Personal Epistemology across Different Judgement Domains: Effects of Grade Level and School Curriculum

Autor/inn/en	Wang, Xinghua; Zhou, Ji; Shen, Jiliang
Titel	Personal Epistemology across Different Judgement Domains: Effects of Grade Level and School Curriculum
Quelle	In: Educational Psychology, 36 (2016) 1, S.159-175 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.915932
Schlagwörter	Foreign Countries; Epistemology; Middle School Students; High School Students; Instructional Program Divisions; Experimental Schools; Traditional Schools; Curriculum; Evaluative Thinking; Influences; Grade 8; Grade 11; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Erkenntnistheorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Pilot school; Model school; Modellschule; Traditioneller Unterricht; Curricula; Lehrplan; Rahmenplan; Influence; Einfluss; Einflussfaktor; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	This article reports a study that is based on the framework of personal epistemology proposed by Kuhn, Cheney, and Weinstock (2000). The instrument developed by Kuhn et al. (2000) for assessing the three positions (absolutist, multiplist and evaluativist) of epistemological understanding across five judgements' domains was translated and administered to 180 Chinese middle and high school students. The data showed that the general trajectory of personal epistemology across different judgement domains proposed by Kuhn et al. (2000) could also be identified in a Chinese cultural context. Analyses by grade level showed no difference, whereas analyses by school curriculum showed that eighth graders from an experimental school hold more sophisticated positions of personal epistemology (less absolutist and more multiplist) than eighth graders from a regular school. These results indicated the importance of a constructive academic environment in the enhancement of personal epistemology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01