The development of epistemological understanding

By Deanna Kuhn, R. Cheney, Michael Weinstock. 2000

719 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/325c0d5ab45deca66c38ed12d41b7bf7d236f4a0

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, methodology): “Based on Perry's scheme, Kuhn and colleagues (e.g. Kuhn, 1991; Kuhn et al., 2000) developed a framework for the development of epistemic beliefs, which progresses along three general epistemic levels: absolutist, multiplist, and evaluativist.”
: From inference to reasoning: The construction of rationality (2004, background): “Adolescents and adults, however, construct explicit epistemologies (Chandler et al., 2002; Hofer & Pintrich, 1997, 2002; King & Kitchener, 1994; Kuhn et al., 2000).”
Coordinating own and other perspectives in argument (2007, background): “At a later (multiplist or relativist) level of epistemological understanding, knowledge is regarded as entirely subjective and relative, in which case argument can only be understood as irrelevant (Kuhn et al., 2000).”
Elementary children's judgments of the epistemic status of sources of justification† (2011, background): “The most sophisticated endpoint of developmental theories of personal epistemology proposes an epistemology where truth claims are accepted as not being knowable with certainty, but open to critical scrutiny through the application of evaluative standards (Carey & Smith, 1993; King & Kitchener, 1994”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “From an evaluativist perspective, knowledge assertions are judgments that can be evaluated and compared according to criteria of argument and evidence (Kuhn et al., 2000).”
Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008, background): “(Kuhn et al., 2000, p. 310) Other researchers have made convincing arguments that domain-generality arguments in personal epistemology are not supported by quantitative data (Buehl & Alexander, 2005; Buehl et al., 2002; Hofer, 2000, 2006; Muis et al., 2006).”
Epistemological understanding and the development of intellectual values (2005, methodology): “43 (2005) 111–124 113 Further progress in epistemological understanding can be seen as an extended task of coordinating the subjective with the objective elements of knowing (Kuhn et al., 2000).”
Adolescents' self‐attributed moral emotions following a moral transgression: Relations with delinquency, confidence in moral judgment and age (2006, background): “Research on the development of epistemic cognition demonstrated that, despite considerable domain specificity in the timing of developmental transitions, individuals’ epistemic reasoning follows similar developmental trajectories in different domains of knowledge (Kuhn et al., 2000; Hallett, Chandle”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “…necessary to engage in critical-analytic thinking or argumentation, nor is it likely they will internalize what they learn during discourse to achieve high-level comprehension (Bråten et al., 2011; Greene et al., 2008; Kuhn et al., 2000; Mason & Boscolo, 2004; Weinstock, Neuman, & Glassner, 2006).”
Personal Epistemology and Culture (2008, background): “Students read texts about the controversial topics of genetically modified food and global warming and also completed the 15-item instrument developed by Kuhn et al. (2000) as an assessment of epistemological understanding, which taps five domains (judgments of personal taste, aesthetics, values, ”