Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college |
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| Institution: | 1. Leibniz Institute for Psychology Information (ZPID), Universitaetsring 15, D-54296 Trier, Germany;2. University of Trier, Universitaetsring 15, D-54296 Trier, Germany;1. Faculty of Economics and Social Sciences, University of Tübingen, Germany;2. Leibniz Institute for Psychology Information, Trier, Germany;3. Department of Educational and Counselling Psychology, McGill University, Canada |
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| Abstract: | The study of personal epistemology has typically addressed the theories and beliefs that individuals hold about knowledge and knowing, and the way in which such epistemological perspectives are related to academic learning. This qualitative, exploratory case study focuses on the epistemology of instructional practices as interpreted by students in two versions of introductory-level college chemistry, each with different underlying epistemological assumptions. Classroom observations and interviews of 25 first-year students provide a contextualized perspective on the dimensionality of beliefs as identified in the literature: certainty of knowledge, simplicity of knowledge, source of knowledge, and justification for knowing. This research suggests that students’ perceptions of instructional practices are interpreted through the lens of their epistemological assumptions, but that such perspectives are evolving and instructors may influence them in multiple ways. |
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