Examining epistemic frames in conceptual change research: implications for learning and instruction

Murphy, P. Karen; Alexander, Patricia A.; Greene, Jeffrey A.; Hennessey, Maeghan N.

doi:10.1007/s12564-011-9199-0

Cited by 14 publications

(9 citation statements)

References 15 publications

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“…For foundationalists, knowledge consists of a hierarchical arrangement of beliefs (Moser, 1995), where beliefs are either basic or non-basic. Under this justification framework, basic beliefs are defined as non-inferential and self-evident (Murphy et al, 2012) because they do not involve other beliefs in the establishment of justification.…”

Section: Foundationalismmentioning

confidence: 99%

“…In other words, the person holding a basic belief does not make any inferences to "know" the basic belief (Fumerton, 2000). Second, basic beliefs are infallible, indubitable, and incorrigible, meaning they cannot be false, doubted, or corrected by others (Fumerton, 2000;Moser, 1995). The reason for these conditions is because basic beliefs exist only about individuals' perceptions of the object under question but are not properties of the object itself.…”

Section: Foundationalismmentioning

confidence: 99%

“…Coherentists, on the other hand, suggest that knowledge gained is not hierarchically organized (Moser, 1995). Rather, the coherentist view is that all beliefs require justification (Kvanvig, 1986;Olsson, 2012) and are justified identically within the system (Olsson, 2012).…”

Section: Coherentismmentioning

confidence: 99%

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Student Perceptions of Justification in Two Disparate Domains: Education and Biology

Dawson

Hennessey

Higley

2016

IJHE

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This study investigated the perceptions of epistemic justification of students in two disparate domains of study to determine if any similarities and differences in their methods of justification exist. Two samples of students, or a total of 513 undergraduates from educational psychology (n=193) and biology (n=320) courses, completed a domain-general instrument that measured student views of pedagogical practices designed to enhance epistemic justification. A 3-factor solution best fit the data for both samples, but there were similarities and differences in the factors identified for the two samples. Students in both samples conceptualized the importance of collecting data or observable evidence to aid in making links between concepts as well as recognized the importance of both internal and external justification practices. One important distinction between the two samples is that those in the education sample distinguished between verifying core concepts and verifying connections using observable evidence, but the biology sample did not. Results suggest there are differences between the methods of justification conceptualized by students from the two different domains. Suggestions for future research are forwarded.

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Section: Foundationalismmentioning

confidence: 99%

Section: Foundationalismmentioning

confidence: 99%

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Student Perceptions of Justification in Two Disparate Domains: Education and Biology

Dawson

Hennessey

Higley

2016

IJHE

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“…Teachers need to be aware of the causes of student errors and take preventive action to enable an efficient learning environment to happen [3]. Identifying and overcoming student errors helps teachers to understand students' backgrounds and perceptions on academic subjects and shape their learning methods [4]. Analysis of student learning obstacles will improve teachers' faith and knowledge about students [5].…”

Section: Introductionmentioning

confidence: 99%

Teacher Knowledge to Overcome Student Errors in Pythagorean Theorem Proof : A Study Based on Didactic Mathematical Knowledge Framework

Rudi¹,

Suryadi²,

Rozjanuardi³

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Teachers' ability in overcoming to student errors is significantly affected by teachers' knowledge. Discussion and studies related to what knowledge teachers should possess have resulted in a theoretical framework. This article aims at describing teacher knowledge to responding student errors in Pythagorean Theorem proof using didactic mathematical knowledge approach. This research applies qualitative design. Five junior high school mathematics teachers in Indonesia participate in this study. Data were collected using written tests on teachers' competence and structured interview. Based on the analysis towards participants' responses, it can be concluded that teacher knowledge to overcome on student errors in Pythagoren Theorem proof is significantly affected by other knowledge components.

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“…Likewise, Murphy, Alexander, Greene, and Hennessey (2012) found that challenging student perceptions through reflection has supported the development of personal epistemology. In this study, several participants demonstrated an increased sophistication of beliefs through each iteration of the interview questions.…”

Section: Reflexivity and Epistemic Meta-cognitionmentioning

confidence: 97%

Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

Foss¹

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At the intersection of scholarly literature on education psychology and early childhood education, documentation of pre-service teachers (PSTs) epistemic thinking can serve to clarify and guide how instructional practice is interpreted. This exploratory case study fills a critical gap in the field of epistemology by providing a profile of PSTs beliefs contextualized in a laboratory school supportive of inquiry-based methods for teaching and learning. Using qualitative content analysis, data compiled from interviews and observations of teaching were analyzed from a convenience sample of eight PSTs located in a Midwestern university. Analysis on the individual level, and across the data, revealed the epistemic patterns of thinking deduced from the theoretical work of Hofer (1999) and Kuhn (2001) as articulated in a hybrid model by Feucht (2011). A survey of epistemic beliefs that pre-service teachers could reflect upon in the laboratory school setting is presented alongside key implications for practice. Key findings suggest PSTs demonstrated the capacity to reflect upon a variety of beliefs, with sources of authority for receiving knowledge being witnessed as having an influence on interpretation of practice. Teacher candidates uniquely espoused the value of learning from experience to make judgements about instructional practice; however, participants generally justified practice from subjective positions as opposed to coupling their reflective capacities with evidenced-based theory. Therefore, triangulation revealed an overall pattern of epistemic thinking where six individuals were recognized as having beliefs reflective of a multiplistic nature. In addition, one PST evidenced evaluativistic tendencies, while another's beliefs could not be verified, signifying a period of transition regarding epistemological development was occurring. This work is dedicated to all those who act on the belief that children are a pillar of community. We all benefit from the respect in your voice and potential in your eyes. 6 AcknowledgementsIn loving memory of the unsung educators who have gone before us, including Beth Lowe, Edita Ljevo, and my parents, Felix and Pansy Foss. On this side of the veil, the wisdom found in their life's work protecting children and legacy of care resonates.Special thanks to Karen Harbeck, my dissertation committee, and to all of those at Northeastern who advocate for research that supports a more just and equitable world. I would be remiss not to recognize all of the teachers that took part in this study as well as Nathan Ziegler, Kay Cutler, Laura Gloege, Greg Strong, Cory Willey and a host of friends in the scholarly community that know how to move the needle forward. I would also like to acknowledge any reader working on their own dissertation, who may take heart that any completed and polished project conceals the early morning writing, false starts, and multiple iterations. This project was developed through conversations with children, families, and educators over four cou...

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Examining epistemic frames in conceptual change research: implications for learning and instruction

Cited by 14 publications

References 15 publications

Student Perceptions of Justification in Two Disparate Domains: Education and Biology

Student Perceptions of Justification in Two Disparate Domains: Education and Biology

Teacher Knowledge to Overcome Student Errors in Pythagorean Theorem Proof : A Study Based on Didactic Mathematical Knowledge Framework

Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

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