The Role of Educational Context in Beliefs about Knowledge, Information, and Truth: An Exploratory Study

Autor/inn/en	List, Alexandra; Peterson, Emily Grossnickle; Alexander, Patricia A.; Loyens, Sofie M. M.
Titel	The Role of Educational Context in Beliefs about Knowledge, Information, and Truth: An Exploratory Study
Quelle	In: European Journal of Psychology of Education, 33 (2018) 4, S.685-705 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-017-0359-4
Schlagwörter	Beliefs; Knowledge Level; Student Attitudes; Undergraduate Students; Cross Cultural Studies; Cultural Differences; Lecture Method; Discussion (Teaching Technique); Problem Based Learning; Foreign Countries; Ethics; Definitions; Instruction; Epistemology; Educational Environment; Data; United States; Netherlands + Suchen Sie Ihr Suchwort? Belief; Glaube; Wissensbasis; Schülerverhalten; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Problem-based learning; Problemorientiertes Lernen; Ausland; Ethik; Begriffsbestimmung; Teaching process; Unterrichtsprozess; Erkenntnistheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Daten; USA; Niederlande
Abstract	Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students' beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n = 240) and the Netherlands (n = 72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01