Modeling and measuring epistemic cognition: A qualitative re-investigation |
| |
| Authors: | Jeffrey A Greene Seung B Yu |
| |
| Institution: | University of North Carolina at Chapel Hill, CB#3500, Chapel Hill, NC 27599, United States |
| |
| Abstract: | Since Perry first proposed that students’ beliefs about knowledge and knowing were an important aspect of learning, there has been a proliferation of models of epistemic cognition, and empirical studies of how epistemic cognition relates to learning. Unfortunately, the dominant means of measuring epistemic cognition, self-report instruments, have numerous psychometric problems. These problems prompted us to return to interview methods used by Perry and other seminal researchers, to investigate the degree to which current epistemic cognition models aligned with novices’ and experts’ cognition. Using an exploratory, multiple case qualitative design, we interviewed middle school students and university professors from two domains, biology and history. We found numerous ways in which the current conceptualizations and measures of beliefs about knowledge and knowing may need to be altered. Our recommendations range from the revision of item wordings to a complete rethinking of the very idea of domain-specificity in epistemic cognition research. |
| |
| Keywords: | History Social studies Science Qualitative Epistemic cognition |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
