The Reflective Judgment Model: Twenty years of research on epistemic cognition.

By Patricia M. King, K. Kitchener. 2002

306 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/08e542feac854278e92d74e53e03f895f1af12db

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Understanding and Promoting Thinking About Knowledge (2016, background): “These interviews were concurrent, meaning that a scenario or example was presented to participants, who then had to respond to interview probes about it, often “without practice or even much time to collect their thoughts” (King & Kitchener, 2002, p. 57).”
Identity processing style, self-construction, and personal epistemic assumptions: A social-cognitive perspective (2004, background): “Although definitive answers are not available, some areas for future research include motivational variables, family influences (Berzonsky, 2004), educational contextual demands (King & Kitchener, 2002), and genetic-based dispositions (see, e.g., Jang, Livesley, & Vernon, 1996).”
Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition (2010, background): “By (formal) education people become aware that knowledge is, for example, more complex and relativistic thus resulting in a focus on the evaluation of different viewpoints (e.g., King and Kitchener 2002 ).”
Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classes (2003, background): “For example, epistemological beliefs— entrenched ideas about the nature, origin, justification, and limits of knowledge, often characterized as implicit or below conscious awareness and expression—are usually further characterized as developmental in nature ( King & Kitchener, 2002; Kuhn, 1991) and”
Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making (2011, background): “Accepting knowledge as absolute and coming from authority or direct personal observation is generally taken to be a low stage in someone’s epistemological development (King & Kitchener, 2002 ; Kuhn, 1989 ; Perry, 1970 ).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “…section for an in-depth discussion of the 2Researchers have varied in whether they envision the dimensions as more or less independent (Schommer, 1990) or whether they form coherent developmental patterns (King & Kitchener, 2002). consequences of such one-sidedness in information processing).”
Personal Epistemology Research: Implications for Learning and Teaching (2001, background): “Similar assessment studies have used measures of epistemic cognition and reflective judgment (King and Kitchener, 2002; Wood et al., 2002).”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “…discussion and resources for exploring different perspectives on ill-structured problems, facilitating critical evaluation of different arguments on an issue, scaffolding evidence-based decision-making, and explicitly addressing uncertainty and epistemological assumptions (King & Kitchener, 2002).”