hand Knowledge and Its Knowledge Sources

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