Personal epistemologies of 4th graders: their beliefs about knowledge and knowing
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Oldenburg
Didaktisches Zentrum, Carl-von-Ossietzky-Univ.
2006
|
| Edition: | 1. Aufl. |
| Series: | Beiträge zur didaktischen Rekonstruktion
14 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Literaturverz. S. 186 - 195 |
| Physical Description: | IV, 215 S. Ill., graph. Darst. 25 cm |
| ISBN: | 9783814220260 3814220269 |
Staff View
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| 245 | 1 | 0 | |a Personal epistemologies of 4th graders |b their beliefs about knowledge and knowing |c Florian C. Haerle |
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Record in the Search Index
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|---|---|
| adam_text | Table
of
contents
Abstract
Table
of
contents
Was
Kinder
über Wissen wissen - Vorwort von Barbara Moschner
1.
Introduction
2.
Literature review
2.1.
Conceptual frameworks in personal epistemology
2.1.1.
Developmental models
2.1.2.
Epistemological beliefs as moderately independent dimensions
2.1.3.
Epistemological theories
2.1.4.
Epistemological resources
2.1.5.
Implications for learning and instruction
2.1.6.
Summary
2.2.
Personal epistemology change
2.2.1.
Mechanisms of change differ across conceptual frameworks
2.2.2.
Personal epistemology and conceptual change research
2.2.3.
The conceptualization of personal epistemology change
2.2.4.
Implementations for learning and instruction
2.2.5.
Summary
2.3.
Children s personal epistemology
2.3.1.
State of the art personal epistemology research in children
2.3.2.
Issues of interest
2.3.3.
Working definition of personal epistemology
2.3.4.
Research questions.
2.3.5.
Summary
3.
Research methodology and design
3.1.
Participants
3.1.1.
Students
3.1.2.
Teachers (pilot study)
3.1.3.
Classrooms and schools
3.1.4.
Sampling procedure
3.1.5.
Consent and research approval
3.2.
Materials
3.2.1.
Interview questions
3.2.2.
Technology
3.2.3.
Software
3.3.
Procedure
3.3
Л
.
Warming up procedure
3.3.2.
Data collection
63
3.4.
Data analysis
64
3.4.1.
Raw data processing
64
3.4.2.
Development of the coding scheme
67
3.4.3.
Structure of the coding scheme
67
3.4.4.
Coding in Atlas.ti
69
3.4.5.
Retrieval
ofinformation
from Atlas.ti
69
3.4.6.
Description of results
70
4.
Results
71
4.1.
Verbalizing
epistemic
beliefs
71
4.2.
Definitions of knowledge and knowing
74
4.2.1.
Knowledge and knowing as a state of mind
74
4.2.2.
Further definitions of knowledge
79
4.2.3.
Summary
81
4.3.
Domains of knowledge and knowing
82
4.3.1.
Distribution of procedural and declarative knowledge across
domains/disciplines and sex
82
4.3.2.
Domain-specific beliefs across two school subjects: Mathematics and
Human Society and Its Environment
89
4.3.3.
Summary
92
4.4.
Beliefs about the origin of knowledge
93
4.4.1.
Seven different beliefs to explain the origin of knowledge
93
4.4.2.
Discrete and multiple beliefs about the origin of knowledge
105
4.4.3.
Dating back to the origin of knowledge, the people involved,
their participation, and motivation
112
4.4.4.
The belief that knowledge has changed over time
121
4.4.5.
Summary
124
4.5.
Beliefs about knowledge acquisition
125
4.5.1.
Seven different beliefs to acquire new knowledge (first hand)
125
4.5.2.
Comparisons of beliefs about first hand knowledge acquisition and beliefs
about second hand knowledge acquisition and the origin of knowledge
132
4.5.3.
Summary
137
4.6.
Beliefs about knowledge verification
138
4.6.1.
Five beliefs about independent knowledge verification
140
4.6.2.
Six beliefs about dependent knowledge verification
144
4.6.3.
Resource selection criteria
150
4.6.4.
Comparisons of beliefs about independent knowledge verification
with beliefs about dependent knowledge verification and beliefs
about the origin/acquisition of knowledge
154
4.6.5.
Summary
157
5.
Discussion
159
5.1.
Summary of research results
159
5.2.
Interpretation of the results
161
5.2.1.
General issues
161
111
5.2.2.
Developmental issues
165
5.2.3.
Educational issues
169
5.2.4.
Limitations of the study
172
5.3.
The Educational Model of Personal Epistemology Enhancement
173
5.3.1.
Aim of the model
173
5.3.2.
Description of the model
174
5.3.3.
Educational implications of the model
181
5.3.4.
Summary of the model
183
5.4.
Future research
183
5.5.
Conclusion
184
6.
References
186
7.
Appendix A: Interview transcript
196
8.
Appendix B: Codes and Paraphrases
215
IV
|
| adam_txt |
Table
of
contents
Abstract
Table
of
contents
Was
Kinder
über Wissen wissen - Vorwort von Barbara Moschner
1.
Introduction
2.
Literature review
2.1.
Conceptual frameworks in personal epistemology
2.1.1.
Developmental models
2.1.2.
Epistemological beliefs as moderately independent dimensions
2.1.3.
Epistemological theories
2.1.4.
Epistemological resources
2.1.5.
Implications for learning and instruction
2.1.6.
Summary
2.2.
Personal epistemology change
2.2.1.
Mechanisms of change differ across conceptual frameworks
2.2.2.
Personal epistemology and conceptual change research
2.2.3.
The conceptualization of personal epistemology change
2.2.4.
Implementations for learning and instruction
2.2.5.
Summary
2.3.
Children's personal epistemology
2.3.1.
State of the art personal epistemology research in children
2.3.2.
Issues of interest
2.3.3.
Working definition of personal epistemology
2.3.4.
Research questions.
2.3.5.
Summary
3.
Research methodology and design
3.1.
Participants
3.1.1.
Students
3.1.2.
Teachers (pilot study)
3.1.3.
Classrooms and schools
3.1.4.
Sampling procedure
3.1.5.
Consent and research approval
3.2.
Materials
3.2.1.
Interview questions
3.2.2.
Technology
3.2.3.
Software
3.3.
Procedure
3.3
Л
.
Warming up procedure
3.3.2.
Data collection
63
3.4.
Data analysis
64
3.4.1.
Raw data processing
64
3.4.2.
Development of the coding scheme
67
3.4.3.
Structure of the coding scheme
67
3.4.4.
Coding in Atlas.ti
69
3.4.5.
Retrieval
ofinformation
from Atlas.ti
69
3.4.6.
Description of results
70
4.
Results
71
4.1.
Verbalizing
epistemic
beliefs
71
4.2.
Definitions of knowledge and knowing
74
4.2.1.
Knowledge and knowing as a state of mind
74
4.2.2.
Further definitions of knowledge
79
4.2.3.
Summary
81
4.3.
Domains of knowledge and knowing
82
4.3.1.
Distribution of procedural and declarative knowledge across
domains/disciplines and sex
82
4.3.2.
Domain-specific beliefs across two school subjects: Mathematics and
Human Society and Its Environment
89
4.3.3.
Summary
92
4.4.
Beliefs about the origin of knowledge
93
4.4.1.
Seven different beliefs to explain the origin of knowledge
93
4.4.2.
Discrete and multiple beliefs about the origin of knowledge
105
4.4.3.
Dating back to the origin of knowledge, the people involved,
their participation, and motivation
112
4.4.4.
The belief that knowledge has changed over time
121
4.4.5.
Summary
124
4.5.
Beliefs about knowledge acquisition
125
4.5.1.
Seven different beliefs to acquire new knowledge (first hand)
125
4.5.2.
Comparisons of beliefs about first hand knowledge acquisition and beliefs
about second hand knowledge acquisition and the origin of knowledge
132
4.5.3.
Summary
137
4.6.
Beliefs about knowledge verification
138
4.6.1.
Five beliefs about independent knowledge verification
140
4.6.2.
Six beliefs about dependent knowledge verification
144
4.6.3.
Resource selection criteria
150
4.6.4.
Comparisons of beliefs about independent knowledge verification
with beliefs about dependent knowledge verification and beliefs
about the origin/acquisition of knowledge
154
4.6.5.
Summary
157
5.
Discussion
159
5.1.
Summary of research results
159
5.2.
Interpretation of the results
161
5.2.1.
General issues
161
111
5.2.2.
Developmental issues
165
5.2.3.
Educational issues
169
5.2.4.
Limitations of the study
172
5.3.
The Educational Model of Personal Epistemology Enhancement
173
5.3.1.
Aim of the model
173
5.3.2.
Description of the model
174
5.3.3.
Educational implications of the model
181
5.3.4.
Summary of the model
183
5.4.
Future research
183
5.5.
Conclusion
184
6.
References
186
7.
Appendix A: Interview transcript
196
8.
Appendix B: Codes and Paraphrases
215
IV |
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| id | DE-604.BV021829744 |
| illustrated | Illustrated |
| index_date | 2024-07-02T15:56:54Z |
| indexdate | 2024-07-09T20:45:36Z |
| institution | BVB |
| isbn | 9783814220260 3814220269 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015041754 |
| oclc_num | 162230841 |
| open_access_boolean | |
| owner | DE-12 DE-29 DE-473 DE-BY-UBG DE-188 |
| owner_facet | DE-12 DE-29 DE-473 DE-BY-UBG DE-188 |
| physical | IV, 215 S. Ill., graph. Darst. 25 cm |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Didaktisches Zentrum, Carl-von-Ossietzky-Univ. |
| record_format | marc |
| series | Beiträge zur didaktischen Rekonstruktion |
| series2 | Beiträge zur didaktischen Rekonstruktion |
| spelling | Haerle, Florian C. Verfasser aut Personal epistemologies of 4th graders their beliefs about knowledge and knowing Florian C. Haerle 1. Aufl. Oldenburg Didaktisches Zentrum, Carl-von-Ossietzky-Univ. 2006 IV, 215 S. Ill., graph. Darst. 25 cm txt rdacontent n rdamedia nc rdacarrier Beiträge zur didaktischen Rekonstruktion 14 Literaturverz. S. 186 - 195 Erkenntnistheorie (DE-588)4070914-0 gnd rswk-swf Wissenssoziologie (DE-588)4066615-3 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Didaktische Rekonstruktion (DE-588)4998542-5 gnd rswk-swf Erkenntnistheorie (DE-588)4070914-0 s Kind (DE-588)4030550-8 s Wissenssoziologie (DE-588)4066615-3 s Didaktische Rekonstruktion (DE-588)4998542-5 s DE-604 Beiträge zur didaktischen Rekonstruktion 14 (DE-604)BV014022759 14 Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015041754&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Haerle, Florian C. Personal epistemologies of 4th graders their beliefs about knowledge and knowing Beiträge zur didaktischen Rekonstruktion Erkenntnistheorie (DE-588)4070914-0 gnd Wissenssoziologie (DE-588)4066615-3 gnd Kind (DE-588)4030550-8 gnd Didaktische Rekonstruktion (DE-588)4998542-5 gnd |
| subject_GND | (DE-588)4070914-0 (DE-588)4066615-3 (DE-588)4030550-8 (DE-588)4998542-5 |
| title | Personal epistemologies of 4th graders their beliefs about knowledge and knowing |
| title_auth | Personal epistemologies of 4th graders their beliefs about knowledge and knowing |
| title_exact_search | Personal epistemologies of 4th graders their beliefs about knowledge and knowing |
| title_exact_search_txtP | Personal epistemologies of 4th graders their beliefs about knowledge and knowing |
| title_full | Personal epistemologies of 4th graders their beliefs about knowledge and knowing Florian C. Haerle |
| title_fullStr | Personal epistemologies of 4th graders their beliefs about knowledge and knowing Florian C. Haerle |
| title_full_unstemmed | Personal epistemologies of 4th graders their beliefs about knowledge and knowing Florian C. Haerle |
| title_short | Personal epistemologies of 4th graders |
| title_sort | personal epistemologies of 4th graders their beliefs about knowledge and knowing |
| title_sub | their beliefs about knowledge and knowing |
| topic | Erkenntnistheorie (DE-588)4070914-0 gnd Wissenssoziologie (DE-588)4066615-3 gnd Kind (DE-588)4030550-8 gnd Didaktische Rekonstruktion (DE-588)4998542-5 gnd |
| topic_facet | Erkenntnistheorie Wissenssoziologie Kind Didaktische Rekonstruktion |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015041754&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV014022759 |
| work_keys_str_mv | AT haerleflorianc personalepistemologiesof4thgraderstheirbeliefsaboutknowledgeandknowing |