Tapping Epistemological Resources for Learning Physics

By David M. Hammer, Andrew Elby. 2003

457 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/48391ef05085a7f913e46183262f9259c1f55029

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Synthesis of Discipline-Based Education Research in Physics. (2014, background): “Elby [224] and Hammer and Elby [505] developed a set of instructional materials and strategies to address students’ epistemological beliefs, which were found to result in significant, favorable shifts on the MPEX survey.”
Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning (2018, unknown): “…captured epistemic aspects of reasoning consistent with the literature on epistemologies.3 In particular, we drew on a resources perspective (Hammer & Elby, 2002, 2003; Louca, Elby, Hammer, & Kagey, 2004) that conceives of epistemologies as multifaceted and context dependent and thus…”
Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making (2011, background): “Others argue that in many cases, students possess the needed skills and knowledge but fail to activate that knowledge in appropriate combinations because of their epistemologies—their views about the nature of knowledge and learning (Hammer & Elby, 2003 ; Hofer & Pintrich, 1997 ).”
Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition (2010, background): “Hammer and Elby (2003) have already argued that ‘epistemic resources’ (as they refer to epistemological beliefs) are only activated in selected contexts while learners might act ‘naive’ in other contexts although they possess the potential or capacity to act ‘sophisticated’.”
Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle (2006, background): “Working from this perspective requires identifying or positing resources Hammer and Elby (2002, 2003) did not describe, as we do following.”
The first year university experience: using personal epistemology to understand effective learning and teaching in higher education (2009, background): “ Hammer (2003) also indicated that a relationship existed between academic performance, epistemological beliefs and approaches to learning in physics students.”
Framing for scientific argumentation (2012, background): “This suggests that the emphasis in instruction should therefore begin with tapping into those resources (Hammer & Elby, 2003).”
Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology (2014, background): “Elby and Hammer (2001) and Hammer and Elby (2002, 2003) explore what basic ideas people use to decide they know something.”
Engineering Students' Epistemological Views on Mathematical Methods in Engineering (2015, background): “Recently, Elby, Hammer, and colleagues (Elby, 2010; Elby & Hammer, 2001, 2010; Gupta & Elby, 2011; Hammer & Elby, 2003; Louca, Elby, Hammer, & Kagey, 2004) have questioned even this notion.”
Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies (2010, background): “…in pieces” frameworks stems from cognitive theory and clinical experimentation (diSessa, 1993; Karmiloff-Smith, 1992), many of the emerging details of the resources perspective as applied to personal epistemologies come from mining the knowledge and actions of teachers (Hammer & Elby, 2003).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “Hammer and Elby (2003) challenged the notion of stable, decontextualized, overarching “epistemic beliefs” and argued for the term “epistemological resources” to emphasize the fine-grained components of an individual’s epistemic cognition that are made active in relation to specific contexts.”