메뉴 건너뛰기




Volumn 30, Issue 2-3, 2016, Pages 109-119

Developing epistemological understanding in scientific and social domains through argumentation

Author keywords

Argumentation; Domain specificity; Epistemological beliefs; Epistemological development

Indexed keywords


EID: 84974777366     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024/1010-0652/a000172     Document Type: Article
Times cited : (31)

References (29)
  • 1
    • 78951479807 scopus 로고    scopus 로고
    • The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model
    • Bråten, I., Britt, M. A., Stroømsoø, H. I., & Rouet, J. F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Toward an integrated model. Educational Psychologist, 46, 48-70.
    • (2011) Educational Psychologist , vol.46 , pp. 48-70
    • Bråten, I.1    Britt, M.A.2    Stroømsoø, H.I.3    Rouet, J.F.4
  • 2
    • 79960816296 scopus 로고    scopus 로고
    • Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology
    • Chinn, C. A., Buckland, L. A., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141-167.
    • (2011) Educational Psychologist , vol.46 , pp. 141-167
    • Chinn, C.A.1    Buckland, L.A.2    Samarapungavan, A.3
  • 3
    • 47949101653 scopus 로고    scopus 로고
    • Modelling epistemic and ontological cognition: Philosophical perspectives and methodological directions
    • Greene, J. A., Azevedo, R., & Torney-Purta, J. (2008). Modelling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43, 142-160.
    • (2008) Educational Psychologist , vol.43 , pp. 142-160
    • Greene, J.A.1    Azevedo, R.2    Torney-Purta, J.3
  • 4
    • 1842616053 scopus 로고    scopus 로고
    • Epistemological understanding as a metacognitive process: Thinking aloud during online searching
    • Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39, 43-55.
    • (2004) Educational Psychologist , vol.39 , pp. 43-55
    • Hofer, B.K.1
  • 5
    • 0031514189 scopus 로고    scopus 로고
    • The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning
    • Hofer, B. K., & Pintrich, P. R. (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.K.1    Pintrich, P.R.2
  • 6
    • 77955396235 scopus 로고    scopus 로고
    • Developing argument skills across scientific and social domains
    • Iordanou, K. (2010). Developing argument skills across scientific and social domains. Journal of Cognition and Development, 11, 293-327.
    • (2010) Journal of Cognition and Development , vol.11 , pp. 293-327
    • Iordanou, K.1
  • 7
    • 84906705613 scopus 로고    scopus 로고
    • Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues
    • Iordanou, K., & Constantinou, C. P. (2014). Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues. Learning and Instruction, 34, 42-57.
    • (2014) Learning and Instruction , vol.34 , pp. 42-57
    • Iordanou, K.1    Constantinou, C.P.2
  • 8
    • 84923226361 scopus 로고    scopus 로고
    • Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment
    • Iordanou, K., & Constantinou, C. P. (2015). Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment. Science Education, 99, 282-311.
    • (2015) Science Education , vol.99 , pp. 282-311
    • Iordanou, K.1    Constantinou, C.P.2
  • 9
    • 84974787658 scopus 로고    scopus 로고
    • Epistemic understanding and meta-level processing of evidence when reading a text
    • August Paper presented at the Amsterdam, The Netherlands
    • Iordanou, K., Muis, K., & Kendeou, P. (2014, August). Epistemic understanding and meta-level processing of evidence when reading a text. Paper presented at the EARLI SIG2 conference. Amsterdam, The Netherlands.
    • (2014) EARLI SIG2 Conference
    • Iordanou, K.1    Muis, K.2    Kendeou, P.3
  • 11
    • 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
  • 12
    • 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
  • 13
    • 51949091285 scopus 로고    scopus 로고
    • Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment
    • Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment. Child Development, 79, 233-234.
    • (2008) Child Development , vol.79 , pp. 233-234
    • Kuhn, D.1    Goh, W.2    Iordanou, K.3    Shaenfield, D.4
  • 14
    • 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
  • 15
    • 84890047251 scopus 로고    scopus 로고
    • Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence
    • Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J. (2013). Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence. Cognition and Instruction, 31, 456-496.
    • (2013) Cognition and Instruction , vol.31 , pp. 456-496
    • Kuhn, D.1    Zillmer, N.2    Crowell, A.3    Zavala, J.4
  • 16
    • 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
  • 17
    • 0033420531 scopus 로고    scopus 로고
    • Organizing principles for science education partnerships: Case studies of students' learning about "rats in space" and "deformed frogs."
    • Linn, M., Shear, L., Bell, P., & Slotta, J. (1999). Organizing principles for science education partnerships: Case studies of students' learning about "rats in space" and "deformed frogs." Educational Technology Research and Development, 47, 61-84.
    • (1999) Educational Technology Research and Development , vol.47 , pp. 61-84
    • Linn, M.1    Shear, L.2    Bell, P.3    Slotta, J.4
  • 18
    • 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
  • 19
    • 78449258406 scopus 로고    scopus 로고
    • Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning
    • Mason, L., Ariasi, N., & Boldrin, A. (2011). Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning. Learning and Instruction, 21, 137-151.
    • (2011) Learning and Instruction , vol.21 , pp. 137-151
    • Mason, L.1    Ariasi, N.2    Boldrin, A.3
  • 20
    • 77649275331 scopus 로고    scopus 로고
    • Epistemic metacognition in context: Evaluating and learning online information
    • Mason, L., Boldrin, A., & Ariasi, N. (2010). Epistemic metacognition in context: Evaluating and learning online information. Metacognition and Learning, 4, 67-90.
    • (2010) Metacognition and Learning , vol.4 , pp. 67-90
    • Mason, L.1    Boldrin, A.2    Ariasi, N.3
  • 21
    • 44449110245 scopus 로고    scopus 로고
    • On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest
    • Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100, 291-309.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 291-309
    • Mason, L.1    Gava, M.2    Boldrin, A.3
  • 22
    • 40749085683 scopus 로고    scopus 로고
    • Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving
    • Muis, K. R. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177-208.
    • (2008) Contemporary Educational Psychology , vol.33 , pp. 177-208
    • Muis, K.R.1
  • 23
    • 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. R., Bendixen, L. D., & Haerle, F. C. (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 (1), 3-54.
    • (2006) Educational Psychology Review , vol.18 , Issue.1 , pp. 3-54
    • Muis, K.R.1    Bendixen, L.D.2    Haerle, F.C.3
  • 26
    • 21844506619 scopus 로고
    • Synthesizing epistemological belief research: Tentative understandings and provocative confusions
    • Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 293-319.
    • (1994) Educational Psychology Review , vol.6 , pp. 293-319
    • Schommer, M.1
  • 27
    • 21144463534 scopus 로고
    • Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so
    • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 435-443
    • Schommer, M.1    Crouse, A.2    Rhodes, N.3
  • 28
    • 77649275076 scopus 로고    scopus 로고
    • The role of personal epistemology in the self-regulation of internet-based learning
    • Stroømsoø, H. I., & Bråten, I. (2010). The role of personal epistemology in the self-regulation of internet-based learning. Metacognition and Learning, 5(1), 91-111.
    • (2010) Metacognition and Learning , vol.5 , Issue.1 , pp. 91-111
    • Stroømsoø, H.I.1    Bråten, I.2
  • 29
    • 79551472182 scopus 로고    scopus 로고
    • Do students' beliefs about knowledge and knowing predict their judgement of texts' trustworthiness?
    • Stroømsoø, H. I., Bråten, I., & Britt, M. A. (2011). Do students' beliefs about knowledge and knowing predict their judgement of texts' trustworthiness? Educational Psychology, 31, 177-206.
    • (2011) Educational Psychology , vol.31 , pp. 177-206
    • Stroømsoø, H.I.1    Bråten, I.2    Britt, M.A.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.