The importance of epistemic cognition in student-centred learning

Instructional Science

Volumn 32, Issue 3, 2004, Pages 253-268

  Maclellan, Effie ^a   Soden, Rebecca ^a  

^a UNIVERSITY OF STRATHCLYDE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3843078501     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1023/B:TRUC.0000024213.03972.ce     Document Type: Article

References (38)

1. Anderson, C. (1997) Enabling and shaping understanding through tutorials. In: F. Marton, D. Hounsell and N. Entwistle (eds), The Experience of Learning, pp. 184-197. Edinburgh: Scottish Academic Press.
2. Applefield, J., Huber, R. & Moallem, M. (2001) Constructivism in theory and practice: Toward a better understanding. High School Journal 84: 35-53.
3. Bereiter, C. & Scardamalia, M. (1989) Intentional learning as a goal of instruction. In: L. Resnick (ed), Knowing, Learning and Instruction, pp. 361-392. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
4. Bereiter, C. (2002) Education and Mind in the Knowledge Age. Mahwah, New Jersey: Lawrence Erlbaum Associates.
5. Bowden, J. & Marton, F. (1998) The University of Learning. London: Kogan Page.
6. Brookfield, S. & Preskill, S. (1999) Discussion as a Way of Teaching. Buckingham: The Society for Research into Higher Educatio & The Open University Press.
7. Brophy, J. (2002) Social Constructivist Teaching: Affordances and Constraints. Oxford: Elsevier Science Ltd.
8. Brown, G. & Atkins, M. (1988) Effective Teaching in Higher Education. London: Routledge.
9. Byrne, M. & Flood, B. (2003) Assessing the teaching quality of accounting programmes: And evaluation of the course experience questionnaire. Assessment and Evaluation in Higher Education 28(2): 135-145.
10. Davidson, J. & Sternberg, R. (1998) Smart problem solving: How metacognition helps. In: D. Hacker, J. Dunlosky and A. Graesser (eds), Metacognition in Educational Theory and Practice, pp. 47-68. Mahwah, New Jersey: Lawrence Erlbaum Associates.
11. Eraut, M. (1994) Developing Professional Knowledge and Competence. London: The Falmer Press.
12. Hacker, D. (1998) Definitions and empirical foundations. In: D. Hacker, J. Dunlosky and A. Graesser (eds), Metacognition in Educational Theory and Practice, pp. 1-24. Mahwah, New Jersey: Lawrence Erlbaum Associates.
13. Harvey, L. & Knight, P. (1996) Transforming Higher Education. Buckingham: The Society for Research into Higher Education & The Open University Press.
14. Hillgate Group (1989) Learning to Teach. London: Claridge Press.
15. Hofer, B. & Pintrich, P. (1997) The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research 67(1): 88-140.
16. John, P. (1996) Understanding the apprenticeship of observation in initial teacher education. In: G. Claxton, T. Atkinson, M. Osborn and M. Wallace (eds), Liberating the Learner, pp. 90-107. London: Routledge.
17. Kember, D. (2001) Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education 26(2): 205-221.
18. King, P. & Kitchener, K. (1994) Developing Reflective Judgement. San Francisco: Jossey-Bass Publishers.
19. Krippendorff, K. (1980) Content Analysis. London: Sage Publications.
20. Kuhn, D., Amsel, E. & O'Loughhlin, M. (1988) The Development of Scientific Thinking Skills. London: Academic Press.
21. Kuhn, D. (1991) The Skills of Argument. New York: Cambridge University Press.
22. Kuhn, D. (1992) Thinking as argument. Harvard Educational Review 62: 155-178.
23. LaBoskey, V. (1993) A conceptual framework for reflection in preservice teacher education. In: J. Calderhead and P. Gates (eds), Conceptualising Reflection in Teacher Development, pp. 23-38. London: Falmer Press.
24. Langer, J. & Applebee, A. (1987) How Writing Shapes Thinking. Urbana, IL: National Council of Teachers of English.
25. Lawlor, S. (1990) Teachers Mistaught: Training in Theories or Education in Subjects? London: Centre for Policy Studies.
26. Lyon, P. & Hendry, G. (2002) The use of the course experience questionnaire as a monitoring evaluation tool in a problem-based medical programme. Assessment and Evaluation in Higher Education 27(4): 339-352.
27. Murray, K. & Macdonald, R. (1997) The disjunction between lecturers' conceptions of teaching and their claimed educational practice. Higher Education 33: 331-349.
28. O'Connor, M. & Michaels, S. (1996) Shifting participant frameworks: Orchestrating thinking practices in group discussion. In: D. Hicks (ed), Discourse, Learning and Schooling. Cambridge: Cambridge University Press.
29. O'Hear, A. (1988) Who Teaches the Teachers? London: Social Affairs Unit.
30. Perry, W. (1970) Forms of Intellectual and Ethical Development in the College Years. New York: Holt, Rinehart and Winston.
31. Prosser, M. & Trigwell, K. (1999) Understanding Learning and Teaching. London: Society for Research into Higher Education.
32. Rowland, S. (2000) The Enquiring University Teacher. Buckingham: The Society for Research into Higher Education & The Open University Press.
33. Schommer, M. (1990) Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology 82(3): 498-504.
34. Schommer, M. (1998) The role of adults' beliefs about knowledge in school, work and everyday life. In: M.C. Smith and T. Pourchot (eds), Adult Learning and Development, pp. 127-144. Mahwah, New Jersey: Lawrence Erlbaum Associates.
35. Spencer, K. & Schmelkin, L. (2002) Student perspectives on teaching and its evaluation. Assessment and Evaluation in Higher Education 27(5): 397-409.
36. Svensson, L. (1977) On qualitative differences in learning: III - study skill and learning. British Journal of Educational Psychology 47: 233-243.
37. Tesch, R. (1990) Qualitative Research: Analysis Types and Software Tools. London: Falmer Press.
38. Wells, G. (2002) Learning and teaching for understanding: The key role of collaborative knowledge building. In J. Brophy (ed), Social Constructivist Teaching: Affordances and Constraints, pp. 1-41. Oxford: Elsevier Science Ltd.