메뉴 건너뛰기




Volumn 3, Issue 2, 2009, Pages 112-117

The importance of learning about knowing: Creating a foundation for development of intellectual values

Author keywords

Adolescence; Education; Epistemological understanding; Intellectual values; Science

Indexed keywords


EID: 67749114246     PISSN: 17508592     EISSN: 17508606     Source Type: Journal    
DOI: 10.1111/j.1750-8606.2009.00089.x     Document Type: Article
Times cited : (38)

References (44)
  • 1
    • 29144431502 scopus 로고    scopus 로고
    • Motivation and performance differences in students' domain-specific epistemological belief profiles
    • Buehl, M., & Alexander, P. (2005). Motivation and performance differences in students' domain-specific epistemological belief profiles. American Educational Research Journal, 42, 697-726.
    • (2005) American Educational Research Journal , vol.42 , pp. 697-726
    • Buehl, M.1    Alexander, P.2
  • 2
    • 0036052319 scopus 로고    scopus 로고
    • Beliefs about schooled knowledge: Domain general or domain specific?
    • Buehl, M., Alexander, P., & Murphy, P. (2002). Beliefs about schooled knowledge: Domain general or domain specific? Contemporary Educational Psychology, 27, 415-449.
    • (2002) Contemporary Educational Psychology , vol.27 , pp. 415-449
    • Buehl, M.1    Alexander, P.2    Murphy, P.3
  • 3
    • 0030510525 scopus 로고    scopus 로고
    • On the distinction between false belief understanding and subscribing to an interpretive theory of mind
    • Carpendale, J., & Chandler, M. J. (1996). On the distinction between false belief understanding and subscribing to an interpretive theory of mind. Child Development, 67, 1686-1706.
    • (1996) Child Development , vol.67 , pp. 1686-1706
    • Carpendale, J.1    Chandler, M.J.2
  • 5
    • 38949151575 scopus 로고    scopus 로고
    • Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals
    • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268-291.
    • (2008) Review of Research in Education , vol.32 , pp. 268-291
    • Duschl, R.1
  • 6
    • 0036698055 scopus 로고    scopus 로고
    • Disentangling the course of epistemic development: Parsing knowledge by epistemic content
    • Hallett, D., Chandler, M., & Krettenauer, T. (2002). Disentangling the course of epistemic development: Parsing knowledge by epistemic content. New Ideas in Psychology, 20, 285-307.
    • (2002) New Ideas in Psychology , vol.20 , pp. 285-307
    • Hallett, D.1    Chandler, M.2    Krettenauer, T.3
  • 7
    • 65349163913 scopus 로고    scopus 로고
    • Value
    • In A. Kruglanski & E. T. Higgins (Eds.) (2nd ed.) New York: Guilford
    • Higgins, E. T. (2007). Value. In A. Kruglanski & E. T. Higgins (Eds.), Social psychology: Handbook of basic principles (2nd ed., pp. 454-472). New York: Guilford.
    • (2007) Social Psychology: Handbook of Basic Principles , pp. 454-472
    • Higgins, E.T.1
  • 8
    • 0031514189 scopus 로고    scopus 로고
    • The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning
    • 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, 88-140.
    • (1997) Review of Educational Research , vol.67 , pp. 88-140
    • Hofer, B.1    Pintrich, P.2
  • 10
    • 0003924923 scopus 로고
    • Cambridge, UK: Cambridge University Press
    • Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
    • (1991) The Skills of Argument
    • Kuhn, D.1
  • 11
    • 0344414752 scopus 로고    scopus 로고
    • What is scientific thinking and how does it develop?
    • In U. Goswami (Ed.) Oxford, UK: Blackwell
    • Kuhn, D. (2002). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 371-393). Oxford, UK: Blackwell.
    • (2002) Handbook of Childhood Cognitive Development , pp. 371-393
    • Kuhn, D.1
  • 12
    • 2542622020 scopus 로고    scopus 로고
    • Cambridge, MA: Harvard University Press
    • Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
    • (2005) Education for Thinking
    • Kuhn, D.1
  • 13
    • 0001605033 scopus 로고    scopus 로고
    • The development of epistemological understanding
    • Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
    • (2000) Cognitive Development , vol.15 , pp. 309-328
    • Kuhn, D.1    Cheney, R.2    Weinstock, M.3
  • 14
    • 33646679299 scopus 로고    scopus 로고
    • The second decade: What develops and how?
    • In D. Kuhn & R. Siegler (Eds.) & W. Damon & R. Lerner (Series eds.) (6th ed.) Hoboken, NJ: Wiley
    • Kuhn, D., & Franklin, S. (2006). The second decade: What develops and how? In D. Kuhn & R. Siegler (Eds.) & W. Damon & R. Lerner (Series eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (6th ed., pp. 953-993). Hoboken, NJ: Wiley.
    • (2006) Handbook of Child Psychology: Vol. 2. Cognition, Perception, and Language , pp. 953-993
    • Kuhn, D.1    Franklin, S.2
  • 15
    • 57149140257 scopus 로고    scopus 로고
    • Beyond control of variables: What needs to develop to achieve skilled scientific thinking?
    • Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23, 435-451.
    • (2008) Cognitive Development , vol.23 , pp. 435-451
    • Kuhn, D.1    Iordanou, K.2    Pease, M.3    Wirkala, C.4
  • 16
    • 33746696561 scopus 로고    scopus 로고
    • Epistemological understanding and the development of intellectual values
    • Kuhn, D., & Park, S. H. (2005). Epistemological understanding and the development of intellectual values. International Journal of Educational Research, 43, 111-124.
    • (2005) International Journal of Educational Research , vol.43 , pp. 111-124
    • Kuhn, D.1    Park, S.H.2
  • 18
    • 52949125256 scopus 로고    scopus 로고
    • What needs to develop in the development of inquiry skills?
    • Kuhn, D., & Pease, M. (2008). What needs to develop in the development of inquiry skills? Cognition and Instruction, 26, 512-559.
    • (2008) Cognition and Instruction , vol.26 , pp. 512-559
    • Kuhn, D.1    Pease, M.2
  • 19
    • 0001256317 scopus 로고    scopus 로고
    • A study of progression in learning about "the nature of science": Issues of conceptualization and methodology
    • Leach, J., Driver, R., Millar, R., & Scott, P. (1997). A study of progression in learning about "the nature of science": Issues of conceptualization and methodology. International Journal of Science Education, 19, 147-166.
    • (1997) International Journal of Science Education , vol.19 , pp. 147-166
    • Leach, J.1    Driver, R.2    Millar, R.3    Scott, P.4
  • 20
    • 1842616046 scopus 로고    scopus 로고
    • Epistemological resources: Applying a new epistemological framework to science instruction
    • Louca, L., Elby, A., & Hammer, D. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39, 57-68.
    • (2004) Educational Psychologist , vol.39 , pp. 57-68
    • Louca, L.1    Elby, A.2    Hammer, D.3
  • 23
    • 1842733466 scopus 로고    scopus 로고
    • Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change
    • Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29, 103-128.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 103-128
    • Mason, L.1    Boscolo, P.2
  • 24
    • 33750506116 scopus 로고    scopus 로고
    • Prediction of students' argumentation skills about controversial topics by epistemological understanding
    • Mason, L., & Scirica, F. (2006). Prediction of students' argumentation skills about controversial topics by epistemological understanding. Learning and Instruction, 16, 492-509.
    • (2006) Learning and Instruction , vol.16 , pp. 492-509
    • Mason, L.1    Scirica, F.2
  • 25
    • 3042678675 scopus 로고    scopus 로고
    • Children's understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design
    • Metz, K. (2004). Children's understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22, 219-290.
    • (2004) Cognition and Instruction , vol.22 , pp. 219-290
    • Metz, K.1
  • 27
    • 57149138663 scopus 로고    scopus 로고
    • Epistemic development and the perils of Pluto
    • In M. Shaughnessy, M. Vennman & C. K. Kennedy (Eds.) Hauppauge, NY: Nova
    • Moshman, D. (2008). Epistemic development and the perils of Pluto. In M. Shaughnessy, M. Vennman & C. K. Kennedy (Eds.), Metacognition: A recent review of research, theory and perspectives (pp. 161-174). Hauppauge, NY: Nova.
    • (2008) Metacognition: A Recent Review of Research, Theory and Perspectives , pp. 161-174
    • Moshman, D.1
  • 28
    • 34548660119 scopus 로고    scopus 로고
    • The role of epistemic beliefs in self-regulated learning
    • Muis, K. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173-190.
    • (2007) Educational Psychologist , vol.42 , pp. 173-190
    • Muis, K.1
  • 29
    • 33748065999 scopus 로고    scopus 로고
    • Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework
    • Muis, K., Bendixen, L., & Haerle, F. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3-54.
    • (2006) Educational Psychology Review , vol.18 , pp. 3-54
    • Muis, K.1    Bendixen, L.2    Haerle, F.3
  • 33
    • 0030167345 scopus 로고    scopus 로고
    • There's more to the picture than meets the eye: Young children's difficulty understanding biased interpretation
    • Pillow, B., & Henrichon, A. (1996). There's more to the picture than meets the eye: Young children's difficulty understanding biased interpretation. Child Development, 67, 803-819.
    • (1996) Child Development , vol.67 , pp. 803-819
    • Pillow, B.1    Henrichon, A.2
  • 34
    • 0040074821 scopus 로고    scopus 로고
    • Socializing intelligence
    • In L. Smith, J. Dockrell & P. Tomlinson (Eds.) London: Routledge
    • Resnick, L., & Nelson-LeGall, S. (1997). Socializing intelligence. In L. Smith, J. Dockrell & P. Tomlinson (Eds.), Piaget, Vygotsky and beyond (pp. 145-158). London: Routledge.
    • (1997) Piaget, Vygotsky and Beyond , pp. 145-158
    • Resnick, L.1    Nelson-LeGall, S.2
  • 37
    • 0036266181 scopus 로고    scopus 로고
    • Adolescents' judgements about the evidential basis for complex beliefs
    • Rowley, M., & Robinson, E. (2002). Adolescents' judgements about the evidential basis for complex beliefs. International Journal of Behavioral Development, 26, 259-268.
    • (2002) International Journal of Behavioral Development , vol.26 , pp. 259-268
    • Rowley, M.1    Robinson, E.2
  • 38
    • 25444515427 scopus 로고    scopus 로고
    • Understanding students' practical epistemologies and their influence
    • Sandoval, W. (2005). Understanding students' practical epistemologies and their influence. Science Education, 89, 634-656.
    • (2005) Science Education , vol.89 , pp. 634-656
    • Sandoval, W.1
  • 39
    • 0000030647 scopus 로고    scopus 로고
    • Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development
    • Smith, C., Maclin, D., Houghton, C., & Hennessey, M. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18, 349-422.
    • (2000) Cognition and Instruction , vol.18 , pp. 349-422
    • Smith, C.1    Maclin, D.2    Houghton, C.3    Hennessey, M.4
  • 40
    • 34848861042 scopus 로고    scopus 로고
    • "They danced around in my head and I learned them": Children's developing conceptions of learning
    • Sobel, D., Li, J., & Corriveau, K. (2007). "They danced around in my head and I learned them": Children's developing conceptions of learning. Journal of Cognition and Learning, 8, 345-369.
    • (2007) Journal of Cognition and Learning , vol.8 , pp. 345-369
    • Sobel, D.1    Li, J.2    Corriveau, K.3
  • 41
    • 0036748423 scopus 로고    scopus 로고
    • Teaching as a natural cognition and its relations to preschoolers' developing theory of mind
    • Strauss, S., Ziv, M., & Stein, A. (2002). Teaching as a natural cognition and its relations to preschoolers' developing theory of mind. Cognitive Development, 17, 1473-1487.
    • (2002) Cognitive Development , vol.17 , pp. 1473-1487
    • Strauss, S.1    Ziv, M.2    Stein, A.3
  • 42
    • 85011501239 scopus 로고    scopus 로고
    • Knowledge is knowledge is knowledge? The relationship between personal and scientific epistemologies
    • Tabak, I., & Weinstock, M. (2005). Knowledge is knowledge is knowledge? The relationship between personal and scientific epistemologies. Canadian Journal of Science, Mathematics and Technology Education, 5, 305-328.
    • (2005) Canadian Journal of Science, Mathematics and Technology Education , vol.5 , pp. 305-328
    • Tabak, I.1    Weinstock, M.2
  • 43
    • 4043109891 scopus 로고    scopus 로고
    • Children's thinking about diversity of belief in the early school years: Judgments of relativism, tolerance, and disagreeing persons
    • Wainryb, C., Shaw, L., Langley, M., Cottam, K., & Lewis, R. (2004). Children's thinking about diversity of belief in the early school years: Judgments of relativism, tolerance, and disagreeing persons. Child Development, 75, 687-703.
    • (2004) Child Development , vol.75 , pp. 687-703
    • Wainryb, C.1    Shaw, L.2    Langley, M.3    Cottam, K.4    Lewis, R.5
  • 44
    • 33745119445 scopus 로고    scopus 로고
    • Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability
    • Weinstock, M., Neuman, Y., & Glassner, A. (2006). Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability. Journal of Educational Psychology, 98, 327-341.
    • (2006) Journal of Educational Psychology , vol.98 , pp. 327-341
    • Weinstock, M.1    Neuman, Y.2    Glassner, A.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.