Characterizing Fifth Grade Students’ Epistemological Beliefs in Science
By B. Hofer, P. Pintrich. 2001
117 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/5760cc888b86a72f2ce0c3fdb37b29d58b2c46c7
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In Developmental and Educational Psychology
- Jason A. Chen
- B. Hofer
- AnneMarie Conley
- Ioanna Vekiri
- Delena M. Harrison
- Lawrence C. Scharmann
- Taehee Noh
- Sukjin Kang
In Education
- Jason A. Chen
- B. Hofer
- AnneMarie Conley
- Lawrence C. Scharmann
- Taehee Noh
- Sukjin Kang
- Ioanna Vekiri
- Delena M. Harrison
Citations in the corpus
- Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders (2005, methodology): “According to previous studies (Carey et al., 1989; Elder, 2002), recognizing that “the purpose of science is investigating natural phenomena and explaining the workings of the world” (option B) is considered as the best quality answer (at least for the elementary and middle school–aged students).”
- Changes in epistemological beliefs in elementary science students (2004, methodology): “In a recent study in this area, Elder (2002), using interviews and questionnaires, identified several dimensions that characterized fifth grade science students epistemological beliefs. The questionnaire items were adapted for science from Rubba and Andersen (1978) and Schommer (1990), and were grou”
- Personal Epistemology Research: Implications for Learning and Teaching (2001, background): “One of the significant contributions in the research on science beliefs is the inclusion of students across a wider age spectrum than most of the more domain-general studies, with some studies focusing on epistemological beliefs in elementary school students (Elder, 2002; Samarapungavan and Westby, ”
- Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, methodology): “These beliefs are especially important in science, where many students consider such subjects considerably more difficult than their other subjects (Dweck, 2007), and that science experiments are done merely to prove what people already know (Elder, 2002; Solomon, Duveen, & Scott, 1994).”