Developing Relational Epistemology Through Relational Pedagogy: New Ways of Thinking About Personal Epistemology in Teacher Education

Brownlee, Joanne M.; Berthelsen, Donna

doi:10.1007/978-1-4020-6596-5_19

Cited by 40 publications

(31 citation statements)

References 37 publications

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“…Furthermore, although students' perceived epistemic beliefs are various, their beliefs may be altered by teachers' rationales in explaining the purposes of different instructional practices (Hofer, 2004b). Therefore, teachers' education should also address the value of meaningful learning and provide more resources to help teachers implement different instructional methods to advance students' epistemic beliefs and facilitate their reflection and reasoning skills (Brownlee & Berthelsen, 2008).…”

Section: Discussionmentioning

confidence: 99%

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

Tsai

Liang

et al. 2011

Learning and Instruction

116

131

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Section: Discussionmentioning

confidence: 99%

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

Tsai

Liang

et al. 2011

Learning and Instruction

116

131

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“…Schommer-Aikins (2008) suggests that this may be, at least in part, a byproduct of mathematics curriculum and textbooks. Brownlee and Berthelsen (2008) propose that students develop a relational epistemology through relational pedagogy and recommend that teachers model availing epistemological beliefs. An important implication for mathematics educators in understanding this relationship is the hope that an epistemologically conscious learning environment would be more likely to produce an Active Learner than a Skeptical one.…”

Section: Discussionmentioning

confidence: 99%

Community college students’ views on learning mathematics in terms of their epistemological beliefs: a Q method study

Wheeler

Montgomery

2009

Educ Stud Math

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The purpose of this study was to explore the views of students enrolled at a small United States Midwestern community college toward learning mathematics, and to examine the relationship between student beliefs about mathematics learning and educational experiences with mathematics using Q methodology and open-ended response prompts. Schommer's (Journal of Educational Psychology, 82, 495-504, 1990) multidimensional theory of personal epistemology provided the structural framework for the development of 36 domain specific Q sort statements. Analysis of the data revealed three distinct but related views of learning mathematics which were labeled Active Learners, Skeptical Learners, and Confident Learners. Chi-square tests of independence revealed no significant differences based on gender. Additionally, there was no evidence for differences based on level of mathematics completed, age, or college hours accumulated. Student's previous experiences in instructional environments, however, were closely associated with beliefs. Results are discussed in view of the implications for establishing learning environments and considerations in implementing Standards-based curricula in higher education.

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“…A growing body of research supports the idea that in order to promote more sophisticated epistemological beliefs, educators need to encourage university students to actively reflect upon their beliefs and to problematise knowledge (see for example Brownlee & Berthelsen, 2008;Phillips, 2001). This means that educators can promote the development of more sophisticated epistemological beliefs by role modelling knowledge evaluation and supporting students to critique and evaluate knowledge as well as explicitly reflecting on the nature of knowledge (Baxter Magolda & Terenzini, 2004).…”

Section: Discussionmentioning

confidence: 99%

Understanding first year university students: personal epistemology and learning

et al. 2009

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Whilst participation in higher education has increased dramatically over the last two decades, many universities are only now beginning to pay more attention to the learning experiences of first year students. It is important for universities to understand how first year students conceive of learning and knowing in order to promote effective approaches to learning. Even though an extensive body of research demonstrates that beliefs about learning and knowing influence student approaches to learning and learning outcomes, there has been no Australian research that has investigated this critical learner characteristic across first year university students. This paper reports on preliminary data from an ongoing longitudinal study designed to investigate first year students' beliefs about knowing and learning (epistemological beliefs). Students from teacher education and creative industry faculties in two Australian universities completed the Epistemological Beliefs Survey (EBS) in the first week of their first semester of study. A series of one-way ANOVA using key demographics as independent variables and the EBS factor scores as dependent variables showed that epistemological beliefs were related to the course of study, previous post-school education experience, family experience at University, gender and age. These data help us to understand students' beliefs about learning and knowing with a view to informing effective learning in higher education.

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Developing Relational Epistemology Through Relational Pedagogy: New Ways of Thinking About Personal Epistemology in Teacher Education

Cited by 40 publications

References 37 publications

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students

Community college students’ views on learning mathematics in terms of their epistemological beliefs: a Q method study

Understanding first year university students: personal epistemology and learning

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