Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions

By Jeffrey Alan Greene, Roger Azevedo, J. Torney-Purta. 2008

268 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/072c1ca4da4ed603a1eda196f43044c6b769aa44

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding and Promoting Thinking About Knowledge (2016, background): “The latter two belief dimensions have proved controversial, as several authors have argued that they are not epistemic in nature but, rather, concern beliefs about learning (Greene et al., 2008; Hofer & Pintrich, 1997; Sandoval, 2009).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “First, engaging in a discussion allows students to cognitively participate in meaning-making (McKeown et al., 2009) while also evaluating textual claims and evidence (Greene et al., 2008).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, methodology): “In contrast, Greene et al. (2008) argued for a model that restricts epistemic cognition to two justification factors, labeling other aspects as ontological.”
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “, source, justification) of personal epistemology (Buehl, 2008; Greene et al., 2008), and differences between prospective, concurrent, and retrospective measures (Cromley & Azevedo, 2006; Veenman, 2005).”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, methodology): “Murphy et al. (2007) and Greene et al. (2008) have argued that students’ beliefs about the structure of knowledge should be viewed not as epistemological beliefs about knowledge but instead as ontological beliefs about the structure of the world.”
Educating Critical Thinkers (2016, background): “Finally, some of the strongest arguments for a knowledge claim include multiple kinds of justification, such as testimony by authorities and the use of reliable processes (Bråten et al., 2011; Greene et al., 2008; Murphy, Alexander, Greene, & Edwards, 2007).”
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity (2017, methodology): “…of epistemic cognition are described in detail elsewhere (Greene, Azevedo, & Torney-Purta, 2008; Hofer & Pintrich, 1997), we use epistemic cognition as an umbrella term for epistemic beliefs, epistemic development, epistemological beliefs, and personal epistemologies (Greene et al., 2008).”