Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college

By B. Hofer. 2004

286 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/13101084be9d9ed59089066fab6c8bd7bb024c08

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “There are several viable paradigmatic approaches to research in this area (Hofer, 2004c; Hofer & Pintrich, 2002).”
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, methodology): “However, use of qualitative methodologies such as observations and interviews ( Hofer 2004b ) or think-aloud protocols ( Hofer, 2004a ) indicates that all the four dimensions proposed by Hofer and Pintrich (1997) are represented in students' epistemic thinking.”
Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, background): “Researchers have defined people’s epistemology as their views about the nature of knowledge and knowing (Hofer, 2001, 2004; Hofer & Pintrich, 1997).”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “In a qualitative study, Hofer ( 2004 ) described a student who expressed the belief that textbooks are credible because they “have normally been reviewed by many people or written by many people, so you know it's the opinion of more than one person” (p.”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, methodology): “Exploring personal epistemology in the context of introductory chemistry courses for first-semester college students through observations and interviews, Hofer (2004a) reported some evidence for the justification for knowing dimension but also described that the ideas about justification of knowle”