Current Themes and Future Directions in Epistemological Research: A Commentary

Educational Psychology Review

Volumn 13, Issue 4, 2001, Pages 451-464

  Schraw, Gregory ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

Beliefs; Epistemology; Research

Indexed keywords

EID: 0035600666     PISSN: 1040726X     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1011922015665     Document Type: Article

References (38)

1. Baxter Magolda, M. B. (1999). The evolution of epistemology: Refining contextual knowledge at twentysomething. J. College Student Dev. 40: 333-344.
2. Bendixen, L. D. (in press). A process model of epistemic belief change. In Hofer, B. K., and Pintrich P. R. (eds.), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Erlbaum, Mahwah, NJ.
3. Bendixen, L. D., Schraw, G., and Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. J. Psychol. 13: 187-200.
4. Bruning, R., Schraw, G., and Ronning, R. R. (1999). Cognitive Psychology and Instruction, 3rd edn., Prentice Hall, Columbus, OH.
5. Buehl, M. M., and Alexander, P. A. (2001). Beliefs about academic knowledge. Educ. Psychol. Rev. 13(4): 383-416.
6. Butler, D. L., and Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Rev. Educ. Res. 65: 245-281.
7. Chinn, C. A., and Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Rev. Educ. Res. 63:1-49.
8. Cobern, W. W. (2000). The nature of science and the role of knowledge and belief. Sci. Educ. 9: 219-246.
9. Cunningham, J. W., and Fitzgerald, J. (1996). Epistemology and reading. Reading Res. Q. 31: 36-61.
10. Duell, O., and Schommer-Aikins, M. (2001). Measures of people's beliefs about knowledge and learning. Educ. Psychol. Rev. 13(4): 417-447.
11. Ericsson, K. A. (1996). The acquisition of expert performance. In Ericsson, K. A. (ed.), The Road to Excellence: The Acquisition of Expert Performance in the Arts, Sciences, Sports, and Games, Erlbaum, Mahwah, NJ, pp. 1-50.
12. Glasser, R., and Chi, M. T. (1988). Overview. In Chi, M., Glaser, R., and Farr, M.(eds.), The Nature of Expertise, Erlbaum, Mahwah, NJ, pp. xv-xxviii.
13. Goddard, R. D., Hoy, W. K., and Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure and impact on student achievement. Am. Educ. Res. J. 37: 479-507.
14. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemp. Educ. Psychol. 25: 378-405.
15. Hofer, B. K. (2001). Personal epistemology research: Implications for learning and instruction. Educ. Psychol. Rev. 13(4): 353-382.
16. Hofer, B. K., and Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Rev. Educ. Res. 67: 88-140.
17. Jehng, J. J., Johnson, S. D., and Anderson, R. C. (1993). Schooling and student's epistemological beliefs about learning. Contemp. Educ. Psychol. 18: 23-35.
18. Kagan, D. M. (1992). Implications of research on teacher beliefs. Educ. Psychol. 27: 65-90.
19. Kardash, C. M., and Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. J. Educ. Psychol. 88: 260-271.
20. King, P., and Kitchener, K. S. (1994). Developing Reflective Judgment, Jossey-Bass, San Francisco.
21. Kuhn, D. (1991). The Skills of Argument, Cambridge University Press, New York.
22. Kuhn, D., and Weinstock, M. (in press). What is epistemological thinking and why does it matter? In Hofer, B. K., and Pintrich, P R. (eds.), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Erlbaum, Mahwah, NJ.
23. Moshman, D. (1981). Jean Piaget meets Jerry Falwell: Genetic epistemology and the anti-humanist movement in education. Gen. Epistemol. 10: 10-13.
24. Perry, W. G., Jr. (1970). Forms of Intellectual and Ethical Development in the College Years, Academic Press, New York.
25. Popper, K. R. (1959). The Logic of Scientific Discovery, Hutchinson, London.
26. Qian, G., and Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. J. Educ. Psychol. 87: 282-292.
27. Reynolds, A. J., and Wahlberg, H. J. (1991). A structural model of science achievement. J. Educ. Psychol. 83: 97-107.
28. Rukavina, I., and Daneman, M. (1996). Integration and its effects in acquiring knowledge about competing scientific theories from text. J. Educ. Psychol. 88: 272-287.
29. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. J. Educ. Psychol. 82: 498-504.
30. Schommer, M. (1993). Epistemological development and academic performance among secondary students. J. Educ. Psychol. 85: 406-411.
31. Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educ. Psychol. Rev. 6: 293-320.
32. Schraw, G., Bendixen, L. D., and Dunkle, M. E., (in press). Development and validation of the Epistemic Belief Inventory (EBI). In Hofer, B. K., and Pintrich P R. (eds.), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Erlbaum, Mahwah, NJ.
33. Schraw, G., Dunkle, M. E., and Bendixen, L. D (1995). Cognitive processes in well-defined and ill-defined problem solving. Appl. Cogn. Psychol. 9: 523-528.
34. Southerland, S. A., Sinatra, G M., and Matthews, M. R. (2001). Belief, knowledge, and science education. Educ. Psychol. Rev. 13(4): 325-351.
35. Spiro, R. J. (1989). Epistemological Beliefs Questionnaire (unpublished raw data), University of Illinois, Center for the Study of Reading, Champaign, IL.
36. Stevenson, H. W., and Stigler, J. W. (1992). The Learning Gap: Why Our Schools are Failing and What we Can Learn from Japanese and Chinese Education, New York, Touchstone Books.
37. Tishman, S., Perkins, D. N., and Jay, E. (1995). The Thinking Classroom: Learning and Teaching in a Culture of Thinking, Allyn and Bacon, Boston.
38. Vosniadou, S., and Brewer, W. F. (1987). Theories of knowledge restricting in development. Rev. Educ. Res. 57: 51-67.