Epistemic Climates for Active Citizenship: Dialogically Organised Classrooms and Children’s Internal Dialogue

Brownlee, Joanne M.; Walker, Sue; Johansson, Eva; Scholes, Laura; Ryan, Mary

doi:10.1007/978-3-319-75559-5_5

Cited by 4 publications

(3 citation statements)

References 29 publications

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“…Winton () suggested that engaging with and evaluating conflicting points of view helps children to develop their ideas about equity and justice (Bjervås, ; Johansson & Emilson, ; Pálmadóttir, ). This may be promoted through dialogically organized classrooms (DOCs; Lunn Brownlee et al ., ).…”

Section: Discussionmentioning

confidence: 97%

“…Lunn Brownlee et al . () and Lunn Brownlee, Walker, Johansson, Scholes, and Ryan () proposed that a focus on epistemic reflexivity may be one way that teachers can support children to be reflexive about their epistemic beliefs for moral reasoning. Epistemic reflexivity involves internal conversations that mediate personal and social factors and ultimately lead to action.…”

Section: Discussionmentioning

confidence: 99%

“…Lunn Brownlee et al . (, ) describe active citizenship, as part of values education. Educating for active citizenship involves a view of children as being an active part of society today and also into the future.…”

Section: Discussionmentioning

confidence: 99%

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The development of children's epistemic beliefs across the early years of elementary school

Walker

Brownlee

Scholes

et al. 2019

Brit J of Edu Psychol

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Background.A growing body of research shows that the beliefs we hold about the nature of knowing and knowledge (epistemic beliefs) may mediate moral reasoning. However, a limitation of much of the research in the area of epistemic beliefs is the lack of a longitudinal approach.Aims. The study investigated longitudinal changes in Australian elementary school children's beliefs about knowing and knowledge (epistemic beliefs) across three judgement domains (personal taste, ambiguous facts, and moral values).Sample. The participants in this longitudinal study were tracked from Year 1 through to Year 3 of primary school. In Year 1, there were 169 participants (83 boys, 86 girls) aged 6-7 years (M = 6.7, SD = 0.32). In Year 2, there were 156 participants (79 boys, 77 girls), and in Year 3, there were 129 participants (65 boys, 64 girls).Methods. Using vignettes that reflected each of the three judgement domains, children were interviewed about the beliefs held by two puppet characters. The interviews took place each year across the early years of elementary education in Year 1, Year 2, and Year 3.Results. Findings revealed that children's epistemic beliefs in each of the judgement domains became more subjectivist over time but that the age at which this occurred differed according to the judgement domain in question.Conclusions. We argue that it is important for teachers to pay attention to children's beliefs about the nature of knowledge and knowing in the process of scaffolding their reasoning about moral values for active citizenship.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%