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Epistemological beliefs of apprentices
Journal of Vocational Education & Training, 2013Whereas the epistemological beliefs of learners of general subjects has been the focus of many studies in the past, so far, little is known about the beliefs of apprentices on knowledge and the acquiring of knowledge. The present study analysed the first level of epistemological beliefs of students in industrial and technical professions and their ...
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Epistemology and the Psychology of Belief
Monist, 1978Epistemology has always been concerned with mental states, especially doxastic states such as belief, suspension of judgment, and the like. A signifi cant part of epistemology is the attempt to evaluate, appraise, or criticize alternative procedures for the formation of belief and other doxastic at titudes.
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Metacognition and Learning, 2009
Empirical studies reveal a close relationship between epistemological beliefs (EBs) and metacognition. For example, more ‘sophisticated’ beliefs are associated with more self-reported monitoring strategies. This relationship is also advocated theoretically. Nevertheless, exactly how and why EBs impact learning is still an open question.
Rainer Bromme +2 more
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Empirical studies reveal a close relationship between epistemological beliefs (EBs) and metacognition. For example, more ‘sophisticated’ beliefs are associated with more self-reported monitoring strategies. This relationship is also advocated theoretically. Nevertheless, exactly how and why EBs impact learning is still an open question.
Rainer Bromme +2 more
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The Epistemology of Beliefs and the Epistemology of Degrees of Belief
1992Abstract Consider two questions. What propositions are egocentrically rational for you to believe? With what confidence is it egocentrically rational for you to believe a proposition? Each concerns a question of egocentric epistemology.
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2020
Chapter 9 discusses two strategies for reducing credence to belief. One grounds credence in the transition of belief, the other grounds credence in the content of belief. Since the former elides the important distinction between being in a state and changing a state, the view is rejected.
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Chapter 9 discusses two strategies for reducing credence to belief. One grounds credence in the transition of belief, the other grounds credence in the content of belief. Since the former elides the important distinction between being in a state and changing a state, the view is rejected.
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Student Motivation and Epistemological Beliefs
New Directions for Teaching and Learning, 1999AbstractStudents' motivation to learn is related to their epistemological beliefs. Faculty can promote student motivation by designing learning activities that facilitate student development of more sophisticated epistemological beliefs.
Michael B. Paulsen, Kenneth A. Feldman
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Epistemology and Belief Change
2001Abstract From a philosophical point of view. AI and computer science are rather sloppy when speaking of knowledge. What they mean by ‘knowledge base’, ‘knowledge system’, and ‘knowledge representation’ does not refer to what is commonly meant by ‘knowledge’. It is widely agreed that if we know rather than just believe that ϕ, then ϕ must
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Interviews Regarding Epistemological Beliefs
2021To identify epistemological beliefs regarding mathematics, an interview study was conducted. The interviewees were selected to represent as broad a sample as possible, ranging from university students (pre-service teachers of mathematics) to in-service teachers, working mathematicians, and full professors (of mathematics and mathematics education).
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The Epistemology of Religious Belief
2004A religion proposes a diagnosis of, and a cure for, what it takes to be the deep and devastating disease that we all share. Religious traditions differ as their diagnoses and cures differ. Thus different accounts of what there is — an omnicompetent God and self-conscious substances made in God’s image; qualityless Brahman and nothing else; or co ...
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Epistemological Beliefs in Introductory Physics
Cognition and Instruction, 1994Students' beliefs about knowledge and learning in a domain may have a significant effect on how they approach the material and on what they learn. This article describes a study of such epistemological beliefs in the context of an introductory physics course. I interviewed 6 students, meeting several times with each over one semester.
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